Practice Exercise 1

Directions (Q. 1-14): The following line chart shows the ratio of export to import of five compa-
nies A, B, C, D and E in years 2000 to 2004.
2.75
2.5
2.25
2 A
1.75 B
Ratio

1.5 C
1.25
D
1
E
0.75
0.5
0.25
0
2000 2001 2002 2003 2004
Year

The following Radar graph shows the projected % increase in export in year 2005 with respect to
2004. (It is assumed that the import in year 2005 is equal to the import in year 2004.)
A

K KUNDAN
80

60
40
E B
20
0

D C

1. In which year was export of company E the maximum?

1) 2000 2) 2002 3) 2003 4) Can’t say
2. The difference between export and import of company D is the maximum in the year
1) 2000 2) 2001 3) 2002 4) Can’t say
3. In year 2003 the difference between export and import is minimum of company
1) A 2) D 3) C 4) Can’t say
4. The export of company A in year 2001 is what percentage more/less than that in year 2000?
1) 24% less 2) 17% more 3) 11% less 4) Can’t be determined
5. The export of company C is twice that of company D in year 2001. The import of company D in year
2001 is 70 million more than the export. The import of company C in year 2001 is
1) 280 million 2) 220 million 3) 240 million 4) 180 million
6. The trade deficit of company B in year 2003 is 75% more than the trade deficit of company A. The
ratio of import of company B to that of company A in year 2003 is
1) 13 : 5 2) 4 : 9 3) 6 : 3 4) 7 : 2
7. If the ratio of export of company E in 2003 to that in 2004 is 4 : 5, the combined ratio of export to
 import of company E in year 2003 and 2004 together is
1) 30 : 19 2) 17 : 9 3) 34 : 13 4) 29 : 16
8. The total transactions (export + import) of companies A, B and C in year 2004 are in the ratio 3 : 4
: 2. The export and import of companies A, B and C in year 2004 together are in the ratio of
1) 334 : 213 2) 226 : 179 3) 174 : 97 4) None of these
9. The ratio of export to import of company C in year 2005 as per the projection is
1) 6 : 7 2) 6 : 5 3) 4 : 3 4) 4 : 5

10. Total transaction (ie export + import) of company E in year 2003 is 33 1 % lower than the total
3
transaction of company E in year 2004. Then the ratio of export to import of company E in the year
2003 and 2004 together is
1) 28 : 17 2) 17 : 28 3) 27 : 17 4) 3 : 2
11. If the projected growth in export of company C and company D together in year 2005 is 40% with
respect to the previous year, the ratio of export to import of company C and D together in year 2004
is
1) 9 : 15 2) 7 : 10 3) 9 : 11 4) 5 : 6
12. As per the projection, how many companies have the import more than the export in 2005?
1) 2 2) 1 3) 3 4) None
13. If the exports of companies C, D and E in year 2004 are in the ratio 1 : 3 : 2, the overall % increase
in the export of company C, D and E as per the projected percentage increase in 2005 is
1) 48.3% 2) 54.6% 3) 57.8% 4) 64.8%
14. If the difference between export and import of company A is 60% more than that between export
and import of company B in year 2004, the difference between export and import of company B is

K KUNDAN
what % more/less than that of company A in year 2005?
1) 7.5% less 2) 11.6% more 3) 15% less 4) 17.4% more
Directions (Q. 15-18): The following pie-charts show the revenue (income) and profit of MG Fi-
nance for the financial year 2004-05.
Share of Revenue (incom e) Share of Profit

Others
12% Fertilisers Others
Tube 22.5%
22.0%
Investments
25%
Carborun-
dum
Universal
EID Parry Tube
Fertilisers 9.5%
12% Investments
45% 23.0%
Carborun-
EID Parry
dum
23.0%
Universal
6%
15. The profit from Tube Investments is what % more than the profit from Fertilisers?
1) 4.5% 2) 5.5% 3) 6.6% 4) Can’t be determined
16. The expenditure of Fertilisers is what % more than the expenditure of Tube Investments?
1) 24% 2) 36% 3) 48% 4) Can’t be determined
17. The minimum expenditure of MG Finance is in
1) Fertilizers 2) Others
3) Carborundum Universal 4) Can’t be determined
18. If the total revenue of the company in the financial year 2004-05 is Rs 6250 crores and the total
profit of the company is Rs 600 crores, the profit of which type of investment has the maximum for
per rupee revenue?
1) Fertilizers 2) Carborundum Universal
3) EID Parry 4) Tube Investments
Directions (Q. 19-22): The following graphs show the result of a survey. Refer to the graphs to
answer the questions that follow.

Consum er's Requirem ent from liquid soaps (in %)

60

50

40

30

20

10

0
Skin care Fragrance Freshness Cleansing Action
Reasons For Trial Reasons for Use

K KUNDAN Recomme-
ndation

Price
20%
Size
12%

Freebies
10%

Advertising
18%
Low price
22%

Adverti-
sing
Word of
Mouth
18%
Used it
abroad
10%

25% 15% New to

Sachets Market
15% 35%

19. If 5000 users were questioned for the survey, in which 8% required fragrance and freshness, 3%
required skin care and fragrance, 7% required skin care and cleansing action, 3% required cleans-
ing action and freshness, and 5% required all the qualities from the liquid soap, how many people
required only skin care from liquid soaps? (There are no consumers who required exactly three
qualities from liquid soaps.)
1) 1800 2) 1750 3) 1600 4) 1900
20. If 4200 people were covered under the survey, what is the ratio of the people who tried the soap
because of recommendation and those who did so because of size?
1) 5 : 3 2) 3 : 5 3) 8 : 5 4) 5 : 8
21. What per cent of the people who tried the soap because of recommendation continued using it for
 a similar-mentioned purpose?
1) 80% 2) 95% 3) 85% 4) 90%
22. If 7800 people were covered under the survey, what is the difference between the number of
people who use the liquid soaps because it is new to market and the number of people who use it
because of its advertisement?
1) 1750 2) 1560 3) 1800 4) 1500
Answers and explanations
1. 4; Only the ratio of export to import of each of the companies is given. Therefore it can’t be deter-
mined.
2. 4; Only the ratio of export to import of each of the company is given. Therefore we can’t find in
which year the difference between export and import of company D is maximum. It depends
upon the constant involved in each of the ratios.
3. 2; This question is similar to the above problem but we have to find the minimum difference. The
minimum difference between export and import will be when Export = Import, ie ratio = 1.
Hence company D.
4. 4; Different constants are involved in the ratios of export and import of company A in year 2001
and 2000. Therefore we can’t determine.
5. 3; Let K 1 and K 2 be present in the ratio of export to import of company C and company D in year
2001.
Export of company 7
 1.75 
Import of company 4

K KUNDAN
 Export of company C = 7K 1
Import of company C = 4K1
Similarly, export of company D = 3K 2
Import of company D = 4K 2
According to the question,
7K1
2
3K 2

K1 6
 7K1  6K 2   .... (1)
K2 7
Also, 4K 2  3K 2  70  K 2  70
6 6
As per (1)  K1  K 2   70  60
7 7
 Import of company C = 4K1  4  60  240 million.
6. 4; Let K 1 and K 2 be present in the ratio of export to import of company A and company B respec-
tively in year 2003.
Export of company A = K 1
Import of company A = 2K1
Export of company B = 3K 2
Import of company B = 4K 2
Trade deficit (Import – Export) of company A = K 1
 Trade deficit of company B = K 2
According to the question,
 75 
K 2  K 1 1  
 100 

7
 K 2  K1 
4
7K1
4
Import of company B 4K 2 4 7
 
Import of company A 2K1 2K1 2
 Required ratio = 7 : 2
7. 1; Let K 1 and K 2 be present in the ratio of export to import of company E in 2003 and 2004 respec-
tively.
Export of company E in 2003 = 5K1
Import of company E in 2003 = 4K1
Export of company E in 2004 = 2K 2
Import of company E in 2004 = K 2
According to the question,
5K1 4
  25K  8K

K KUNDAN
2K 2 5 1 2

K1 8 K .8
   K1  2
K 2 25 25

 8K 2 
5   2K 2
 25  90 30
 Required ratio    = 30 : 19
 8K 2  57 19
4   K2
 25 

8. 2; Let K 1 , K 2 and K 3 be present in the ratio of export to import of companies A, B and C respec-
tively in year 2004.
Total transaction (export + import) of company A = 3K1  2K1  5K1
Total transaction (export + import) of company B = 5K 2  4K 2  9K 2
Total transaction (export + import) of company C = K 3  K 3  2K 3
According to the question,
5K1 3 9K 2 4
 and 
9K 2 4 2K 3 2

 20K1  27K 2  18K 2  8K 3

 K1 : K 2  27 : 20  K 2 : K 3  8 : 18  4 : 9
K1 : K 2 : K 3
 27 : 20 :
4 : 9
  K1 : K 2 : K 3  108 : 80 : 180  54 : 40 : 90

Total export of companies A, B and C 3K1  5K 2  K 3


Total import of companies A, B and C 2K1  4K 2  K 3

3  54  5  40  90 452 226
  
2  54  4  40  90 358 179
 Required ratio = 226 : 179
9. 2; Let K 1 be present in the ratio of export to import of company C in year 2004.
Export of company C in year 2004 = K1
Import of company C in year 2004 = K1
From the radar graph,
% increase in export of company C = 20%
 20  6K 1
 Export of company C in 2005 = K 1 1  100   5 .
 
Import of company C in 2005 = K 1 (same as that of 2004)

6K1
6
 Required ratio = 5   6 : 5
K1 5

10. 1; Let K 1 and K 2 be present in the ratio of export to import of company E in years 2003 and 2004
respectively.

K KUNDAN
Total transaction of company E in year 2003 = 5K1  4K1  9K1
Total transaction of company E in year 2004 = 2K 2  K 2  3K 2
According to the question,

K1 2
 1
9K 1  3K 2 1    2K 2
 3

 
K2 9

2
5   2
Total export of E 5K1  2K 2 9 28
  = 
Total import of E 4K1  K 2 2 17
4   1
9
 Required ratio = 373 : 212
11. 3; % growth in export of company C in year 2005 w.r.t. 2004 = 20%
and, % growth in export of company D = 50%
But companies C and D together have increased by 40% . Obviously, 40% is the weighted mean
of 20% and 50% .
C D
20% 50%
40%
10 20
1 : 2
 Ratio of export of company C to company D in year 2004 = 1 : 2
Let K 1 and K 2 be present in the ratio of export to import of companies C and D in year 2004.
 Export of company C = K 1 ; and import of company C = K 1
Export of company D = 3K 2 ; and import of company D = 4K 2

K1 1
and,   2K  3K
3K 2 2 1 2

K1 3
 
K2 2

Export of company C and D K1  3K 2

Required ratio = 
Import of company C and D K1  4K 2

3
K 2  3K 2
9
 2   9 : 11
3 11
K 2  4K 2
2
12. 4; In year 2004, only company D has import less than export. From year 2004 to 2005 export of the
company D increase by 50% .
Therefore, no company has import more than export as per the projection.
13. 1; As per the projected percentage increase, the overall % increase
1 3 2 290
  20   50   60   48 .33 %
6 6 6 6
14. 2; Let K 1 and K 2 be present in the ratio of export to import of companies A and B respectively in

K KUNDAN
year 2004.
Difference between export and import of company A in year 2004 = 3K1  2K1  K1
Difference between export and import of company B in year 2004 = 5 : 4 = 5K1  4K 2  K 2
According to the question,

K 1  K 2 1 

60  8
  K1  K 2  
100  5
 160  24K 1
Export of company A in 2005 = 3K 1  
 100  5

 180 
Export of company B in 2005 = 5K 2    9K 2
 100 
Difference between export and import of company B = 9K 2  4K 2  5K 2
24
Difference between export and import of company A = K1  2K1
5
14K 1 14  8K 2  112K 2
   
5 5  5  25

112K 2
5K 2 
25  100 1300
Required % = 112K 2 =  11 .6%
112
25
11.6% more than that of A.
 Practice Exercise 2
Directions (Q. 1-5): Refer to the bar graph below and answer the questions that follow.
The following bar graph gives age-wise as well as offence-wise distribution of male offenders in
England and Wales in the year 2003. Value written on the top of each bar gives the total number of
offences in thousands occurring in that particular category of offence.

100
Percentage of male offenders

80
Ov er 16

60 14-16

12-14
40
10-12

20

0
Burglary Theft Robbery Violence Others

K KUNDAN
Category of offence

1. The second highest number of crimes is committed by the boys in the age group
1) 10-12 2) 12-14
3) 14-16 4) Over 16
2. Which of the following conclusions is true?
1) Boys in age group 14-16 commit more burglaries than theft.
2) Boys in age group 12-14 are the most violent.
3) In the boys’ over-16 age group the number of burglaries committed is more than that of violent
acts.
4) Burglary is the second most common offence amongst the juvenile delinquent below the age of
12.
3. If the total offences were shown by a pie-chart what sector angle would approximately represent
robberies?
1) 10 2) 3
3) 24 4) 65
4. The total number of offences committed by those over 16 is greater than the total number of
offences committed by those in the age group of 12 to 16 by
1) 10% 2) 5%
3) 26% 4) 1%
5. If no child committed more than one offence, given that the total number of boys in the age group
10-12 was 1457682, what was the approximate percentage of children who were away from crime
in that age group?
1) 5 2) 82
3) 87 4) 96
Directions (Q. 6-11): Refer to the table below and answer the questions that follow.
Statewise area and production of tobacco
(A = Area in ’000 hectares; P = Production in ’000 tonnes)
Note: Figures in brackets show the percentage share of Virginia Tobacco.

Year

State 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002

A P A P A P A P A P

Andhra Pradesh 209.7 262.8 198.7 190.6 171.6 154.9 169.4 164 182.8 192.5
(66) (60) (78) (71) (74) (61) (7.5) (67) (75) (67)
Gujarat 81.5 125.3 74.6 153.6 114.7 174.9 121.5 185.2 113 209.5
Karnataka 42.1 30.5 43.5 29.6 44.5 26.6 51.6 33.9 50.8 30.5
(24) (24) (23) (23) (29) (25) (30) (21) (31) (30)
Tamil Nadu (TN) 11.3 16.7 12.7 19 12.9 19.1 14.5 22.4 17.2 26.1
West Bengal 14.9 14.5 13.2 12.7 12.7 11.5 18.9 17.4 14.1 13.3
(3) (2) (4) (2) (2) (2) (1) (1) (1) (1)
Others 63.9 43.8 66.6 48.3 69 51.5 75.6 57.9 70.4 53.4

All India Total 504.4 493.6 409.3 453.8 425.4 438.5 451.5 480.8 448.3 525.3

6. In which of the following years was the productivity (tonnes per hectare) of tobacco in Andhra
Pradesh greater than one?

K KUNDAN
1) 1998-99 2) 1999-2000
3) 2000-2001 4) 2001-2002
7. The all-India percentage share of Virginia Tobacco in the total tobacco production in 1997-1998
was approximately
1) 50 2) 86 3) 33 4) 27
8. If in 2002-2003 the area under cultivation of tobacco was increased to 18,000 hectares in Tamil
Nadu, the tobacco production would then approximately be (in ’000 tonnes, assuming productivity
in 2002-2003 remains the same as in 2001-2002):
1) 32.6 2) 16.3
3) 25 4) 27.3
9. Tobacco production in which of the following States increased consistently over the five-year
period?
1) Karnataka & TN
2) Gujarat & TN
3) Karnataka & Gujarat
4) W Bengal & TN
10. Total production of Virginia Tobacco was higher in which year?
1) 1997-1998
2) 1998-1999
3) 2000-2001
4) 2001-2002
11. Which of the following is true?
1) Production of Virginia Tobacco is increasing every year in Andhra Pradesh.
2) Production of Virginia Tobacco is second highest in year 1999-2000.
3) Production of Virginia Tobacco in West Bengal is decreasing.
4) All-India productivity of Tobacco is minimum in year 2000-01.
 Directins (Q. 12-16): Refer to the line graph below and answer the questions that follow.
DIRECT SELLING BUSINESS
14 2100
No. of distributors Turnover 1950

No. of distributors (in lakhs)

12 1800
11.2
Turnover (Rs crores)

1400
10 1500

8 1000 1200
8.2
5.2
6 900
6.4
4 600
300 600
2 300
1.2
0 0
1998 1999 2000 2001 2002

Turnover in 2002 (in Rs No. of distributors in 2002

Rank Company
Crores) (in lakhs)
1. Wamay 472 3.65
2. Codimare 165 4.95
3. Nova 110 0.68
4. Balife 78 0.2

K KUNDAN
12. What is the average simple annual growth rate of turnover of direct selling business in India
during the given period?
1) 42%
3) 78%
2) 60%
4) 137.5%
13. If Wamay and Nova were the only companies in the direct selling business in India till 1998 with
the Wamay market share three times that of Nova, then what is the percentage growth in Nova’s
turnover during the given period?
1) 10% 2) 15.6%
3) 35% 4) 46.7%
14. Balife was launched in 2000. Since then, the number of its distributors is increasing by 25%
every year and its turnover by 20% . Then what was the turnover-to-number of distributors ratio of
Balife during its launching year?
1) 36120 2) 39820
3) 42320 4) 45720
15. Which of the following is definitely false?
1) The ratio of turnover to number of distributors is maximum for Balife during 2002.
2) Top four companies together have more than 80% of total number of distributors in the direct
selling business in India during 2002.
3) There are not more than 18 companies in direct selling business in India during 2002.
4) None of these
16. During which year, has the ratio of turnover-to-number of distributors shown maximum percent-
age increase over the previous year?
1) 1999 2) 2000
3) 2001 4) 2002
Directions (Q. 17-20): Refer to the diagrams below and answer the questions that follow.
Given below is the data of a consumer confidence survey.

28 32
II I Jaipur II I Jaipur
(35, 24) (17, 23)
21 24
Mumbai
14 (16, 11) 16 Kolkata
Bangalore (-8, 8)
Kolkata (29, 5)
7 8
(0, 1)
Bhubaneshwar
0 0
III Delhi IV III Delhi(-5, -6) Mumbai IV
Bhubaneshwar (-9, -10) (0, -2)
–7 (-7, -1) (2, -3) –8
Bangalore
Coimbatore Ahmedabad Coim- batore (11, –16)
–14 (-18, -17) (-5, -16) –16 (–8, –11)
Ahmedabad
(-16, -13)
–24 –24
–40 –30 –20 –10 0 10 20 30 40 –20 –15 –10 –5 0 10 15 20
PSI (Gain/Loss) over January 2004 PSI (Gain/Loss) over September 2004

FEI  Future Expenditure Index

PSI  Present Situation Index
FEI
CCI  Consumer Confidence Index 
PSI
17. For how many cities has PSI changed from a positive value to negative value?
1) 0 2) 1 3) 2 4) 3
18. How many cities have shown greater than or equal to 100% change in FEI?

K KUNDAN
1) 2

1) Ahmedabad
2) 3

2) Kolkata
3) 4

3) Delhi
20. For how many cities, FEI as well as PSI decreased over the period?
1) 3

Answers and explanations

1-5:
2) 4 3) 5
4) 5
19. Which of the following cities have CCI more than 1 during September 2004?
4) Bangalore

4) 6

Please note that the bar chart gives the % distribution of each age group in various kinds of
offences.
1. 3; For all kinds of offences, the percentage of crimes committed is the highest in the age group
over 16 and second highest in age group 14-16. Thus, number of crimes is second highest in
the age group 14-16. Hence, (3).
2. 4; Statement 1:
Not true, as the percentage of boys committing burglaries and thefts is almost the same, but
the number of thefts is much more than burglaries. Thus, thefts would be more than burglaries
in the age group 14-16.
Statement 2:
Note true, as the boys in the age group over 16 are the most violent.
Statement 3:
For age group over 16:
Number of burglaries = 35% × 82  28.7 thousand
Number of violent acts = 55% of 53  29.2 thousand
Hence, this is not true.
Statement 4:
Below the age of 12, the most common offence is theft, followed by burglary. Hence, this state-
ment is true.
3. 2; Total offences = 82 + 238 + 4 + 53 + 74 = 451 thousand.
4  360
 In a pie-chart the angle of the sector representing robberies = 451
 3º.
4. 4; Total number of offences in ’000 in the age group over 16
35 40 50 55 60
=  82   238  4  53   74
100 100 100 100 100
 29  95  2  29  44  199
50 45 40 40 35
In age group 12 to 16 =  82   238  4  53   74
100 100 100 100 100
 41  107  2  21  26  197
5. 4; Number of crimes in age group 10 to 12
 15 15 10 5 5 
=  82   238  4  53   74 
100 100 100 100 100 
= (12 + 36 + 0.4 + 3 + 4) × 1000  55 × 1000  55000
55000
 Percentage of children committing crimes =  100  4 %
1457682
 Percentage of children away from crimes = 100 - 4 = 96% .
6. 4; In the row of Andhra Pradesh choose the year in which P > A.
262.8  0.6  30.5  0.24  14.5  0.02
7. 3;  100  33%
493.6
18

K KUNDAN
8. 4;  261
.  27.3 (Assuming same productivity).
17.2
9. 2; Gujarat and Tamil Nadu both show increasing trends of production.
10. 1; As Andhra Pradesh is the sole biggest contributor, it is sufficient to note that in 1997-1998 the
production of Virginia Tobacco in AP was greater than in any other year by a significant margin.
11. 3; The production of Virginia Tobacco is decreasing every year in West Bengal.
1950  300 1650
12. 4; Average annual growth rate =  100  = 137.5% .
300  4 12
1
13. 4; Nova’s turnover in 1998 =  300 = Rs 75 crores
4
Nova’s turnover in 2002 = Rs 110 crores
110  75 35  100
 Percentage growth =  100   46 .7%
75 75
14. 3 At 25% per annum, the number of distributors increases by 56.25% in two years. At 20% per
annum, the turnover increases by 44% in two years.
 Turnover-to-number of distributors for Balife in 2000
78  100 lakh
1.44 7800 1.5625
=    42318
0.2 lakh 1.44 0.2
1.5625
15. 3; Nothing can be inferred about statement 1 as data is given for only top 4 companies.
Statement 2 is definitely true as top 4 companies have approximately 85% of total number of
distributors.
Total turnover of top 3 companies = 472 + 165 + 110 = Rs 747 crores
 Turnover of all other companies = 1950 - 747 = Rs 1203 crores
Number of companies in the direct selling business will be minimum if all companies other
than top 3 companies have turnover almost equal to the turnover of fourth company, ie Balife
1203
 Minimum number of companies (excluding top 3) =  15 .4  16
78
 Minimum number of companies = 16 + 3 = 19
 Statement 3 is definitely false.
16. 2;

Year Ratio (approx) Percentage increase

1998 25000 -
1999 11500 -ve
2000 15600 4100/115 > 30%
2001 17100 1500/156 < 10%
2002 17400 300/17100 < 10%
17. 2; Only for Delhi, PSI has changed from 2 to –9, ie positive value to negative.
18. 4; City % Change in FEI
1
Jaipur  100  100 %
24

K KUNDAN
5   16  2100
Bangalore  100   100%
5 5
11   2 1300
Mumbai  100   100 %
11 11
1 8
Kolkata  100  700 %  100 %
1
1 6
Bhubaneshwar  100  500 %  100 %
1
 17   11 600
Coimbatore  100   100 %
 17 17

 16   13  300
Ahmedabad  100   100 %
 16 16

 3   6  300
Delhi  100   100 %
3 3
Only Jaipur, Ahmedabad and Coimbatore have less than 100% change in FEI.
 Required number of cities = 8 – 3 = 5
19. 3; To have CCI more than 1, |FEI| must be greater than |PSI| during the given period. Only Delhi
has [FEI] more than |PSI|.
20. 2; FEI and PSI of Jaipur have decreased from (35, 24) to (17, 23) over the period.
Similarly, FEI and PSI of Mumbai, Bangalore and Delhi have decreased over the period.
 Total no. of cities = 4.
 Practice Exercise 3
Directions (Q. 1-5): Refer to the pie-charts below and answer the questions that follow.
Monthly income and expenditure for a semi-government institute

INCOM E EXPENDITURE

Facilities
31%

Go vernment
Students 35%
40%

Wages Awards
55% 5%

Reno vation
9%
Ins titute
25%

There are some constraints:

i) Income from students can be used for awards and facilities; otherwise it has to be kept aside.

K KUNDAN
ii) Renovation can be done only with donation from institute.
iii) Government and institute’s contributions do not increase even if any new course is intro-
duced for/till first 2 years.
1. If government’s contribution was Rs 10 lakh and the management could save Rs 60000, then
what would be the expenditure on wages? (approximately)
1) Rs 1504000 2) Rs 1538000 3) Rs 1602000 4) Rs 1571000
2. The total income is Rs 35 × 106. The percentage utilization of the income from the students is
100% . If expenditure on awards and facilities is met only with income from students, then what is
the total expenditure? (approximately)
1) Rs 31.5 × 106 2) Rs 35 × 106
6
3) Rs 39 × 10 4) Rs 40 × 106
3. Approximately what is the ratio of the expenditure on facilities to that on wages?
1) 5 : 11 2) 11 : 6
3) 6 : 11 4) Cannot be determined
4. If no money is spent on renovation then the income and the expenditure are the same, otherwise
there is a shortage of Rs 650000. Then what is the total income?
1) Rs 72 × 105 2) Rs 65.7 × 105 3) Rs 59.5 × 105 4) Rs 54.5 × 105
5. Students’ contribution is totally used in awards and facilities but Rs 2  10 6 is still left. Find the
total expenditure (in Rs).
1) 5  106 2) 7.5  10 6 3) 4×106 4) Data inadequate
Directions (Q. 6-10): Refer to the bar graph below and answer the questions that follow.
In the game of basketball, points for the correct throws are 1, 2 or 3. In a match the number of
attempts to basket the ball and accuracy are given for all players of the team below. Indian Railways’
players are A, B, C, D and E.
 100 25

80 20

60 15

40 10

20 5

A B C D E
1-pointer attempts (%) 2-pointer attempts (%)

3-pointer attempts (%) Total number of attempts

Accuracy
Player
1-pointer 2-pointer 3-pointer
A 66.66 33.33 20
B 100 66.66 100

K KUNDAN
C 75 75 100
D 88.88 100 50
E 100 71.42 83.33

6. How many points were scored by player A?

1) 13 2) 19 3) 21 4) 39
7. What was the accuracy of the most accurate player? (Accuracy means no. of baskets per attempt.)
1) 78% 2) 80%
3) 83% 4) 87%
8. What percentage of total points was scored by player D?
1) 13% 2) 21% 3) 30% 4) 37%
9. What percentage of total points was scored through 2-pointers?
1) 22% 2) 32% 3) 42% 4) 52%
10. Point scored by all players from 3-pointers is what percentage (approx.) more/less than those from
2-pointers?
1) 15% more 2) 10% less
3) 15% less 4) 10% more
Directions (Q. 11-15): Refer to the graphs below and answer the questions that follow.
Graph (i) shows volumewise share of various companies in car market in India, for March 2004.
Graph (ii) shows total number of cars sold since October 2003 to March 2004.
Graph (iii) shows ratios of market prices of cars of the companies which are written next to each
 price of Bajaj car 
other, ie   = 0.66
 price of Toyota car 
 Graph (i)
Bajaj

Honda
M&M
Toyota

Maruti
Graph (ii) Graph (iii)
Num ber of cars sold (in thousands)
80 2.5
70 2
2
60
50 1.5
40 1.1
30 1
0.66 0.625
20
0.5
10
0
0 0
Oct Nov Dec Jan Feb Mar Toyota Bajaj Maruti Honda M&M
2003 2003 2003 2004 2004 2004

K KUNDAN
11. What is the share of M&M in total sale (in Rs) of cars in March 2004?
1) 32% 2) 48% 3) 60% 4) Cannot be determined
12. If Toyota had 20% share in volume in November 2003, then what is the ratio of its sales (units) in
November 2003 to that in March 2004?
1) 11 : 10 2) 8 : 5 3) 44 : 25 4) None of these
13. If a Honda car costs Rs 2.5 lakhs, then what were the sales of Bajaj cars in March 2004?
1) Rs 125 crores 2) Rs 160 crores 3) Rs 250 crores 4) Rs 300 crores
14. How many cars cost more than the average price of cars in March 2004 among the given group of
cars?
1) 1 2) 2 3) 3 4) Cannot be determined
15. If the cost of Bajaj car is Rs 108000 less than that of M&M, then the income from the selling of a
car by Maruti is what % more/less than that by Honda in March 2004?
1) 60% less 2) 50% less 3) 40% more 4) 25% less
Directions (Q. 16-20): The following table shows the percentage population above poverty line
and ratio of male to female above and below poverty line for states A, B, C, D and E in year 2003.

% population above Ratio of male to female

Name of State
poverty line Below poverty line Above poverty line
A 72 4:3 4:5
B 64 8 : 10 9:7
C 56 6:5 13 : 15
D 84 7:9 11 : 10
E 76 5:7 9 : 10
16. In which state is the maximum male population below poverty line?
1) C 2) B
3) A 4) Can’t be determined
17. If the female population below poverty line in state D is 6.3 million, find the female population
above poverty line.
1) 38 million
2) 28 million
3) 40 million
4) 42 million
18. If the female population above poverty line in state A is 3.6 million more than the female popula-
tion above poverty line in state D, find the difference between total population of State A and state
D.
1) 9 million
2) 8 million
3) 10 million
4) Can’t say
19. If the percentage of male population below poverty line in state C and state E together is 15% , find
the % male population above poverty line in states C and E together.
1) 45.2% 2) 32.4% 3) 37.8% 4) Can’t say
20. If the female population above poverty line in state C is greater than the female population above
poverty line in state B, which of the following is definitely true?
1) Population of state C < population of state B
2) Population of state C > population at state B

K KUNDAN
3) Population of state C = population of state B
4) Can’t say

Answers and explanations

1. 2; Government’s contribution = 35% of the total income
10 6  100
 Total income =  2857143
35
Savings = Rs 60000  Total expenditure = Total income - savings = 2857143 - 60000 = 2797143.
Expenditure on wages = 55% of total expenditure  1538429.
2. 3; From condition (i), 100% income from students is utilized.
 income from students = expenditure on awards and facilities.
 40% of income = 36% of expenditure.
100 40 6 6
 Expenditure = 36  100  35  10  388889  3900000  39  10
31 6
3. 3; Facilities-to-wages ratio = 
55 11
4. 2; From the given information, total income = total expenditure - 9% of total expenditure
= total expenditure - 650000
100
=  650000  650000  6572222  6570000
9
5. 4; Let the total income be Rs x and total expenditure be Rs y.
According to the question,
40% of x – 36% of y = 2  105
But we can’t find the value of y.
Hence, data inadequate.
6-9:

No. of attempts for Number of baskets

Player Player
1-pointer 2-pointer 3-pointer 1-pointer 2-pointer 3-pointer

A 6 9 5 A 4 3 1

B 3 6 1 B 3 4 1

C 8 4 3 C 6 3 3

D 9 3 6 D 8 3 3

E 4 14 6 E 4 10 5

Total 30 36 21 Total 25 23 13
6. 1; Points scored by player A = 4 × 1 + 3 × 2 + 1 × 3 = 4 + 6 + 3 = 13
Alternatively:
Player A has overall accuracy of around 40% with quite a low accuracy of 3 pointers.
With total 20 attempts, assuming average score of 2 per attempt, approximate score would be
0.4 × 2 × 20 = 16.
7. 2;

P layer A B C D E

K KUNDAN
Accuracy 8/20 = 0.4 8/10 = 0.8 12/15 = 0.8 14/18 < 0.8 19/24 < 0.8
Players B and C have the maximum accuracy of 80% .
8. 2; Total points = 25 × 1 + 23 × 2 + 13 × 3 = 25 + 46 + 39 = 110
Points scored by player D = 8 × 1 + 3 × 2 + 3 × 3 = 23
23
 Percentage of points scored by player D = 110  100  21 %
Alternatively:
Approximately 20% of total attempts were made by player D with the same accuracy (approxi-
mately) as the other players except A, whose accuracy is quite low. Hence, player D must have
scored approximately 20% of total points.
9. 3; Number of points scored through 2-pointers = 2 × 23 = 46
46
 Percentage of points through 2-pointers = 110  100  42 % .
10. 3; Total points scored from 3-pointers = 13 × 3 = 39
Total points scored from 2-pointers = 23 × 2 = 46
46  39
Required percentage =  100  15 .2%
46
11. 1; From graph (iii)
Price of Bajaj 2 Price of Maruti
5 Price of Honda Price of M & M
 ; ;   2;  1.1
Price of Toyota 3 Price of Bajaj 8 Price of Maruti Price of Honda
 If price of Bajaj car is 8x, then prices of Toyota, Maruti, Honda and M&M cars are 12x, 5x, 10x
and 11x respectively.
From graph (i),
 Percentage shares of Honda and Toyota are 12.5% each while those of Bajaj, M&M and Maruti
are 25% each.
25
Sales of M&M cars (in value) in 2004 = 11x   50000
100
25 12.5
Total sales (in value) = (8x + 11x + 5x) × × 50000 + (12x + 10x) ×  50000
100 100
25 25
= (24x + 11x) × × 50000 = 35x × × 50000
100 100
11
Percentage share of sales of M&M cars =  100  32 %
35

20
 55
Sales of Toyota in November 2003 100 220 44
  
12. 3; Sales of Toyota in March 2004 12.5 125 25
 50
100

2.5
13. 3; If a Honda car costs Rs 2.5 lakhs, then a Bajaj car will cost  0 .625  Rs 2 lakhs.
2
25
Sales of Bajaj cars in March 2004 =  50000  2 = 25000 lakhs.
100
14. 3; Ratio of price of all the given companies is

K KUNDAN
Toyoto : Bajaj : Maruti : Honda : M & M
3 : 2
8 : 5
1 : 2
10 : 11
 3  8  1  10 : 2  8  1  10  : 2  5  1  10  : 2  5  2  10  : 2  5  2  11
 240 : 160 : 100 : 200 : 220  12 : 8 : 5 : 10 : 11
Volumes of production of Toyota, Bajaj, Maruti, Honda and M&M in March 2004 are in the ratio
1:2:2:1:2
Let x be present in the ratio of the price of each of the cars.
12x  1  8 x  2  5 x  2  10 x  1  11x  2 70 x
Average price in March 2004 =   8.75 x
1 2  2 1 2 8
Therefore the prices of Toyota, Honda and M&M are greater than the average price of all cars in
March 2004.
15. 2; From solution (11) : Ratio of market prices is Bajaj : M&M = 8x : 11x
 11x – 8x = 3x = 1,08,000
 x = 36,000
Now market price of Maruti = 5x = 180,000
Market price of Honda = 10x = 3,60,000
 required answer = 50% .
Quicker Approach:
Ratio of price of Honda to Maruti = 2 : 1
2 1
 Required ratio =  100  50 %
2
Note: There is no need of the cost of Bajaj car in March 2004.
16. 4; Total population of each of the states is not given. Hence data inadequate.
 9
17. 2; part of 16%  6.3 million
16
 9%  6.3 milion
10 6.3
 part of 84% ie 40%   40  28 million.
21 9
18. 1; At first glance, data seems inadequate for the question.
Let total population of state A and state D be x and y respectively.
5
Female population above poverty line in state A = part of 72% of x = 40% of x.
9
10
Female population above poverty line in state D = part of 84% of y = 40% of y.
21
According to the question,
40% of x – 40% of y = 3.6
 40% of x  y   3.6
 x  y = 9 million
Note: If percentages are different then we can’t solve the problem.
6
19. 2; Percentage male population below poverty line in state C = part of 44% = 24%
11
5
and that in state E = part of 24% = 10%
12

K KUNDAN
Combining both states, we have 15% male population below poverty line.
It means that 15% is the weighted mean of 10% and 24% .
C
24%

5
15%
E
10%

9
Therefore, total populations of C and E are in the ratio 5 : 9.
13
Now, % male population above poverty line in state C = part of 56% = 26%
28
9
and that in state E = part of 76% = 36% .
19
26  5  36  9 130  324 454
Required % =    32 .4%
59 14 14
20. 4; Let the total population of state C and state B be x and y respectively.
According to the question,
15 7
part of 56% of x > part of 64% of y
28 16
 30% of x > 28% of y
 x > y or x < y or x = y.
 Practice Exercise 4
Directions (Q. 1-5): Read the information to solve the questions.

Num ber of bikes produced by Hero Honda Market share of bikes for year
2001 (Market Size - 1,50,000 bikes)
30000
25000
20000 Others CD100
CD100
30% 35%
15000 Splendor
10000 CBZ

5000 CBZ
Splendor
0 20%
15%

K
2000 2001

1. If Hero Honda company wants all its CBZ which are produced in 2000 and 2001 to be sold then
what should have been the number of CBZ produced in 2001?
1) 15,000 2) 18,000
3) 17,000 4) Indeterminable
2. If in 2001 Yamaha accounts for 8% of market share, what per cent of Others category does it
account for?
1) 24% 2) 25%

KUNDAN
2
3) 26 % 4) 28%
3
3. If Hero Honda plans to launch a new model Crazy in 2002 and if the market increases by 20% and
the market share of Hero Honda increases by 10% , then what is the minimum number of Splen-
dor that needs to be produced to meet the demand?
1) 27,000 2) 25,000
3) 25,500 4) Indeterminable
4. If in 2002 LML enters the market and is able to capure 30% of the 50,000 market then what is the
percentage difference between market share of LML and Splendor? (assuming percentage mar-
ket share of Hero Honda models and Others is the same as in the previous year)
1) 24.5%
2) 19.5%
3) 12%
4) None of these
5. If the market share of Others remains the same, what is the total number of Bajaj bikes sold in
2001, if Bajaj enters as a new player in market in 2001 and has the same market share as Hero
Honda?
1) 52,500 2) 53,500
3) 52,000 4) 54,000
Directions (Q. 6-11): Following graph gives details about the fortunes of the company Mul-
tiple Investment. Productivity is given here as the produced value per employee in ’00000 $.
Profitability is defined here as the profit as a percentage of produced value. The number of em-
ployees is given in ’00s.

19
17
15
13
11
9
7
5
91 92 93 94 95

Profitability Productivity No. of employees

6. What was the percentage change in the production in the given period for Multiple Investment?
1) 78% 2) 86% 3) 68% 4) 92%
7. Which year showed the sharpest change in production?

K
1) 92 2) 93 3) 94 4) 95
8. Which year showed the sharpest increase in profits?
1) 92 2) 93 3) 94 4) 95
9. In which year were the profits per employee the highest?
1) 91 2) 93 3) 94 4) 95
10. In how many years has the profitability shown an inverse trend to that of the number of employ-
ees?
1) 0 2) 1 3) 2 4) 3
11. Which of the following years has the lowest profits per employee?
1) 92 2) 93 3) 94 4) 95

KUNDAN
Directions (Q. 12-16): The tabular data given below gives the information about the adult
population (in lacs) in the four different regions of a city in 1996 along with the death and birth
rates in the respective regions.

Male
Female
Birth Rate
Region I
12
10
5%
Region II
8
11
8%
Region III
14
9
12%
Region IV
22
12
3%
Death Rate 0.5% 2% 1% 3%

12. What was the total adult population of all the four regions combined?
1) 81 2) 83 3) 85 4) 98
13. What was the number of deaths in the given year for regions I and II? (in thousands)
1) 35 2) 43 3) 49 4) 54
14. Which region had the highest population growth rate in the given year?
1) Region I 2) Region II
3) Region III 4) Region IV
15. Which region had the highest number of births?
1) Region I 2) Region II
3) Region III 4) Region IV
16. Which region had the lowest number of deaths?
1) Region I 2) Region II 3) Region III 4) Region IV
Directions (Q. 17-20): Refer to table below and answer the questions that follow.
BSNL announced a cut in STD rates on 27.12.2001. The new rates and slabs are given in the
table below and are to be implemented from 14.01.2002. Assume you are given this question
on 01.01.2002.

Rates (Rs/min)
Distance
Peak Rates Off Peak
(in km)
Old New Old New
50-200 4.8 2.4 1.2 1.2
200-500 11.6 4.8 3.00 2.4
500-1000 17.56 9.00 4.5 4.5
>1000 17.56 9.00 6.00 4.5
17. The maximum percentage reduction in costs will be experienced for calls over which of the follow-
ing distance (in km)?

K
1) 50-200 2) 200-500 3) 500-1000 4) >1000
18. The percentage difference in the cost of a set of telephone calls made on the 13th and 14th
January having durations of 4 minutes over a distance of 350 km, 3 minutes for a distance of 700
km, and 3 minutes for a distance of 1050 km is (if all the three calls are made in peak times)
1) 51.2% 2) 51.75% 3) 59.8% 4) Can’t be determined
19. If one of the three calls in Q. 18 were made in an off peak time on both days, then the percentage
reduction in the total cost of the calls between 13th and 14th January will
1) Definitely reduce
2) Definitely increase
3) Depend on which particular call was made in off peak time

KUNDAN
4) Can’t be determined
20. A person talks for a certain no. of minutes at peak rates and off peak rates on 13.01.2002 for 50-
200 km distance such that his averge cost of talking per minute is Rs 3.7/minute. Find the least
time that he talked (assuming he talks only in multiples of a minute).
1) 27 minutes 2) 43 minutes 3) 36 minutes 4) Can’t say
Answers and explanations
1. 4; We don’t know the market share of 2000. We can’t find the number of CBZ sold in year 2000.
2. 3; x% of 30% of total = 8% of total
8  100 2
x   26 %
30 3
3. 4; We don’t know the percentage distribution of Hero Honda models in 2002.
15
4. 2; % market share of LML = 30% and percentage share of Splendor =  70  10 .5%
100
Required percentage difference = 30 – 10.5 = 19.5%
5. 1; Others have 30% share.
Bajaj has 35% share.
Hero Honda has 35% share (as percentage shares of Bajaj and Hero Honda are the same).
and 35% of 150000 = 52500.
6. 1; Production = Productivity × No. of employee
70
The increase was from 9 × 10 = 90 to 16 × 10 = 160. So 100  78% .
90
7. 4; In 1995 both the productivity and the number of employees showed the sharpest increases.
 Since the production is given as the product of these two, ’95 had the sharpest incease in
production.
 
8. 2; Profit in 1991 = 12% of 9  105  10  10 2  1080  105

Profit in 1992 = 11% of 8  10  12  10   1056  10

5 2 5

Profit in 1993 = 12% of 8.5  10  13  10   1326  10

5 2 5

Profit in 1994 = 10% of 8.5  10  15  10   1275  10

5 2 5

Profit in 1995 = 10% of 10  10  16  10   1600  10

5 2 5

1326  1056
% change in profit for 1992-93 =  100  25 .56 % .
1056
1600  1275
% change in profit for 1994-95 =  100  25 .50 % .
1275
9. 1; See the previous soln.

K
Profit per employee in year 1991 is maximum.
10. 3; In ’92 and ’94 the trends shown by productivity and number of employees were inverse.
11. 3; In ’92 the profit per employee was 1056/12, and in ’94 the value was 1275/15. The value of ’94
is the smaller one.
12. 4; Simply add up all the figures of the male and female populations of the four regions and the
answer comes to 98 lacs. Otherwise the numbers are all odd except 98, and from the figures,
there are two odd numbers; therefore the sum has to be even.
13. 3; To find the number of deaths of region I and II, just find 0.5% of 22 and 2% of 19. The sum comes
to 49 thousand.
14. 3; The highest growth rate is of region III, which is 12 - 1 = 11% .
15. 3; Region III, which has a population of 23 lacs and a birth rate of 12% , will have the highest

KUNDAN
number of births.
16. 1; The lowest number of deaths is of region I, which is 0.5% of 22 lacs.
17. 2; Clearly, for 200-500 km distance there is maximum percentage reduction.
4  11.6  3  17.56  3  17.56  4  4.8  3  9  3  9
18. 2; Required % = × 100
4  11.6  3  17.56  3  17.56
151 .76  73 .2 78 .56
  100   100  51 .75 %
151 .76 151 .76
19. 1; Definitely reduce.
20. 3; On 13.01.2002 old rate was applicable.
Rs 3.7/minute is the weighted mean of Rs 4.8/min and Rs 1.2/minute.
Peak rate Off peak
4.8 1.2
3.7
2.5 1.1
 25 : 11
Since 25:11 can’t be simplified further,
Therefore the least time that he talked = 25 + 11 = 36 minutes.
 Practice Exercise 5
Directions (Q. 1-5): Refer to the charts below and answer the questions that follow.
Figure (i) Figure (ii)
Total custom ers = 1350000

AT&T
BPL
Idea 8%
20%
9%

Dolphin
15% Orange
13%

K
Airtel Reliance
17% 18%

Figure (iii)
5

KUNDAN 2

0
0

Orange BPL
4

Dolphin
6

Airtel
Figure (i) shows share of various telecom companies in Indian market.
8

Reliance
10

Figure (ii) shows % of pre-paid and post-paid customers of various plans of various companies.
Figure (iii) shows average number of SMS sent in a day (x-axis) by customers and its cost in Rs (y-
axis).
1. What is the ratio of the number of BPL pre-paid plan 2 customers to the number of Idea post-paid
plan C customers?
1) 9 : 10 2) 10 : 9 3) 40 : 9 4) 9 : 40
2. Which of the following is true?
I. The total income of Airtel through SMS in a day is Rs 33 lakhs.
II. The number of Dolphin pre-paid plan 1 customers is equal to that of AT&T post-paid plan C
customers.
III. The amount collected by Reliance through SMS is greater than that by Orange, in a week.
IV. The number of Orange post-paid customers is equal to the number of Idea pre-paid customers.
1) Only I 2) Only I and III 3) Only II and IV 4) Only I, III and IV
3. What is the difference between the number of BPL post-paid plan A customers and that of Idea pre-
 paid plan 3 customers?
1) 0.79 lakh 2) 0.87 lakh 3) 0.95 lakh 4) 1.13 lakhs
4. Orange and BPL pre-paid customers send 4 SMS in a day. Then what is the approximate ratio of
the incomes of Orange and BPL from SMS service given to post-paid customers?
1) 1 : 2 2) 2 : 3 3) 1 : 3 4) 2 : 5
5. Reliance announced an attractive offer for pre-paid customers and 20% of BPL post-paid custom-
ers accepted this new offer. Then what would be the ratio of the numbers of pre-paid and post-paid
customers for Reliance?
1) 5 : 13 2) 5 : 7 3) 7 : 9 4) 7 : 13
Directions (Q. 6-10): Refer to the bar-graphs below and answer the questins that follow.
Movement of share prices of four companies in five trading sessions and the volumes on these
sessions.
Share Price
70
65
Goetze Raasi Cement Kesoram Cement Tata Telecom

K
60
55
(Rs.)

50
45
40
35
31.7.97 1.8.97 4.8.97 5.8.97 6.8.97

Volumes
20000

N KUNDAN
18000
16000
(Units)

14000
12000
10000
8000
31.7.97 1.8.97 4.8.97 5.8.97 6-8.97

Goetze Raasi Cement Kesoram Cement T ata T elecom

6. Which of the following scrips shows the highest increase in the share price between 31/7 and 6/
8 and by how much?
1) Goetze  9.5 2) Raasi  11
3) Tata Telecom  7 4) Kesoram  10
7. Which of the following scrips clocks the highest turnover on 31/7?
(Turnover = Volume × Share price)
1) Goetze 2) Raasi 3) Kesoram 4) Tata Telecom
8. Which of the following sets of scrips has shown an increase in volumes from 31/7 to 6/8?
1) Goetze, Raasi 2) Raasi, Kesoram
3) Kesoram, Goetze 4) Raasi, Tata Telecom
9. What is the percentage change in the turnover of Tata Telecom from 31/7 to 6/8?
1) -5% 2) -9% 3) 5% 4) 9%
10. The price of which of the following scrips shows the highest percentage increase from 31/7 to 6/
8?
1) Goetze 2) Raasi 3) Kesoram 4) Tata Telecom
Directions (Q. 11-15): Refer to the pie-charts below and answer the questions that follow.
YEAR 1999-2000
BREAK-UP OF NATIONAL INCOME AND NATIONAL EXPENDITURE

RUPEE EARNED RUPEE SPENT

Indus trial
develo pment Adminis tr-
Agriculture External
14% atio n
23% bo rro wings 23%
9% Debt
s ervicing
8%

Internal
borro wings Direct taxes Defence
17% 18% 11%
Others

K
12%

Cus to ms
Excis e Agriculture
12%
21% 32%

debt servicing cost

11. If debt service ratio = , by what percentage should agricultural income rise
national income
(keeping all other incomes constant) so as to bring the debt-service ratio to 7.5% ?
1) 7% 2) 29% 3) 40% 4) 125%

KUNDAN
12. If it is known that out of total external borrowings, 65% is spent on industrial development, 28%
on defence, and the rest on debt servicing, then what is the component of foreign finance in
industrial development? (Assume rupees earned = rupees spent)
1) 74% 2) 53% 3) 42% 4) 27%
13. If the total collection by way of direct taxes in 1999-2000 was estimated at Rs 123,000 million, how
much extra money was pumped into the agricultural sector during 1999-2000? (Assume rupees
earned = rupees spent)
1) Rs 20,000 million 2) Rs 47,000 million 3) Rs 61,500 million 4) Rs 72,000 million
14. If the internal borrowings are to be decreased by 50% , by what per cent should the rupee earned
from other resources be increased if external borrowings cannot be increased?
1) 14.5% 2) 20% 3) 30% 4) 17%
15. If the sectoral allocation is to change so that our country spends as much on industrial develop-
ment as on agriculture (with total spending on industrial development and agriculture remaining
the same), then the allocation of agricultural sector should reduce by approximately
1) 28.13% 2) 17% 3) 36% 4) 28%

Answers and explanations

Number of BPL prepaid plan 2 customers 0.2  0.1 10
1. 2; = 
Number of Idea postpaid plan C customers 0.09  0.2 9
2. 2; Number of Airtel customers = 0.17 × 1850000
Total income of Airtel through SMS = 7 × 1.5 × 0.17 × 1850000  33,00,000
 Statement I is true.
 Percentage of Dolphin pre-paid plan 1 customers = 15 × 0.15 = 2.25%
Percentage of AT&T post-paid plan C customers = 8 × 0.15 = 1.2%
 Statement II is false.
Amount collected by Reliance through SMS in a week (A) = 0.18 × 1850000 × 1 × 8 × 7
Amount collected by Orange through SMS in a week (B) = 0.13 × 1850000 × 1.5 × 3 × 7
A > B  Statement III is true.
Percentage of Orange post-paid customers = 0.13 × 40 = 5.2% .
Percentage of Idea pre-paid customers = 0.09 × 40 = 3.6%
 Statement IV is false.
3. 4; Number of BPL post-paid A customers = 0.2 × 0.35 × 1850000
Number of IDEA pre-paid plan 3 customers = 0.09 × 0.1 × 1850000
 Difference = (0.07 - 0.009) × 1850000 = 0.061 × 1850000  1.13 lakhs.
4. 1; Orange and BPL pre-paid customers send 4 SMS in a day.
3  100  4  60
 Average number of SMS sent in a day by Orange post-paid customers =  1.5
40
6  100  4  30 48
Averate number of SMS sent in a day by BPL post-paid customers = 

K
70 7
Income from Orange post - paid customers 15
.  15
.  13  40 13  90 39 1
 = 48   
Income from BPL post - paid customers 2400 80 2
 2.5  20  70
7
5. 3; In overall customer base, percentage of Reliance pre-paid customers = 18 × 0.35 = 6.3%
Percentage of Reliance post-paid customers = 18 × 0.65 = 11.7%
Increase in Reliance pre-paid customers in terms of percentage of overall customer base
70 20
= 20    2.8%
100 100

N KUNDAN
 New percentage of Reliance prepaid customers = 6.3 + 2.8 = 9.1%
91
. 7
 Ratio =  .
11.7 9
6. 2; By observation, Raasi Cement shows the highest increase in the share price.
7. 2; By observation, it is either Tata or Raasi.
Tata’s turnover = 20,000 × 42 = Rs 840,000
Raasi’s turnover = 15,000 × 58 = Rs 870,000
Hence, Raasi’s turnover is highest on 31/7.
8. 3; By observation, it is Goetze and Kesoram.
9. 3; Tata’s turnover on 31/7 was Rs 840,000. On 6/8, it was 49 × 18,000 = Rs 882,000.
882000  840000
Percentage change =  5%
840000
10. 3; By observation, it is either Raasi or Kesoram.
69  58
For Raasi, % increase =  19%
58
50  415.
For Kesoram, % increase =  20%
415
.
Debt servicing cost
11. 2; Debt service ratio =
National Income
8
To bring down the ratio from 8% to 7.5% , national income must rise by ,
7.5
 16 1
ie  100  6.67%
times, ie by
15 15
All other income except Agriculture remains constant.
6.67
Agricultural income should rise by  100  29%
23
12. 3; External borrowing = 9% of resources available.
65% of external borrowings spent on industrial development
65
=  9%  5.85% of total resources.
100
Assuming the budget to be a zero-deficit one, ie rupee earned - rupee spent = 0, we find the
proportion of foreign finance (external borrowings) in industrial development
5.85
=  100  42% .
14
13. 3; Again, assuming a zero-deficit budget, 18% of rupee earned = 123,000 million.
9

K
Extra money pumped = 32% - 23% = 9% , which is  123,000 = Rs 61,500 million..
18
14. 1; Internal borrowings are decreased by 50% .
 Internal borrowings = 0.5 × 17 = 8.5
External borrowings cannot be increased.
8.5
 Rupee earned by other resources should increase by  100 = 14.5%
74
15. 1; Total spend on agriculture and industry = 32 + 14 = 46%
 If total spendings on industry and agriculture are the same then 23% will be spent on each.
9

KUNDAN
 Required reduction =  100  2813%
.
32
 Practice Exercise 6
Directions (Q. 1-4): These questions are based on the graphs given below.
Percentagewise break-up of the shareholding pattern of United Lever
(for the period 20th Nov to 20th Dec 2003)

FII Others
4% 14%

GDR
General Motors
2%
(GM)
42%

Mutual

K
Funds/Banks
38%

GDR = Global Depository Receipts

FII = Foreign Institutional Investors
Market value of a United Level share from Market value of a General Motors share from
20th Nov to 20th Dec of 2003 (in $) 20th Nov to 20th Dec of 2003 (in $)
370 450

KUNDAN
350
400
330
350
310
290 300
270
250
250
230 200
20th Nov 27th Nov 4th Dec 12th Dec 20th Dec 20th Nov 27th Nov 4th Dec 12th Dec 20th Dec

1. What is the percentage increase in the value of GM’s holding in United Lever from 10th Dec 2002
to 10th Dec 2003, given that the value of GM’s holding in United Lever as on 10th Dec 2002 was
124.88 million dollars and the difference in the value of the shares of United Lever held in the
form of GDRs and that of those held by FIIs as on 15th Dec 2003 was 17.84 million dollars?
1) 100% 2) 200% 3) 300% 4) Cannot be determined
2. What is the number of shares of United Lever held by ‘Others’ as on 20th Dec 2003, given that the
difference in the value of the shares of United Lever held by GM and Mutual Funds/Banks as on
20th Dec 2003 was 250 million dollars?
1) 2.75 million 2) 3 million 3) 3.5 million 4) Cannot be determined
3. Which of the following statements are true as per the graphs given?
1) The market value of a United Lever share is directly proportional to the market value of a
General Motors share.
2) The peak value attained by the United Lever share is exactly 80% of the peak value of the
 General Motors share during the period 20th Nov to 20th Dec 2003.
3) The percentage decrease in the value of the United Lever scrip from 12th Dec to 20th Dec 2003
is less than the percentage decrease in the value of the GM scrip from 27th Nov to 20th Dec
2003.
4) None of these
4. The number of shares held by Mutual Funds/Banks on 29th Dec is what % more/less than the
number of shares held by Others on 12th Dec in United Lever?
1) 39% more 2) 17% less 3) 24% more 4) Can’t be determined
Directions (Q. 5-9): These questions are based on the table given below.

Kerb
Fuel Price on Fuel
No. of Engine Max. Front Rear Boot Tyre Wt
tank Road (in consu-
Model cylin- displace- Power Suspe- Suspe- space Size (in (with
cap. Rs lakh mption
ders ment (cc) (bhp) nsion nsion (litres) mm) Fuel in
(litres) in Delhi) (km/L)
kg)
M800 8 796 39 60 H LS 120 90 1.8 20 740
Zen
Alto

K
Santro
Palio
Matiz
Indica
16
8
8
8
8
8
997
997
1016
1457
796
980
55
45
60
60
58
62
50
50
30
80
100
120
LS
LS
LS
LS
LS
LS
MS
MS
H
ITA
LS
MS
150
90
140
160
100
140
90
80
100
100
80
80
3.4
3
3.3
3.7
3.4
3
15
10
25
10
10
35
900
850
950
1200
1000
1400

KUNDAN
Siena 16 1600 100 140 MS ITA 250 90 4.5 10 1500
Corsa 16 1392 70 200 MS ITA 230 110 4.8 10 1400
Astra 16 1810 80 300 H MS 300 110 5.2 15 1500
Mondeo 16 2600 120 100 H MS 600 120 9.6 6 1750
Sonata 16 2600 120 250 MS ITA 750 120 13.5 8 2200
Ikon 16 2400 90 170 H MS 750 100 6.2 12 1300
Baleno 8 1900 65 290 MS MS 800 90 7.5 10 1750
Mercedes 16 3800 220 420 MS LS 1100 140 35 5 3000
Bolero 16 3500 140 300 LS LS 1600 150 5.3 8 3500
Armada 16 2500 90 250 ITA ITA 1800 160 7 14 2200
Corolla 16 2200 130 200 LS MS 800 120 18.6 15 1800
Octavia 8 2300 170 175 MS ITA 900 110 12.1 12 2000
H = Hydraulic; LS = Leaf Spring; MS = Mcpherson Struts; ITA = Independent Trailing Arm
Engine displacement (in cc)
5. If Cylinder size (in cc) = , what is the maximum cylinder size among
Number of Cylinders
the vehicles having a maximum power of less than 100 BHP?
1) 124.6 2) 237.5 3) 182.1 4) 287.5
6. What percentage of the cars given in the table cannot finish a rally race which involves 2 legs
each of length 900 km, given that each car is allowed to refuel only once during the rally after the
start (all cars start the rally with a full tank of fuel)?
1) 25% 2) 26% 3) 27% 4) 28%
7. How many cars here have a boot space-to-fuel tank capacity ratio of more than 2.9 and whose
price is less than Rs 8 lacs?
1) 9 2) 8 3) 7 4) 5
8. If all the cars are ranked on the basis of the number of revolutions of the tyre required to cover a
distance of 1 km (top ranker makes the least number of revolutions), then find the average fuel
consumption for the top six ranked cars?
1) 11.66 km/litre 2) 9.33 km/litre 3) 10.20 km/litre 4) 6.54 km/litre
9. What is the ratio of the number of vehicles which have a kerb weight of less than 1200 kg and also
use at least one leaf spring in their suspension to the number of vehicles whose engine displace-
ment (in cc) is more than their kerb weight (in kg)?
1) 5 : 14 2) 1 : 3 3) 2 : 5 4) 6 : 13
Directions (Q. 10-13): These questions are based on the table and the graph given below.

K
Statistics of Credit Card Expenditure (CCE) and Personal Consumption Expenditure (PCE) for
various countries
Country P CE (billion $) CCE as % of PCE*
India 320 0.5
South Korea 214 36.0
Taiwan 195 12.0
Indonesia 100 1.8

KUNDAN
Hong Kong 96 19.0
Thailand 64 4.0
Philippines 60 2.7
Malaysia 38 11.5
Singapore 12 40.0
Statistics regarding Credit Card usage in various countries
3000
Credit card spending per card

2500 2500

2000 2000
(in $)

1500 1500
1250
1000 750 1000
500 750
500 500

0
India Taiw an Indonesia Hong Thailand Philippines Malaysia Singapore South
Kong Korea
Nam e of country
 * All cards are used only for PCE.
Note: PCE is part of Gross Domestic Expenditure.
10. Assuming that every card holder has only one card, what is the total number of credit card holders
in India?
1) 3.2 lacs 2) 4 million 3) 7.5 lacs 4) None of these
11. If the Gross Domestic Expenditure (GDE) of the country whose CCE as a percentage of PCE is the
highest, is Rs 2,400 billion dollars, then what percentage of the GDE of that country is spent
through credit cards?
1) 40% 2) 20% 3) 2% 4) 0.2%
12. What is the female population of Thailand given that the number of males and the number of
females in Thailand are in the ratio of 3 : 1 and the number of credit cards in Thailand is 40% of
the total population?
1) 2.56 million 2) 3.2 million 3) 0.8 million 4) Cannot be determined
13. What is the value of the global gold market provided that India accounts for a sixth of it and 20% of
the card spend in India is on purchase of gold, which in turn accounts for 5% of the total gold
purchased in India?

K
1) $ 22.6 billion 2) $ 60.5 billion 3) $ 38.4 billion 4) Cannot be determined
Directions (Q. 14-18): Refer to the chart below and answer the questions that follow.
The given diagram shows the number of hours taken to complete the various activities involved
in constructing a house. Also, the sequence of the letters shows which activity is preceded strictly
by which activity. For example, flooring takes 4 hours and can be done only after joisting.

KUNDAN RA
FT
E RS

14. If a certain sequence of operations must take exactly one day, what operation must follow ‘FOUND’?
1) Walls 2) Joists 3) Pour 4) Scape
15. In the sequence which takes one day, the process of roofing is replaced with the process of floor-
ing. What relation does the time taken now have with the time taken in the minimum time-
taking sequence?
1) Greater than the minimum time-taking sequence
2) Less than the minimum time-taking sequence
3) Both are equal
4) No relation
16. If A and I are always to be included, which of these are essential operations?
1) Dig 2) Found
3) Scape 4) There is more than one essential operation.
17. If all the operations are to be covered such that one always moves from node to node, and no
operation is repeated, then which node will one end at, if the conditions given in the question are
followed?
1) H 2) F 3) I 4) Such a sequence is not possible.
18. What is the time taken by the sequence requiring the maximum time as a percentage of the time
taken by all the operations together?
1) 48% 2) 50% 3) 46% 4) 44%
Directions (Q. 19-23): Refer to the charts below and answer the questions that follow.
Transport of goods in India in 2001 Commodities Transported
(in Rs crores)

Railw ays Minerals

23475 Others 45°
Water 85°
7328
Metal
Others Products
3577 80°

K Roads
28493
Air
3079
Food
Products
90°

Zonal Distribution of Railways

Northern Railway
White
Goods
60°

17%

KUNDAN
Western Railway 33%
Southern Railway 26%
Eastern Railway 15%
North-Eastern Railway 9%
19. What is the central angle corresponding to water in the pie-chart showing various modes of
transport?
1) 36° 2) 40° 3) 45° 4) 60°
20. What per cent of the total transport of goods in India is contributed by Northern Railway?
1) 6% 2) 5% 3) 7.5% 4) Cannot be determined
21. If 40% of white goods are transported by roads, what per cent of goods transported by roads consist
of white goods?
1) 26% 2) 55.5% 3) 38.5% 4) 15.5%
22. If half of the minerals are transported by Eastern Railway, what per cent of goods carried by East-
ern Railway consists of food products, white goods and metal products?
1) 26% 2) 74% 3) 48% 4) Cannot be determined
23. In 2002, due to an increase in economic activity, total transporation of goods increases by 7% but
the distribution of goods transported remains the same. Transport by Railways increases by 15%
and the share of Western Railway increases to 38% . If 60% of goods transported by Western Rail-
way consists of Food Products, what per cent of Food Products are transported by Western Railway?
1) 50% 2) 22% 3) 35% 4) 38%
Answers and explanations
1. 2; Difference in GDR and FII in 2003 is 17.84 mn dollars, which represents 2% of United Lever’s
total share value.
 1% = $ 8.92 mn
 100% of United Lever in 2003 = $ 892 mn
892  42
 GM’s holding in 2003 =  $ 374 .64 mn
100
374.64  124.88
Increase in value of GM’s holding from 2002 to 2003 =  100  200%
124.88
2. 3; Difference in the holding of GM and MF/Banks = 4%
4% of holding = $ 250 mn
250  100
 100% of holding =  $6250 mn
4
Value of 1 United Lever share on 20th Dec 2003 = $ 250
6250 mn $

K
 Total no. of shares of United Lever on 20th Dec 2003 =  25 mn
250 $
25  14
Number of shares held by others =  3.5 million.
100
3. 3; Clearly, the market value of United Lever is not in tandem with GM market value. Hence
choice (1) is false.
Peak value of United Lever is 330 as against peak value of GM, which is 400. The percentage is
more than 80% .
Hence choice (2) is also false.
The percentage decrease in United Lever from 12th Dec to 20th Dec

KUNDAN
80 8
   100  25 %
330 33
100
The percentage decrease of GM from 27th Nov to 20th Dec is  100 = 25%
400
United Lever scrip’s decrease is less than GM’s decrease.
4. 4; Since the total value of shares of United Lever on 20th Dec and 12th Dec is not given, hence
data inadequate.
5. 2; For Torque to be maximum the value of Engine Capacity should be as high as possible and the
number of cylinders as low as possible.
This is true in the case of Baleno.
1900
Torque =  237.5
8
6. 2; The total distance of 1800 km has to be covered using only one refuelling. For example for M800
Total distance travelled on Full Tank = 60 × 20 = 1200
 M800 can cover a distance of 2400 km on one additional fuelling.
The number of cars that can complete the rally is 14.
The number of cars that cannot finish the rally is 5.
5
 % of cars that do not finish the rally = 19  100  26 .31 %
7. 4; By inspection, the number of cars satisfying the condition is 5.
8. 2; The car that requires the least number of revolutions has the largest tyre size. Hence cars with
the maximum tyre size are ranked from 1-6. The cars that get this ranking are Armada (1),
 Bolero (2), Mercedes E-320 (3). Corolla, Sonata and Mondeo have equal tyre size and hence
complete the top six.
14  8  5  15  6  8
Average fuel consumption = = 9.33 km/litre
6
9. 2; The number of vehicles where weight is less than 1200 kg and which use a Leaf Spring in their
suspension is 5. The number of vehicles whose engine displacement is more than their kerb
weight is 15.
 The ratio is 5 : 15 = 1 : 3
320  0.5
10. 4; Total amount spent through cards = = $ 1.6 bn
100
$1.6 bn
Average amount spent per card in India =
$500
16000  100000
Total number of cards =
500
Total number of cards = 3200000 = 3.2 mn

K
(1 bn = 1000 mn; 1 mn = 10 lacs)
11. 4; Country with highest card spend percentage is Singapore.
12  40
Total amount spent by cards =  $4.8 bn
100
4.8
Amount spent by cards as a percentage of GDE =  100  0.2%
2400
64  4
12. 3; For Thailand, amount spent by credit cards =  $2.56 bn
100

KUNDAN
$2.56 bn
 Total number of credit cards =
$2000
25600  100000
 Total number of credit cards = = 1280000 = 12.8 lacs
2000
Credit cards are 40% of total population
12.8  100
 Total population =  32 lacs
40
32  1
 Number of females =  8 lacs = 0.8 mn
4
320  0.5
13. 3; Total amount spent by card in India =  $1.6 bn
100
$1600 mn  20
Gold purchased through credit cards =  $320 mn
100
$ 320 mn is 5% of the Indian gold market.
320  100
 Total value of gold purchased in India =  $6400 mn
5
India is 1/6 of the Global Market.
 Global mrket = 6400 × 6 = $ 38400 mn = $ 38.4 bn
14. 3; The sequence which takes a total time of 24 hours is A – B – C – E – G – H – I.
 In this path, the operation POUR follows FOUND.
15. 3; The given sequence takes 24 hours. If the process of roofing is replaced with that of flooring, it
now takes 21 hours. The sequence which takes minimum time takes 21 hours (A - B - C - E - I).
Thus, both are equal.
16. 4; If A and I are to be included, any sequence taken must always include ‘DIG’ and ‘FOUND’. Thus
there is more than one essential operation.
17. 4; A sequence which covers all operations in such a way that no operation is repeated is a se-
quence like A – B – C – E – C – D – F – H – G – E – I – H. However, the question specifies that E
cannot precede C.
18. 2; Time taken by sequence requiring maximum time = 26 hours. (A-B-C-E-G-H-I)
Total time for all operations = 52 hours.
26
Required percentage = × 100 = 50%
52
19. 2; Total goods transported by all modes = Rs 65952 crores
Central angle corresponding to ‘Water’ in the pie chart showing various modes of transport
7328

K
= × 360° = 40°.
65952
20. 1; Northern Railway forms 17% of total goods transported by railways in India.
17 23475  100
 Required percentage = 100  65952
= 6%

60 40
21. 4; White goods transported by roads    65952 = Rs 4396.8 crores
360 100

4396 .8
White goods as percentage of goods transported by road =  100 15 .5% .

KUNDAN
28493
22. 4; The composition of various goods transported by Eastern Railway is not given. Although the
question includes Food Products, White Goods and Metal Products, the share of ‘other’ goods is
not known.
23. 3; Total transport of goods = 65952 × 1.07 = 70568.64 crores
90
Transport of food products = 70568.6 × = 17642.16 crores
360
Transport of goods by Railways = 23475 × 1.15 = Rs 26996.25 crores
38
Transport of goods by Western Railway = 26996.25 ×  10258 .58 crores.
100
Food Products transported by Western Railway = 60% of 10258.58 = 6155.15 crores
6155 .15
 Percentage of Food Products transported by Western Railway =  100  35 % .
17642 .16
 Practice Exercise 7
Direction (1-5): The bar graphs give the percentage increase in income and expenditure of
various types of banks during a period of 2 years. Refer to the graphs to answer the questions
that follow.

% increase in incom e over the last year % increase in expenditure over the last year
50
44
50 44 45 42
45 1998-99 1999-00
40 1998-99 1999-00
40 37
35
35
30
30
25
25 20
17 20 17
20 15 15
14 13 12
15 12 15 11
9
10 10
4
5 5

K
0 0
PSU Banks Old Pvt New Pvt Foreign PSU Banks Old Pvt Banks New Pvt Foreign
Banks Banks Banks Banks Banks

1. Let the income of the PSU Banks in 1997-98 be equal to Rs 500000 crores. If the expenditure of
PSU Banks in 1999-00 is equal to the income of PSU Banks in 1997-98, then the income of PSU
Banks in 1999-00 will be what per cent more than the expenditure of these Banks in 1998-99?
1) 32% 2) 44%
3) 56% 4) 64%
2. If the expenditure of Foreign Banks in 1997-98 is equal to their income in that year and is equal

KUNDAN
to Rs 30000 crores then, in 1999-00, what is the difference in income and expenditure for the
foreign Banks?
1) Rs 1500 crores 2) Rs 2000 crores
3) Rs 15000 crores 4) Rs 20000 crores
3. Let the income of New Pvt. Banks in 1998-99 be Rs 4000 crores. If the expenditure of New Pvt.
Banks in 1998-99 is the same as their income then the difference in incomes of New Pvt. Banks
in 1998-99 and 1999-00 will be what per cent of the difference of expenditures of New Pvt. Banks
in 1998-99 and 1999-00?
1) 52% 2) 76%
3) 84% 4) 118%
4. In 1998-99, if the income of PSU Banks is twice the expenditure of Foreign Banks then what will
be the ratio of the income of PSU Banks to the expenditure of Foreign Banks in 1999-00?
1) 1 : 2 2) 21 : 10
3) 5 : 1 4) 1 : 5
5. In 1998-99, if the income of Foreign Banks is four times their expenditure, then what will be the
ratio of the income to the expenditure of the Foreign Banks in 1999-00?
1) 1 : 4 2) 4 : 1 3) 5 : 1 4) 1 : 5
Directions (Q. 6-9): The bar graph shows the oil reserves and the line graph shows the esti-
mated number of years for which the reserves will last at the present oil extraction rates for
various countries. The pie-chart shows the % distirbution of the oil reserves regionwise. Refer to
the following graphs to answer the questions that follow.
 K Latin America
9%

Europe
8%
7%
Reserves by region %

Africa
Asia-Pacific
4%

KUNDAN
1) 0.4
North America
6%
Middle East
66%

6. What is the ratio of oil extracted by Saudi Arabia to that by Mexico per year (in billion barrels)?
2) 2.67
3) 3.16 4) 15.23
7. If the oil reserves held by Saudi Arabia form 32% of the share of Middle East countries then what
percentage share of global oil reserves is in Iraq?
1) 20.92% 2) 16.82%
3) 12.08% 4) 9.6%
8. What will be the difference between countries extracting maximum amount of oil to those ex-
tracting minimum amount of oil? (in billion barrels)
1) 2.57 2) 2.85
3) 2.14 4) 1.98
9. The ratio of the number of years for which the reserves will last to the total available reserves in
billion barrels is maximum for
1) USA 2) Saudi Arabia
3) Azerbaizan 4) Iraq
Directions (Q. 10-15): These questions are based on the following table.
Expected market of four brands of automobiles in the four metros
(In terms of percentage of number of units sold)

M umbai Delhi Calcutta M adras

1996 1997 1996 1997 1996 1997 1996 1997
PAL-Peugeot 32 27 38 35 40 42 26 35
DCM-Daewoo 42 35 33 26 31 28 41 33
Opel Astra 19 27 24 32 23 23 29 26
Mercedes-Benz 7 11 5 7 6 7 4 6

10. What will be the average percentage increase in the market share of Opel Astra in the metros?
1) 25% 2) 9.5%
3) 16% 4) 5.5%
11. PAL-Peugeot’s sales in the four metros have been
I. always more than those of Opel Astra.

K
II. always maximum in Calcutta.
III. always increasing.
1) I only
2) I and II only
3) I, II and III
4) II only
12. If the combined sales of all four is expected to go from 11000 to 12500 in Mumbai between 1996
and 1997 the increase in Mercedes-Benz’s revenues will show a _____ per cent growth, if the price
were to go up by 12% in 1997.
1) 10% 2) 50%

KUNDAN
3) 75% 4) 100%
13. Given that the cost of a PAL-Peugeot and a DCM-Daewoo is same, an Opel Astra costs twice as
much as a PAL-Peugeot, and a Mercedes-Benz is twice as costly as a PAL-Peugeot, the net rev-
enue from the four metros was maximum for
1) PAL-Peugeot and DCM-Daewoo
2) Opel Astra
3) Mercedes-Benz
4) Cannot be answered
14. If in 1996 sales were 11000, 10000, 9000 and 8000 respectively in the four metros, then the
following are almost equal:
1) PAL-Peugeot sales in Mumbai and Calcutta
2) DCM-Daewoo sales in Delhi and Madras
3) Opel-Astra sales in Mumbai and Madras
4) Mercedes-Benz sales in Delhi and Calcutta
15. The combined share of Opel Astra in Mumbai and Madras is 22% . The sales volume of Opel Astra
in Mumbai is how many times that in Madras?
7 5
1) 2)
3 4
8
3) 4) None of these
5
Directions (Q. 16-20): These are based on the following pie-chart given below:
Contributions of different companies to the turnover of Prudential Group of companies

Prudential Prudential
Services Prudential Services Prudential
16% Bank 14% Bank
24% 23%

Prudential
Finance Prudential
19% Finance
26%
Prudential Prudential Prudential
Consultants Insurance Prudential Insurance
8% 33% Consultants 31%
6%

1990 1995
1990: Prudential Insurance turnover was Rs 27 bn.

K
16. If the turnover of Prudential Insurance remained almost unchanged, the group turnover in 1995
was almost Rs
1) 87 bn 2) 93 bn 3) 90 bn 4) 89 bn
Answer the questions 17 to 20 with reference to the data in question 16.
17. The turnover of Prudential Finance increased by
1) 20% 2) 30% 3) 45% 4) 60%
18. If 40% of Prudential Consultants’ revenue came from project exports, its income from domestic
activity was (in 1990)
1) 1 bn 2) 2 bn 3) 3 bn 4) 4 bn
19. The number of companies whose turnover decreased in 1995 as compared with 1990 was

KUNDAN
1) 1 2) 2 3) 3 4) 4
20. The company which showed the biggest percentage drop in turnover is
1) Prudential Consultants 2) Prudential Insurance
3) Prudential Services 4) Prudential Bank

Answers and explanations

1. 4; Income of PSU Banks in 1997-98 = Rs 500000 crores
 Income of PSU Banks in 1998-99 = 500000 × 1.15 = Rs 575000 crores.
And income of PSU Banks in 1999-00 = 575000 × 1.17 = Rs 672750 crores.
Now, expenditure of PSU Banks in 1999-00 = Rs 500000 crores.
500000
Expenditure of PSU Banks in 1998-99 = = Rs 409836 crores.
1.22
Income is more than expenditure by 672750 - 409836 = Rs 262914 crores.
(672750  409836) 262914
Required % =  100  100  64.15%
409836 409836
2. 2; Here, expenditure of Foreign Banks in 1997-98 = Rs 30000 crores.
Expenditure of Foreign Banks in 1998-99 = 30000 × 1.04 = Rs 31200 crores.
Expenditure of Foreign Banks in 1999-2000 = 31200 × 1.11 = Rs 34632 crores.
And income of Foreign Banks in 1997-98 = Rs 30000 crores.
Income of Foreign Banks in 1998-99 = 30000 × 1.09 = Rs 32700 crores.
Incomes of Foreign Banks in 1999-2000 = 32700 × 1.12 = Rs 36624 crores.
  required difference = 36624 - 34632 = Rs 1992 crores
3. 3;  Income of New Pvt. Banks in 1998-99 = Rs 4000 crores
 Income of New Pvt. Banks in 1999-00 = 4000 × 1.37 = Rs 5480 crores
Difference = 5480 - 4000 = Rs 1480 crores
Again, expenditure of New Pvt. Banks in 1998-99 = Rs 4000 crores
 Expenditure of New Pvt. Banks in 1999-00 = 4000 × 1.44 = Rs 5760 crores
Difference = 5760 - 4000 = Rs 1760 crores
1480
 Required percentage =  100 = 84
1760
4. 2; Let the expenditure of Foreign Banks in 1998-99 = Rs x crores
Then income of PSU Banks in 1998-99 = Rs 2x crores
Then income of PSU Banks in 1999-00 = 2x × 1.17 = Rs 2.34x crores
And expenditure of Foreign Banks in 1999-00 = x × 1.11 = Rs 1.11x crores
2.34x 2.1
 Required ratio = 1.11x  1 = 21 : 10.
5. 2; Let expenditure of Foreign Banks in 1998-99 = P
Then income of Foreign Banks in 1998-99 = 4 P

K
And income of Foreign Banks in 1999-00 = 4P × 1.12 = 4.48 P
Expenditure of Foreign Banks in 1999-00 = P × 1.11 = 1.11 P
4.48P 4
 required ratio = 1.11P  1
6. 2; Reserves of oil held by Saudi Arabia is for 88 years.
264
It means Saudi Arabia extracts  3 billion barrels of oil per year.
88
28 3
Similarly, for Mexico = 1.12 billion barrels of oil per year; thus required ratio is  2.67 .
25 112
.

KUNDAN
7. 4; For Saudi Arabia percentage of global oil reserves is

For Iraq it would be

2112
264
.
 120 = 9.6.
32
100
 66 = 21.12

8. 2; The oil extraction of Saudi Arabia is 3 billion barrels per year while that of Azerbaijan is 0.15
billion barrels per year. Hence the difference will be 2.85 billion barrels.
9. 3; The ratio of the number of years for which the reserves will last to the total available reserves
170
in billion barrels is maximum for Azerbaijan, ie  34 .
5
10. 3; Average increase in market share of Opel Astra:
27  19
Increase in Bombay =  100 = 42%
19
Similarly, Increase in Delhi = 33%
Increase in Calcutta = 0%
Increase in Madras = = -11%
Thus average increase = (42 + 33 + 0 – 11)/4 = 16% .
11. 4; Only statement II holds good as of all the metro sales of PAL, it is maximum in Calcutta.
12. 4; Sales of Mercedes-Benz in 1996 = 7% of 11000 = 770 and in 1997 = 11% of 12500 = 1375. Since
the prices increase by 10% , revenue in 1997 will be 1.12 × 1375 = 1540; a growth of 100% from
770.
13. 4; As the number of units sold is not known, the question can not be answered.
14. 2;

PAL Mumbai: 11000 × 32% = 3520 Calcutta: 9000 × 40% = 3600

DCM Delhi: 10000 × 33% = 3300 Madras: 8000 × 41% = 3280
Opel Mumbai: 11000 × 19% = 2090 Madras: 8000 × 29% = 2320
Mere Delhi: 10000 × 5% = 500 Calcutta: 9000 × 6% = 540

The closest is the sales of DCM.

15. 1; 22% is the weighted mean of percentage sale of Opel Astra in Mumbai and Madras respectively.
Mumbai Madras
19% 29%
22%
7 3
Required ratio of sales volume = 7 : 3.
7

K
 Sales volume in Mumbai is 3 times that in Madras.
16. 1; Prudential Insurance turnover = Rs 27 billion, which forms 31% in 1995.
100
Thus total turnover in 1995 =  27 = 87.09 = 87 bn.
31
17. 3; In 1990, turnover of Prudential Insurance = 27 bn, which forms 33% of total turnover.
100
Total turnover =  27 = 81.8 bn. = 82 bn.
33
Prudential Finance turnover increased by (26% of 87 - 19% of 82)/19% of 82 = 45% .

KUNDAN
18. 4; In 1990, income of Prudential Consultants =

Thus domestic income = 60% of 6.56 = 3.93 = 4 bn.

19-20: Decrease of Prudential Consultants =

Decrease of Prudential Services =

6.56
8
100

6.56  5.22
 82 = 6.56 bn

 100  20%

16% of 82  14% of 87
16% of 82
 7% drop.
Thus there is decrease in turnover of Prudential Consultants and Prudential Services only.
19. 2 20. 1
 Practice Exercise 8
Directions (Q. 1-2): Refer to the pie-charts below and answer the questions that follow.

Revenue of Jet Airways 2000-2002

Year Total cost as a percentage of revenue Total revenue (Rs crore)

2000-01 85 12562

2001-02 94 15872

A break-up of airline costs

Aircraft spaces
Engine Insurance 4% Salaries & w ages Passenger
maintenance 1% 5% service fee
5% 8%

K
Landing, parking Financial charges
and other f ees 3%
4%
Of fice &
Catering administration
8% 9%
Selling distribution
4%
Depreciation
1%
Miscellaneous

KUNDAN
expenses
Aircraf t f uel Lease rentals 1%
36% 11%

Note: The break-up of the airline costs is the same in both the years.
1. What is the percentage change in the Landing, Parking and Other fees in 2001-02 over 2000-01?
1) 20% 2) 30% 3) 40% 4) 45%
2. What is the average cost of the Passenger Service Fee and Aircraft Spaces for both the years (in
Rs crores)?
1) 1385 2) 1536 3) 1825 4) 1575

Directions (Q. 3-6): Refer to the table below and answer the questions that follow.
Given below is the production cost and the price per unit of a product and also the number of units
produced at that cost and price.

Units 50 100 150 200 250 300 350 400

Price per unit (Rs) 22 19 17 16 14 12 11 10

Cost per unit (Rs) 21 18 16.5 15 13.25 11 9 8.5

Value = Quantity × (Price - cost)

3. For the quantity with how many units is the value highest and how much is it?
1) 200, 200 2) 400, 600 3) 350, 700 4) Can’t be determined
4. If the factory operated in such a manner that it produced 50 units on first day and then 100, 150,
....... 400 till the 8th day, what was the value (average) generated per unit of the product in the
period of 8 days?
1) Rs 1.23 2) Rs 1.46 3) Rs 1.09 4) Rs 1.14
5. What has been the average daily growth rate in the value for the given period (Use the data from
the previous question)?
1) 74% 2) 29% 3) 136% 4) 157%
6. Which of the following is not true?
1) The highest cost-to-price ratio is at a production of 150 units.
2) The average cost-to-price ratio for the given 8 levels is approximately 0.927 : 1.
3) Average value for the given 8 levels is approximately Rs 276.5.
4) All the above are false.
Directions (Q. 7-9): Refer to the charts below and answer the questions that follow.
Given below are two pie charts and a bar graph. The first pie chart gives the usage (in percentage)
of leading Indian toothpaste brands, and the second pie chart gives the usage of leading Indian mouth-
washes as a percentage of the total usage of all mouthwashes. The bar graph gives the sales as well
as usage of mouthwashes, toothpastes and dental powder as percentages of population in Kolkata.

K
Assume that the individual distribution of mouthwashes and toothpastes in the Others category is
very small. Do not assume that all graphs represent the same total number of people.

Usage o f To o thpaste s
Usage of M outhwashes
C OL VIC
3% 8%
B AL
TGV
3%
7%
CLO GN
3% 5%
OTHER S

KUNDAN
P EP GBH
82% 2% 4%
P RO OTHERS HG
2% P S U 67% J HL3%
1% 2%
NEE
2% CF
DW 2%
M IN 2%
2%

Total population = 50 million

Total population = 55 million

80 68
% of population

70
60 53.5
46
50
40 31.2
30 21.4
14.8
20
10
0
Mouthw ashes Toothpastes Dental Pow ders

Sales Usage
7. What is the ratio of the total usage of the top 4 brands of mouth washes to the total usage of
toothpastes in Kolkata?
1) 0.4 2) 0.5 3) 0.6 4) 0.7
8. If in Kolkata the sales of mouthwashes goes up by 20% , the sales of toothpastes goes down by 19%
and the sales of dental powder goes up by 24% , then by what per cent will the total sales (of
mouthwashes, toothpastes and dental powers) increase or decrease?
1) 16.4% decrease 2) 15.3% increase 3) 14.4% decrease 4) 14.8% increase
9. A number Ni is defined such that Ni is equal to the difference between the number of people using
the ith ranked mouthwash and the ith ranked toothpaste. The 1st ranked toothpaste/mouthwash
is the one that has the highest sales. Consider the ‘Others’ category as one category.
9

If  N i = number of people in Kolkata who are prospective dental powder users, then what is the
i 1
ratio of the number of prospective dental powder users to the current users of dental powder in
Kolkata? (If two ranks are same, consider the first one in the clockwise direction to be the higher
ranked one).
1) 0.39 2) 0.57 3) 0.23 4) 0.46

K
Directions (Q. 10-11): Refer to the charts below and answer the questions that follow.

Mid-level
Office Office staff
Helpers





Junior
Executives
Senior

KUNDAN
Executives

Distribution of workforce

Number of People (in hundreds)

50 50
44 45 45
40 40
35

2000 2001 2002 2003

Men Women

The above graphs are related to a company’s statistics of its workforce. The workforce and men-
women census for a given year is taken on 31st December in that year.
10. What was the net per cent increase in the number of women from the beginning of 2000 to that of
2003, and its ratio to the net per cent decrease in the number of men, for the same period?
1) 28.5% , 2.85 2) 28.5% , 2.14 3) 42.8% , 2.14 4) 42.8% , 2.85
11. While making the workforce distribution chart for 2002, John, a junior executive, noticed some-
thing interesting. He noticed that the percentages of senior executives, office helpers and mid-
level staff were in arithmetic progression. John also knew that people of his designation were
 always one-fourth of the workforce. Find the value of , ,  ,  for the year 2002. John also knows
that there are 1125 senior executives in 2002.
1) (30, 90, 150, 90) 2) (45, 90, 135, 90) 3) (60, 90, 120, 90) 4) (15, 90, 165, 90)
Directions (Q. 12-13): The following table gives the number of households in a country during
the period 1970-90 and the pie charts below show the distribution of households based on the
number of children for the years 1970 and 1990. Refer to the table and pie charts to answer the
questions that follow.

No. of households No. of households No. of households

Year Year Year
(M illion) (M illion) (M illion)

1970 120 1978 132 1986 150

1972 123 1980 135 1988 155

1974 126 1982 140 1990 160

K
1976 129 1984 145

1970 1990

3
3 Children Children
No Child 25%
20%
35% No Child
40%

KUNDAN
2 Children
18%
2 Children
20%
1 Child
1 Child
20%
22%

12. Which of the following statements about the households is true?

1) There were more households with children in 1970 than in 1990.
2) There were more households with 3 or more children in 1970 than in 1990.
3) The number of households with two children decreased slightly from 1970 to 1990.
4) None of the above
13. Assuming that the average number of children per household in 1970 was 3, how many house-
holds were without any children in 1970?
1) 24 million
2) 42 million
3) 14 million
4) Cannot be determined

Directions (Q. 14-16): Refer to the following bar graph and pie chart to answer the questions
that follow.
The following bar graph shows the percentage of banks of different sectors providing Internet
Banking facilities (five types of services)
 120
Rural Development Banks P rivate Sector Banks
100 Regional Banks Co-operative Banks

80

60

40

20

0
Online Loan Online Credit Card Online Deposit Online Corporate Online Bill
Application Application Application Cash Management P ayment

Number of banks offering Internet Banking service in India (Total Banks = 600)

K
Regional
Banks
Private 22%
Sector
Banks
40%
Rural
Develop-
ment Banks
Co- 20%
operative

KUNDAN
Banks
18%

14. What is the ratio of the number of Regional Banks providing Online Deposit Application to total
number of Regional Banks?
1) 9 : 7 2) 7 : 9 3) 3 : 4 4) 4 : 3
15. The difference between the number of Private Sector Banks providing Online Bill Payment and
the number of Regional Banks providing Online Corporate Cash Management is
1) 171 2) 152 3) 165 4) 185
16. If the names of Rural Development Banks and Private Sector Banks are interchanged, what will
be the difference in Rural Development Banks providing Online Credit Card Application after
interchanging with original value?
1) 30 2) 10 3) 12 4) 6
Directions (Q. 17-21): These questions are based on the following table which provides the
profile of the batch of students of 2001 at IIM Bangalore.
Sex
Male Female Total
147 33 180
Age
19-24 24-26 >26 Total
115 60 5 180
 Qualification (Graduate in)
Engg/Tech Engg/Tech
Arts Commece Science Total
(Non IIT) (IIT)
27 43 27 52 31 180
Work Experience (in months)
0 < 12 12-24 24-36 36-48 > 48 Total
88 23 21 33 13 2 180
17. If all but 9 girls have no work experience, then the boys with no work experience at all form what
percentage of the total students?
1) 35.5% 2) 36.3% 3) 12.2% 4) 43.3%
18. If all the commerce and arts graduates in the batch take finance as their specialization, what
percentage of the batch comprises finance specialists?
1) 38.88% 1) 38.5% 3) 33.33% 4) Cannot be determined
19. If all the students with 3 years and more experience are engineering graduates and are more
than 24 years in age and all of them except 4 are from the IITs then what is the ratio of IITians to

K
non-IITians among the <3-year work experience category?
1) 11: 4 2) 5 : 12 3) 11 : 24 4) Indeterminate
20. If all those with a non-Engg background are less than 24 years in age, then what percentage of
those less than 24 years are engineers?
1) 21.6% 2) 15.6% 3) 18.4% 4) 10%
21. If the batch of 2002 has 21.2% more girls than the previous batch, 10% of the girls are from an
Engg (IIT) qualification and 20% of the girls are from Engg (non-IIT) background, then what is the
ratio of the non-Engg girls to the total strength of the batch?
1) 15.5% 2) 13.3% 3) 17.2% 4) Cannot be determined

Answers and explanations

KUNDAN
1. 3; Total cost for 2000-01 = 0.85 × 12562  Rs 10680 crore
Total cost for 2001-02 = 0.94 × 15872  Rs 14920 crore
 Landing, parking and other fees for 2000-01 = 0.04 × 10680  Rs 430
 Landing, parking and other fees for 2001-02 = 0.04 × 14920  Rs 600

 Percentage change =
170
430
 100  40%
2. 2; Total cost of aircraft spaces 0.04 × (10680 + 14920)  Rs 1024
Total cost of passenger fees 0.08 × (10680 + 14920)  Rs 2048
 Average = Rs 1536 crore.
3. 3; The values generated in all the quantities are
(22 - 21) × 50 = 50
(19 - 18 ) × 100 = 100
(17 - 16.5) × 150 = 75
(16 - 15) × 200 = 200
(14 - 13.25) × 250 = 187.5
(12 - 11) × 300 = 300
(11-9) × 350 = 700
(10 - 8.5) × 400 = 600
So, 350 and 700 is the answer.
4. 1; The total quantity produced in 8 days: 50 + 100 + ..... + 400 = 1800 units.
And the value generated = 50 + 100 + 75 + 200 + 187.5 + 300 + 700 + 600
2212.5
Average value generated per unit = Rs 2212.5 = = Rs 1.23.
1800
5. 4; From Rs 50 it went up to Rs 600 in given 7 days.
So, 1100% is the growth in 7 days.
1100
Average daily growth rate =  157%
7
16.5
6. 4; (1) is true. is the highest.
17
112.5 121
(2) is also true as the average cost is and average price is .
8 8
2212
(3) is also true as it is = 276
8
(4) is not correct.
7. 4; The top 4 brands of mouthwashes are VIC, TGV, GN and GHB, which account for a total of
24
8 + 7 + 5 + 4= 24% =  50 = 12 million.
100

K
31.2
Total usage of toothpastes =  55 = 17.16 million
100
12
 Required ratio =  0.699  0.7 .
1716
.
8. 2; Sales of mouthwashes goes up to 68 × 1.2 = 81.6%
Sales of toothpastes falls to 14.8 × 0.81 = 11.988%
Sales of dental powder goes up to 21.4 × 1.24 = 26.536%
Initial sales = 104.2%
New sales = 120.124%

KUNDAN
120124
.  104.2
 Percentage change =  100 = 15.28% .
104.2
9. 1; N1 (Others category) = 36 - 33.5 = 2.5 million
 67 
  50  33.5
 100 
N 2 = 4 - 1.6 = 2.4 million (COL and VIC)
N 3 = 3.5 - 1.2 = 2.3 million (BAL and TGV)
N 4 = 2.5 - 1.1 = 1.4 million (CLO and GN)
N 5 = 2 - 1.8 = 1.2 million (PEP and GHB)
N 6 = 1.5 - 0.8 = 0.7 million (PRO and HG)
N 7 = 1 - 0.7 = 0.3 million (NEE and JHL)
N 8 = 1 - 0.7 = 0.3 million (MIN and CF)
N 9 = 1 - 0.5 = 0.5 million (PSU and DW)
9

  Ni = 2.5 + 2.4 + 2.3 + 1.4 + 1.2 + 0.7 + 0.3 + 0.3 + 0.5 = 11.6 million
i 1
53.5
Current users of dental powder =  55 = 29.43 million.
100
11.6
The required ratio = = 0.39.
29.43
 45  35
10. 1; Percentage increase for women =  100  28.5%
35
50  45 1
Percentage decrease for men =  100   100  10%
50 10
 Ratio = 2.85.
11. 2; Since the number of Senior Executives (S), the number of office helpers (H) and the number of
mid-level staff (M) are in AP, we can write:
S = a - d, H = a, M = a + d
As junior executives are one-fourth of the workforce,
 1 
  90 0    360 0 
 4 
 S + H + A = 360 - 90  3a = 270  a = 90   = 90°
1125 1125
Percentage of senior executives =  100   100  12.5%
5000  4000 9000
12.5

K
0
   360  45
100
 d = 45°  M = 135°. Hence, (2).
12. 4; Let us examine the statements
Statement 1: Number of households with children :
120  100  35
in 1970 : million  78 million
100
160  100  40
in 1990 : million = 96 million
100

KUNDAN
This statement is not true.
Statement 2: Number of households with 3 or more children:
120  25
in 1970 : million = 30 million
100
160  20
in 1990 : million = 32 million
100
Statement 3: Number of households with 2 children:
120  20
in 1970: million = 24 million
100
160  18
in 1990: million = 28.8 million
100
This statement is also not true. Hence statement 4 is true.
120  35
13. 2; Number of households without children in 1970 = = 42 million.
100
(The information that the average number of children per household in 1970 was 3 is not
required for answering the question).
75
14. 3; Number of Regional Banks providing Online Deposit Application =  132  99
100
99 9 3
Required ratio =   .
132 12 4
 75 3
Quicker Approach: Required ratio = 
100 4
85
15. 1; Number of Private Sector Banks providing Online Bill Payment =  240  204
100
25
Number of Regional Banks providing Online Corporate Cash Management =  132  33
100
Required difference = 204 - 33 = 171.
16. 1; Number of Rural Development Banks providing Online Credit Card Application originally
5
=  120  6
100
Number of Rural Development Banks providing the same function after interchanging
15
=  240  36
100
 the required difference = 36 - 6 = 30.

K
17. 1; Total number of girls = 33
with work experience = 9
 No work experience = 24 girls
Boys with no work experience = 88 - 24 = 64
 percentage of boys with no work experience = 64/180 × 100 = 35.5%
18. 4; All commerce and arts graduates take finance as specialization but nothing is mentioned about
others. Apart from arts and commerce graduates, others may opt finance.
Hence, can’t be determined.
19. 2; Students with >3 years experience = 13 + 2 = 15
IITians with >3 years experience = 15 - 4 = 11
IITians with <3 years experience = 31 - 11 = 20

KUNDAN
Non-IITians with >3 years experience = 4
 Non-IITians with <3 years experience = 52 - 4 = 48
Answer = 20 : 48 = 5 : 12
20. 2; Non-Engg background = 180 – 83 = 97
Number of students who are <24 years old = 115
115  97
 Engineers =  100 = 15.6%
115
Choices are far apart, so you can rule out options (1), (3) and (4)
21. 4; Data regarding strength of boys in the batch of 2002 is missing. As a result, we cannot estimate
the total strength of the batch of 2002. Therefore, the answer cannot be determined.
 Practice Exercise 9
Directions (Q. 1-4): The following bar graph shows the total Indian Export (in $ billion) during
a period of 8 months. The pie chart shows the breakup of this Export during this period. Refer to
the graphs to answer the questions that follow.

INDIA'S EXPORT IN $ BILLION

45
40
35
$ BILLION

30
25
20
15
10
5
0

K
APR MAY JUN JUL AUG SEP OCT N OV
MONTHS

COSM-
ETICS 11%

GEMS &
JEWELLERY OTHERS
30% 16%
7

KUNDAN
GARMENTS
TEXTILES
19%
24%

1. The exports of Textiles and Others in the month of July is approximately equal to the exports of
Gems & Jewellery and Others in the month of
1) April 2) August 3) October 4) November
2. What is the ratio of the exports of first four months to those of the last four months?
1) 1.12 2) 0.89 3) 1.5 4) 0.75
3. If the target for the export of Gems and Jewellery for the complete year is set at $120 billion, then
what should be the total value of exports of the same for the remaining four months (assume
April-March as the Financial Year)?
1) $ 46 billion 2) $ 38 billion 3) $ 32 billion 4) $ 44 billion
4. If the government charges 12% tax on all exports of Textiles and 15% on Gems and Jewellery,
what is the revenue earned from these sectors during the given eight-month period?
1) $ 15 billion 2) $ 18 billion 3) $ 22 billion 4) $ 25 billion
Directions (Q. 5-10): The following tables show the percentage distribution of India’s popula-
tion by age group and sex in the given years. Refer to the tables to answer the questions that
follow.
 DISTRIBUTION OF INDIA’S POPULATION BY AGE AND SEX (1901-1971)
(All figures are percentages of Males/Females to respective total)
1901 1911 1921 1931
AGE
M ale Female M ale Female M ale Female M ale Female
GROUPS
0-4 12.5 13.3 13.3 14.3 12.1 13.2 14.7 16.0
5-9 14.0 13.8 13.8 13.8 14.8 15.0 13.3 12.8
10-14 12.7 10.9 11.7 10.0 12.5 10.8 12.0 11.2
0-14 39.2 38.0 38.8 38.1 39.4 39.0 40.0 40.0
15-24 16.5 17.2 16.7 17.6 16.0 16.8 17.9 19.2
25-34 17.2 17.5 17.2 17.5 16.9 17.3 16.4 16.2
15-34 33.7 34.7 33.9 35.1 32.9 34.1 34.3 35.4
35-44 12.6 12.2 12.6 11.9 12.6 11.9 11.9 11.0
45-59 9.9 9.6 9.9 9.4 10.1 9.5 9.9 9.4
35-59 22.5 21.8 22.5 21.3 22.7 21.4 21.8 20.4
60 and above 4.6 5.5 4.8 5.5 5.0 5.5 3.9 4.2
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

K
1941 1951 1961 1971
AGE
M ale Female M ale Female M ale Female M ale Female
GROUPS
0-4 13.2 14.0 13.1 13.7 14.7 15.5 14.3 15.1
5-9 13.6 13.6 12.6 12.9 14.6 14.9 15.0 15.1
10-14 11.3 10.8 11.4 11.3 11.6 10.8 12.7 12.1
0-14 38.1 38.4 37.1 37.9 40.9 41.2 42.0 42.3
15-24 18.1 18.3 18.9 19.1 16.3 17.1 16.5 16.7
25-34 15.9 16.3 15.4 15.3 15.2 15.5 13.5 14.6
15-34 34.0 34.6 34.3 34.4 31.5 32.6 30.0 31.3

KUNDAN
35-44 12.1 11.6 12.0 11.3 11.4 10.6 11.4 11.0
45-59 10.9 10.5 11.1 10.6 10.7 9.8 10.7 9.4
35-59 23.0 21.1 23.1 21.9 22.1 20.4 22.1 20.4
60 and above 4.9 4.9 5.5 5.8 5.5 5.8 5.9 6.0
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

5. For both the sexes in the given years, the most thickly populated age group is
1) 0-14 2) 35-59 3) 15-34 4) 15-24
6. The total number of times a 1: 1 ratio of male to female percentage is displayed in any age group
(all the mentioned groups) is
1) Four 2) Three 3) Five 4) One
7. If the population in 1961 was 400 crores, the difference between the number of males and females
is highest in which of the given age groups?
1) 0-4 2) 10-14 3) 35-44 4) 45-59
8. In the given tables, how many times is the percentage value for any group (in any year) above
20%?
1) 36 2) 44 3) 48 4) 50
9. Over the given period (1901 - 1971), the least number of males and females belong to which of the
following age groups?
1) 0-4 2) 45-49 3) 10-14 4) 60 and above
10. If the total population in the age group 0-4 years in year 1971 is 14.68% , find the sex ratio (ie ratio
 of males to females) in year 1971.
1) 21 : 19 2) 37 : 29 3) 17 : 13 4) 29 : 27

Directions (Q. 11-13): The following bar graphs show the data regarding Export, Production
and Per Capita Availability of Coffee. Refer to the graphs to answer the questions that follow.

215 800

Production (million kg)

210 700
Export (million kg)

600
205
500
200
400
195
300
190
200
185 100
180 0
1980-81 1981-82 1982-83 1983-84 1984-85 1980-81 1981-82 1982-83 1983-84 1984-85

K
Years Years

700
Per Capita Availability

600

500
(in grams)

400

300

KUNDAN
200

100

0
1980-81 1981-82 1982-83 1983-84 1984-85

Years

11. If the area under coffee production was less by 10% in 1984-85 than that in 1983-84, then the rate
of increase in productivity of coffee in 1984-85 was
1) 4% 2) 27% 3) 2.3% 4) 13.6%
12. Which year, except 1980-81, represents the highest proportion of coffee exported by India out of its
production?
1) 1983-84 2) 1982-83 3) 1984-85 4) 1981-82
13. The population of India in 1983-84 was
1) 395 million 2) 790 million 3) 1,185 million 4) 670 million
Directions (Q. 14-17): Answer the questions on the basis of the information given below.
The table below provides certain results of a survey taken among 46 people. The parameters are:
gender, number of servants owned, and age of the participants. The first number in each cell is the
number of people in the that group. The minimum and maximum age of people in each group is given
in brackets. For example, there are 10 female participants with 0 servant and among these 10 the
youngest is 34 years old, while the oldest is 46.

No. of Servants M ale Female Total

0 2(38, 38) 10(34, 49) 12
1 2(32, 32) 16(35, 63) 18
2 4(32, 33) 4(27, 40) 8
3 4(32, 33) 4(27, 40) 8
Total 12 34 46
14. The percentage of participants aged less than 40 years is at least
1) 35% 2) 16.67% 3) 43% 4) 27%
15. Given the information above, the percentage of people older than 35 can be at most
1) 69.6% 2) 73.33% 3) 30% 4) 90%
16. The percentage of people that fall into the 35-to-40-years age group (both inclusive) is at least
1) 10.86% 2) 26.67% 3) 8.33% 4) 6.67%
17. The maximum no. of persons having at least two servants and age at least 35 years is
1) 2 2) 4 3) 6 4) 0

K
Directions (Q. 18-20): Answer the questions on the basis of the information given below.
The correspondence coming to a certain office can be classified under various headings. The
following table shows the percentage distribution of such correspondence over time. The total num-
ber of correspondence received during December 1998 was larger than the number received in June
1999. The total number of correspondence received during September 1998 was larger than the num-
ber received in March 1999.

Category Sep - 98 Dec - 98 M ar - 99 Jun - 99

Business 40 33 19 17
Feedback 25 30 37 44

KUNDAN
Government 11 19 5 17
Products 3 3 10 6
Advertisement 4 7 10 12
Stocks 5 6 11 2
Inventory 12 2 8 2
18. In which category was the percentage of correspondence increasing but at a decreasing rate?
1) Feedback 2) Stocks 3) Advertisement 4) Cannot be determined
19. In the Government category, the number of the correspondence received in December 1998 as
compared to June 1999
2) was larger 2) was smaller 3) was equal 4) Cannot be determined
20. In the Feedback category, the number of corespondence received in September 1998 as compared
to March 1999
1) was larger 2) was smaller 3) was equal 4) Cannot be determined

Answers and explanations

40
1. 3; Export of Textiles and Others in July =  32 = $12.8 billion
100
46
Export of Gems and Jewellery and Others in October = × 28 = $12.8 billion.
100
 Quicker Approach: Now here the trick is to realize that since for Textiles and Others, we are
calculating 40% of $32 billion for July, the only month where we would get a near equal for
exports of Gems and Jewellery and Others, accounting to 46% of the export’s basket, would be
for a month in which the total exports is just near but less than that of July. Hence directly from
observation, we can mark on the month of October.
2. 1; Export for the first 4 months (Apr-July) = 35 + 22 + 42 + 32 = $ 131 billion
Export for the last 4 months (Aug-Nov) = (38 + 18 + 28 + 33) = $ 117 billion
 Ratio = 131/117 = 1.119  1.12.
3. 1; Gems and Jewellery export for the first 8 months (Apr-Nov) of the year = 0.3 × 248 = $74.4 billion.
Total value of the exports for the remaining 4 months (Dec-Mar) of the year
= Target - $74.4 billion = $120 - $74.4 = $45.6 billion  $46 billion.
4. 2; Textile exports over the period = 0.24 × 248 = $59.52 billion.
Gems and Jewellery exports over the period = $74.4 billion
Revenue from Textile exports = 0.12 × 59.52 = $7.14 billion
Revenue from Gems and Jewellery exports = 0.15 × 74.4 = $11.16 billion.
Total revenue from these sectors = 7.14 + 11.16 = 18.3  $18 billion.
5. 1; 0-14 years is made up of three groups, viz 0-4, 5-9, 10-14. It gives the maximum percentages.
6. 1; If we refer to the table, we get the ratio 1 : 1 between male and female 4 times.
In 1911, age group 5-9.

K
In 1931, age group 0-14.
In 1941, age groups 5-9 and 60 & above.
7. 4; In 1961, for 0-4 group, difference = 15.5 - 14.7 = 0.8
For 10-14 group, difference = 11.6 - 10.8 = 0.8
For 35-44 group, difference = 11.4 - 10.6 = 0.8
But for the age-group 45-59, it is more than this value.
8. 3; It is more than 20% for age groups 0-14, 15-34 and 35-39, for males and females in all the years,
i.e. 8 × 3 × 2 or 48.
9. 4; Clearly, the least number of males and females belong to age group 60 and above.
10. 1; Let the total population of males and females in 1971 be X and Y respectively.

KUNDAN
According to the question,
14.3% of x  15.1% of y
 100  14.68
x y
 14.3x  15.1y  14.68x  14.68y
 0.42y  0.38x
x 0.42 21
  
y 0.38 19
Quicker Method: By the method of alligation,
14.68% is the weighted mean of 14.3% and 15.1% .
M F
14.3 15.1
14.68
0.42 0.38
 21 : 19
Total coffee production
11. 4; Productivity = Area under production . Let area under production in 1983-84 be x hectares.

645
 Productivity in 1983-84 = .
x
 660 733
Productivity in 1984-85 = [Area is less by 10% ] = .
0.9x x

733 645

x x  88  100  13.6%
Rate of increase in productivity in1984-85 = 645 645 .
x

Exports in that year

12. 1; Proportion of coffee exported in any year = Production in that year .

Calculate and check with the value to get the answer as 1983-84.
13. 2; Per capita availability in 1983-84 = 545 gram = 0.545 kg.
Total production of coffee - export of coffee
Per capita availability = total population

645 - 210 millionkg

Total population = = 798 million (approx).

K
0.545kg
Option (2) is closest to this value.
14. 1; Minimum number of participants aged less than 40 = 2 + 1 + 2 + 1 + 4 + 1+ 4 + 1 = 16
16
 Percentage =  100  35% .
46
15. 1; Maximum number of participants older than 35 = 2 + 9 + 15 + 3 + 3 = 32
32
 Percentage = 46 × 100 < 70% .

KUNDAN
16. 1; Minimum number of participants that fall into 35 to 40 years age group = 2 + 1 + 1 + 1 = 5
5
 Percentage =  100 = 10.86% .
46
17. 3; Maximum no. of participants having age at least 35 years and at least 2 servants = 3 + 3 = 6.
18. 3; By observation we can say that the percentage of correspondence is increasing for both Feed-
back and Advertisement, but it is increasing at a decreasing rate for Advertisement.
19. 1; Correspondence in Government category for December 1998 = 0.19 × [December 1998 total].
Correspondence in Government category in June 1999 = 0.17 × [June 1999 total].
19% of December 1998 total > 17% of June 1999 total.
 Correspondence in Government category was greater in December 1998.
20. 4; Number of correspondence in September 1998 > March 1999.
For feedback in September 1998 = 0.25 × [September 1998 total]
For feedback in March 1999 = 0.37 × [March 1999 total]
Since we de not know the exact amount of correspondence in both the categories, we cannot
compare the values.
 Practice Exercise-10
Directions (Q. 1-3): Answer the questions on the basis of the information given below.
The data below shows the rankings of twenty-five companies on the basis of various parameters as
shown below.

Total Income Net Profit Net Worth NPM RONW ROCE

Rank Companies
2004 2004 2004 2004 2004 2004

2004 Rs Crore % chg Rs Crore % chg Rs crore % chg % % %

1 Tata Sons 4410.86 35.39 863.29 20.97 3396.38 25.91 19.57 25.42 14.55

2 Tata International 1970.32 -9.28 -830 — 108.15 -7.13 -0.42 -7.67 -2.92

3 Teech Pacific (India) 1772.39 40.95 26.9 -9.1 87.79 43.76 1.52 30.64 12.11

TV Sundram
4 1754.07 4.79 34.28 101.7 130.95 7.76 1.95 36.18 11.96
Iyengar & Sons

5 Nirma Consumer Care 1604.4 -12.76 0.39 77.27 3.13 13.82 0.02 12.46 0.99

6 Bennett, Coleman & Co. 1457.18 19.95 49.73 -75.85 910.14 5.52 3.41 5.46 5.46

7 Haldia Petrochemicals 1434.91 15.686 -501.55 — 614.09 -44.96 -35 -81.67 -9.24

8 Toyota Kirloskar Motor 1695.26 22.25 -102.01 — 452.38 -18.41 -6.02 -22.55 -12.25

9 Adani Wilmar 1166.78 179.11 11.63 5.73 58.42 58.84 1.00 19.91 11.67

10 Ford India 1064.79 — -60.52 — 321.87 -15.83 -5.68 -18.8 -3.87

11 Gitanjali Gems 1032.47 -74.87 21.9 -51.72 207.94 11.77 2.12 10.53 4.71

12 Hero Cycles 985.04 5.38 68.56 83.46 264.36 24.06 6.96 25.93 16.4

13 Riddisiddhi Bullions 952.67 130.67 0.21 505.5 1.85 190.41 0.02 11.55 3.12

14 Samsung Electronics 941.81 44.36 4.91 -4.11 34.94 16.36 0.52 14.06 6.43

15 Godrej & Boyce Mfg Co. 889.54 5.07 11.45 -5.99 280.65 3.75 1.29 4.08 1.57

16 Allanasons 562.87 -0.4 4.78 33.87 64.51 1.82 0.55 7.42 5.75

17 Honda Siel Cars India 855.45 18.89 26.48 — 235.3 12.68 3.1 11.25 5.22

18 Bharat Aluminium Co. 826.96 -17.88 18.76 — 588.06 -2.98 2.27 3.19 2.42

19 Lafarge India 816.46 69.31 -14.39 — 649.73 137.02 -1.76 -2.21 -1.06

Reliance Ports &

20 806.67 49.23 -20.97 — 491.38 -4.09 -2.6 -4.27 -0.69
Terminals

Tractors & Farm

21 805.42 -6.13 23.83 -0.96 416.18 5.16 2.96 5.73 4.51
Equipment

22 Bhushan 805.12 34.38 26.18 13.28 240.84 12.16 3.25 10.87 4.06

23 Jaypee Cement 1200.44 117.88 63.39 — 245.05 26.05 5.28 25.87 6.88

24 Essar Power 1140.51 -15.21 62.39 -34.35 781.71 21.29 5.47 7.98 2.77

25 Bharti Cellular 725.73 38.96 98.63 16.05 287.89 42.15 13.59 34.26 4.64

1. In how many companies was the percentage change for net worth greater than the percentage
change for total income?
1) 13 2) 20
3) 12 4) 16
2. Which of the following is true?
1) The percentage ROCE for the top five companies is always less than the percentage RONW.
2) The percentage ROCE for the top five companies is always greater than the percentage RONW.
3) The percentage ROCE for the top five companies is greater than the percentage RONW for only
one company.
4) None of the above is true.
3. Which of the following statements is not true?
1) As many companies are ranked above RiddhiSiddhi Bullions as below it.
2) The net worth as a percentage of total income for Hero cycles is 26.8%
3) If the top ten companies were ranked on the basis of net profit, from highest to lowest, the fifth-
ranked company would be Adani Wilmar.
4) All are true
Directions (Q. 4-6): Answer the questions on the basis of the information given beow.
Each point in the graph below shows the profit and turnover for a company. Each company belongs
to one of the three industries: Service, Shipping and Banking.
Profit

1000

4. For how many companies does the profit exceed 10% of the turnover?
1) 8 2) 7
3) 6 4) 5
5. For how many banking companies with a turnover of more than 2000 is the profit less than 300?
1) 0 2) 1
3) 6 4) 7
6. An investor wants to buy stocks of only banking or shipping companies with a turnover of more
than 1000 and profit exceeding 10% of turnover. How many choices are availiable to the investor?
1) 6 2) 7
3) 4 4) 5
Directions (Q. 7-9): Answer the questions on the basis of the information given below.
The following table shows the data about ages, height and weight of randomly selected 100 chil-
dren of CATMOS Montessori. Table 1 provides data about ages of the children. For the age given in the
first column, the second column gives the number of children not exceeding that age.
For example, the first entry indicates that there are 9 children aged 4 years or less. Tables 2 and
3 provide data on the heights and weights respectively on the same group of 100 children in a similar
format. Assuming that an older child is always taller and weighs more than a younger child, answer
the following questions.
 TABLE 1 TABLE 2 TABLE 3
Age (years) Number Height (cm) Number Weight (kg) Number
4 9 115 6 30 8
5 12 120 11 32 13
6 22 125 24 34 17
7 35 130 36 36 28
8 42 135 45 38 33
9 48 140 53 40 46
10 60 145 62 42 54
11 69 150 75 44 67
12 77 155 81 46 79
13 86 160 93 48 91
14 100 165 100 50 100

7. What is the number of children of age 9 years or less whose height does not exceed 135 cm?
1) 48 2) 45 3) 3 4) Cannot be determined
8. How many children of age more than 10 years are taller than 150 cm and do not weigh more than
48 kg?

K
1) 16 2) 40 3) 9 4) Cannot be determined
9. Among the children older than 6 years but not exceeding 12 years, how many weigh more than 38
kg?
1) 34 2) 52 3) 44 4) Cannot be determined

Directions (Q. 10-12): Answer the questions on the basis of the information given below.
Nature’s Best Juices (NBJ) is in the business of manufacturing fruit juices. NBJ buys APPLE,
MANGO, GRAPE, ORANGE and LITCHEE juice. ORANGE juice can be made by adding artificial flavour
to APPLE and MANGO juice in equal proportions. Similarly, LITCHEE juice can also be made by APPLE
and GRAPE juice. Among other juices, NBJ sells MIXED JUICE (formed by mixing GRAPE and MANGO

KUNDAN
juice in the ratio 70 : 30), TROPICAL DELIGHT JUICE (formed by mixing equal amounts of ORANGE
and LITCHEE juice) and SUMMER SONG juice (formed by mixing equal amounts of ORANGE and GRAPE
juice). The following table provides the price at which NBJ buys the juices.
FLAVOUR Rs/Litre
APPLE 20.00
MANGO 25.00
GRAPE 15.00
ORANGE 22.00
LITCHEE 18.00
10. The cheapest way to manufacture TROPICAL DELIGHT juice would cost
1) Rs 19.50 per litre 2) Rs 19.75 per litre
3) Rs 20.00 per litre 4) Rs 20.25 per litre
11. SUMMER SONG can be manufactured by mixing
1) MIXED JUICE and APPLE in the ratio 14 : 10
2) MIXED JUICE and APPLE in the ratio 3 : 1
3) MANGO and LITCHEE in the ratio 1 : 1
4) APPLE, MANGO and GRAPE in the ratio 1 : 1 : 2
12. Assume that TROPICAL DELIGHT, MIXED JUICE and SUMMER SONG each sell for the same price.
Which of the three is the most profitable to the manufacturer?
1) TROPICAL DELIGHT 2) MIXED JUICE
3) SUMMER SONG 4) Data is insufficient
Directions (Q. 13-17): Answer the questions on the basis of information given below.
The following radar graph shows the percentage increase in the sale of companies A, B, C, D and E in
year 2004 with respect to previous year.
A
80

60

40
E B
20

D C

K
13. Which company has the maximum sale in year 2004?
1) A 2) C 3) E 4) Can’t be determined
14. The ratio of sale of companies A, B, C, D and E in year 2003 is 5 : 4 : 3 : 2 : 6. Find the overall %
increase in the sale of all the five companies together in year 2004.
1) 46% 2) 54% 3) 59% 4) 64%
15. The overall % increase in the sale of company C and company D together is 55% in year 2004.
Find the ratio of sale of company C and D in year 2004?
1) 80 : 13 2) 192 : 17
3) 84 : 31 4) 192 : 53
16. If the ratio of sale of company C, D and E in year 2004 is 5 : 3 : 4 then find the overall % increase

KUNDAN
in the sale of company C, D and E together from 2003 to 2004 (approx.).
1) 41% 2) 39% 3) 54% 4) 46%
17. The overall % increase in the sale of companies B & C together is 57% and that of companies C &
D together is 47% in year 2004. Find the ratio of sale of companies C, D and E in year 2003.
1) 3 : 7 : 23 3) 5 : 9 : 13
3) 6 : 7 : 11 4) None of these

Directions (Q. 18-20): Read the following information given below and answer the questions
that follow.
The Shyam Dairy company is setting up a plant for manufacture and sale of flavoured milk. The
investment of the plant is Rs 10 crores (to be invested in plant, machinery, advertising, infra-
structure etc).
The following table shows the cost of different bottle sizes.

Sale Dealer
Bottle size Bottling cost Cost of liquid Transportation cost
Price Margin
300 ml Rs 2 Rs 8 10 paise per bottle Rs 14 Rs 1.5
500 ml Rs 5 Rs 10 15 paise per bottle Rs 21 Rs 2
1.5 lit Rs 10 Rs 25 20 paise per bottle Rs 52 Rs 5
18. For which bottle should Shyam Dairy try to maximise sale to maximise its profit (assume that the
total number of litres of flavoured milk sold is constant irrespective of break-up of the sales in
terms of the bottle size).
1) 1500 ml bottle
2) 500 ml bottle
3) 300 ml bottle
4) Can’t say
19. If the company sells only 300ml bottles in the first year, how many bottles shoud it sell to recover
the investment made in the first year only?
1) 41.66  106 2) 35.84  10 6
3) 44.56  106 4) Can’t say
20. If the ratio of sales of 300ml bottles to that of 500ml bottles is 4 : 1, and there is no sale of 1500ml
bottles, how many 500ml bottles will be required to recover the investment?
1) 17.96  106 2) 24.8  10 6
3) 7.43  10 6 4) Can’t say

Answers and explanations

K
1. 1; The percentage change to net worth is greater than the percentage change for total income in
13 companies.
2. 3; The percentage ROCE for the top five companies is greater than the percentage RONW for only
the company Tata International.
3. 3; 1st to 5th are: Tata Sons, Bharti, Hero, Jaypee and Essar respectively.
4. 2; Draw a line from the bottom left corner to top right corner. The symbols lying above the line are
ones in which profit exceeds 10% of turnover. There are 6 such companies.
5. 3; Six companies lie below 300 profit and more than 2000 turnover.
6. 4; Only five companies fulfil the requirement.

KUNDAN
7. 2; Number of children aged 9 years or less = 48
Number of children having height 135 cm or less = 45
Thus 45 children satisfy both conditions.
8. 1;

Number of children
age > 10 years 40
height > 150 cm 25
weight > 48 kg 9

Thus required number of children = 25 – 9 = 16.

9. 3;

Number of children
12 years > age > 6 years 55
weight > 38 kg 67

Required number of children = 67 – 23 = 44.

10. 2; TROPICAL DELIGHT juice would cost minimum when its constituents have the minimum pos-
sible price. TROPICAL DELIGHT is made by mixing equal amounts of ‘ORANGE’ and ‘LITCHEE’.
We have the following possibilities:
 From the table we have the minimum cost Rs 1975.
11. 4; The possible combinations for SUMMER SONG are given below.

Combination Ratio

K
ORANGE + GRAPE 1:1
(APPLE AND MANGO) + GRAPE 1:1:2
12. 2; From Q. 10 we have: the least possible price for TROPICAL DELIGHT is Rs 19.75 per litre.
Similarly, least possible price for MIXED JUICE is Rs 18 per litre (when GRAPE + MANGO are
mixed in the ratio 70 : 30). And least possible price for SUMMER SONG is Rs. 18.5 pre litre (when
ORANGE + GRAPE is mixed in the ratio 1 : 1).
Hence profitability is maximum for MIXED JUICE .
13. 4; Only the percentage increase in the sales of each of the company is given, not the previous
year’s sale. Hence data inadequate.

KUNDAN
14. 2; The overall % increase in the sales of all the five companies together
5 4 3 2 6
  80   50   60   30   40
20 20 20 20 20
 20  10  9  3  12  54 %
15. 1; 55% increase in the sales of company C and D together is the weighted mean of 60% and 30% .
C D
60% 30%
55%
25 5
5 : 1 (Ratio of sale in year 2003)
Sale of company C in year 2004
Now,
Sale of company D in year 2004

160
5
100  80
=
130 13
1
100
 Required ratio = 176 : 13
16. 4; Let K be present in each of the ratios.
 2004 2003
100
C 5K 5K ×  3.12
160
100
D 3K 3K ×  2.3
130
100
E 4K 4K × = 2.8
140
Total 12K 8.2K
12K  8.2K 3.8K
The overall % increase =  100 =  100  46%
8.2K 8.2K
17. 1; Similar to solution of Q. 15.
B C C D
50% 60% 60% 30%
57% 37%
3 : 7 7 : 23
 B : C : D  3 : 7 : 23
18. 3; Profit from one 300ml bottle = 14 – (2 + 8 + 1.5 + 0.1) = Rs 2.4
Profit from one 500ml bottle = 21 – (5 + 10 + 0.15 + 2) = Rs 3.85

K
Profit from one 1500ml bottle = 52 – (10 + 25 + 0.20 + 5) = Rs 11.80
Selling 1500ml from 300ml bottles we get 2.4 × 5 = Rs 12 as profit.
Similarly, selling 1500 ml from 500ml bottles we get = 3.85 × 3 = Rs 11.55 as profit
Selling 1500ml from 1500ml bottle we get Rs 11.80 as profit.
Therefore, Shyam Dairy should maximise the production of 300ml bottles. (As the number of
litres is constant)
19. 1; Let no. of bottles it should sell be x.
Cost of production of x bottles = x (2 + 8 + 0.1 + 1.5) = 11.6x
Fixed cost = 108

KUNDAN
Now, to recover the cost
10 8  11.6x 10 8
 14  x   41.66  10 6 bottle
x 2.4
Quicker Approach: From solution of Q. 18.
Profit per bottle = Rs 2.4
108
 Total no. of bottles to sell =
2.4
20. 3; Let K be present in the ratio.
The overall selling cost of 300 ml and 500 ml (where they are sold in the ratio 4 : 1)
4  14  1  21 77
=   15 .4 .
4 1 5
Cost of production of 300ml bottle = Rs 11.6
Cost of production of 500ml bottle = Rs 17.15
4K  11.6   K  17.15   10 8
Now, 15.4 
4K  K
 77K  46.4K  17.15K  108  13.45K  10 8

108
K  7.43  10 6 bottles
13.45
 Practice Exercise 11
Directions (Q. 1-6): These questions are based on the following information regarding the
price changes that a certain pharmaceutical company is considering for its products.

P roduct Existing Price (Rs.) Revised P rice (Rs.)

Antacid 1.50 2.50
Anti-Hypertensive 10.00 12.50
Expectorant 18.00/bottle 24.00/bottle
Anti-Asthmatic 20.00 26.00
Anti-Pyretic 5.00 8.00
Anti-Flatulent 7.50 9.00
The prices for all the products except Expectorant are the prices of 10 tablets.

K
1. A man is prescribed a combination of Antacid and Anti-Hypertensive in the ratio 2 : 3 for the first
week and of Anti-Hypertensive and Anti-Flatulent in the ratio 3 : 4 for the second week. The
purchased all the medicines under the existing price. His expenditure in the second week is
what % more than in the first week?
1) 24% more 2) 18% less 3) 26% more 4) Data Inadequate
2. If a family has a hypertensive and an asthmatic patient, where the person with hypertension has
to consume three tablets of Anti-Hypertensive per day and the asthmatic patient has to take two
tablets of Anti-Asthmatic every alternate day, what will be the increase in expenditure on the two
patients for 30 days?
1) Rs 40.50 2) Rs 42.75 3) Rs 46.50 4) Rs 38.50

KUNDAN
3. What is the percentage increase in the expenditure of a person for one year if he consumes 32
tablets of Antacid in one week?
1 1 2
1) 7 % 2) 6 % 3) 6 % 4) None of these
2 2 3
4. A person is prescribed to take two spoonfuls of Expectorant thrice everyday for a period of 20
weeks. Assuming that each bottle of Expectorant contains 90 spoonfuls, find the expenditure ac-
cording to the existing prices.
1) Rs 200 2) Rs 180 3) Rs 168 4) Rs 240
5. A person is prescribed a combination of Anti-Pyretic and Anti-Asthmatic such that he has to take
one of these before breakfast, the other after lunch and the one he had at breakfast after dinner
also; if he consumed an Anti-pyretic at the end of the dinner on the 7 th day of the course, he
started the course with
1) Anti-Asthmatic 2) Anti-Pyretic
3) Not possible to determine 4) None of the above
6. In the question no. (1), average cost per tablet for the first week is what % less than the average
cost per tablet for the second week?
1) 17.9% 2) 22.35% 3) 24.5% 4) Can’t say

Directions (Q. 7-11): These questions are based on the pie diagrams given below.
Shefali, a first-year student of management from a well-known institute of management in
western India, was doing her internship with a leading public sector bank in India. Her project
involved analyzing the market shares of various Indian companies that manufacture and sell
fuels and lubes. Halfway through her project, she managed to collect the following information
from the sales figures of various companies:

Percentage shares of various companies Percentage shares of various compani es

in total sales of l ubes (by val ue) i n total sal es of fuel s (by value)
P RL P RL
OT HERS
OT HERS 10% 10%
15%
25%

P HCL
20% P HCL
25%

OICL
OICL
30%
15%

P BCL

K
P BCL
30%
20%

Total sales of lubes for the year Total sales of fuels for the year
2000-2001 = Rs 22,400 crores 2000-2001 = Rs 11,200 crores
Shefali’s project guide, after reviewing the above information, pointed out the fact that the above
figures were inclusive of the considerable volumes of inter-company sales that occur every year.
Therefore the correct market shares of the companies should be arrived at after deducting the
inter-company sales figures from the present figures. Shefali then further collected the follow-
ing information regarding the inter-company sales.

KUNDAN
SELLER
PRL

OICL
Sale value as a percentage of the total sales of the selling company

Fuels
Lubes
Fuels
Lubes
PRL
—
—
—
—
OICL
50
30

—
—
PHCL
10
—
15
20
PBCL
—
10
20
—
OTHERS
40
60
10
40
PHCL Fuels — 20 — 20 20
Lubes — 10 — 25 40
PBCL Fuels — 30 10 — 35
Lubes — 15 5 — 25
OTHERS Fuels — 10 5 10 —
Lubes — 15 5 15 —
7. By approximately what percentage did Shefali overestimate the correct value of the total sales of
fuels?
1) 135% 2) 200% 3) 110% 4) 180%
8. If the correct sales figures are considered, then which of the following has the largest percentage
share by value of the sales of fuels and lubes put together?
1) PRL 2) OTHERS 3) OICL 4) PBCL
9. If for any company, Sales - Purchases = Profit, then neither fuels nor lubes were profitable for
1) PRL 2) PHCL 3) OTHERS 4) OICL
10. Assuming the information given in the above question to be true, which of the following had the
maximum profitability for fuels?
1) OICL 2) PHCL 3) PBCL 4) OTHERS
11. Which of the following had the second largest percentage share by value when the correct sales
figures of fuels and lubes put together are considered?
1) OTHERS 2) PHCL 3) OICL 4) PBCL
Directions (Q. 12-15): Refer to the pie-charts below and answer the questions that follow.
The following pie-charts represent the shareholding pattern of various investor groups in the
company XYZ Ltd as on 31.03.1999 and 31.03.2000 respectively.

SHAREHOLDING PATTERN

31-3-1999 FIIs 31-3-2000

15% FIIs
20%

K
P ublic
Public 30%
35%

Govt.
Institutions
25% Govt.
MF Ins titutio ns
10% 25%
MF Promoters P ro mo ters
15% 10% 15%

KUNDAN
Market Price = Rs 138 per share
Market Capitalisation = Rs 559 cr

31.03.2000?
1) 10% 2) 15%
Market Price = Rs 167 per share
Market Capitalisation = Rs 846 cr
Market capitalisation (market value) = Number of outstanding shares × Market price of share.

12. The number of outstanding shares have increased by what percentage from 31.03.1999 to

3) 25% 4) 30%
13. If you have more than 50% shareholding in a company, then you can control the management of
that company. Then, which of the following statements is are true?
In 1999 (i.e. the year ending on 31.03.99)
I. Management control can be with a coalition of two investor groups.
II. Management control can be with FIIs.
III. Management control can be with promoters.
1) I only 2) II only
3) III only 4) All three
14. Market value of shares held by FIIs has gone up by what percentage from 31.03.1999 to 31.03.2000?
1) 200% 2) 100%
3) 50% 4) 5%
15. If the FIIs together cannot hold more than 24% of outstanding shares, then what is the maximum
value of shares that the FIIs can purchase as on 31.03.2000?
1) 2 lakhs 2) 0.2 lakhs
3) 2 crore 4) 20 lakhs
Directions (Q. 16-19): Refer to the graph below and answer the question that follows.
XYZ Ltd manufactures locks.

97 160
Sales Expenses
96 140
95

Expenses (in Rs lakh)

120
Sales (in per cent)

94
100
93
80
92
60
91
90 40

89 20

88 0
1996 1997 1998 1999 2000

K
The above graph shows the sales revenues of XYZ Ltd. in terms of percentage of target achieved
and the expenses in Rs. lakhs for the years 1996 to 2000. The target sales were constant at Rs.
180 lakhs over the period.
16. In which year did the company earn the most profit?
1) 1996 2) 1997 3) 1998 4) 1999
17. What is the maximum drop in sales between any two consecutive years?
1) Rs 1.2 lakhs 2) Rs 4 lakhs 3) Rs 5.4 lakhs 4) Rs 6.3 lakhs
18. During the 5-year period, what is the highest ratio of sales to expenses?
1) 1.2 2) 1.9 3) 1.4 4) 1.64
19. What is the increase in sales (in Rs lakhs) from 1999 to 2000?

KUNDAN
1) 6.20 2) 10.80 3) 8.00 4) 8.64

Directions (Q. 20-24): Following graph shows the production at different plants (A, B, C, D) of
Torrent Ltd for four years. Ordinate is production figures in ’000 MTs.
180
160
140
120
100
80
60
40
20 A B C D
0
1993 1994 1995 1996

(i) Capacity utilization = Production × 100 / Capacity

(ii) Production is undertaken uniformly during the year.
(iii) Capacity of four plants (in ’000 MTs) in 1996 is as follows: A = 222, B = 160, C = 180, D = 190
(iv) Raw material availability at the plants in 1996 is to produce following quantities (’000 MTs):
A = 123, B = 148, C = 185, D = 198
20. Which plant has the highest capacity utilization in 1996?
1) B 2) A 3) D 4) C
21. Plant D operated only for 8 months in 1993. What would have been the capacity utilization in 1993
if the plant had run for the entire year? [Total capacity of D in 1993 = 190000 MTs]
1) 60% 2) 50.67% 3) 40% 4) 70%
22. If plant C operated at 60% capacity utilization in 1993 and 80% in 1994, what was the capacity
addition during that period?
1) 20 2) 15 3) 25 4) Nil
23. What is the maximum possible production, taking into account raw material availability con-
straint in 1996?
1) A-222, B-160, C-180, D-190 2) A-123, B-148, C-185, D-198
3) A-123, B-148, C-180, D-190 4) A-123, B-148, C-180, D-198
24. In 1996 bonus is to be given to employees of the plant which produces at least 25% of total com-
pany production and which achieves capacity utilization of more than that achieved by the whole
company. Which plants received the bonus in 1996?
1) C & D 2) B, C & D 3) D 4) None of these

Answers and explanations

1. 4; The constant present in the first week combination is either similar or different from the

K
constant present in the second week combination. Hence we can’t find the expenditures of first
and second weeks.
Hence data inadequate.
2. 1; Three tablets/day would mean the hypertensive has to be taken 90 times in 30 days.
The increase is of Rs 2.50 for 10 tablets
Hence increase will be of 2.50 × 9 = 22.50 for 90 tablets
Asthmatic has to consume 30 tablets.
 increase = 6.00 × 3 = 18.00
 total increase = 22.50 + 18 = 40.50.

KUNDAN
1.00 2 2
3. 4;  100   100  66 % .
1.50 3 3
4. 2; He has to consume = 2 × 3 × 7 × 20 = 840 spoonfuls
90 spoonfuls --- 1 bottle
840 spoonfuls ---- 10 bottles
1
(since he cannot buy 9 bottles)
3
Hence expenditure according to the existing prices = 10 × 18.00 = Rs 180.
5. 3; Since he may change the order in which he takes the tablets, it is not possible to determine.
2  1.5  3  10 1 33
6. 2; Average cost per tablet for the first week =  =  0 .66
23 10 5  10

3  10  4  7 .5 1
Average cost per tablet for the second week    0.85
34 10

0.85  0.66 1900

Required % =  100   22 .35 %
0.85 85
7. 1; To arrive at the correct value of the total sales of fuels the inter-company sales figures should
be subtracted from the present total sales.
To be subtracted from 100% :
PRL  50 + 10 +40 = 100% , i.e. has sold all its sales to other companies only  correct sales = 0%
 OICL  15 + 20 + 10 = 45  (100 – 45)% of 30% = 16.5%
PHCL  20 + 20 + 20 = 60
 (100 - 60)% of 25% = 10%
PBCL  30 + 10 + 35 = 75
 (100 - 75)% of 20% = 5%
OTHERS  10 + 5 + 10 = 25
 (100 - 25)% of 15% = 11.25%

 Actual sales = (0 + 16.5 + 10 + 5 + 11.25) = 42.75% of given sales

100  42.75   100  135 %

 % by which total sales of fuels were overestimated =
42 .5
8. 3; The correct sales figures = (100 - % sales to other companies) × % share of total sales given
= (100 – M) × p (say)
 M should be minimum and p maximum. By observation, this is true for OICL in case of fuels
and for PBCL for lubes.
(Note that OTHERS and PRL are eliminated.)

K
Calculations between PBCL and OICL:
OICL = (100 – 45) × 30% × 25 + (100 – 60) × 15% × S
(where S = sales of lubes and since sales of fuels = 25)  45
For PBCL = (100 – 75) × 20% × 25 + (100 – 45)% × 30% × S  0.275S
Clearly, it is maximum for OICL.
9. 3; We need to find that company for which total sales are less than total purchases = S – P is
minimum (and –ve)
i.e. S is minimum and P is maximum.
S is from the pie chart and P is the sum of purchases obtained from the columns in the table.

KUNDAN
By mere observatio,
OTHERS have purchased far more than any of the rest.
And its sales are also minimal for both lubes and fuels.
10. 2; For maximum profitability, Sales - Purchases should be maximum.
 S – P must be maximum.
For ICL, the total purchases are 17.5% [i.e. 50% of PRL + 20% of PHCL + 30% of PBCL + 10% of
OTHERS]
 Profitability = 30 – 17.5 = 12.5%
Similarly, for PHCL, profitability = 25 – 8.25 = 16.75%
For PBCL, profitability = 20 – 12.5 = 7.5%
And for Others, there is negative profitability.
11. 1; The correct sales figures for fuels have already been calculated in solution (7) and in similar
manner we calculate those of lubes.
OTHERS  [100 -(15+5+15)] × 25% = 16.25%
PHCL  [100 - (10+25+40)] × 20% = 5%
OICL  [100 - (20+40)] × 15% = 6%
PBCL  [100 -(15+5+25)] × 30% = 16.5%
1
Now total sales of lubes = × that of fuels
2
 values for above are
OTHERS  8.125%
 PHCL  2.5% (of total sales of fuels)
OICL  3%
PBCL  8.25%
The total correct sales value of fuels and lubes put together:
OTHERS  11.25 + 8.125 = 19.375%
PBCL  5 + 8.25 = 13.25%
OICL  16.5 + 3 = 19.5%
PHCL  10 + 2.5 = 12.5%
 OTHERS is second in terms of (correct) total value of sales of fuels and lubes put together.

559 560
12. 3; Number of outstanding shares as on 31.03.1999   = 4 cr.
138 140
846 850
Number of outstanding shares as on 31.03.2000 =  = 5 cr.
167 170
54 1
Therefore, percentage increase in outstanding shares   = 25% .

K
4 4
13. 1; It is clear that Public (35% ) and Govt Institutions (25% ) can form a coalition and control man-
agement.
14. 2; Market value of shares held by FIIs as on 31.03.1999 = 15% × 559  84
Market value of shares held by FIIs as on 31.03.2000  20 %  846  169
169  84 85
 Percentage increase =  100 =  100  100 % .
84 84
15. 4; Total outstanding shares as on 31.03.2000 = 5 cr. FIIs can buy 4% more as they already hold
20% of the shares, i.e.

KUNDAN
4
 5 cr = 0.2 cr = 20 lakhs.
100
16. 4; Calculating the sales revenue and the profit, year 1999 has the highest profits.
Year Revenue (Sales) Cost P rofit
1996 (93.2% of 180) 168 110 58
1997 (95.3% of 180) 170 150 20
1998 167 135 32
1999 164 100 64
2000 173 125 48
17. 2;

Sales Percentage of target Difference

1996 93.2
1997 95.3 2.10%
1998 93.1 -2.2%
1999 91.2 -1.9%
2000 96 4.80%

Since the year 1997-1998 has the largest fall of 2.2% of Rs. 180 lakhs, the value is Rs. 3.96
 lakhs.
18. 4; Calculate from table in solution 16. Highest ratio is 1.64 for year 1999.
96  91 .2
19. 4; Increase in sales =  180 = Rs 8.64 lakh.
100
20. 3; Capacity utilization for the plants is
A = 75 × 100/222  33.8%
B = 135 × 100/160  85%
C = 145 × 100/180  80%
D = 170 × 100/190  90%
21. 1; Plant D produced 75 (’000 MTs) in 1993 in 8 months. If the plant had been operative throughout
the year it would have produced 12 × 75/8 = 112.5 (’000 MTs)
100
The capacity utilization = 112.5 ×  60%
190
22. 2;

Year % Capacity Utlz. Total Capacity

K
1993 60 85 × 100/60 140
1994 80 124 × 100/80 = 156.25
Increase in capacity  15
23. 3; Using both the constraints: Capacity of four plants: A = 222, B = 160, C = 180, D = 190; and Raw
material availability at the plants in 1996 is to produce following quantities (’000MTs): A = 123,
B = 148, C = 185, D = 198. Hence minimum value between Capacity and Raw material availabil-
ity is the maximum production possible. Hence answer option is (3).
24. 4;

KUNDAN
Plant Capacity considering constraints Actual Production % Utilization
A 123 75 61
B 148 135 91
C 180 145 81
D 190 170 90
Total 641 525 82
25% of Total 131.25
Only B & D satisfy the given condition.
 Practice Exercise 12

Directions (Q. 1-6): These questions are based on the following information.
The bar graphs show the coal reserves of various nations in metric tonnes where as the line
graph shows the number of years up to which the reserves would last. Data for the bar graphs have to
be read from the left side of the Y-axis and those for the line graph have to be read from right side of

K KUNDAN
the Y-axis.

Africa Asia
8% Africa 16%
22%
Australia
America 8%
25%

Asia
53%
Europe
19%
Europe
8%
America
Australia 35%
6%

Share of the continents in the world Breakup of the share of various continents
population of 6 billion in the global coal resource
1. What is the expected average consumption of coal per annum per thousand people in India if
India’s population is 50% of Asia’s population? (Assuming that the world population remains con-
stant)
1) 3 gm 2) 3 kg 3) 0.003 gm 4) 30 kg
2. By how much (in metric tonnes) is the coal reserve of America more than that of Asia, if Kenya
and South Africa contribute to 37.5% of Africa’s coal reserves?
1) 524 2) 434 3) 334 4) 234
3. By how many kg is the annual average consumption of coal of Korea more than that of Libya?
1) 1450 2) 1740 3) 1850 4) 2050
4. If after 50 years, the world population increases by 12.5% (with each continent having the same
share of the world population), by how much per cent will the average per annum per capita
consumption of coal in Germany change, if it is known that out of every 10 persons in Europe,
approx 3.33 live in Germany? (Use data from previous question if required.)
1) 6.83% 2) 7.7% 3) 9.41% 4) 12.32%
5. If the European nations plan to sell off 41% of their coal reserves equally to the nations of other
continents (except to Africa), then the total coal reserves of India and New Zealand will increase
by what percentage? (Given that India has 13.8% of Asia’s coal reserves and New Zealand has
6.4% of Australia’s coal reserves. Use data from previous question if required.)
1) 20% 2) 25% 3) 27.23% 4) 31.62%
6. The difference between the ratio of coal reserves of Africa to those of Asia and the ratio of coal
reserves of Europe to those of Australia is
1) 1.21 2) 1.35 3) 1.0 4) None of these
Directions (Q. 7-12): These questions are based on the following information.
The table shows the numbers of persons commuting between different cities of India in five con-
secutive years (in thousands).
1991 1992 1993 1994 1995
Mumbai to Pune 9372 11252 6127 12345 9877
Delhi to Bangalore 10765 8328 7056 9362 13125
Kolkata to Raipur 12823 11675 13157 14106 16132
Pune to Delhi 7352 9137 11346 13451 15769
Chennai to Mumbai 8767 10789 12523 14323 16239

% share of various m odes of transport M odes of road transport

Rail
26.2% Taxi
Deluxe
22.7%
27.8%

Road Private
55.0% 16.9%
Govt Bus
Air 32.6%
18.8%

K KUNDAN
Modes of rail transport Percent share of various airline services

Special ANZ
Deluxe
7% Airw ay
17%
Superf ast 18%
Indian
33%
Airlines
Sahara
46%
Airlines
20%
P assenger
43% Jet Airw ays
16%
7. In 1995, what is the difference (in thousands) between the number of people commuting by De-
luxe buses and that of those by Jet Airways?
1) 8522 2) 10145 3) 9132 4) 8738
8. What is the percentage change from percentage increase in the number of persons going by
Deluxe train from Mumbai to Pune from 1991 to 1992 to the percentage increase in those going by
Indian Airlines from Pune to Delhi?
1) 10.21% 2) 20.21% 3) 15.42% 4) 30.42%
9. If a Sahara Airlines ticket from Chennai to Mumbai costs Rs 3800 and a deluxe train A/C ticket

K KUNDAN
from Pune to Delhi costs Rs 2375, what is the difference in revenues generated (in crore rupees)
by Sahara Airlines and Indian Railways on these routes over the period? (Assume that all trains
are run by the Indian Railways.)
1) 320 2) 291.5 3) 250 4) 190.9
10. What is the percentage increase in the number of people travelling by ANZ Airways over the
period?
1) 45% 2) 34% 3) 58% 4) 62%
11. What is the ratio of the number of people travelling from Mumbai to Pune (from 1991 to 1993) by
Deluxe Trains to that of those travelling from Chennai to Mumbai (from 1993 to 1995) by Indian
Airlines?
1) 0.41 2) 0.53 3) 0.32 4) 0.25
12. What is the highest percentage growth in the number of persons travelling by passenger train
between two consecutive years?
1) 20.89% 2) 26.64% 3) 32.12% 4) 30.21%
Directions (Q. 13-18): These questions are based on the following information.
The following graphs and pie chart indicate the economic condition of chatonline.com, a dotcom
company, over five years (1996-2000).
GROSS FIXED ASSETS TURNOVER
100
2000
80
1999
Rs in crores

60
Years

1998
40
1997
20
1996
0
1996 1997 1998 1999 2000
0 50 100 150
Years Rs crore

Gross profit for all five years (Rs 50 crore), before depreciation and tax

1996
2000 18%
28%
The net profit is calculated as (G – D – T)
where G = Gross profit
1997 D = Depreciation
15%
T = Tax
Depreciation and Tax are calculated on the
1999 Gross profit.
1998
22%
17%
13. If in 1996, there was 6.25% depreciation and 13.75% tax deduction, then the net profit in 1996 (Rs
crore) was
1) 5.21 2) 6.82 3) 7.29 4) 6.0
14. For which year was the ratio of turnover to gross fixed assets is the maximum?
1) 1997 2) 1998 3) 1996 4) 2000
15. What is the percentage increase in the ratio of gross fixed assets to gross profit from 1996 to 1999?
1) 96% 2) 135% 3) 236% 4) 310%
16. If in 1998, there was 9.65% depreciation and 11.63% tax deduction, then the ratio of net profit in
1998 to that in 1996 works out to
(Use data from previous questions if required.)
1) 0.92 2) 0.68 3) 1.82 4) 2.97
17. For which year was the ratio of turnover to gross profit the maximum?
1) 1996 2) 1998 3) 1999 4) 2000
18. For how many years is the ratio of (gross fixed assets + turnover) to gross profits lesser than the
succeeding year?
1) 1 2) 2 3) 3 4) 4
Directions (Q. 19-22): Refer to the tables below:
The following tables give information related to fertilisers (nitrogen and phosphate).

Fertilizer output in Nineties

Nitrogen Phosphates
Year Cap. util. (%) Cap. util. (%)
(lac tonnes) (lac tonnes)
1990-91 69.93 85.80 20.51 74.50
1991-92 73.01 88.50 25.62 93.10
1992-93 74.30 88.00 23.06 82.10
1993-94 72.31 83.90 18.16 64.30
1994-95 79.45 91.20 24.93 88.30
1995-96 87.77 96.90 25.58 90.60
1996-97 (Est.) 90.23 97.00 26.80 91.00

Year Fertilizer consumption (lac tonnes)

1990-91 125.46
1991-92 127.28

K KUNDAN 1992-93
1993-94
1994-95
1995-96
121.55
123.66
135.64
144.30
19. By what percentage was consumption of fertilizers greater than the production of fertilizers in the
year 1992-93?
1) 22 2) 23 3) 25 4) 26
20. What was the increase in total production capacity of phosphate fertilizers between 1991-97?
1) 1.5 lac tonnes 2) 2 lac tonnes 3) 2.5 lac tonnes 4) 1 lac tonnes
21. Total fertilizer production in 1995-96 was what percentage of total fertilizer consumption (approxi-
mately)?
1) 78 2) 79 3) 77.5 4) 78.5
22. Between 1990-96, production of nitrogen fertilizer was what percentage of total consumption of
fertilizers?
1) 50 2) 45 3) 60 4) 65

K KUNDAN
Answers and explanations
290
1. 1; Expected per annum consumption of coal in ndia = = 4.8 metric tonnes per year
60
Population of India = 50% of (53% of 6 billion)  1.6 billion
 expected average consumption of coal per annum per thousand people

 

 4.8 metric tonnes   4.8  10 6 kg 
 0.003 kg = 3 gm.
 1.6 billion   
1.6  10 9
2. 3; Total coal reserves of S Africa and Kenya = 90 + 60 = 150 metric tonnes
But 145 = 37.5% of Africa’s coal reserves

So, Africa’s coal reserves

150  8   400
metric tonnes
3
Again, 400 = 22% of global coal reserves
So, the global coal reserves = 1820 metric tonnes
 required difference = 19% of 1820 metric tonnes  346 metric tonnes
320
3. 2; Annual average consumption of coal in Korea = = 3.55 metric tonnes
90
190
Annual average consumption of coal in Libya = = 1.81 metric tonnes
105
 required difference = 1.74 metric tonnes = 1740 kg.
4. 2; Present population of Germany = 33% of (8% of 6 bn)  0.16 bn
Present average consumption of coal per annum per capita in Germany
145  10 6
=  0.013 gm.
70  0.16  10 9
145
Amount of coal consumed in Germany in 50 years =  50  103 .6 metric tonnes
70
So, amount of coal left = 41.4 metric tonnes.
After 50 years, population of Germany = (1.125) × (0.16)  0.18 bn
 41.4 
After 50 years, average per annum per capita consumption =  20  0.18  10 6  kg  0.012 gm.
 
 

 13  12  
 % change =  13  × 100% = 7.7%
 
5. 1; Total coal reserves of European nations = 19% of 1820  346 metric tonnes
Amount of coal sold off by European nations = 41% of 346  142 metric tonnes
So, increase in the coal reserves of the three continents (except Africa)
142
= = 47.33 metric tonnes.
3
 Originally, the coal reserves of Asia = 291 metric tonnes
and the coal reserves of Australia = 146 metric tonnes
So, the original coal reserves of India and NZ = 13.8% of 291  6.4% of 146
 49.5 metric tonnes.
Now, the increased coal reserves of Asia = 291 + 47.33 = 338.33 metric tonnes
and the increased coal reserves of Australia = 146 + 47.33 = 193.33 metric tonnes
Now, the increased total coal reserves of India and N.Z = (13.8% of 338.33) + (6.4% of 193.33)
 59 metric tonnes.
 59 .43  49 .5  
So, the % increase in the total coal reserves of India and NZ =    20%
 49 .5 

19 22
6. 3; The required difference =  = 2.375 – 1.375 = 1.0.
8 16
7. 4; Total number of people commuting in 1995 = 71142.
Number of people commuting by road = 55% of 71142 = 39128.
So, the number of people commuting by deluxe buses = 27.8% of 39128 = 10878.
Number of people commuting by air route = 18.8% of 71142 = 13375.
So, the number of people commuting by Jet Airlines = 16% of 13375 = 2140.
Hence, the required difference = 10878 - 2140 = 8738.
8. 2; Number of persons going by deluxe train from Mumbai to Pune in 1991
= 17% of (26.2% of 9372) = 417.
Number of persons going by deluxe train from Mumbai to Pune in 1992
= 17% of (26.2% of 11252) = 501.
 % increase in the number of persons going by deluxe train from Mumbai to Pune from 1991
 501  417  
to 1992 = 
417   100% = 20.14% .
 
Number of persons going by Indian Airlines from Pune to Delhi in 1991
= 46% of (18.8% of 7352) = 636.
Number of persons going by Indian Airlines from Pune to Delhi in 1992
= 46% of (18.8% of 9137) = 790.
 % increase in the number of persons going by deluxe train from Pune to Delhi from1991 to
 790  636  
1992 = 
636   100% = 24.21% .
 
 24 .21  20 .14  
 % change in % increase =  
20.14   100% = 20.21% .

K KUNDAN

9. 2; Number of people travelling from Chennai to Mumbai by Sahara Airlines over the period
= 20% of (18.8% of 62641)= 2355 thousands.
Total revenue generated by Sahara Airlines over the period on the Chennai to Mumbai route
= Rs (3800 × 2355) thousand = Rs 8949000 thousand  Rs 895 crores.
Number of people travelling from Pune to Delhi by deluxe train over the period
= 17% of (26.2% of 57055)= 2541 thousand.
Total revenue generated by Indian Railways over the period on the Pune to Delhi route
= Rs (2375 × 2541) thousand = Rs 6034875 thousand  Rs 603.5 crores.
 the difference in the revenues generated = Rs 291.5 crores.
71142  49079
10. 1; Just simply calculate  100 = 45% (approx.)
49079
11. 3; Number of people travelling from Mumbai to Pune from 91 to 93 by deluxe trains
= 17% of (26.2% of 26751) = 1191 thousand (approx.)
Number of people travelling from Chennai to Mumbai from 93 to 95 by Indian Airlines = 46% of
(18.8% of 43085) = 3726 thousand (approx.)
1191
So, the required ratio = = 0.32
3726
12. 2; The highest % growth in the total number of people is from 93 to 94.

K KUNDAN
Number of people travelling by passenger trains in 1993 = 43% of (26.2% of 50209) = 5657
thousand
Number of people travelling by passenger trains in 1994
= 43% of (26.2% of 63587) = 7164 thousand
 7164  5657  
So, the required % growth = 
5657   100% = 26.64% .
 

 63857  50209  
OR just calculate 
50209   100 = 26.69%
 
13. 2; Gross Profit of the company in 1996 = 18% of 50 = Rs 9 crores
Net Profit of the company in 1996 = 9 – (6.25 + 13.75)% of 9 = Rs 7.29 cr.
14. 3
15. 4; Gross Fixed Assets of the company in 1996 = Rs 10 crores.
Gross Profit of the company in 1996 = 18% of 50 = Rs 9 crores.
10
So, the ratio of Gross Fixed Assets to the Gross Profit of the company in 96 = = 1.11
9
Gross fixed assets of the company in 1999 = Rs 50 crores.
Gross Profit of the company in 1999 = 22% of 50 = Rs 11 crores.
50
So, the ratio of Gross Fixed Assets to the Gross Profit of the company in 1999 =  4.5
11

 4.5  1 .11 
So, the required % increase =    100  310%
 1.11 
16. 1; Gross Profit of the company in 1998 = 17% of 50 = Rs 8.50 crore.
Net Profit of the company in 1998 = 8.5 (100 – 9.65 – 11.63)% = 6.7 cr
From soln (13), Net profit of the co. in 1996 = Rs 7.29 cr
 required ratio = 0.92
17. 2; We have to compare ratio of Turnover (T) to Gross Profit (GP) for the years mentioned in the
options.
The ratios for different years are as follows:
50 50
For 1996, required ratio = 
18 % of 50 18 x
65
Similarly, for 1997 
15 x
115
1998 
17 x
80
1999 
22x
 110
2000 
28 x
It’s obvious that the ratio is maximum in 1998 because only it is more than 6.
18. 3; For the years 96, 97 and 99, the required ratio is less than the succeeding years.
19. 3; For 1992-93:
Production = 74.30 + 23.06 = 97.36
Consumption = 121.55
121 .55  97 .36
 Percentage lead of consumption over production =  100  25 %
97 .36
Production 20.51
20. 2; Production capacity in 1991 =   28
Capacity utilisation 0.7450

26 .8
Production capacity in 1997 =  30 .
0.91
Hence increase in capacity = 30 – 28 = 2.
21. 4; Total fertilizers production in 1995-96 = 87.77 + 25.58 = 113.35
Total consumption in 1995-96 = 144.36
113 .35
 required percentage = 144 .3  100  78 .5%
22. 3; Production of nitrogen fertilizers from 1990-96
= 69.93 + 73.01 + 74.3 + 72.31 + 79.45 + 87.77 = 456.77
Consumption of fertilizers from 1990-96
= 125.46 + 127.28 + 121.55 + 123.66 + 135.64 + 144.3 = 777.89
Production 456.77
 Required percentage = Consumption  100  777.84  100  60%

K KUNDAN
 Practice Exercise 13
Directions (Q. 1-6): The following charts give data about the “total” and “segment-wise” mar-
ket shares of all the rubber companies in India, for the year 1995-1996.

All Segments 1995-96 Truck & Bus Segment

Ceat Others Ceat
16.5% 39.8% Others
13%
36.6%

MRF
17%

MRF
23.3%

K
Modi Apollo Modi
Apollo Rubber
Rubber 16%
8.3% Dunlop 8.3% 14%
Dunlop
3.8%
3.4%

Car Segment
Two- and Three-Wheelers
Ceat Others
21.3% 28.9%

KUNDAN
MRF Ceat
Apollo 22% 17%
2%

Dunlop
Modi 5%
Rubber
Modi Others
7.4%
Rubber 49%
MRF 5%
Dunlop
34.6%
Apollo 2.6%
5.2%

The total sales of Apollo in 1995-96 were Rs. 1245 crore; this was because of a 25% growth over the
previous year’s sales. Apollo’s sales in the car segment was Rs 208 crore. The truck and bus
segment conssitituted 40% of the total sales in 1995-96.
1. Apollo’s sales in the “two-and three-wheelers” segments was Rs
1) 82 crore 2) 75 crore 3) 70 crore 4) Can’t be determined
2. The sales in the truck and bus segment exceeded those in the car segment by
1) 50% 2) 75% 3) 100% 4) 150%
3. Which of the following had the maximum value of sales?
1) Apollo in truck & bus segment 2) Ceat in two- and three-wheelers
3) Ceat in car segment 4) Modi Rubber in all segments
4. The sales by MRF in the truck and bus segment was
1) Rs 840 crore 2) Rs 1384 crore 3) Rs 1020 crore 4) Rs 1395 crore
5. Apollo’s sales in 1994-95 was
1) Rs 996 crore 2) Rs 1156 crore 3) Rs 750 crore 4) None of these
6. If the sales of Car segment and Two- and Three-Wheeler segments are mixed, the overall share of
Ceat is 18.7% in year 1995-96. The total share of Two- and Three-Wheeler segment is what %
more/less than that of the Car segment?
1) 13.7% less 2) 44.4% more 3) 37.7% more 4) Can’t be determined

Directions (Q. 7-12): Refer to the charts below and answer the questions that follow.
Household Consumptions (%) during 2001-02
India Thailand Singapore
Food and beverages 48 37 14
Clothing 4 13 4
Rent and utilities 12 10 16
Health expenditure 5 7 6

K
Transport and communication 13 13 22
Education 4 9 17
Household equipment 3 8 7
All except above mentioned expenses are savings
21
No. of households (in crores)
18
Monthly income per household (in rupees '000)
15

KUNDAN
12

0
India Thailand Singapore

7. What is the difference between the average annual spendings per household on clothing in India
and in Singapore during 2001-02?
1) Rs 1200 2) Rs 9120 3) Rs 7920 4) Rs 28440
8. What percentage of average household savings in Singapore during 2001-2002 is the average
household savings in Thailand?
1) 10.7% 2) 22.1% 3) 32.1% 4) 50%
9. By what percentage is the average monthly spendings per household on education in Thailand
more than that on health expnditure in India during 2001-2002?
1) 80% 2) 140% 3) 280% 4) 584%
10. The number of households in Thailand is expected to grow by 15% next year while the average
monthly salary per household is expected to fall by 13% . If the percentage distribution of house-
hold expenditures remains the same, what will be the total monthly expenditure on rent and
utilities next year?
 1) Rs 6920 crores 2) Rs 6540 crores 3) 7600 crores 4) Rs 8740 crores
11. Which of the following is true for the given three countries during 2001-2002?
1) Average monthly expenditure per household on food and beverages is maximum for India.
2) Total annual household expenditure on health is maximum for Thailand.
3) Total annual household expenditure on household equipment is maximum for India.
4) None of these
12. Find the percentage household consumption on education of India and Thailand together.
1) 7.1% 2) 6.8% 3) 8.2% 4) Can’t say

Directions (13-17): Refer to the bar graph below and answer the questions that follow.

248.23

K 12.47

KUNDAN
India’s domestic passenger car sales in January-December 2003; total = 4.84 lakh units
1. Maruti Udyog Ltd 2. Hyundai Motors India Ltd
3. Tata Motors Ltd 4. Ford India Ltd
5. General Motors Ltd 6. Honda Seie Cars India Ltd
7. Hindustan Motors Ltd 8. Fiat India Pvt Ltd
9. Toyota Kirloskar Motor Pvt Ltd 10. Daimler-Chrysler India Pvt Ltd

13. In 2003, how many units are sold by companies other than those given in the chart?
1) 2320 2) 1810 3) 3805 4) 2830
14. How many units of cars were sold by the given companies in the year 2002?
1) 480000 2) 420340
3) 382120 4) 342140
15. If annual percentage change remains the same for Ford India Ltd and Hindustan Motors Ltd for
the year 2004, then what will be the difference between the numbers of cars sold by these two
companies in year 2004?
1) 9740 2) 11400 3) 10739 4) 12742
16. In year 2002, how many companies sold more than 10000 cars?
1) 6 2) 5 3) 4 4) 2
17. What percentage of combined sales of General Motors Ltd, Fiat India Pvt Ltd and Tata Motors Ltd in
year 2003 is the combined sales of Hindustan Motors Ltd, Ford India Ltd, Hyundai Motors Ltd?
1) 100% 2) 80% 3) 120% 4) 95%
 Directions (Q. 18-20): The following line chart shows the percentage increase in the sale of
companies A, B, C, D and E in year 2002 with respect to year 2001.
70
60 60
50
40 40
Value %

30 30
25
20
10
0
-10 A B C D E
-15
-20
Nam e of Com pany

18. The ratio of sales of company A, B, C, D and E in year 2001 is 5 : 4 : 3 : 2 : 6. Find the overall %
increase in the sale of all the five companies together.

K
1) 33% 2) 37% 3) 39% 4) 42%
19. If the overall percentage increase in the sale of companies B and C together is 19% in year 2002,
find the ratio of sale of companies B and C in year 2001.
1) 11 : 7 2) 34 : 21 3) 17 : 14 4) Can’t say
20. Which company has the maximum sale in year 2002?
1) E 2) B 3) D 4) Can’t say

Answers and explanations

1-6: In the beginning, please note that all the pie charts add up to hundred, so the shares given are
the per cent shares. Apollo’s share in all segments is 8.3% in 1995-96 = Rs 1245 crore.

KUNDAN
 Total sales in 1995-96 = (1245) (100)/8.3 = Rs 15000 crore;
Apollo’s share in car segment is 5.2% = Rs 208 crore.
 Total sales in car segment = (208) (100)/5.2 = Rs 4000 crore;
Total sales in trucks & buses segment = 40% of total sales = (40) (15000)/100 = Rs 6000 crore;
Total sales in two- & three-wheeler segment = (15000 - 4000 - 6000) = Rs 5000 crore.
1. 2; Apollo’s sales in two- & three-wheeler segment = (1.5) (5000) / 100 = Rs 75 crore.
2. 1; Sales in the truck & bus segment exceeded that in the car segment by = (6000 - 4000) (100)/
(4000) = 50% .
3. 4; Apollo’s sales in truck & bus segment = 16% of 6000 = Rs 960 crore.
Ceat’s sales in two- and three-wheeler segment = 16.9% of 5000 = Rs. 845 crore.
Ceat’s sales in car segment = 21.3% of 4000 = Rs. 852 crore.
Modi Rubber sales in all segments = 8.3% of 15000 = Rs 1245 crore
Among the above, Modi Rubber sales in all segments is the maximum.
4. 3; MRF sales in truck & bus segment = (6000) (17)/(100) = Rs 1020 crore.
5. 1; Apollo’s sales in 1994-95 = (1245)/(1.25) = Rs 996 crore.
6. 2; 18.7% is the overall share of Car segment and Two- and Three-Wheeler segment. Therefore as
per the method of alligation discussed in theory part:
18.7% is the weighted mean of 21.3% and 16.9% .
 Car Segment Two- and Three-Wheelers Segment
21.3% 16.9%
18.7%
1.8 2.6
 9 : 13
Now, total sales of the Two- and Three-Wheeler Segment is greater than that of the Car seg-
ment.
13K  9K 400
Required % =  100   44.4%
9K 9
7. 3; Average annual spending per household on clothing in India during 2001-2002
4
=× 2500 × 12 = Rs. 1200.
100
Average annual spending per household on clothing in Singapore during 2001-2002
4
= × 19000 × 12 = Rs. 9120.
100

K
 Difference = 9120 - 1200 = Rs. 7920.
Alternative Method:
Since percentage shares of spending on clothes are the same,
4 4
difference = × (19000 - 2500) × 12 = × 16500 × 12 = Rs 7920.
100 100
8. 1; Household savings in Singapore and Thailand are 14% and 3% of household income respec-
tively.
 Ratio of total household savings in Thailand and Singapore during 2001 -2002
= Ratio of % of household savings × Ratio of average household income
3 9500 3

KUNDAN
=   = 0.107, i.e. 10.7% .
14 19000 28

9
9. 4; Average monthly spending per household on education in Thailand =  9500 = Rs 855.
100
5
Average monthly spending per household on health in India =  2500 = Rs 125.
100
855  125
 Required % =  100  584 %
125
 The former is 584% = (6.84 – 1) × 100) more than the latter.

10. 3; Number of households in Thailand next year = 8 × 1.15 = 9.20 crores.

Average monthly salary per household next year = 9500 × 0.87 = Rs 8265.
Total monthly expenditure on rent and utilities next year
10
= × 8265 × 9.20  Rs 7600 crores.
100
11. 4; Statement (1) is false as for Thailand, average monthly expenditure per household on food and
beverages is maximum.
Statement (2) is false as total annual household expenditure on health is maximum for Singapore.
Statement (3) is definitely false for India.
12. 1; Nos. of households in India and Thailand are in the ratio 17 : 8.
 Monthly incomes per household in India and Thailand are in the ratio 2.5 : 9.5 = 5 : 19
17  5  0.04  8  19  0.09  100  3.4  13.68  100  7.2%
Required % =
17  5  8  19 237
13. 2; Total number of units sold by the given companies
= 248.23 + 91.63 + 76.22 + 14.04 + 12.47 + 12.38 + 10.07 + 8.34 + 7.69 + 1.12
= 482.19 = 482190
Total number of units sold = 484000.
Cars sold by companies other than those given in the chart = 484000 - 482190 = 1810.
14. 3;
Sales in 2002 (in '000)
Maruti Udyog Ltd 192.42
Hyundai Motors India Ltd 75.1
Tata Motors Ltd 51.85
Ford India Ltd 10.71
General Motors Ltd 5.74

K
Honda Seil Cars India Ltd 9.52
Hindustan Motors Ltd 13.25
Fiat India Pvt Ltd 22.54
Toyota Kirloskar Motors Pvt Ltd 0.26
Daimer-Chrysler India Pvt Ltd 0.73
Total 382.12
15. 3; Sales of Ford India Ltd in 2004 = 14.04 × 1.31 = 18.3924

KUNDAN
Sale of Hindustan Motors Ltd in 2004 = 10.07 × 0.76 = 7.6532
Difference = 18392 - 7653 = 10739.
16. 1; Refering to the table from soln of Q 14 we can find that only 6 companies managed to sell more
than 10000 cars in year 2002.
17. 3; In 2003, combined sales of Hindustan Motors Ltd, Ford India Ltd and Hyundai Motors Ltd
= 10.07 + 14.04 + 91.63 = 115.74
Combined sale of General Motors Ltd, Fiat India Pvt Ltd and Tata Motors Ltd
= 12.47 + 8.34 + 76.22 = 97.03
115 .74
Required % =  100 = 119.28  120%
97 .03
5 4 3 2 6 660
18. 1; Required percentage increase =  25   40   15   30   60   33 %
20 20 20 20 20 20
19. 2; 19% increase is the weighted mean of 40% and –15% . The base year is 2001.
B C
40% –15%
19
34 21
Required ratio of sales of companies B and C in year 2001 = 34 : 21.
20. 4; Since, sales of company in year 2001 is not given. Hence, data inadequate.
 Practice Exercise 14
Directions (Q. 1-4): Refer to the charts below and answer the questions that follow.
Out of 100 people who took CAT last year, 3 got a call from IIM - A, 7 from IIM - B, 13 from IIM - C
and 17 from one or more of the other IIMs (L, K and I). Every person who had a call from IIMs A, B & C
also had a call from one of the other IIMs (L, K & I). Only one person was lucky enough to get a call from
A, B and C. 5 people had calls from both B and C, and nobody had a call from only A and C. 2 people had
calls from both A & B.
1. How many people had a call from IIM - C, but not from A or B?
1) 10 2) 9 3) 8 4) 7
2. How many people received a call from any one or more of the IIMs L, K & I but not from A, B and C?
1) None 2) 1 3) 3 4) Data insufficient
3. In all, how many people received calls from the IIMs?
1) 17 2) 18 3) 20 4) 33
4. What is the minimum number of people who have received calls from at least 3 IIMs?
1) 1 2) 2 3) 5 4) 6

K
Directions (Q. 5-8): Refer to the charts below and answer the questions that follow.
The following pie charts give the data regarding the world-wide tea and coffee production for the
year 1999-2000.

Tea in m n tonnes Coffee in m n tonnes

(Total 685 m n tonnes) (Total 408 m n tonnes)
Indo-
Indonesia
nesia
10%
4%
Brazil

KUNDAN
Sri Brazil 19%
Lanka 24%
Japan
22% Sri Lanka
3%
23%
Japan
India
3%
China India 21%
25% 22% China
24%

Price movement of tea and coffee (US $ per tonne)

2400
2200
2000
1800
1600
1400
1200
1000
May
Feb

Mar

Sep
Aug

Oct
Jun
Jan

Jul

Dec
Apr

Nov

Coffee T ea

5. The tea production of India exceeded its coffee production by ...... % .

1) 60 2) 54 3) 75 4) 82
6. The average value of Japan’s tea production during 1999-2000 was ....... (in billion US $).
1) 35.5 2) 26.25 3) 40.25 4) Can’t be determined
7. If 30% of the world’s tea and 20% of the world’s coffee was produced in the month of May then the
value of production of these two commodities for the month of May would be ....... (in billions of US
$).
1) 396 2) 356 3) 508 4) 459
8. Brazil’s tea production exceeded that of Indonesia and Japan put together by ........ % .
1) 200 2) 156 3) 240 4) 298
Directions (Q. 9-11) Refer to the charts below and answer the questions that follow.
Volum e grow th (%)
60
50
50 B - Segment C - Segment

40 42

30
25
20 15

K
10
10 6
0 0
2000 2001 2002 2003
-10
-15
-20

All the models under a particular segment follow the same trend as that of the entire segment.
C-Segment
M odel price (Rs lakh) 2001 2003

KUNDAN
Maruti Esteem
Tata Indigo
Ford Ikon
Hyundai Accent
Honda City
Mitsubishi Lancer
4.9
-
5.35
6.00
6.86
7.1
4.66
4.63
4.95
5.69
6.67
6.5
9. The volume of Ford Ikon cars is 670000 in 1999. Then, what is the collective cost of all Ford Ikons
in year 2001?
1) Rs 8044625 lakh 2) Rs 4480625 lakh 3) Rs 44506150 lakh 4) Rs 804462 lakh
10. If for Maruti 800, which is a segment B car, the volume is 530000 in 1999, then what is the
difference between the volumes of Maruti 800s and Ford Ikons in year 2002? (Refer data from
previous question.)
1) 186000 2) 219800 3) 161000 4) 147000
11. If the volume of B segment cars is the same as that of C segment cars in 1999 as well as in 2004
and there is no increase in the volume of B segment cars in 2004, then what must be the in-
crease in the volume of C segment cars in 2004?
1) 22.22% 2) 36.66% 3) 43.33% 4) 30.73%
Directions (Q. 12-15): Refer to the table below and answer the questions that follow.
The number of students in five Engineering Colleges P, Q, R, S and T is 20 boys and 20 girls each.
The table gives the average marks obtained by each boy and girl in five subjects from these colleges.
Subject M ax. Colleges
M arks P Q R S T
B G B G B G B G B G
Physics 200 145 170 160 150 120 130 165 170 155 160
Applied Mechanics 200 100 110 90 100 100 110 100 90 130 120
Mathematics 200 120 110 95 85 130 130 75 80 130 135
Computer 200 105 125 110 120 115 115 85 90 140 135
Electronics 200 100 100 100 70 110 100 100 110 120 130
12. In which of the following subjects did girls have the highest average marks?
1) Computer 2) Electronics 3) Mathematics 4) Physics
13. Which of the following Engineering colleges has the least pooled average (of boys and girls) in all
subjects?
1) S 2) P 3) Q 4) R
14. Which of the following Enginnering colleges has the highest difference between the marks scored

K
by the girls in Mathematics and that by the boys in Applied Mechanics?
1) Q 2) P 3) R 4) S
15. What was the difference between the Mathematics marks of boys of college P and girls of
college R?
1) 120 2) 130 3) 100 4) None of these
Directions (Q. 16-20): Refer to the table below and answer the questions that follow.
Salary range for an organisation for all male and female employees

Range (in Rs) M ales Females

Salary < 3000 70 45

KUNDAN
3000 < Salary < 5000 140 90
5000 < Salary < 8000 48 28
8000 < Salary < 12000 16 8
12000 < Salary < 20000 9 3
20000 < Salary 3 1
16. What is the approximate average monthly income of males in the organisation?
1) Rs 6248 2) Rs 5840 3) Rs 7102 4) Data Insufficient
17. What is the minimum average monthly income (approximately) of the female employees who do
not earn less than Rs 3000?
1) Rs 4077 2) Rs 3946 3) Rs 4388 4) Data Insufficient
18. What is the ratio of the maximum average monthly salaries of all the male employees to all the
female employees who earn equal?
1) 19 : 10 2) 5 : 4 3) 4.5 : 3.0 4) Data Insufficient
19. What per cent of the total employees earn less than Rs 12000 but more than or equal to Rs 5000 as
their monthly salary?
1) 17.4% 2) 21.7% 3) 19.8% 4) Data Insufficient
20. Which of the following cannot be deduced from the given data?
1) On an average, out of 66 employees in the organisation approximately 25 are females.
2) Less than 3% employees of the organisation earn more than Rs 20000 per month.
3) Majority of the employees earn more than or equal to Rs. 3000 but less than or equal to Rs 5000
as per month’s salary.
4) Both (1) and (2)
Answers and explanations
1-4:
IIM A IIM B

1 1 1

1
0 4

IIM C
1. 3; 8 people had a call from IIM-C, but not from A or B.
2. 2; From the figure nA  B  C  = 16
All these people got a call from one of L, K, I
Total who received call from L, K, I = 17  17 – 16 = 1 person received a call from one of L, K and
I and not from A, B or C. Hence (2).

K
3. 1; Since every person who received calls from A, B, or C also received calls from L, K and I and the
total from L, K, I is 17, it follows that in all only 17 people received calls.
4. 4; All those who received a call from more than one of IIMs A, B and C, also received a call from at
least one among L, K, and I. This is the minimum number of people receiving calls from at least
three IIMs.
1 (A, B, and C) + 1(A and B) + 4(B and C) = 6 people minimum.
5. 3; Tea production in India = 22% of 685 = 151
Coffee production in India = 21% of 408  86.
151  86
 Required percentage =  100  75 %
86

KUNDAN
6. 4; Since we do not know which month’s tea was produced and sold in Japan, average value cannot
be determined. Hence, (4)
7. 4; (30% of 685 × 1400) + (20% of 408 × 2100)
 (30 × 700 × 14) + (20 × 400 × 21) = (294000 + 168000) million $
= 462000 × 106 $ = $462 billion. The nearest option is 459.
8. 3; Brazil’s tea production = 24% of 685
Indonesia and Japan’s tea production = 7% of 685
24  7%
of 685
 243% .
 % excess = 7% of 685
9. 2; Volume of Ford Ikon in 1999 is 670000
Volume in 2000 = 670000 × 1.25 = 837500
Volume in 2001 = 837500 × 1.00 = 837500
So, total cost of all Ford Ikons = 837500 × 5.35 = Rs 4480625 lakhs.
10. 2; From the previous question,
volume of Ford Ikon in 2001 = 837500
and volume of Ford Ikon in 2002 = 837500 × 1.15 = 963125
Volume of Maruti 800 in 2002 = 530000 × 1.5 × 0.85 × 1.1 = 743325
So, required difference = 963125 - 743325 = 219800
11. 4; Let the volume in 1999 be 100 for both the segments.
Volume of B segment cars in 2004 = 100 × 1.5 × 0.85 × 1.1 × 1.42 × 1.00 = 199.155 = 199
Let percentage increase in the volume of segment C cars be x in 2004.
  x  1  x 
Volume of C segment cars in 2004 = 100 × 1.25 × 1.00 × 1.15 × 1.06 × 1  100  = 152  
   100 

x 
Equating the volumes, 1521    199  x  30.92% .
 100 
Note: Use the multiplying factor where necessary.
12. 4; Average marks obtained by girls from all Engineering colleges is as follows:
1 1
Average marks in Physics = (170  150  130  170  160 ) = (780 )  156
5 5
Similarly, average marks in Applied Mechanics = 106, Mathematics = 108, Computer = 117 and
Electronics = 102.
Hence, the average is highest for Physics.
13. 1;
Enginnering Average M arks of Average M arks of P ooled Average
Colleges Boys Girls M arks
P 114 123 118.5

K Q
R
S

T
111
115
105

135
The minimum pooled average marks is from college S.
105
117
108

136

14. 3; 130 – 100 = 30 is the highest difference in college R.

108
116
106.5
(Minimum)
135.5

15. 4; Required difference = (130 – 120) × 20 = 200.

KUNDAN
16. 4; Unless we know the exact salary of the employees, we can’t calculate the average salary.
17. 1; As we are talking about the minimum average salary, we will assume the minimum value of
the range for each group. For example, 90 females will have Rs 3000 as the minimum salary
and 28 female employees will have Rs 5000 as the minimum salary.
90  3000  28  5000  8  8000  3  12000  1  20000
 Rs 4077
90  28  8  3  1
18. 4; We do not know exact salaries of those 3 male employees and 1 female employee who earn more
than Rs 20000. So we can’t say anything about this.
19. 4; Total no. of employees = 461
No. of employees who earn more than or equal to 5000 but less than 12000
= 48 + 28 + 16 + 8 = 100
100
 required % =  100  21 .7%
461
20. 3; There are 286 male employees and 175 female employees in the company. (1) and (2) are easily
inferred from the data but (3) is not, as we cannot find the number of employees earning more
than or equal to 3000 but less than or equal to 5000.
 Practice Exercise 15
Directions (Q. 1-6): These questions are based on the following information.
Use data from previous questions if required.
The bar-graph gives the amount spent by India on defence equipment purchase over different
years. The values mentioned above are in US dollars. For fighter planes and Others, the values are in
crores while, the values for AK-47 guns and tankers are in lakhs.
4500
4000 Fighter Planes Tankers AK-47 guns Others
3500
3000
2500
2000
1500
1000
500

K
0
1985 1990 1995 2000

The following table gives the sources of India’s purchase of defence equipment for the year 1995.

Country Value of Purchase (in billion US $)

Russia 12
Sweden 3
North Korea 2

KUNDAN
Britain 2
USA 2
Others 1.34
The following pie-chart gives the breakup of expenditure (in billion US $) involved in purchase of
different fighter planes in the year 2000.
3

Sukhoi
8
3
F-20

Jaguar

Mirage

3 Mig-29
4
1. The average price of all the purchased fighter planes combined together is $20 million in 1985.
The average price of a plane increases by $1 million every year. What is the increase in the no. of
fighter planes bought in 2000 as compared to 1985?
1) 300 2) 350 3) 400 4) Indeterminable
2. Sukhoi is a fighter plane bought only from Russia. In 2000, price of a Sukhoi becomes $50 million
after witnessing an increase of 25% over its 1995 value. The expenditure on Sukhoi in 2000 also
increased by 33.3% over the expenditure in 1995. The no. of Sukhoi aircraft purchased in year
1995 is what percentage of the total number of Sukhoi aircraft purchased in year 2000?
1) 79.5% 2) 84.25% 3) 93.75% 4) Indeterminable
3. What is the average price of all other aircraft excluding Sukhoi in 1995?
1) $ 20 m 2) $ 24 m 3) $ 30 m 4) Indeterminable
4. In the year 2000, 60% of the amount spent under ‘Others’ was utilized for importing electric
fencing equipment for the Indian border with its neighbouring countries. India has a land border
of 10000 km with its neighbouring countries, of which 30% is land bordering with Pakistan. Fur-
ther, installation, maintenance, labour and other charges of Rs 5 million per km were required.
What was the total amount spent on the entire process of fencing the Indo-Pak border? (Given 1
US $ = Rs 45)
1) Rs 6.9 billion 2) $ 6.9 billion 3) $ 6.06 billion 4) $ 5.73 billion
5. In 2000, purchases from Britain increased by 50% . So, what per cent of total purchases is done
from Britain in the year 2000?
1) 5.5% 2) 6.5% 3) 8% 4) 10%

K
6. The AK-47 is a fast and light machine gun. For every purchase of an AK-47, 1000 rounds of free
bullets are distributed as a complimentary gift. The price of an AK-47 is $ 0.016 million in 1990.
How many free bullets were obtained for free in the year 1990?
1) 5 million 2) 5 lakhs 3) 4 million 4) 4 lakhs

Directions (Q. 7-11): These questions are based on the following pie-charts.

Noodles: Market Size Cheese: M arket Size Ketchup: Market Size

Rs 350 crores Rs 115 crores Rs 61 crores
Vadilal Verka Others
11% 9% 15%
Top

KUNDAN
Ramen Vijaya Others
20% 14% 5% Maggi
40%
Kissan
Maggi 45%
80%

7. In the chart of cheese, what is the difference Amul

between the central angles formed by Amul and
Vadilal?
1) 180° 2) 186° 3) 189° 4) 178°
8. A town named Khanapur is exactly representative of the total market for these products, except
that it is one-thousandth the size of the total market. If it has a population of 52000 people, what
is the average total per capita expenditure (in Rupees) on these three items?
1) 97 2) 110 3) 105 4) 101
9. The elders in Khanapur recalled that a couple of decades ago, when the population of the town was
just 30000 (present population = 52000), they used to spend Rs 125 per capita for these items as
well as bread. At that time, the total market share of bread must have been ______ lakh rupees.
Assume per capita expenses growth at 1% p.a.
1) 7.15 2) 7.51 3) 8.15 4) Indeterminable
10. If Kissan diversified into the Noodles market, capturing 15% of the market held by Maggi, what
would be the share of Kissan in the entire food market given (Rs crores)?
1) 75 2) 65 3) 70 4) 72
11. If Maggi produces Superior and Ordinary types of its products - noodles and ketchup - in the ratio
of 3 : 2 and 7 : 3 respectively, find the total market share (in Rupees crore) of the Ordinary type of
products of Maggi.
1) 119.3 2) 124.3 3) 109.3 4) 115.3

Directions (Q. 12-14): These questions are based on the following bar graph. Data from ques-
tions may be used in subsequent questions.
The FMCG com pany incentive pay
25

Incentives to Sales Force Incentives to w orkers

20
% of net profit

15

10

K
0
1991 1992 1993 1994 1995 1996

12. If the total incentive given to workers and the sales force in 1991 was Rs 14 lakhs what was the
net profit of the company in that year?
1) Rs 50 lakh 2) Rs 1 crore 3) Rs 90 lakh 4) Rs 1.5 crore
13. In 1992 the net profit increased by 25% over the previous year. What was the amount (in Rs lakhs)
disbursed by way of incentives to the workers?
1) 13.5 2) 14.5 3) 15.625 4) 16.5
14. In 1993 the net profit increases by 20% over the previous year. If each member of the sales force

KUNDAN
received Rs 10000 by way of incentive, how many people constituted the sales force?
1) 42 2) 52 3) 62 4) 72
Directions (Q. 15-17): The following pie-charts show the Exports and Imports of India. Refer to
the graphs to answer the questions that follow.

Others
EC 41%
Others 25% Japan
33% 8%
Russia
6%

USA USA
Japan 16% 12%
10% EC
Russia
33%
16%

Exports from India Imports to India

15. Out of the total exports to Russia, the export earnings from watches amounted to US $ 1.5 million.
So India’s total imports are more than its exports. This statement
1) is true 2) is false
3) requires data on total exports to Russia 4) is uncertain
16. If 50% of the exports to Japan now get diverted to the EC, then the exports to EC would increase by
20% . This statement
1) is true 2) is false
3) requires data on exports to Japan and EC 4) is uncertain
17. If total exports are one-tenth the total imports, what is the deficit in India’s trade with Japan as a
percentage of trade deficit with Russia?
1) 59% 2) 63% 3) 159% 4) uncertain
Directions (Q. 18-20): The following table shows the marks obtained by 100 students in Maths,
Science and the average of the two subjects.

M arks obtained out of 100

Subjects
0-20 20-40 40-60 60-80 80-100
Maths 9 13 17 38 23
Science 12 16 18 32 22
Average of the two subjects 11 17 19 34 19

K
18. Find the number of students who got 60% or more marks in both subjects.
1) 15 2) 61 2) 53 3) Can’t be determined
19. If to qualify in the examination one has to secure a minimum of 60% marks in either of the
subjects, find the least number of students who have qualified the examination.
1) 53 2) 54 3) 61 4) Can’t be determined
20. If to qualify in the examination one has to secure a minimum of 60% marks in both subjects, find
the maximum number of students who have qualified the examination.
1) 15 2) 54 3) 32 4) 53

Answers and explanations

KUNDAN
1. 3; In 1985, amount spent on fighter planes is $ 400 crore = $ 4000 million. So, no. of planes bought
4000
=  200 . In 2000, average price becomes $ 35 m (increase of $ 1 m per year from 1985). In
20
2000, amount spent on fighter planes = 2100 crores = 21000 million. So, no. of planes bought =
21000
= 600. So, increase in the no. of planes bought = 600 – 200 = 400.
35

 100 
2. 3; In 1995, the average price of Sukhoi aircraft = 50   40 million
 100  25 
In 1995, total amount spent on Sukhoi aircraft
3
= 8 billion   = 6 billion US $ = 6000 million US $
4

6000
 Total number of Sukhoi aircraft purchased =  150
40
8000
And, the total number of Sukhoi aircraft purchased in year 2000 =  160 million
50
150
Required % =  100  93 .75 % .
160
3. 2; In 1995, spending on other planes = $ 12b – $ 6b = $ 6b. Other aircraft bought = 400 – 150 = 250
 (from previous solution).
6000
Hence, average price of other planes = = $ 24 m.
250
4. 4; In 2000, total amount spent on Others is $ 30b. 60% of 30 = $ 18 b is spent on purchasing
electric fencing equipment. Equipment required for fencing Pakisan border with India = 30% of
$ 18 b = $ 5.4 billion.
Land border with pakistan = 30% of 10000 = 3000 km
So, other costs = Rs 3000 × 5 million = Rs 15000 million = Rs 15 billion
15
=$ = US $ 0.33 billion.
45
So, total costs = 5.4 + 0.33 = $ 5.73 b.
5. 1; In 1995, purchase from Britain = $ 2b.
It increased by 50% , so purchase from Britain becomes $ 3b for 2000.
In 2000, total purchases = 21b + 0.4b + 0.12b + 30b = $ 51.52b.
 3 
So, required % =    100 approx. < 6% = 5.5% .
 51.52 

K
6. 1; In 1990, no. of AK-47 bought =
80
0.016
m = 5000.

So, no. of free bullets = 5000  10 3 = 5 million bullets.

7. 1; Amul and Vadilal hold 61% and 11% of the cheese market respectively. This is a difference of
50% , ie a difference of 180° between the respective central angles.
8. 4; The total market for cheese, ketchup and noodles is 526 crores. Khanapur has a market which

is
1
the total market, ie 52.6 lakhs. As the population of Khanapur is 52000, the average
1000

KUNDAN
total per capita expenditure is 101.15.
9. 4; The rate of expansion is not given. Therefore we can’t calculate the total market share.
10. 3; If Kissan diversified into the noodles market and captured 15% of Maggie’s share, Kissan’s total
share would be (45% × 61) + (15% of 80% × 350) = 27.45 + 42 = 69.45.
11. 1; Maggie’s market share for ketchup and noodles is 40% × 61 = 24.4 and 80% × 350 = 280 respec-
3
tively. The share of ordinary ketchup is  24 .4  7.32 and the share of ordinary noodles is
10
2
 280  112 . So the total market share of ordinary products is 119.3.
5
12-14: From the data given we can deduce the following information:

Year 1991 1992 1993 1994 1995 1996

% P to sales force 2% 2.5% 2.75% 4% 6% 8%
% P to workers 12% 12.5% 12.75% 13% 13.5% 13.5%
Total % P 14% 15% 15.5% 17% 19.5% 21.5%

12. 2; In 1991, 14% of profit amounted to Rs 14 lakhs. So total profit was Rs 1 crore.
13. 3; In 1992 net profit increased by 25% and amounted to Rs 1.25 crores. The amount dispersed to
workers is 12.5% , ie Rs 15.625 lakhs.
14. 1; In 1993 net profit increased by 20% to become Rs 1.25 × 1.2 = 1.5 crores and the number of
 2.75 % of 1.5 crore
people in the sales force =  42
10000
15. 4; It is not possible to calculate either India’s total imports or its total exports. So, the validity of
the given statement cannot be determined. Option (3) also can’t be the answer as not only total
exports to Russia, but also total imports from it should be known. So, it is uncertain.
16. 1; If 50% of exports to Japan, ie 5% of the total exports, are diverted to the EC, the exports to the EC
become 30% of total exports. This is an increase of 20% . So, the given statement is true.
17. 3; Let imports be = 1000y; then exports = 100y. Trade deficit with Japan = 80y – 10y. Trade deficit
 70y 
with Russia = 60y – 16y. So, trade deficit as % =  44y   100  160% .
 
18. 4; The particular student who got 60% or more marks in Maths may or may not get 60% or more
marks in Science. Hence we can’t find the number of students who got 60% or more marks in
both subjects.
Therefore, data inadequate.
19. 3; The number of students who got 60% or more marks in any one subject qualifies the examina-
tion.

K
Therefore, the least number of students who have qualified the examination = 38 + 23 = 61.
20. 2; For maximum number of students to get 60% or more marks in both subjects, 32 + 22 = 54
students who got 60% or more marks in Science must get 60% or more marks in Maths.

KUNDAN
 Practice Exercise 16
Directions (Q. 1-5): These questions are based on the following information.
The following table gives information about the total mineral extraction in India (in thousand
tonnes) for different years.

Year Total Minerals extracted Iron and Coal extracted

1989 220000 22000
1990 250000 25000
1991 270000 32400
1992 230000 32200
1993 240000 24000
1994 240000 21600

K
1995 220000 33000
1996 240000 38400
1997 240000 43200
1998 220000 35200
1999 250000 45000
1. In which year was the percentage of iron and coal extracted with respect to the total minerals
extracted exactly twice that in 1994?
1) 1997

KUNDAN
2) 1999
3) Both (1) and (2)
4) Neither (1) nor (2)
2. In which year was the total minerals extracted 900% more than iron and coal extracted in the
previous year?
1) 1993 2) 1994
3) 1995 4) 1996
3. How many times was the percentage share of iron and coal extraction with respect to the total
mineral extraction a multiple of three?
1) 6 2) 5
3) 4 4) 3
4. What is the average percentage share of iron and coal extracted with respect to the total minerals
extracted, for the given period?
1) 13.4% 2) 14.4%
3) 15.4% 4) 16.4%
5. How many times has the iron and coal extraction, as a percentage of the total mineral extraction,
shown a decline over the previous year?
1) Once 2) Twice
3) Thrice 4) Four times
Directions (Q. 6-9): These questions are based on the following bar graphs. These show the
passenger fares for daily services from Mumbai (in Rs).
 Tata Airlines 1948
280

240
200
160
120

80
40

Colombo

Delhi
Calcutta

Trivandrum
Ahmedabad

Cochin

Porbandar
Hyderabad

Madras
Karachi
Bhavanagar

Indian Airlines 1998

5000
4500

K
4000
3500
3000
2500
2000
1500
1000
Colombo

Delhi
Calcutta

Trivandrum
Ahmedabad

Cochin

Porbandar
Madras
Hyderabad

Karachi
Bhavanagar

KUNDAN
6. The total fares from Mumbai to those places to which Tata Airlines did have a flight but Indian
Airlines does not, is what % of the total of fares of Tata Airlines from Mumbai to all places?
1) 20%
3) 32%
2) 10%
4) 42%
7. The total fares of flights of Tata Airlines from Mumbai to other cities in India in 1948 form what
per cent of the total fares of Indian Airlines from Mumbai to other cities in India?
1) 6%
3) 9%
2) 8%
4) 10%
8. If the annual simple rate of inflation is 7.5% , how would the fare from Mumbai to Calcutta by Tata
Airlines compare with its counterpart Indian Airlines? (Assume the rate of inflation to be con-
stant for all years)
1) Indian Airlines fare would be 4.5 times the Tata Airlines fare.
2) Indian Airlines fare would be 3.5 times the Tata Airlines fare.
3) Tata Airlines fare would be 5.5 times the Indian Airlines fare.
4) Tata Airlines fare would be 3.5 times the Indian Airlines fare.
9. Indian Airlines declared a discount of 37.5% on the fares for any person who travelled from Mumbai
to all other places in India where they have flights, within a period of one year. What will such a
person effectively have to pay (in Rs)?
1) 15000 2) 13000
3) 17000 4) 19000
Directions (Q. 10-13): These are based on the following bar graph.
(Number of Industrial Townships in 1978 is 1,60,000)

Work Force in China

80
70
% of total employment

60
50
40 1978 1991
30
20
10
0
State Enterprises Collective Urban Collectives Industrial Tow nship Private
Agriculture

10. Which was the first year when people were employed in private enterprises?
1) 1978 2) 1991 3) 1989 4) Indeterminable
11. If it is known that the total work force in China increases at a simple rate of 10% per annum,

K
then by what per cent does the number of people employed in the Urban Collectives change?
1) 150 2) 190 3) 250 4) Indeterminable
12. It can be inferred that, in absolute terms,
1) Collective agriculture has lost its charm for the work force.
2) Collective agriculture remains at the 1978 level, in terms of attracting the work force.
3) Collective agriculture has succeeded in attracting a larger work force in 1991 than in 1978.
4) None of the above can be inferred
13. How many new industrial townships have been set up in China from 1978 to 1991?
1) 150 2) 1500 3) 15000 4) Indeterminable

KUNDAN
Directions (Q. 14-18): The following radar graphs show the Trade Growth (in $ billion) of World
and of China from the previous year for the years 1977 to 1985. Refer to the graphs to answer the
questions that follow.
1977 1977
300 600
1985 250 1978 1985 500 1978
200 400
150 300
100 200
1984 50 1979 1984 100 1979
0 0

1983 1980 1983 1980

1982 1981 1982 1981

World China

14. If the total trade of the World in the year 1976 is $ 5267 billion, what will it be in the year 1985?
1) $ 6176 billion 2) $ 6967 billion 3) $ 6965 billion 4) $ 6987 billion
15. If the total trade of China in the year 1979 is $ 1200 billion, what will it be in the year 1985?
1) $ 3456 billion 2) $ 3786 billion 3) $ 3954 billion 4) $ 3450 billion
16. What is the ratio of the total World trade to the total trade of China in the year 1985, if the total
trade of the World in 1976 is $ 5267 billion and the total trade of China in 1979 is $ 1200 billion?
1) 2 : 1 2) 3 : 1
3) 2 : 3 4) 3 : 2
17. Average world trade growth is what per cent more or less than the average trade growth of China
during the entire shown period?
1) more, 25% 2) less, 30%
3) less, 39% 4) more, 35%
18. What is the per cent increase in trade growth of China in the year 1980 over that of the same in
1979?
1) 70% 2) 10%
3) 17% 4) 80%
Directions (Q. 19-22): The following graphs show the cost of different weapons (in Rs crores) in
the year 1999. Refer to the graphs to answer the questions that follow.

Cost in year 1999 (in Rs crores)

2500

K
2200
2000
Cost per unit

1500 1200
1350
1000
340
500
600 320
0
T-72 Smersh multi- Medium tow ed Unmanned aerial Weapon- Medium self-
barrel rocket guns vehicle mark-2 locating radars propelled guns
launchers

KUNDAN 900
800
700
Weapons
Cost in year 1999 (in Rs crores)
800
Cost per unit

600
500
400
300
160
200 80 200
100 10 10
0
Kamal anti-tank Air target Thermal imaging Assault rifles Anti-mine Global
guided missiles trainers system boosts positioning
systems

19. India purchased 22 ‘T-72’ tanks from Russia in 1991. 10 ‘T-72’ tanks were destroyed in Kargil war
and India sold 8 ‘T-72’ tanks to Sri Lanka at Rs 5500 crore per tank. India has returned the
remaining tanks to Russia and got Rs. 300 crore per tank. On maintenance of each tank, India
spent an amount similar to their cost in 1999. The total profit/loss % for India, if India purchased
these tanks from Russia at Rs, 1000 crore per tank, is
1) 25.4% loss 2) 31.0% loss
3) 35.8% loss 4) 39.2% loss
20. India made 48 Weapon-locating radars in the year 1999 and sold 12 radars to Nepal on 20% profit,
6 radars to Australia on 16% profit, and 13 radars to Zimbabwe on 17% loss, and kept the remain-
ing radars for self-use. What was the profit/loss of India?
1) 3.2% profit
2) 3.3% loss
3) 4.0% loss
4) 4.2% profit
21. Which of the following statements is/are true for the graph?
I. The cost of the Air target trainers is approximately 1/5 of the cost of Assault rifles.
II. The cost of Anti-mine boost is double the cost of Global positioning system.
III. The cost of Smersh multi-barrel rocket launcher is thrice the cost of Thermal imaging sys-
tem.
1) Statement II only
2) Statements I and II
3) Statements II and III
4) Statements I and III
22. In the condition of sudden attack on India, Indian military is in need of 27 ‘T-72’ tanks, 6 Smersh
multi-barrel rocket launchers, 12000 Medium towed guns, 2 Thermal imaging systems and 100

K
Anti-mine boosts. What is the approximate cost the Indian military will have to pay for the above
arms?
1) Rs 14484800 crores 2) Rs 14464480 crores
3) Rs 14644800 crores 4) Rs 14464400 crores

Answers and explanations

21600
1. 3; In 1994, the % of iron and coal extraction w.r.t. total mineral extraction =  100 = 9% .
240000

KUNDAN
43200
In 1997, the % of iron and coal extraction w.r.t. total mineral extraction =  100  18 % .
240000
45000
In 1999, the % of iron and coal extraction w.r.t. total mineral extraction =  100  18 % .
250000
In both cases, it’s twice the required % in 1994.
2. 2; Look for the values of total mineral extraction in a year, when it is ten times the value of iron
and coal extraction in the previous year.
In 1994, total mineral extraction = 240000.
In 1993, iron and coal extraction = 24000. So, total mineral extraction is more than iron and
 240000  24000  
coal extraction by    100  900 % .
 24000 
3. 2; The % share of iron and coal extraction in total mineral extraction is a multiple of 3 in five
cases. In 1991 (12% ), 1994 (9% ), 1995 (15% ), 1997 (18% ), 1999 (18% ).
4. 1; The total iron and coal extraction after adding all the values = 352000.
The total mineral extraction after adding all the values = 2620000.
352000
So, required % =  100 = 13.4 approx.
2620000
5. 3; After calculating the percentage share for every year, its seen that the decline occurs thrice: in
1993 (14% to 10% ), 1994 (10% to 9% ), 1998 (18% to 16% ).
6-9:
Tata Indian
Ahmedabad 70 1700
Bhavnagar 60 1400
Calcutta 230 4800
Cochin 210 —
Colombo 250 —
Delhi 150 3600
Hyderabad 90 2400
Karachi 160 2600
Madras 160 3400
Porbandar 70 —
Trivandrum 240 4000

K
Total 1690 23900
6. 3; Tata Airlines’ total fare was 1690.
The fare for Colombo, Porbandar and Cochin was (250 + 70 + 210) = 530. This formed around
31% of the total fare.
7. 1; Indian Airlines’ total fare to cities in India was 21300. Tata Airlines’ total fare to cities in India
was 1280. This amount was around 6% of the fare of Indian Airlines.
8. 1; If the simple rate of inflation is 7.5% , it means that we have to pay 7.5% more over the previous
year’s fare. Since it is simple rate of inflation, the increase in fare every year would remain the
same. So, we can use the Simple Interest formula to calculate the total increase in price in 50
years for Tata Airlines.

KUNDAN
In 1948, for Tata Airlines, the Mumbai-Calcutta fare was 230
7.5
Total increase = 230 × 50 × = 862.5.
100
So, the fare now becomes 230 + 862.5 = Rs 1092.50.
In 1998, Indian Airlines’ Mumbai-Calcutta fare is 4800, which is around 4.5 times the fare
charged by Tata Airlines.
9. 1; A person travelling to all other places in the year has to pay a total of Rs 23900. A person
5
 23900 = 15000.
availing of the 37.5% discount will have to pay just 62.5% of the total fare, ie
8
10. 4; Although we can definitely say that the people were employed in Private Enterprises after 1978
and before or in 1991, we do not have data prior to 1978 and intermediate years’ data. So, cannot
be determined.

  10  
11. 3; Let total work force in 1978 be ‘n’. Then in 1991, it will be = n   100   13 years  n = 2.3n. So,
   
people employed in urban collectives in 1978 = 0.04n; in 1991 = 0.06 × 2.3n = 0.138n.

 0.138n  0.04n    9.8 

So change =    100 %   %  245 %
 0 .04n    0.04 
12. 4; Option (1) does not define ‘charm’ which may have different interpretations. If it means the
 percentage of populace, collective agriculture is still the largest employer. Options (2) and (3)
require the actual total work force figures, which are not aailable. So, none of the given state-
ments can be inferred in absolute terms.
13. 4; The number of Industrial Townships in 1978 is known. But that for 1991 is not known (this
could’ve been determined if we had data for total work force in 1991). Hence, cannot be deter-
mined.
14. 2; Total trade of World in year 1976 = $ 5267 billion.
So it will be in year 1985 = 5267 + 100 + 150 + 175 + 175 + 150 + 200 + 225 + 250 + 275
= $ 6967 billion
15. 4; Total trade of China in year 1979 = $ 1200 billion.
Trade of China in year 1985 = 1200 + 275 + 275 + 300 + 350 + 500 + 550 = $ 3450 billion
16. 1; From questions 14 and 15, we know that the total trade of World in year 1985 = $ 6967 billion
and the total trade of China in year 1985 = $ 3450 billion. Hence, the ratio = 1 : 1/2 (approxi-
mately)
or 2 : 1.
100  150  175  175  150  200  225  250  275
17. 3; Average world trade growth =  188.89  190
9

K
Average trade growth of China
100  200  250  275  275  300  350  500  550
=  31111
.  310
9
310  190
Required per cent =  100  39%
310
(275  250)  100
18. 2; Percentage growth in trade of China in 1980 =  10%
250
19. 3; The total cost (purchase + maintenance) of T-72 Tanks = (22 × 1000) +(22 × 2200)

KUNDAN
= 22000 + 48400 = Rs 70400 crores.
The total earning = 8 × 5500 + 4 × 300 = 44000 + 1200 = Rs 45200 crores.
70400  45200   100 
25200
 100  35 .8% .
Hence the loss % =
70400 70400
20. 2; Total cost = 48 × 320 = Rs 15360 crores.
12  320  120 6  320  116 13  320  83 320
Total earning =  +  1440  696  1079 
100 100 100 100
= Rs 10288 crores.
15360  10288
Loss percentage =  100  3.3% .
15360
21. 4; I: The cost of Air target trainers = Rs 160 approximately.
1
The cost of Assault rifles = Rs 800 approximately. Hence, the cost of the Air target trainers is
5
th of the cost of Assault rifles. Statement I is true.
II: By visualising the graph,
the cost of Anti-mine boost is equal to that of the Global positioning system. Statement II is
false.
III: The cost of Smersh multi-barrel rocket launcher = Rs 600 crores approximately.
The cost of Thermal imaging system = Rs 200 crores (approximately).
Hence, the cost of Smersh multi-barrel rocket launcher is thrice that of the Thermal imaging
 system.
Statement III is true.
Quicker Approach: Check the 1st condition and get the answer.
22. 4; The cost that Indian military have to pay
= (27 × 2200) + (6 × 600) + (12000 × 1200) + (2 × 200) + (100 × 10)
= 59400 + 3600 + 14400000 + 400 + 1000 = Rs 14464400 crores.

K
KUNDAN
 Practice Exercise 17

K
Directions (Q. 1-5): The following bar graphs shows the number of employment provided by
both public and private sectors in different industries in the year 1985, 1990 and 1995. While
the pie charts show the percentage of employment provided by both private and public sectors in
different industries in the year 2000. Refer to the graphs to answer the questions that follow.
Figure within brackets indicate the total for the corresponding year.
Public Sector Public Sector (20000)
Agricultural
Agricultural Mining Iron
4% Mining
Health Trading Transport
6%

7511
Services

KUNDAN
8000
6756
5781

7000
Iron
Health
6000 12%
8%
5000
Services
2754

4000
2449
2247

52%
3000
1590
1212

1101
1002

2000
899

815
752

Transport
450

Trading
353

361
295
280
250

246
174

1000 15%
3%
0
1985 (10611) 1990 (12706) 1995 (14467)

Private Sector Private Sector (10000)

Agricultural Iron Trading

Transport Agricultural
Services Mining Health
2% Services 12% Mining
Transport
4678

18% 4%
5000
4110
3968

Trading
4000
6%
3000
1461
1269

2000
1036

Health
862
804

821

Iron
361

1000 4%
298

277

281

54%
161

163

145
98

83

75

71

61

0
1985 (6726) 1990 (6799) 1995 (7559)

1. The increase in employment opportunity in the Iron industry within the public sector from 1985-
95 formed what per cent of the private sector growth over the same period for the same industry?
1) 91% 2) 560% 3) 1785% 4) 112%
2. The number of employed persons in the industry with the largest employment share in the public
sector formed what per cent of the number of employed persons in the industry with the largest
employment share in private sector in 2000?
1) 146.25% 2) 54.5% 3) 183% 4) 192%
3. If 2 out of every 5 of those who were recruited in the public sector in year 2000 were graduates,
how many non-graduates did the public sector’s transport industry recruit in that year?
1) 1912 2) 1664 3) 1800 4) 1572
Q. 4-5: Refer to the data given below to answer the questions that follow.
If the values in the year 2000 are taken as base = 100, then the values of Public Sector in the year
2005 are given below. The values of Private Sector are given within the brackets.
Agriculture = 115 (110) Mining = 100 (110)
Iron = 120 (110) Health = 120 (90)
Trading = 80 (105) Transport = 105 (80)
Services = 110 (120)
4. The Health industry in the Private sector has witnessed what per cent growth in employment
from 1990 to 2005?
1) 203% 2) 247% 3) 279% 4) 333%
5. The growth in employment within the services industry in the Private sector in 2005 has wit-
nessed what per cent deviation from the growth within the Iron industry in the Public sector in
2005?
1) -25% 2) -16.66% 3) +16.66% 4) +25%
Directions (Q. 6-11): The following line and bar graphs show the number of banking centres in
urban, semi-urban and rural areas of different states in the year 1969. Refer to the graphs to
answer the questions that folow.
240
Semi-urban Urban
220
Number of banking centres

200
Rural 1750
180
160
140
120 1020
100 650
620
80
60 460
40 10 60
20

K
0
Jammu &
Himachal

Punjab

Rajasthan

Bihar

Kerala
Haryana

Pradesh

Kashmir
Jammu &
Himachal

Punjab

Rajasthan

Bihar

Kerala
Haryana

Pradesh

Kashmir

6. If the banking centres have increased at a steady rate of 35% in all states of India, then what will
be the number of banking centres in Haryana in the year 1975?
1) 4840 2) 4600 3) 5630 4) 3990
7. If Kerala Government decided to increase banking centres in rural areas at 46% per year and in
semi-urban areas at 53% per year, then what will be the total number of banking centres in
Kerala in 1973?

KUNDAN
1) 180 2) 150 3) 328 4) 282
8. If in 1969 the average number of banking centres in rural areas of Haryana, J&K, Punjab, Rajasthan,
Bihar, Kerala, Himachal Pradesh and Madhya Pradesh is 670, then the number of banking cen-
tres in rural areas of Madhya Pradesh will be:
1) 790 2) 400 3) 820 4) 500
9. In the year 1967, the Government decided to increase the banking centres according to the popu-
lation increase in that particular state. If according to 1971 census, the semi-urban population of
Punjab has increased by 25% from 1969, then what will be the number of banking centres that
the Government has to increase in the year 1971 in semi-urban parts of Punjab?
1) 22 2) 28 3) 50 4) 38
10. Which of the following statements is not true?
 1) The number of banking centres in semi-urban areas of Jammu & Kashmir is equal to the
number of banking centres in urban areas of Rajasthan in 1969.
2) The number of banking centres in rural areas of Bihar is equal to the number of banking

K
centres in urban areas of Haryana in the year 1969.
3) The number of banking centres in rural areas of Rajasthan is almost 2.8 times the number of
banking centres in rural areas of Himachal Pradesh in the year 1969.
4) The number of banking centres in semi-urban areas of Himachal Pradesh is 4 times the num-
ber of banking centres in rural areas of Kerala in 1969.
11. In which of the following states the ratio of rural banking centres to total banking centres the
second lowest?
1) Bihar 2) Punjab 3) Haryana 4) Himachal Pradesh
Directions (Q. 12-15): Refer to the charts below and answer the questions that follow.

KUNDAN
The first bar graph gives the Gross Domestic Product (GDP), the per capita Gross Domestic Product
(PCGDP) and the Gross Domestic Product in constant dollar value in the year 1990 (GDPC) for the US
in various years. Here, we define PCGDP for any year as follows:
GDP
PCGDP =
Population
To get the value of the GDP and GDPC in dollars multiply the corresponding value in the bar graph
by 10 8 .
The second bar graph gives the number of people below the poverty level in the US for various
years. The data is given under three categories (i) All, (ii) Whites and (iii) All people of Hispanic origin.
Note that people of Hispanic origin may be whites or blacks.
To get the actual numbers multiply the values in the bar graph by 1000.
80000 45000
40000 All White Hispanic
70000
PCGDP GDP GDPC
35000
60000
30000
50000
25000
40000 20000
30000 15000

20000 10000
5000
10000
0
0 1975 1980 1985 1990 1995 2000
1975 1980 1985 1990 1995 2000

12. A different calculation for the GDPC takes the base year as 1975; i.e. the value of the dollar in
1975 is taken as 1. Which of the following values will be closest to the GDPC for 2000 based on this
calculation?
8 8 8 8
1) 10,000 × 10 dollars 2) 15,000 × 10 dollars 3) 20,000 × 10 dollars 4) 25,000 × 10 dollars
13. In the year 2000, what percentage of the US population was below the poverty level in the US?
1) 10% 2) 16% 3) 20% 4) 25%
Additional information for questions 14 to 15:
Given below are two statements.
S1: The number of people of Hispanic origin below the poverty level increased from 1975 to 2000.
S2: The ratio of the number of people of Hispanic origin below the poverty level to the total number
of people below the poverty level increased from 1975 to 2000.
14. Which of the following is true?
1) Only S1 is true. 2) Only S2 is true.
3) Both S1 and S2 are true. 4) Neither S1 nor S2 is true.
15. Assume that 50% of the people of Hispanic origin below the poverty line were whites in 1995. Let
x be defined as the percentage of whites not of Hispanic origin who are below the poverty line with
respect to the total number of people below the poverty line. For the year 1995, which of the
following values best approximates x?
1) 65% 2) 56% 3) 47% 4) 38%
Directions (Q. 16-19): Refer to the table below and answer the questions that follow.
In the table below, data for five countries is given. The data given is about the population, the
gross domestic product (GDP) and the relative purchasing power (RPP). The RPP for a country is de-
fined as the average ratio of the amount in dollars required to buy a certain item in USA to the
amount in dollars required to buy the same item in that country. Also given are the annual percent-
age growth rates for the population, the GDP and the RPP. The growth rates may be positive or nega-
tive. Assume the following:
1) A positive annual growth rate of 7% of a particular quantity means that the quantity will double
itself in 10 years. A negative annual growth rate of 7% means that the quantity will get halved
in 10 years.
2) The doubling time for positive growth rates is inversely proportional to the growth rate. A simi-
lar result holds for the halving time.
3) For all calculations involving quantities at a later time, assume that the growth rates remain
constant.

Population Growth GDP Growth Growth

Country RPP
in million (Popln)% (billion dollars) (GDP)% (RPP )

USA 264 0 6950 2.33 1 0

West Germany 65 0 1476 2.33 1 0

East Germany 15 0 153 7 1.5 0

K India

Indonesia
956

204
1.75

1.75
1550

750
7

7
2.5

2.5
-1.75

-1.75
16. The per capita income (PCI) in dollars of a country is the value of the GDP of the country in dollars
divided by its population. If we arrange the countries in increasing order of their per capita in-
comes, which of the following is correct?
1) Indonesia, West Germany, East Germany
3) Indonesia, India, USA
2) India, USA, West Germany
4) East Germany, West Germany, USA
17. Based on the figures in the table, after how many years will the per capita income of India become

KUNDAN
equal to the per capita income of the USA? (Use data from previous question, if required.)
1) between 20 and 40 years 2) between 40 and 60 years
3) between 60 and 80 years 4) more than 80 years
18. Define a quantity called the modified per capita income (MPCI) in dollars as the product of the per
capita income in dollars and the RPP. In how many years will the modified per capita income of
India double itself?
1) 10 years 2) 15 years 3) 20 years 4) 25 years
19. Due to the reunion of West Germany and East Germany per capita GDP of East Germany in-
creased by
1) 87% 2) 91% 3) 95% 4) 100%
Answers and explanations
1. 4; In the iron industry (public sector), increase in employment opportunities from 1985 to 1995
= 1590 – 795 = 795.

K
In the Iron industry (private sector), a similar increase = 4678 - 3968 = 710.
100
Thus the percentage that public sector forms of private sector  795   112 % .
710
20000
2. 4; Services has the public sector’s largest share with 52% of 20000, i.e. 52   10400
100
10000
Iron industry has the private sector’s largest share with 54% of 10000, i.e. 54  = 5400
100
100

KUNDAN
So, the required percentage = 10400   192 % (approx)
5400
3. 3; If 2 out of every 5 are graduates then 3 out of 5 are non-graduates.
Employment in transport industry of public sector = 15% of 20000 = 3000.
So, that non-graduates recruited in transport industry of public sector = 3000 × (3/5) = 1800
4. 4; Private sector’s health industry figures in the year 2000 = 10000 × (4/100) = 400

In the year 2005  400  90  360 and in the year 1990 = 83

100
100 100
 The percentage increase = (360 - 83) ×  277   333 % (approx).
83 83
5. 1; Since the 2005 values of the index for the private sector’s service industry and the public
sector’s iron industry are the same (120), the 2005 percentage deviation will be the same as
the deviation for the 2000 figures.
Number of employment provided in private sector = 10000 × 0.18 = 1800
and number of employment provided in public Iron sector = 20000 × 0.12 = 2400.
Since 1800 and 2400 are in the ratio 3 : 4,
100
 Required percentage deviation = 3  4    25 % .
4
6. 2; Total banking centres in Haryana in year 1969 = 100 + 10 + 650 = 760
6
 35 
Hence, the total number of banking centres in Haryana in year 1975 = 7601    4600.
 100 
7. 3; The number of banking centres in rural areas of Kerala in year 1969 = 60
 The number of banking centres in rural areas of Kerala in year 1973
4
 46 
= 601    273 (approx.)
 100 
The number of banking centres in semi-urban areas of Kerala in year 1969 = 10
 The number of banking centres in semi-urban areas of Kerala in year 1973

4
 53 
= 101    55 (approx.)
 100 
Hence, the total number of banking centres in Kerala in year 1973 = 273 + 55 = 328.
8. 1; The number of banking centres in rural areas of Madhya Pradesh
= 670 × 8 - (650 + 620 + 460 + 1020 + 1750 + 10 + 60) = 5360 - 4570 = 790.
9. 2; Because the population has increased by 25% from 1969 to 1971,
the banking centres have also increased by 25% .
 The number of banking centres in semi-urban parts of Pubjab in the year 1971
25
 110   137 .5  138 .
100
 increase in the number of banking centres = 28.
10. 4; By visualising the graph, option (4) is not true for the graph.
1020 1020 102
11. 3; In Punjab ratio of rural banking centres is  
110  10 120 12
650 65
Similarly, for Haryana = 
110 11
460 46
For Jammu and Kashmir = 
20 2
620 62
For Himachal Pradesh = 
20 2
1750 175
For Rajasthan = 
210  20 23
60
For Kerala = 6
10
10 1
For Bihar = 
90 9
 Haryana has the second lowest ratio of the rural banking centres with respect to the total
banking centres.
GDPC
12. 3; Dollar value =

K
GDP

D1 D2
X(GDP) Y(GDPC) (Dollar Value) (Dollar Value)
(Base-1990) (Base-1975)
1975 11000 28000 2.545 1
1990 46000 46000 1 0.393
2000 68000 54000 0.794 0.312

KUNDAN
When base is changed to 1975
1 0.794
D2 (1990 )   0.393 D2 (2000) 
 0.312
2.545 2.545
 For GDPC in 2000, GDPC = 68000 × 0.312  21000.
13. 2; The population of the US can be obtained from the first graph as GDP divided by PCGDP. This
8
68000  10 8
gives a value of  2.6  10 = 260 million to the year 2000. The number of people
26000
below the poverty level for 2000 (from second graph) is 41 million.
 41
 Required percentage = 260  100  16 %

K
14. 3; By visual inspection of the graph, S1 is true.
Ratio of the number of people of Hispanic origin below the poverty level to the total number of
people below the poverty level in
2500  1000 1 8000  1000 1
1975   2000  
23000  1000 9 41000  1000 5
 The ratio is increased. This statement is also true.
15. 2; For the year 1995, we get the values 34 million, 22 million and 6 million for the total, the
number of whites and the number of people of Hispanic origin below the poverty level respec-
tively. 3 million of the people of Hispanic origin are whites. The number of whites not of His-
panic origin are, therefore, 19 million.

KUNDAN
19
 Required percentage = x =  100  56%
34
6950 7000 1476 1400
16. 4; USA    27 ; WG    22 ;
264 260 65 65
153 150 1550 155
EG    10 India    1.6
15 15 956 95
750
Indonesia   3.6 .
204
17. 4; The present per capita income (based on the table) is $27,000 for the USA and $1600 for India -
the ratio is approximately 16. All we need for the problem is the relative rate of growth of PCI for
India with respect to USA.
Growth rate for PCI (India) = 7 - 1.75 and growth rate for PCI (USA) = 2.33 - 0 = 2.33
 The relative percentage growth rate is [(7 – 1.75) – (2.33 – 0)] = 2.92
Now, initially the PCI of USA is 16 times that of India. We have to make it equal to 1.
7
The ratio is halved (PCI of USA = 8 × PCI India) in × 10 years = 24 years.
2.92
The ratio is further halved (PCI of USA = 4 × PCI of India) in 24 × 2 = 48 years
Similarly, the ratio is further halved (ie PCI of USA = 2 × PCI of India) in 24 × 3 = 72 years
 PCI of USA will be euqal to PCI of India in 24 × 4 = 96 years.
 GDP 
18. 3; MPCI =  Population   RPP .
 
The annual growth rate of this quantity can be very well approximated by the growth rate of GDP
– growth rate of population + growth rate of RPP
= 7 – 1.75 - 1.75 = 3.5% . Hence, the doubling time will be 20 years.
1476  153 1629
19. 4; Per capita GDP of West Germany and East Germany together =   20 .36
65  15 80
153
Per capita GDP of East Germany =  10 .2
15
20 .36  10 .2
Required percentage increase =  100  100 %
10 .2
 Practice Exercise 18
Directions (Q. 1-5): Answer the questions on the basis of the information given below.
In the final-year exam six students S1 , S 2 , S 3 , S 4 , S 5 and S 6 obtained the percentage marks in
five theoretical papers P1 , P2 , P3 , P4 and P5 and two lab papers L1 and L 2 as shown below:

P1 P2 P3 P4 P5 L1 L2 Total
S1 90 83 87 89 91 78 82
S2 98 92 59 61 50 82
S3 82 88 81 79 70 98 97 82.5
S4 835 875 78 82 90 94
S5 65 55 83 87 70 68 70.6
S6 71 69 73 67 90 80 73.25

K
The weightages associated with each of the theoretical papers P1 , P2 , P3 , P4 and P5 are the
same. Also, the weightages given to lab papers are the same, but different from that for theoretical
papers. The maximum score for all the papers P1 , P2 , P3 , P4 , P5 , L1 , L 2 together is 600.
1. What is the maximum score for any of the theoretical papers and that for either of the lab papers?
1) 50 and 25 2) 100 and 50
2. What is S 6 ’s percentage score in paper L1 ?
1) 59 2) 72
3) 80 and 90 4) 50 and 90

3) 80 4) 62
3. If S1 has got the highest marks among all the students, what can be a possible score that S 4 can

KUNDAN
get in paper P1 ?
1) 97 2) 98 3) 99 4) 96
4. S 5 ’s percentage score in lab paper L 2 is
1) 29.6 2) 59.2 3) 88.8 4) 44.4
5. If S 2 and S 4 finally get the same score, what is the difference between S 4 ’s score in paper P1 and
S 2 ’s score in paper P2 ?
1) 20 2) 21 3) 22 4) 23
Directions (Q 6-10): Answer the questions on the basis of the information given below.
The following diagram and table give the information regarding students writing the civil service
exam over the last few years.
1800
Male Female
(Figures in thousand)

1600
400
1400
1200 250 200
200 350
1000
800
600 1300
1100 1150
1000 950
400
200
0
2000 2001 2002 2003 2004
 Details of Students’ Background (Figures in percentage)

Year Arts Pure science Engineering Others

2000 25.00 10.00 58.33 6.67
2001 22.22 8.80 59.25 9.73
2002 15.00 8.33 70.00 6.67
2003 18.50 5.92 71.14 4.44
2004 16.50 11.10 61.80 10.60
6. The number of students who wrote the exam saw the greatest percentage increase over the
previous year in
1) 2001 2) 2002 3) 2004 4) 2003
7. The approximate percentage change in the number of students with pure science background
who wrote the exam from 2000 to 2004 is
1) 57 2) 47 3) 51 4) 43
8. The number of female engineering graduates who wrote the exam in 2001 was approximately.

K
1) 1,70,000 2) 75,000 3) 1,50,000 4) Cannot be determined
9. The number of engineering students writing the exam saw the greatest increase over the previ-
ous year in
1) 2000 2) 2001 3) 2002 4) 2003
10. Which of the following statements is correct?
I. The number of students who wrote the exam from engineering background has been increas-
ing every year.
II. The percentage of female students who wrote the exam was the highest in the year 2004.
III. The number of students who wrote the exam from the Others category was the same in 2000
and 2002.
1) Both II and III 2) Only II 3) Only I 4) Both I and II

KUNDAN
Directions (Q. 11-15): Study the following table and answer the questions that follow.
The table shows the number of articles produced (P) and sold (S) by five units of a company over
the years.

Unit
Year I II III IV V
P S P S P S P S P S
1998 29 22 39 34 56 50 42 40 53 46
1999 52 45 49 43 69 64 45 37 58 51
2000 46 42 32 31 43 32 53 50 49 42
2001 56 52 54 45 52 47 62 58 55 48
2002 49 47 28 23 77 65 64 53 61 58
2003 60 55 32 27 68 61 69 62 66 62
11. What is the approximate overall percentage of rejection for unit IV for all the given years?
1) 13% 2) 21% 3) 10% 4) 17%
12. What is the average number of articles selected in the year 2002?
1) 37 2) 51.2 3) 49.2 4) 41
13. A continuous increase in production and a continuous decrease in the number of articles sold is
shown respectively by which of the following units?
 1) II, IV 2) None, III 3) II, III 4) IV, None
14. What is the ratio of the total number of articles sold in 1999 to that by unit IV over the years?
1) 2 : 3 2) 4 : 5 3) 6 : 7 4) 2 : 7
15. In which year was the largest percentage of articles sold out of the articles produced by unit II?
1) 2000 2) 2001 3) 1999 4) 2003
Directions (Q. 16-20): Study the following chart to answer the questions given below:
Proportion of population of five villages in 2004
Rampur
12%
Village % population below poverty line
Maheshpur
Rampur 35 24%
Narayanpur
Maheshpur 40 35%

Narayanpur 38 Dinapur
Dinapur 45 9%
Laxmipur
Laxmipur 32 20%

K
16. In 2005, the population of Rampur as well as Dinapur is increased by 12% from the year 2004. If
the population of Rampur in 2004 was 4000 and the percentage of population below poverty line in
2005 remains the same as in 2004, find approximately the population of Dinapur below poverty
line in 2005.
1) 1510 2) 1520 3) 1535 4) 1500
17. If in 2006 the population of Maheshpur is increased by 8% , the population of Narayanpur is
reduced by 10% from 2004, and the population of Narayanpur in 2004 was 7000, what will be the
total population of Maheshpur and Narayanpur in 2006?
1) 11,550 2) 11,484 3) 11,200 4) 12,285

KUNDAN
18. If in 2004 the total population of five villages together was 35,000 approximately, what will be
population of Narayanpur in that year below poverty line?
1) 4600 2) 4650 3) 4665 4) 4655
19. If the population of Laxmipur below poverty line in 2004 was 1240, what was the population of
Maheshpur in 2004?
1) 4600 2) 4650 3) 4750 4) 4660
20. If the population of Narayanpur is 6300 in 2004, what will be the ratio of the population of Narayanpur
below poverty line to that of Maheshpur below poverty line in that year?
1) 133 : 96 2) 122 : 95 3) 96 : 133 4) 233 : 96

Answers and explanations

1-5: Let the maximum score of each of theoretical papers be ‘a’ and the maximum score of either of
lab papers be ‘b’.
For the student S 3
a b 82 .5
(82 + 88 + 81 + 79 + 70) + (93 + 97) = (5a + 2b) ×
100 100 100
 400a + 190 b = 412.5a + 165 b
 25b = 12.5 a  2b = a  a = 2b
The maximum marks for all the papers together is 600
 5a + 2b = 600  10b + 2b = 600  b = 50
So a = 100
1. 2
2. 1; S 6 ’s score in the paper

73.25  600 (71  69  73  67  90) 80  50 

L1    100 
100  100 100  = 439.5 – 370 – 40 = 29.5

100
 S 6 ' s percentage score = 29 .5   59 %
50
(90  83  87  89  91)  100 78  82
3. 4; Total score of S1    50 = 440 + 80 = 520
100 100
S 4 ’s score without considering the score in paper P1 is given by
83 .5  87.5  78  82  100  90  94  50
= 331 + 92 = 423
100 100
Hence S 4 scores less than 520 - 423 = 97 marks in the papers. So S 4 can score, say, 96. Hence
choice ‘4’.
70.6 (65  55  83  87  70) 68 

K
4. 2; S 5 ’s score in lab paper L 2 is 100  600   100
 100 
100
 50
 
= 423.6 - (360 + 34) = 29.6
29 .6
 S5 ’s percentage score in paper L 2 is  100 = 59.2
50
5. 3; S 4 ’s score without the paper P1 is 423.
(98  92  59  61  50 ) 82
S 2 ’s score without the paper L 2 =  100   50 = 360 + 41 = 401
100 100
Hence if S 2 and S 4 finally get the same score, then the difference in S 4 ’s score in paper P1 and

KUNDAN
S 2 ’s score in paper L 2 is 423 – 401 = 22 marks.
6-10: Total number of students in 2000 is 12,00,000
2001 is 13,50,000
2002 is 13,00,000
2003 is 13,50,000
2004 is 17,00,000
6. 3; Clearly the greatest percentage increase in the number of students writing the exam (increase
over the previous year) is in 2004.
17,00,000  13,50,000
% increase =  100 = 35  100  25 .92
13,50,000 135
7. 1; In 2000, the number (in thousand) is 1200 × 0.1 = 120
In 2004, the number (in thousand) is 1700 × 0.111  190
70
% change =  100  57 %
120
8. 4; The number of females writing the exam in 2001 is given and the number of engineering
students writing the exam can be calculated. But, the number of female engineering graduates
writing the exam can’t be calculated.
9. 2; Number of engineering students writing the exam in
2000  0.5833 × 1200 = 700
2001  0.5925 × 1350 = 800
2002  0.7 × 1300 = 910
2003  0.711 × 1350 = 960
 2004  0.618 × 1700 = 1050
100
Greatest percentage increase =  100 = 14.28% in 2001
700
10. 3; Statement I is obviously true from solution to Q. 34.
400
Statement II: In 2004, percentage of female students writing the exam =  100  23 .52
1700
350
In 2002, the percentage was  100  26 .92
1300
 Statement II is false.
6.67
Statement III: Students from ‘Others’ category writing the exam in 2000 was  1200 .
100
6.67
In 2002 the number became  1300 .
100
So statement III is false.
11. 3; The total number of articles produced by unit IV for the given years = 335
The total number of articles rejected by unit IV for all the given years = 35

K
35
 Required percentage rejection = 335  100  10 .44 %  10 %
12. 3; Total number of articles selected in 2002 = 246
246
 Required average =  49 .2
5
13. 4; The continuous increase in production of articles is seen in the unit IV and none of the units
show continuous decrease in the number of articles sold.
14. 2; The total number of articles sold in 1999 = 240
The total number of articles sold by unit IV over the years = 300

KUNDAN
 the required ratio = 240 : 300 = 4 : 5
15. 1; It is obvious from the table.
9
16. 1; Population of Dinapur in 2004 = 4000   3000
12
112
Population of Dinapur in 2005 = 3000   3360
100
3360
 Population below poverty line = 45% of 3360 = 45  100  1512  1510

24
17. 2; Population of Maheshpur in 2004 = 7000   4800
35
108
Population of Maheshpur in 2006 = 4800   5184
100
90
Population of Narayanpur in 2006 = 7000   6300
100
 Total population = 5184 + 6300 = 11484
35 38
18. 4; Population of Narayanpur below poverty line = 35000   = 133 × 35 = 4655
100 100
100 24
19. 2; Population of Maheshpur in 2004 = 1240    4650
32 20
 38
20. 1; Population of Narayanpur below poverty line = 6300   2394
100
24 40
Population of Maheshpur below poverty line = 6300    1728
35 100
2394
 Ratio =  133 : 96
1728

K
KUNDAN
 Practice Exercise 19
Answer Questions 1 to 5 on the basis of the information given below:
The Venn-diagram shown below gives the number of students who study Mathematics, Physics,
Chemistry and Biology.

The number of students studying the given subjects in the above given order is 64, 76, 63 and 72
respectively.
1. The number of students studying only Physics is

K
1) 11 2) 20 3) 12 4) 14
2. What is the number of students who study Mathematics only?
1) 1 2) 2 3) 3 4) Data insufficient
3. How many students study Mathematics, Biology, Physics and Chemistry?
1) 7 2) 6 3) 12 4) 22
4. What is the total number of students who study either Physics and Mathematics or Chemistry
and Biology?
1) 67 2) 60 3) 53 4) 45
5. The ratio of the number of students who study Physics, Chemistry and Biology to that of those who
study Mathematics, Chemistry and Biology is

KUNDAN
1) 1 : 1 2) 11 : 13 3) 15 : 17 4) 9 : 10
Answer Questions 6 to 10: Read the data carefully and answer the questions that follow:
Details of the Indian Widget Industry

Year
Ratio
2000 2001 2002 2003 2004 2005

Profit Margin 0.27 0.30 0.24 0.30 0.33 0.36

DS Ratio 0.70 0.75 0.90 1.00 1.10 1.20

EXIM Ratio 0.60 0.64 0.72 0.50 0.60 0.68

Average selling price per widget

Profit margin = 1
Average cost price per widget
Industry demand (by volume) for widget
DS Ratio = Industry supply (by volume) for widget

Volume of exports of widget

EXIM Ratio = Volume of imports of widget
Note: 1: (i) Industry demand = Domestic demand + Export demand
(ii) Industry supply = Domestic supply + imported supply
(iii) The average export price per widget = The average selling price per widget
(iv) The average import price per widget = The average cost price per widget
6. Find the volume of widgets exported in the year 2004 as a percentage of the industry demand for
widgets in that year.
1) 24% 2) 65% 3) 37.5% 4) Can’t be determined
7. If the total values of widgets imported in the year 2003 was Rs 300 crore, then what was the total
value of widgets exported in that year?
1) 195 crore 2) 200 crore 3) 325 crore 4) Can’t be determined
8. Find the ratio of domestic demand and domestic supply in the year 2001?
1) 0.75 2) 0.30 3) 0.80 4) Can’t be determined
9. If the volume of widgets imported increased by a steady 20% every year then during which of the
following periods did the volume of widgets exported increase by the maximum percentage?
1) 2000-2001 2) 2001-2002 3) 2004-2005 4) 2003-2004
10. Find the volume of the widgets imported in the year 2002 as a percentage of the industry supply
for widgets in that year.
2
1) 83.5% 2) 66 % 3) 37½% 4) Can’t be determined
3
Note: Questions 11 to 30 carry two marks each.
Given below is a survey conducted in four cities about people liking different film stars. The total

K
number of people surveyed was 2000 and they were distributed as given in the chart. The table shows
the percentage of people liking the film stars in that particular city. An individual can have liking for
more than one star.

Film Star Mumbai Delhi Kolkata Indore

Amitabh
62 52 44 48
Bachchan
Shahrukh Khan 29 32 22 27
Salman Khan 21 18 13 23

KUNDAN
Aamir Khan 36 34 26 33
Hritik Roshan 19 26 11 29
Fardeen Khan 12 14 6 19
Percentage in 4 cities out of 2000 people surveyed.

Indore Delhi
22% 25%

Kolkata
23%
Mumbai
30%

11. Which city has maximum people liking Fardeen Khan in the given survey?
1) Mumbai 2) Delhi 3) Kolkata 4) Indore
12. If all the fans of Aamir Khan also like Amitabh Bachchan in Mumbai, then how many people in
Mumbai like Amitabh but not Aamir Khan?
1) 172 2) 156 3) 216 4) 148
13. If Salman and Shahrukh don’t have common fans then how many of the total people surveyed in
 all the four cities together like neither of them?
1) 947 2) 1023 3) 1117 4) 1069
14. What can be the maximum number of people surveyed in Delhi who don’t like any of the above
film stars?
1) 240 2) 250 3) 269 4) 131
15. What can be the maximum number of people surveyed in Kolkata who like all the stars given in
the table.
1) 218 2) 21 3) 27 4) 276
Directions (Q. 16-20): The following table shows the specialisation of the students in percent-
age at the four premier B-schools in Mumbai in the year 2004.
Code B-School
A MNIMS
B BJIMS
C JP Jain
D KITIE
100%

K
25%
75%
Systems
50% Finance
50% C
D
A 75%
25%
B
100%

100% 75% 50% 25%

Marketing

The number of students in a B-school (in 2004) is given by the following graph.

KUNDAN
300
240
250

200
200 160
150

100
80
50

0
A B C D

16. In which of the following B-schools have the maximum number of students opted for finance?
1) MNIMS 2) KITIE 3) JP Jain 4) BJIMS
17. The difference between the number of sudents who opted for finance in MNIMS and JP Jain is
what per cent of the number of students who opted for systems in BJIMS?
1) 150% 2) 200% 3) 300% 4) 350%
18. If in 2005, at MNIMS the number of Marketing students increases by 10% and if the number of
students in Systems remains the same, then find the percentage increase in Finance students if
the total intake in 2005 increases by 10% at MNIMS.
1) 30% 2) 20% 3) 15% 4) 12.5%
19. The total number of students in Systems at the four B-schools forms what percentage of the total
 number of Finance students at these four B-schools?
1) 78.4% 2) 73.6% 3) 70.4% 4) 58.9%
20. There exists a student exchange programme between the two institutes MNIMS and JP Jain.
During this programme 50% of Systems students from JP Jain go to MNIMS and continue their
Systems specialisation. Then find the percentage change in the Systems students at MNIMS on
account of the students’ exchange programme, if no student of Systems in MNIMS goes to any
other college.
1) 60% 2) 80% 3) 70% 4) 40%
Directions (Q. 21-25): The following pie-chart and the line graph represents the total number
of companies visiting the campuses of B-schools in different specialisation fields from 2000 to
2004. The different fields are as following:
Code Field
M Marketing
F Finance
H HR

250

K 200

150

100 H
20%
M

H
14%
F
44% 42%
M
43%
H
F
34%

23%
M
40%

H
25%
F
35%
M
52% H
F
26%

22%

KUNDAN
M
F 45%
50 35% F = 182
F = 210 F = 187 H = 160

H = 72
0
2000 2001 2002 2003 2004
Years
21. On an average what percentage of the companies that visited the campuses of B-School between
2000 to 2004 were HR companies?
1) 11.4% 2) 25.04% 3) 21.2% 4) Can’t be determined
22. It can be said that for every three finance companies, ‘x’ number of marketing companies visited
the campuses of B-schools in the given five years. Then the value of x is
1) 2 2) 3 3) 4 4) Can’t be determined
23. By what per cent on an average (compounded) is the total no. of companies visiting the campus
increasing?
1) 18 2) 34 3) 29 4) 40
24. What is the difference between the number of marketing companies and that of finance compa-
nies visiting the campuses for the above five years?
1) 239 2) 309 3) 283 4) 301
25. The no. of HR companies visiting the campuses in 2002 is what per cent more as compared to that
of HR companies visiting the campuses in 2001?
1) 34% 2) 95% 3) 67% 4) 80%
Directions (Q. 26-30): Study the table given below and answer the questions.
‘SA RE GA MA PA’ is an entertaining TV programme in which some shortlisted singers perform
once every week. After listening to the singers Indian viewers cast their votes for their favourites.
The singer getting lowest no. of votes for that particular week goes out of the contest. So, next week
the no. of contestants performing reduces by one. This way the contest goes on till a single winner is
decided. The Indian viewers are divided into four regions called North India, West India, South India
and East India. In a particular week of the contest, five singers were performing named: Hemu,
Himani, Vineet, Debu and Nihira. One performance means singing one song, ie every week the
remaining contestants sing one song.
The candidatewise break-up of votes from different regions is given in the following table for that
week in which the above five singers performed.

Region
North India West India South India East India
Candidate

Hemu 06 00 51 11

Himani 19 100 10 17

Debu 09 00 18 46

Nihira 06 00 07 11

K Vineet 60

100% 100%
00

tition, in total how many songs were sung by the singers in the contest?
1) 78 2) 66 3) 77
14

100%

4) 65
27. In the week when the above five contestants performed, who got the highest votes from Indian
viewers?
1) Himani 2) Hemu 3) Vineet
15

100%
26. If the single winner was decided after the performance of the 11th week from start of the compe-

4) Can’t be determined

KUNDAN
28. The contestant who will not perform next week is
1) Debu 2) Nihira 3) Hemu 4) Can’t be determined
29. Among the five contestants, the one who got highest votes from the viewers of ‘Mumbai’ is (Mumbai
is a city falling in the region of West India)
1) Debu 2) Hemu 3) Himani 4) Can’t be determined
30. If the nos. of viewers voting from North India, West India, South India and East India are in the
ratio of 2 : 1 : 3 : 4, then by what percentage Vinit’s vote is more than Hemu’s?
1) 6.2% 2) 5.8% 3) 7.1% 4) None of these

Answers and explanations

1-5: The complete Venn-Diagram is as given below:
Mathematics Physics

2 20
5
8 6 6 10 Chemistry
13 7 11 2
Biology
14 9 12 4

1. 2; No. of students studying Physics only = 20.

2. 2; No. of students studying Mathematics only = 02.
3. 1; By observation only 7 students study all the 4 subjects.
4. 3; No. of students studying Physics & Maths = 5 + 6 + 7 + 9 = 27
No. of students studying Chemistry & Biology = 13 + 7 + 11 + 2 = 33.
But 7 students are common in both above.
required no. = 27 + 33 – 7 = 53.
5. 4; Students studying Physics and Chemistry and Biology = 7 + 11 = 18
Students studying Mathematics, Chemistry & Biology = 13 + 7 = 20
18
required ratio = 9 : 10
20
Exports Imports
6. 4; The ratio cannot be determined independent of the ratio Supply .
Demand
Supply Exports 0.60
Therefore in 2004, we can find Demand Imports as 1 .10 .
Exports
But we cannot find only .
Demand
Hence the question can’t be answered.
7. 1; The value of widgets imported in 2003 = Rs 300 crores.
= Average import price per widget × Volume of Imports.
= Average cost price per widget × Volume of import
Now, value of widgets exported = Average selling price per widget × Volume of exports.

K
Average cost price Volume of imports 1 1
Hence, Average selling price Volume of exports 1 0.3 0.5
Value of exports = 300 × 0.65 = Rs 195 crores
8. 4; Clearly, we can’t determine the ratio of domestic demand and domestic supply.
9. 4; Since the imports increased by a steady percentage every year, to find the year in which the
exports increased by the highest percentage we need to consider only EXIM ratios. By the obser-
vation of data, it is the highest from 2003 to 2004.
10. 4; Data inadequate.
11. 4; Let x be the percentage of total population surveyed in any city and y be the percentage of people
surveyed in the city who like Fardeen Khan.

KUNDAN
Then Fardeen has maximum liking in that city where ‘x × y’ is maximum.
For Bombay = 30 × 12 = 360
Delhi = 14 × 25 = 350
Kolkata = 6 × 23 = 138
Indore = 19 × 22 = 418
12. 2; Amitabh’s fans who don’t like Aamir = (62 – 36)% of (30% of 2000) = 26% of 600 = 156
13. 4; In Mumbai, 100 29 21 % = 50% don’t like either Salman or Shahrukh.
50% of (30% of 2000) = 300
Same way: in Kolkata = 299
Delhi = 250
Indore = 220
total = 1069
14. 1; In Delhi, for calculating maximum no. of people surveyed who don’t like any of the given stars,
let us assume that 52% fans who like Amitabh also like the other five stars.
So those who don’t like any of the above = 100 52 48% of (25% of 2000) 240
15. 3; At maximum the required no. can be 6% of 23% of 2000 = 27.6 27
16. 1; Code No. of students who opted for Finance
A 0.5 × 200 = 100
B 0.375 × 240 = 90
C 0.25 × 160 = 40
D 0.5 × 80 = 40
Hence, MNIMS
17. 2; From the previous question,
 difference = 100 – 40 = 60
No. of students in BJIMS studying Finance = 12.5% of 240 = 30
Ans = 200%
18. 3; Specialisation 2004 2005
110
Marketing (MNIMS) 200 × 25% = 50 50 55
100
Systems (MNIMS) 200 × 25% = 50 50
Marketing (MNIMS) 200 × 50% = 100 —
110
Total (MNIMS) 200 220 200
100
Marketing (MNIMS) in 2005 = 220 – 50 – 55 = 115
% increase in Marketing (MNIMS) = 15%
19. 3; Total students opting for Systems
25% × 200 + 240 × 12.5% + 160 × 50% + 37.5 × 80 = 190
Total Finance students = 100 + 90 + 40 + 40 = 270
190
100 70 .4%
270

K
20. 2; % change =
80 50 %
200 25 %
100
40
50
100 80 %
21. 3; The answer can be determined and will be between 14% and 25% .
(Average of samples always lies between the lowest and the greatest sample.)
Alternative Method:
HR companies = 72 + 70 + 138 + 160 + 154 = 594
Total companies = 360 + 500 + 600 + 640 + 700 = 2800
594
2800
100 21 .2%

KUNDAN
22. 3; Total no. of Marketing companies = 162 + 220 + 258 + 256 + 364 = 1260
Total finance companies = 126 + 210 + 204 + 224 + 182 = 946
946 3
1260 x
4
x
23. 1; 360 1 700 x 18 %
100
Alternative Method: Compound rate of interest is always lower than simple rate of interest.
700 360 1
100
360 4 is less than 25% .
Answer can be only (1) since other options are more than 25% .
24. 2; From Q. No. 82, in this set it is = 1238 – 929 = 309.
210
25. 4; HR camp. in 2001 = 14 70
42
204
HR camp. in 2002 = 23 138
34
138 70
95 %
70

10th week
12 13
26. 3; The total songs = 2
 + 3 + 4
 + ... + 12
 = 1 77
11th week 9th week first week 2
27. 4; We can’t determine the answer because we don’t know the weightage of different regions in
total votes and the data is too messed up to point out a single singer with highest no. of votes.
28. 2; Whatever be the weightage of different regions, Nihira has got lowest % of votes from all the four
regions.
So she must be getting lowest votes overall from the Indian viewers and will be out of the
context next week.
29. 3; Himani has got 100% votes of West India
She has got 100% votes from Mumbai viewers also.
60 2 0 1 14 3 15 4 6 2 0 1 3 51 11 4
30. 1; Required % =
6 2 0 1 3 51 11 4
222 209 1300
= 100 6.2%
209 209

K
KUNDAN
 Practice Exercise 20
Direction (Q. 1-6): Following table shows the assets and liabilities of the Reserve Bank of India
for the given years. Make use of data from previous questions if required.
ASSETS AND LIABILITIES OF RESERVE BANK OF INDIA
(All figures in Rs crore)
2000 1999 1998 1991 1981
Liabilities
Notes in circulation 192483 172541 148520 53784 13733
Govt deposits 541 68 453 94 789
Deposits of banks 80460 65359 59427 33829 4162
Other deposits 5551 6330 5239 4619 1570
Assets

K
Gold coin and bullion 12973 12624 13412 6654 226
Foreign assets 25294 12116 10038 14208 4320
Rupee securities 140967 145583 125956 46924 1110
Investments 3916 2916 2767 40286 1593
Loan and advances 37890 19876 13963 18516 3504
Other assets 5467 4398 6133 4103 4630
1. In the year 1999, 20% of investments of the government was in ‘Golden forest scheme’ and the

KUNDAN
same amount was expected to be invested in the year 2000. What was the share of investment for
‘Golden forest scheme’ in 2000?
1) 13% 2) 20% 3) 14.90% 4) 12.8%
2. If the percentage increase in 2001 over the previous decade is the same as that of 1991 over the
year 1981, the percentage increase in the foreign assets in 2001 over the previous year is
1) 22% 2) 15% 3) 9% 4) None of these
3. From year 1981 to year 2000, in how many years was there an increase in the number of notes in
circulation with respect to previous year?
1) 3 2) 2 3) 4 4) Indeterminable
4. Net liability (percentage) is defined as the percentage of net liabilities over total assets, and net
liabilities is the difference between total liabilities and total assets. In which year, out of those
mentioned above, is Net liability (% ) the maximum?
1) 1999 2) 1998 3) 2000 4) None of these
5. What is the rate of average annual compound growth rate of total assets for the decade 1981-91?
1) 20% 2) 24% 3) 18% 4) 16%
6. Textile units, steel-producing units and many manufacturing units are under Government’s Other
assets. Some of these public sectors are declared as sick units of NPA (Non-performing assets).
NPA are the government undertaking units which are running at a loss. 20% of other assets in
1999 are NPA, and in 2000 one more steel-producing unit of assets equal to 120 crores is declared
as NPA. What is the percentage of NPA in 2000 with respect to the Other assets?
1) 20% 2) 15% 3) 18% 4) Indeterminable
CAT’S EYE - CC - 129
 Directions (Q. 7-11): Following table shows the indices (index numbers) of major industrial
production in a country. All the information is tabulated taking production in 1993-94 = 100.

Index numbers of industrial production (1993-94 = 100)

W eight 1998-99 1997-98 1996-97 1995-96 1994-95

General index 100.0 143.1 137.6 129.1 122.3 108.4

Mining & quarrying 10.5 120.3 122.4 115.6 117.9 107.6
Electricity 10.2 138.4 130.0 122.0 117.3 108.5
Manufacturing 79.4 146.7 140.6 131.8 123.5 108.5
Food 9.1 134.7 133.8 134.3 129.8 121.6
Beverages etc 2.4 178.5 158.1 132.4 116.7 103.0
Cotton textiles etc 5.5 115.9 125.6 122.7 109.5 99.1
Jute textile etc 0.6 106.0 114.3 97.8 102.4 95.1

K
Textile products including
2.5 153.8 158.7 146.3 133.7 98.5
garments
Wood and products 2.7 121.0 128.5 131.9 123.2 99.3
Paper and products 2.7 169.8 146.4 136.9 125.5 108.6
Leather and products 1.1 119.9 110.8 108.4 99.1 86.8
Rubber, plastic & petroleum
5.7 138.7 124.6 118.4 116.1 107.7
products

KUNDAN
Chemicals and products 14.0 149.8 140.5 122.7 117.2 105.3
Non-metallic mineral products 4.4 174.6 161.4 141.8 131.7 108.0
Basic metal and alloys 7.5 139.9 143.5 139.8 131.0 113.1
Metal products 2.8 141.6 120.2 110.9 100.6 104.7
Electrical machinery etc 9.6 152.1 149.6 141.7 134.7 112.8
Transport equipment 4.0 177.9 153.8 149.9 132.8 113.2
Other products 2.6 128.4 120.4 123.8 117.7 104.4
7. Of the following data, in how many categories in 1994-95 is the industrial production more than
the production in 1993-94?
1) 15 2) 13 3) 12 4) 14
8. How many categories have shown a consistent increase in production every year in the given
period of time?
1) 10 2) 11 3) 12 4) 13
9. How many categories have shown an increase of more than 50% in production in the period of
1994-99?
1) 8 2) 7 3) 5 4) None of these
10. The ‘Average index number’ of any category is defined as the summation of index number divided
by number of years. Which category has minimum average index number?
1) Cotton textiles 2) Paper and products 3) Mining and quarrying 4) Jute textile etc
11. In the given categories, which categories have an average index number of more than 120 points?
1) Mining & quarrying and Electricity 2) Transport equipment and Electrical machinery
3) Manufacturing and Other products 4) All of these
Directions (Q. 12-17): Study the graphs given below carefully and answer the questions that
follow. Use information given in previous question if required.
Production of selected Flow of institutional credit to
commodities (million tonnes) agriculture (Rs crores × 1000)
350 Co-operatives Commercial & RRB's
Foodgrains Pulses

300 Oilseeds Sugarcane

25
250
20
200
15
150
10
100

50 5

K
0 0
1990-91 1998-99 1980-81 1990-91 1998-99 1999-00

Import as percentage of gross fertiliser availability (%)

Potassic
1998-99
Phosphatic

Nitrogenous

KUNDAN
1990-91

0 20 40 60 80 100 120

12. Per capita net availability of foodgrain ( ) is defined as: Total foodgrain production (kg)/Popula-
tion. If in 1998-99 value of was registered as 360 and in 1999-2000 it became 400, then the
percentage increase in the population of India in the year 1999-2000 over the previous year was
1) 16.66% 2) 20% 3) 25% 4) Indeterminable
13. In the year 2000-01 value of was 420 and the foodgrain production was 250 m tonnes. What was
the increase in the population in year 2000-01 over 1990-91 (assuming that in 1998-99 was the
same as it was in 1990-91)?
1) 11 billion 2) 11 million 3) 110 million 4) Indeterminable
14. If in 1990-91, 20% of co-operative credit was sanctioned for sugarcane production then the yield of
sugarcane per 100 rupees of co-operative credit for the year 1990-91 was
1) 35 kg 2) 350 kg 3) 3500 kg 4) Indeterminable
15. Gross fertiliser consumption was registered as 150 tonnes, 200 tonnes and 250 tonnes of Nitrog-
enous, Phosphatic and Potassic respectively for the year 1998-99. Assuming that the import of
fertiliser was taken into consideration in order to fulfil the total consumption, then what was the
total fertiliser imported in 1998-99?
1) 200 tonnes 2) 250 tonnes 3) 215 tonnes 4) 260 tonnes
CAT’S EYE - CC - 131
16. If in 1990-91 the total production of agricultural products accounts for 52% of Gross Domestic
Product, then the Gross Domestic Product in 1990-91 was equivalent to the agricultural produc-
tion of ______. (In million tonnes)
1) 800 2) 850 3) 900 4) indeterminable
17. 30% of sugarcane was exported in 1990-91 and 33.33% yearly increase in the export of sugarcane
was reported next year. (Export rate was $ 89 per tonne). What was the change in the percentage
of the revenue generated from the export of sugarcane in 1991-92?
1) 30% 2) 33.33% 3) 25% 4) indeterminable
Directions (Q. 18-22): Figures given below show the percentage change in the key economic
indicators and major industrial growth for the period of 1996-97 to 2000-01, over the previous
year. Use data from previous questions if required.
KEY ECONOMIC INDICATORS MAJOR INDUSTRIAL GROWTH
10 30
Sof tw are
8 Consultancy
25

Percentage variation
6 Pharmaceutical
20
4

K
2

-2

-4

-6
1996-97 1997-98
GDP
Agricultural Production
Industrial Production

1998-99 1999-00

18. Which of the following is/are true?

2000-01
15

10

0
1996-97 1997-98 1998-99 1999-00 2000-01

KUNDAN
I) Growth of Software industries is the key contributor to the growth of Industrial production.
II) In 1998-99 Agricultural production has shown maximum change in percentage over the pre-
vious year.
III) GDP has shown consistent increase every year over the period 1996-01.
1) Only I 2) I and III only 3) I, II and III 4) II and III only
19. If index of GDP is considered as 100 in 1995-96, then how many years have GDP more than the
average GDP in the given period?
1) 2 2) 3 3) 1 4) None of these
20. If in 2000-01 Software contributed 15% to the total Industrial production and 10% growth was
registered in total Industrial growth next year, what should be the index for total Industrial pro-
duction in 2001-02 (considering index for Software in 1995-96 as 100)?
1) 1080 2) 1520 3) 1160 4) indeterminable
21. 80% of the Software production in 1996-97 was for international projects and this share reduced
to 70% in the year 1999-00. Percentage change in Software production for the international projects
in the given period
1) Decreased by 22% 2) Increased by 24% 3) Decreased by 30% 4) Increased by 30%
22. Which of the following statements are false?
I) Software production is the only sector which has shown continuous growth.
II) In all Industrial production over the mentioned period, the percentage change in growth is
maximum for Consultancy industry.
III) Software, Consultancy and Pharmaceutical industries contribute more than half of the total
Industrial production.
 IV) Software, Consultancy and Pharmaceutical industries have shown consistent increase in
their production.
1) I & II only 2) II & III only 3) I, II and III only 4) I, II, III and IV
Directions (Q. 23-27): Study the following graph carefully to answer the questions given below
it.
Production of paper (in lakh tonnes) by three different companies A, B & C over the years
70 A B C

65
60

60
60
50

50

50

50
50
45

45

45

40
40

35
30

30

30

30
30

20

20
20

10

0
2001 2002 2003 2004 2005 2006

K
23. What is the difference (in tonnes) between the production of company C in 2001 and that of com-
pany A in 2004?
1) 500000 2) 5000000 3) 50000 4) 50000000
24. What is the percentage increase in production of company A from 2004 to 2005?
1) 85.71 2) 46.15 3) 84.23 4) 45.25
25. For which of the following years the percentage of rise/fall in production from the previous year is
the maximum for company B?
1) 2002 2) 2003 3) 2004 & 2005 4) 2005
26. The total production of company C in 2002 and 2006 is what percentage of the total production of
company C in 2004 and 2005?

KUNDAN
1) 170 2) 175 3) 178 4) 180
27. What is the difference (in lakh tonnes) between the average production per year of the company
with highest average production and that of the company with the lowest average production?
1) 20.83 2) 28.3 3) 21.38 4) 22.32
Answers and explanations
1. 3; In 1999 total investment was 2916 crores. Investment in “Golden forest” scheme = 0.2 ×2916
= 583.2 crores. Next year same amount is (583.2/3916)×100 = 14.89% .
2. 4; % increase in the foreign assets (1981 to 1991) = [(14208 - 4320) / 4320] × 100 230% approx.
Expected foreign assets in 2001 = 3.3 × 14208 = 46886.4 crores.
Percentage increase in 2001 over previous year = 46886.4 - 25294/25294) × 100 = 85.3% .
3. 4; In the given information, increase in circulation of notes over previous year cannot be calcu-
lated as the number of notes in circulation in 1982 is not known.
4. 4; From the given table we can calculate the net liabilities(% ):
1981 1991 1998 1999 2000

Total liabilities 20254 92326 213639 237968 279037

Total assets 15383 130691 172269 197513 226507

Net liabilities 4871 --- 41370 40455 5528

Net liability (%) 31.66% --- 24% 20.5% 23.29%

CAT’S EYE - CC - 133
5. 2; From the above calculation, if R is the rate of average annual growth, then
130691 = 15383 (1 + R/100)n, where n = 10. R = 24% approx.
6. 3; NPA in 1999 = 20% of 4398 = 880 crores.
NPA in 2000 = 880 + 120 = 1000 crores.
1000
% of NPA with respect to Other assets = × 100 = 18% approx.
5467
7. 4; Number of categories can be calculated directly from the table itself.
8. 1; 10 categories of the given have shown to have consistent increase in production.
9. 3; Beverages, Textile products including garments, Paper and products, Non-metallic mineral prod-
ucts and Transport equipment are the categories out of the given, which have shown increase
of more than 50% in the period 1994-99.
10. 4; In these types of problem we can directly add the index and check for the minimum value.
No need to actually calculate the value of ‘Average index number’ as the base is 5 for all the
cases.
(1) Cotton textile = 115.9 + 125.6 + 122.7 + 109. 5 + 99.1 = 572.8
(2) Paper and products = 169.8 + 146.4 + 136.9 + 125.5 + 108.6 = 687.2
(3) Mining and quarrying = 120.3 + 122.4 + 115.6 + 117.9 + 107.6 = 583.8
(4) Jute textile etc = 106.0 + 114.3 + 97.8 + 102.4 + 95.1 = 515.6

K
11. 2; In all categories given in the answer options, average index number is more than 120 points for
(2), that is Transport equipment = 145 and electrical machinery = 138.2.
12. 4; As the foodgrain production in 1999-2000 is not known, we cannot calculate population in 1999-
2000.
13. 3;
Year Foodgrain production in million tonnes Population in million
1990-91 360 175 486.1
2000-01 420 250 595.2
Hence increase in the population was 110 million (approx).

KUNDAN
14. 3 Sugarcane production in 1990-91 was 240 m tonnes.
Loan = 20% of 3500 crores = 700 crores
240 m tonnes
Production of sugarcane per 100 Rs of loan = 100 3428 kg
700 crore
15. 4;

Year Nitrogenous Phosphatic Potassic

1998-99 (Consumption) 150 tonnes 200 tonnes 250 tonnes
Import (% of gross fertilisers available) 8 65 102
Import (tonnes) 11.11 78.8 126.24

I = import, C = consumption, A = Availability

I
For Nitrogenous, 8% .08 and Availability = Consumption – Import
A
I 0.08
Thus, 0.08 I 150 11.11 tonnes.
C I 1.08
Similarly, we can calculate import for other fertilizers.
Total import = 11.11 + 78.8 + 126.26 = 216.15 tonnes.
16. 4; We do not know the total of agricultural production in 1990-91.
17. 4; As the export rate for the year 1991-92 is not given, so it cannot be calculated.
18. 4; Statement I is not true as the percentage contribution by Software to the total industrial pro-
duction is not given.
Statement II is true. As per the given information, agricultural production has shown maxi-
mum percentage increase over previous year in 1998-99 = {(100.1-93.1)/93.1} × 100 = 8.6% .
Statement III is also correct as GDP has shown consistent increase in the given period of time.
19. 1; Considering GDP for the year 1995-96 = 100 points,

1995-96 1996-97 1997-98 1998-99 1999-00 2000-01

100 101 105.5 111.5 118.25 124.25

560 .5
And average GDP = 112 .1
5
20. 3; In 2000-01 index for software was 100 (1.10) (1.14) (1.08) (1.15) (1.02) = 159.
15% of (Total industrial growth) = 162 points.
Thus total industrial growth = (162/15) × 100 = 1060 points
In the year 2001-02, 10% growth was registered.
Total industrial growth in 2001-02 = (1080 × 110) / 100 = 1166 approx.
21. 2; In 1996-97, 80% of 110 = 88 points.
In 1999-00, 70% of 156 = 109 points approx.

K
% change = [(109 – 88)/88] × 100 = 24% increase approx.
22. 3; Only statement IV is a true statement.
23. 1
65 35
24. 1; Percentage increase of A from 2004 to 2005 100 85 .71
35
25. 3; Percentage rise/fall in production for B

2002 2003 2004 2005 2006

11.11 20 50 50 33.33

KUNDAN
70
26. 2; Percentage production = 100 175
40
27. 1; Average production of A = 51.66
Average production of B = 43.33
Average production of C = 30.83
Difference of production = 51.66 - 30.83 = 20.83

CAT’S EYE - CC - 135

264 DATA INTERPRETATION

Chapter-9

Venn Diagram
Introduction
Pictorial representation of sets gives most of the ideas about sets and their properties in a much easier way
than the representation of sets given in language form. This pictorial representation is done by means of dia-
grams, known as Venn Diagram.
The objects in a set are called the members or elements of the set.
If A = {1, 2, 3, 4, 5, 6}, then 1, 2, 3, 4, 5 and 6 are the members or elements of the set A.
If B = {x : x is a positive integer divisible by 5 and x < 25} or, B = {5, 10, 15, 20}, then 5, 10, 15 and 20 are the
elements of the set B.

K
A  B (read as set A intersection set B) is the set having the common elements of both the sets A and B.
A  B (read as set A union set B) is the set having all the elements of the sets A and B. A - B (read as set A minus
set B) is the set having those elements of set A which are not in set B.
In other words, A - B represents the set A exclusively, ie A – B have the elements which are only in A.
Similarly, B - A represents the set B exclusively. We keep it in mind that n(A  B) = n(B  A) and n(A  B)
= n(B  A).
The number of elements of a set A is represented by n(A), but n(A - B)  n(B - A)

KUNDAN
Now, by the above Venn diagram it is obvious that
n(A) = n(A - B) + n(A  B) ..... (1)
n(B) = n(B - A) + n(A  B) ..... (2)
n(A  B) = n(A - B) + n(A  B) + n(B - A) .... (i)
Adding (1) and (2) we get,
n(A) + n(B) = n(A - B) + n(B - A) + n(A  B) + n(A  B)
or, n(A) + n(B) - n(A  B) = n(A - B) + n(B - A) + n(A  B) ... (ii)
From (i) and (ii), we have
n(A  B) = n(A) + n(B) – n(A  B) .... (3)
Let us see some worked out examples given below:

Solved Examples
Ex. 1: In a class of 70 students, 40 like a certain magazine and 37 like another certain magazine. Find
the number of students who like both the magazines simultaneously.
Soln: We have, n(A  B) = 70, n(A) = 40, n(B) = 37
Now, 70 = 40 + 37 – n(A  B)  n(A  B) = 77 – 70 = 7.
Ex. 2: In a group of 64 persons, 26 drink tea but not coffee and 34 drink tea. Find how many drink (i) tea
and coffee both, (ii) coffee but not tea.
Soln: (i) n(T  C) = 64, n(T - C) = 26, n(T) = 34
We have, n(T) = n(T - C) + n(T  C)
or, 34 = 26 + n(T  C)  n(T  C) = 34 – 26 = 8
(ii) Again, we have
n(T  C) = n(T) + n(C) – n(T  C)
or, 64 = 34 + n(C) – 8
 n(C) = 38
Now, n(C) = n(C - T) + n(T  C)
or, 38 = n(C - T) + 8
 n(C – T) = 38 - 8 = 30
Venn Diagram 265
Ex. 3: In a class of 30 students, 16 have opted Mathematics and 12 have opted Mathematics but not
Biology. Find the number of students who have opted Biology but not Mathematics.
Soln: n(M  B) = 30, n(M) = 16, n(M - B) = 12, n(B - M) = ?
We have, n(M) = n(M - B) + n(M  B)
or, 16 = 12 + n(M  B)
 n(M  B) = 16 - 12 = 4
Again, we have, n(M  B) = n(M) + n(B) - n(M  B)
or, 30 = 16 + n(B) – 4
or, n(B) = 30 - 12 = 18
Now, n(B) = n(B – M) + n(M  B)
or, 18 = n(B - M) + 4
 n(B – M) = 18 – 4 = 14
Ex. 4: In a class of 70 students, 40 like a certain magazine and 37 like another while 7 like neither.
(i) Find the number of students who like at least one of the two magazines.
(ii) Find the number of students who like both the magazines simultaneously.
Soln: We have, total number of students = 70 in which 7 do not like any of the magazines.
For our consideration regarding liking of magazines, we are left with (70 – 7 =) 63 students.
Thus, n(A  B) = 63, n(A) = 40, n(B) = 37

K
(i) The number of students who like at least one of the two magazines = n(A  B) = 63.
(ii) The number of students who like both the magazines simultaneously = n(A  B) = ?
We have, n(A  B) = n(A) + n(B) – n(A  B)
or, 63 = 40 + 37 – n(A  B)  n(A  B) = 77 – 63 = 14
Ex. 5: In a school, 45% of the students play cricket, 30% play hockey and 15% play both. What per cent
of the students play neither cricket nor hockey?
Soln: n(C) = 45, n(H) = 30, n(C  H) = 15
 n(C  H) = 45 + 30 - 15 = 60
ie, 60% of the students play either cricket or hockey or both.
So, the remaining (100 - 60 =) 40% students play neither cricket nor hockey.

KUNDAN
Ex. 6: Out of a total of 360 musicians in a club 15% can play all the three instruments — guitar, violin
and flute. The number of musicians who can play two and only two of the above instruments is 75.
The number of musicians who can play the guitar alone is 73.
(i) Find the total number of musicians who can play violin alone and flute alone.
(ii) If the number of musicians who can play violin alone be the same as the number of musicians
who can play guitar alone, then find the number of musicians who can play flute.
Soln: (i) Total number of musicians = 360

15% of 360 = 54 musicians can play all the three instruments.

Given that x + y + z = 75
Now, 73 + f + v + (x + y + z =) 75 + 54 = 360
 v + f = 360 – (73 + 75 + 54) = 158
(ii) Now we have v = 73
The number of musicians who can play flute alone,
f = (v + f) – v = 158 – 73 = 85
and the number of musicians who can play flute = f + x + y + 54 = 85 + 54 + (x + y)
We have x + y + z = 75, x + y = 75 - z.
As either x + y or z is unknown, we cannot find out the number of musicians who can play flute.
Hence, data is inadequate.
266 DATA INTERPRETATION
Ex. 7: Out of a total 85 children playing badminton or table tennis or both, total number of girls in the
group is 70% of the total number of boys in the group. The number of boys playing only badminton
is 50% of the number of boys and the total number of boys playing badminton is 60% of the total
number of boys. The number of children playing only table tennis is 40% of the total number of
children and a total of 12 children play badminton and table tennis both. What is the number of
girls playing only badminton?
7x
Soln: Let the number of boys be x, then x + = 85  x = 50
10
Number of girls = 85 - 50 = 35

Exercise
Directions (Q. 1-2): Study the following information carefully and answer accordingly:
Out of a total of 240 musicians in a club, 7.5% can play all the three instruments — guitar, violin and flute.
The number of musicians who can play two and only two of the above instruments is 45. The number of musi-
cians who can play the guitar alone is 60.
1. Find the total number of musicians who can play flute alone and violin alone.
1) 115 2) 117 3) 118 4) 121 5) None of these

K
2. If the number of musicians who can play violin only be the same as the number of musicians who can play
only guitar, then find the number of musicians who can play flute.
1) 56 2) 57 3) 162 4) Cannot say 5) None of these
Directions (Q. 3-8): Study the following information carefully and answer accordingly:
There are five high schools A, B, C, D and E in a certain town. Total number of high school students of the
town is 1800. The strength of school A is 20% and B is 37.5% of the total number of students of the town. D and
E have equal strengths. 40% students of A know only one language - Hindi. 60% students of D know only one
language - English. There are 111 more students in B who know Hindi exclusively than the number of students
of D who know English only. 55 students of C know Hindi but not English. 15 students of D know both the
languages. The strength of C is 37.5% of the strength of A. Two-fifths of students of B know both the languages.
The number of students of C who know English but not Hindi is 40 less than the number of the same category
of B. 97 students of E know only English and 20% students of A know both the languages. 28 students of E know

KUNDAN
both the languages.
3. What is the percentage of the number of students who know both the languages?
1) 22.33 2) 22.66 3) 22.22 4) 22.5 5) None of these
4. What is the difference between the number of students who know English and those who know Hindi exclu-
sively?
1) 250 2) 200 3) 400 4) 360 5) None of these
5. The number of students who know only Hindi of C is how many times those who know both the languages of
the same school?
2 1 1 2
1) 4 2) 3 3) 4 4) 3 5) None of these
3 3 3 3
6. Find the percentage of number of students who know Hindi exclusively.
1) 44.44 2) 55.55 3) 33.33 4) 66.33 5) None of these
7. What is the number of schools in which the number of students who know English only is more than the
average number of students who know English only?
1) 1 2) 2 3) 3 4) 4 5) None of these
8. What is the maximum difference between the number of students of a certain school who know only Hindi
and only English?
1) 195 2) 93 3) 165 4) 97 5) None of these
Directions (Q. 9-13): Study the following information carefully and answer accordingly:
1
In a group of 1440 persons, like Coca-Cola only, 37.5% like Pepsi only and 510 like Mirinda. 6.25% of
6
them like all the three drinks while 6 do not like even one of the drinks. The number of persons who like both
1
Mirinda and Pepsi only is half the number of persons who like both Coca-Cola and Pepsi only. like both Coca-
8
Cola and Mirinda only.
9. How many persons like Mirinda only?
1) 174 2) 160 3) 168 4) Data inadequate 5) None of these
Venn Diagram 267
10. What is the difference between the number of persons who like Coca-Cola and those who like Pepsi only?
1) 300 2) 118 3) 192 4) Data inadequate 5) None of these
11. Find the percentage of number of persons who like more than one drink.
1) 27.5 2) 33.9 3) 33.75 4) Data inadequate 5) None of these
12. In a class of 55 students 35 take tea, 27 take coffee and 12 take both. Find the number of students who take
neither tea nor coffee.
1) 10 2) 5 3) 15 4) 8 5) None of these
13. There are 1000 students, out of which 650 drink tea and 390 drink coffee and 30 students do not drink either
tea or coffee. How many students drink both tea and coffee?
1) 80 2) 90 3) 70 4) Data inadequate 5) None of these
Directions (Q. 14-18): Following Venn diagram shows the specialisation in different fields of some
players out of 120 players.

K
14. What is the percentage of those players who have specialised in bowling?
1) 12.50% 2) 30%

2) 12.50%
3) 37.50%

3) 5.83%
4) Can’t be determined

4) 23.33%
5) None of these
15. What is the percentage of those players who have specialised in any of the two departments?
1) 7.50% 5) None of these

KUNDAN
16. What is the percentage of those players who have specialised in only one department?
1) 32.43% 2) 45.83% 3) 54.39% 4) 60% 5) None of these
17. In a class of 150 students, 65 play football, 50 play hockey, 75 play cricket, 35 play hockey and cricket, 20
play football and cricket, 42 play football and hockey and 8 play all the three games. Find the number of
students who do not play any of these three games.
1) 101 2) 49 3) 51 4) Can’t say 5) None of these
18. In a class there are 200 students. 70% of them like Hindi, 30% like English and 20% like Sanskrit. Find the
maximum possible percentage of students who like all the three languages.
1) 20 2) 10 3) 5 4) Can’t say 5) None of these
Directions (Q. 19-23): Study the following information carefully and answer accordingly:
In the figure shown below circle I represents readers of BSC magazine, Circle II represents the students who
have joined Correspondence Course of BSC (Banking Services Chronicle), and circle III represents the students
who have joined Classroom Coaching of BSC Academy.

19. The students who have joined the Classroom Coaching but are neither readers of BSC nor associated with
BSC through Correspondence Course, are represented by the portion
1) G + D 2) G + F 3) C 4) C - (D + G + F)
268 DATA INTERPRETATION
20. The portion which represents the students who are readers of BSC as well as are pursuing Correspondence
Course is
1) G 2) E + G 3) A + B 4) None of these
21. Ranjan Mukherjee is a regular reader of BSC Magazine and is pursuing its Correspondence Course too but has
not joined its Classroom Coaching. Then which of the following groups does he belong to?
1) A 2) G 3) E + G 4) E
22. Priya is a regular reader of BSC Magazine, is pursuing its Correspondence Course too and is determined to
leave behind Ranjan Mukherjee after joining BSC Classroom Coaching. Then which of the following groups
does she belong to?
1) A 2) G 3) E + G 4) E
23. The readers of BSC Magazine have been represented by the portion
1) A + E + D + G 2) A + E + G 3) A 4) None of these
Directions (Q. 24-27): Study the following information carefully and answer accordingly:
Note: Use additional information given in any question for answering subsequent questions.

K
24. How many students study Geography or English?
1) 108 2) 91

2) 67
3) 62

3) 52
4) 130

4) 59
5) 115
25. If 32 students study only Geography, how many students study English?
1) 63 5) Can’t say

KUNDAN
26. If there are 123 students in the class, how many students study Economics?
1) 67 2) 62 3) 63 4) 52 5) None of these
27. How many students study Economics or Geography or both but not all three?
1) 28 2) 60 3) 68 4) 54 5) None of these
Directions (Q. 28-29): Study the following information carefully and answer accordingly:
There are 120 students in a class, who read Maths or History or English. It is known that no student can read
all three subjects. 24 read only Maths and History, 8 read only History and English and 21 read only Maths and
English. 32 read only Maths and 13 only History.
28. How many students read English?
1) 22 2) 30 3) 51 4) 54 5) None of these
29. If 9 of the students who read only Maths start to read all three subjects, find the percentage of students who
read History.
1) 50% 2) 53.33% 3) 60% 4) 40% 5) None of these
Directions (Q. 30-34): Study the following information carefully and answer accordingly:
A survey was conducted among 770 people who speak one or more languages from among Hindi, English and
Urdu. It was also found that 500 speak Hindi, 400 English and 300 Urdu.
(i) 30% of the Urdu-speaking people speak all three languages, which is 10% less than those who speak
Hindi and English both but not Urdu.
1
(ii) Number of people who speak Hindi and Urdu both but not English is 33 % less than the number of
3
people who speak only English.
(iii)Number of people who speak English and Urdu both but not Hindi is 30.
30. How many people speak only Hindi?
1) 190 2) 170 3) 120
4) Can’t be determined 5) None of these
31. How many people speak only English?
1) 190 2) 100 3) 90
4) Can’t be determined 5) None of these
Venn Diagram 269
32. How many people speak Hindi and Urdu both but not English?
1) 180 2) 120 3) 90
4) 150 5) None of these
33. By what per cent the number of people who speak only Urdu is less than those who speak Hindi and English
both but not Urdu?
2 1
1) 66 % 2) 33 % 3) 40%
3 3
4) Can’t be determined 5) None of these
34. By what per cent the number of people who speak only English is more than those who speak Hindi and Urdu
both but not English?
2
1) 40% 2) 66 % 3) 50%
3
4) Can’t be determined 5) None of these
Directions (Q. 35-36): Study the following information carefully and answer accordingly:
There are 200 students in graduation. Out of these 165 are supposed to study at least one of the subjects
from among Physics, Chemistry and Mathematics. 110 students study Physics, 80 students study Chemistry and
90 students Mathematics. 40 students study Physics and Chemistry but not Mathematics, 35 students study
Physics and Mathematics but not Chemistry and 20 students study Chemistry and Mathematics but not Physics.

K
35. How many students study all three subjects?
1) 10 2) 12 3) 15 4) Can’t say 5) None of these
36. What is the percentage of those students who study all the three subjects with respect to those admitted in
graduation?
1) 5.40% 2) 6.06% 3) 4% 4) Can’t say 5) None of these
Directions (Q. 37-42): Study the following information carefully and answer accordingly:
There are three companies A, B and C. The employees of the company speak at least one of the three languages,
viz English, Hindi and French, in following manner:
(i) In company A, 700 employees speak Hindi, 600 speak English and 555 French. In company B, 650
speak Hindi, 580 speak English and 700 speak French. And in company C, 500 speak Hindi, 600
English and 700 French.

KUNDAN
(ii) The number of employees of company A who speak only Hindi is equal to that of company C who speak
English and French but not Hindi. It is also equal to that of company B who speak all the three lan-
guages.
(iii) The number of employees of company C who speak only French is equal to 180, which is 20% more than
the number of employees of company B who speak only Hindi.
(iv) The ratio of the number of employees of company C who speak only English to the number of employees
of company A who speak only French to the number of employees of company B who speak only
Hindi is 2 : 4 : 5.
(v) The number of employees of company A who speak only English is equal to the number of employees of
company B who speak only French, which is equal to 180, which is also 25% less than those who speak
English and French but not Hindi in company C.
(vi) The number of employees of company C who speak Hindi and French but not English is equal to the
number of employees of company A who speak Hindi and English but not French, which is equal to the
number of employees of company B who speak English and French but not Hindi.
(vii) The number of employees of company A who speak French and Hindi but not English is 165, which is
10% more than those who speak Hindi and French but not English in company C.
37. How many employees speak Hindi and English but not French in company C?
1) 130 2) 80 3) 150 4) 170 5) None of these
38. How many employees speak all the three languages in company A?
1) 145 2) 125 3) 130 4) 150 5) None of these
39. How many employees speak any two of the three languages in company B?
1) 540 2) 410 3) 670 4) Can’t say 5) None of these
40. The number of employees of company A who speak English and French but not Hindi is what per cent more
than the number of those who speak only Hindi in company C?
1) 125% 2) 60% 3) 150% 4) 100% 5) None of these
41. What is the difference between the number of employees of company C who speak all the three languages and
the number of employees of company B who speak only English?
1) 10 2) 20 3) 50 4) 110 5) None of these
270 DATA INTERPRETATION
42. By what approximate per cent the number of employees of company B is more than that of C?
1) 4% 2) 6% 3) 8% 4) 10% 5) 12%
Directions (Q. 43-47): The following questions are based on the diagram given below:
P = Physics C = Chemistry M = Mathematics Class strength = 260.

Number of students passed in a subject

43. What is the percentage of students who have failed in all three subjects?
1) 5.8 2) 17.5 3) 35 4) 22.5 5) None of these
44. What is the percentage of students who have passed in two or more subjects?
1) 33 2) 29 3) 36 4) 25 5) 20

K
45. What is the percentage of students who have failed in at least one subject?
1) 96.5 2) 5.8 3) 65.0 4) 75.5 5) None of these
46. Taking any two subjects, which pair of subjects has the maximum number of students passed in at least one
of them?
1) Physics, Chemistry 2) Physics, Mathematics 3) Chemistry, Mathematics
4) Cannot be determined 5) None of these
47. To be promoted to the next class it is essential to pass in Mathematics and at least in one of Physics and
Chemistry. How many students are likely to be promoted to the next class?
1) 245 2) 160 3) 97 4) 48 5) Can’t be determined
Directions (Q. 48-52): Answer these questions on the basis of the information given below:
(i) In a class of 80 students the girls and the boys are in the ratio of 3 : 5. The students can speak only Hindi
or only English or both Hindi and English.

KUNDAN
(ii) The number of boys and the number of girls who can speak only Hindi is equal and each of them is 40%
of the total number of girls.
(iii)10% of the girls can speak both the languages and 58% of the boys can speak only English.
48. How many girls can speak only English?
1) 12 2) 29 3) 18 4) 15 5) None of these
49. In all how many boys can speak Hindi?
1) 12 2) 9 3) 24 4) Data inadequate 5) None of these
50. What percentage of all the students (boys and girls together) can speak only Hindi?
1) 24 2) 40 3) 50 4) 30 5) None of these
51. In all how many students (boys and girls together) can speak both the languages?
1) 15 2) 12 3) 9 4) 29 5) None of these
52. How many boys can speak either only Hindi or only English?
1) 25 2) 38 3) 41 4) 29 5) None of these
Directions (Q. 53-55): Study the following information carefully and answer accordingly:
i) In a school, a total of 220 students are studying together in two sections A and B in the ratio of 5 : 6. The
students are studying only English or only Sanskrit or both English and Sanskrit.
ii) The numbers of students studying only English from section A and of those studying both Sanskrit and
English from Section B are equal and each of them is 40% of the students who are studying only English
from section B.
iii) The number of students studying only Sanskrit from section A is 30% of the number of students studying
in section B and 60% of the students studying only English from section B.
53. How many students are studying both English and Sanskrit from section A?
1) 48 2) 16 3) 40 4) 36 5) None of these
54. How many students are studying only Sanskrit from section B?
1) 36 2) 10 3) 12 4) 24 5) None of these
55. Number of students studying only English from section B is what per cent more than that of the students
studying only English from section A?
1) 150% 2) 100% 3) 75% 4) 20% 5) None of these
Venn Diagram 271
Directions (Q. 56-57): Study the following informations carefully and answer accordingly:
A survey was conducted by an agency in 25000 houses. It was found that 48% used Head & Shoulders, 48%
used Clinic Plus and 53% used Pentene Shampoo. 12% used both Head & Shoulders and Clinic Plus only and
10% used both Clinic Plus and Pentene only.
56. How many people used both Head & Shoulders and Pentene only if 8% used all the three?
1) 2750 2) 2500 3) 3000 4) 2000 5) Data inadequate
57. How many people used only Pentene if 8% used all the three shampoos?
1) 5000 2) 6000 3) 8750 4) 8000 5) None of these
Directions (Q. 58-62): Read the following data to answer the questions that follow:
In a class of 106 students, each student studies at least one of the three subjects Maths, Physics and
Chemistry. 48 of them study Maths, 51 Physics and 53 Chemistry. 16 study Maths and Physics, 17 study Maths
and Chemistry and 18 study Physics and Chemistry.
58. The number of students who study exactly two subjects is
1) 31 2) 32 3) 33 4) 36
59. The number of students who study more than one subject is
1) 39 2) 41 3) 40 4) 42
60. The number of students who study all the three subjects is
1) 5 2) 6 3) 7 4) 4

K
61. The number of students who study exactly one subject is
1) 45 2) 55 3) 65 4) 70
62. The number of students who study Physics and Maths but not Chemistry is
1) 9 2) 11 3) 10 4) 12
Directions (Q. 63-67): Study the following Venn diagram and answer accordingly:
The following Venn diagram represents the results of a survey conducted by a market research firm NSD Ltd
to ascertain the profiles of a sample group. The diagram below shows the number of people who are Poets,
Sportsmen, Graduates or Orators. Refer to the diagram to answer the questions that follow:

KUNDAN
Note:
(1) P = Poets, S = Sportsmen, G = Graduates, O = Orators
(2) The figures in any region of the above diagram pertain to the “only” value for that region. For example, 3
persons are only (Orators + Sportsmen + Graduates) etc.
63. Number of Sportsmen who have at least three specialities is
1) 12 2) 21 3) 9 4) 30
64. Total number of people having at least one speciality is
1) 403 2) 321 3) 343 4) 340
65. Number of people having only one speciality exceeded the number of people having exactly two specialities by
1) 113 2) 111 3) 112 4) 110
66. The number of people having at least one of the described specialities for what percentage of the total sample?
1) 38% 2) 62% 3) 44% 4) Cannot be determined
67. Orators who were neither Sportsmen nor Graduates exceeded Poets who were neither Orators nor Graduates
by a margin of
1) 32 2) 61 3) 43 4) 27
Directions (Q. 68-72): Refer to the following data to answer the questions that follow:
The result of an exam is given below:
Out of 1000 students who appeared
(i) 658 failed in Physics
(ii) 166 failed in Physics and Chemistry
(iii) 372 failed in Chemistry, 434 failed in Physics and Maths
(iv) 590 failed in Maths, 126 failed in Maths and Chemistry
272 DATA INTERPRETATION
68. The number of students who failed in all the three subjects is
1) 178 2) 73 3) 106 4) 126
69. The number of students who failed in Maths but not in Chemistry is
1) 464 2) 392 3) 387 4) 472
70. The number of students who failed in Physics but not in Maths is
1) 318 2) 224 3) 378 4) 232
71. The number of students who failed in Chemistry but not in Physics is
1) 318 2) 198 3) 213 4) 206
72. The number of students who failed in Physics or Maths but not in Chemistry is
1) 558 2) 718 3) 628 4) 692
Directions (Q. 73-75): These questions are based on the following information:
A sports club has 80 members, out of which male and female members are in the ratio of 9 : 7 respectively.
All the members play either badminton or table tennis (TT) or both. 40% of the male members play only badminton.
20% of the female members play both the games, which is equal to the number of female members playing only
TT. Number of male members playing only TT is more than that of male members playing both the games by 3.
73. Number of female members playing badminton is what per cent of the total number of female members in the

K
club?
1) 80 2) 60 3) 75 4) 40 5) None of these
74. In all how many members play TT?
1) 39 2) 15 3) 22 4) 19 5) None of these
75. How many male members play both the games?
1) 17 2) 12 3) 19 4) 16 5) None of these
Directions (Q. 76-80): These questions are based on the following information:
In a class of 84 students boys and girls are in the ratio 5 : 7. Among the girls 7 can speak Hindi and English.
50 per cent of the total students can speak only Hindi. The ratio of the number of students speaking only Hindi
to that speaking only English is 21 : 16. The ratio of the number of boys speaking English only to that of girls
speaking English only is 3 : 5.

KUNDAN
76. What is the number of boys who speak both the languages ?
1) 4 2) 5 3) 3 4) 2 5) None of these
77. What is the number of girls who speak English only ?
1) 12 2) 20 3) 22
4) Cannot be determined 5) None of these
78. What is the ratio of the number of boys who speak Hindi only to that of girls who speak Hindi only?
1) 10 : 11 2) 11 : 10 3) 2 : 5
4) Cannot be determined 5) None of these
79. How many girls can speak Hindi ?
1) 29 2) 22 3) 27 4) 23 5) None of these
80. What is the ratio of the number of boys who speak English to that of girls who do so?
1) 3 : 5 2) 3 3) 5 : 8 4) 5 5) None of these
Directions (Q. 81-83): Study the following information to answer the given questions:
In a school, three languages are taught. Out of the total 600 students each one is required to study at least
one of the three, viz Gujarati, Tamil, Hindi. 20 students study all the three languages. 202 study only Hindi and
111 study only Gujarati. In all, 250 study Tamil. 57 study Hindi and Gujarati. 194 study only Tamil.
81. How many students, along with Tamil, study either Gujarati or Hindi (but not both)?
1) 36 2) 56 3) 16 4) Cannot be determined 5) None of these
82. In all, how many students study Gujarati?
1) 199 2) 181 3) 163 4) Cannot be determined 5) None of these
83. Which of the following statements is definitely true?
1) The total number of students studying Hindi cannot be less than 290.
2) The total number of students studying Hindi cannot be less than 260.
3) The total number of students studying Gujarati cannot be more than 199.
4) Not more than 93 students study more than one language.
5) None of these
Venn Diagram 273
Directions (Q. 84-88): Study the following information carefully to answer the questions:
The teachers’ colony has 2800 members, out of which 650 members read only English newspaper. 550 members
read only Hindi newspaper and 450 members read only Marathi newspaper. The number of members reading all the
three newspapers is 100. Members reading Hindi as well as English newspaper are 200. 400 members read Hindi as
well as Marathi newspaper and 300 members read English as well as Marathi newspaper.
84. Find the difference between the number of members reading English as well as Marathi newspaper and the
number of members reading English as well as Hindi newspaper.
1) 300 2) 200 3) 100
4) 50 5) None of these
85. How many members read at least two newspapers?
1) 600 2) 800 3) 500
4) 1000 5) None of these
86. Find the number of members reading Hindi newspaper.
1) 750 2) 980 3) 1000
4) 1020 5) None of these

K
87. How many members read only one newspaper?
1) 1560 2) 1650 3) 1640
4) 1540 5) None of these
88. Find the number of members reading no newspaper.
1) 150 2) 460 3) 550
4) 750 5) None of these
Directions (Q. 89-93): Study the following information carefully and answer the questions given
below it:
There are 2500 residents in a village. 1,375 residents from this village speak only their local language. 200
residents of the village speak the local language as well as English. The number of residents in the village who speak

KUNDAN
the local language as well as Hindi is 625. 300 residents of the village speak all the three languages ie, English, Hindi
and the local language.
89. The number of residents who speak English as one of the languages forms what per cent of the total residents
in the village?
1) 12 2) 8 3) 20
4) 18 5) None of these
90. The number of residents who speak only the local language forms what per cent of the total number of
residents in the village?
1) 45 2) 55 3) 58
4) 40 5) None of these
91. The number of residents who speak Hindi as one of the languages is approximately what per cent of the
number of residents who speak only the local language?
1) 67 2) 70 3) 61
4) 59 5) 63
92. What is the ratio of the number of residents who speak all the three languages to the number of residents who
speak the local language as well as Hindi?
1) 12 : 55 2) 10 : 25 3)14 : 55
4) 12 : 25 5) None of these
93. If 25 more people who can speak all the three languages come to reside in the village and 45 more people who
can speak the local language and Hindi come to reside in the village, what would be the difference between
the number of residents who can speak all the three languages and the number of residents who can speak
the local language and Hindi?
1) 325 2) 330 3) 340
4) 355 5) None of these
274 DATA INTERPRETATION

Answers and explanations

(1-2): 2. 4; Now, given that v = 60
1. 2; 7.5% of 240 = 18 f = 117 - 60 = 57
But, the number of musicians who can play flute
= f + (x + y) + 18 = 57 + 18 + (x + y). Since x + y is
not known so, the number of musicians who can
play flute cannot be determined.
(3-8): We symbolize the number of students who know
only Hindi, ie Hindi but not English by H - E, the
number of students who know only English by E
- H, the number of students who know both the
Given that x + y + z = 45 languages by H  E and the total strength of
Now, 60 + 18 + (x + y + z =) 45 + (f + v) = 240 schools by T.
or, 123 + (f + v) = 240 We have T = (H - E) + (E - H) + (H  E)
Now collecting the given pieces of information and
 f + v = 240 - 123 = 117 using the above formula, we get

K
KUNDAN
3. 3; Required percentage

=
400
1800
 100 
200
9
 22.22
(9-13):

4. 2; Required difference = (600 + 400) - 800 = 200

11 2
5. 4; 55 = x × 15  x = 3  33

 800  400 1200  100

6. 5; Required percentage =
1800 We have, 240 + x + 540 + 510 = 1440 - 6

200 2 x
=  66 or, x = 1434 – 1290 = 144 and = 72
3 3 2
9. 3; The number of persons who like Mirinda only
7. 2; Average number of students who know English
= 510 – (180 + 90 + 72) = 168
600 10. 5;Required difference
only = = 120.
5 = 240 + 144 + 180 + 90 – 540 = 654 – 540 = 114
So, A and D are the two desired schools. 11. 3;Total number of persons who like more than one
drink = 180 + 144 + 72 + 90 = 486
8. 1; Clearly for B, the difference is maximum and it
is (300 – 105 =) 195 486
 Required percentage = 1440  100 = 33.75%
Venn Diagram 275
12. 2;Required number of students = 55 - (23 + 12 + (19-23):
15) = 55 - 50 = 5 19. 3 20. 2 21. 4 22. 2 23. 1
(24-27):
24. 1;Students studying Geography or English
= (c + 13 + a + 14) + 16 + 25 = 67 + 16 + 25 = 108
25. 1; According to the question, c = 32
 a = 67 - (13 + 14 + 32) = 8
 Students studying English
= 14 + 8 + 16 + 25 = 63
13. 3;Let x be the number of students who drink both. 26. 4;67 + b + 16 + 25 = 123 or, b = 123 - 108 = 15
Students studying Economics
= 13 + 15 + 8 + 16 = 52
(with the help of Q.No. 25)
27. 5;Students studying Economics or Geography or
both but not all three = (67 - 8) + 15 + 16 = 90
(28-29):

K
650 – x + x + 390 – x + 30 = 1000
or, –x = 1000 – 1070 or, x = 70
(14-18):
14. 3;Total number of players who have specialised in
bowling = 15 + 11 + 9 + 10 = 45
45
 Required percentage = 120 × 100 = 37.50% 28. 3;32 + 24 + 13 + 8 + 0 + 21 + E = 120
E = Number of students who read only English
E = 120 - 98 = 22
 7  10  11
15. 4;Required percentage =    100  total number of students who read English
120 = 22 + 8 + 21 = 51
28 29. 5;Total number of students who read History

KUNDAN
=  100 = 23.33% = 24 + 9 + 8 + 13 = 54
120 54
Required % =  100 = 45%
 22  18  15  120
16. 2;Required percentage =    100 (30-34):
120

55
=  100 = 45.83%
120
17. 2; Number of students who play at least one game
= n(F H C) = 65 + 50 + 75 – 35 – 20 – 42 + 8
= 101
 Number of students who don’t play any of the
three games = 150 – 101 = 49.
18. 2;

(i) 30% of Urdu = 30% of 300 = 90

Number of people who speak Hindi and
English both but not Urdu = 100
(ii) Number of people who speak English and
Urdu both but not Hindi = 30
Therefore, Number of people who speak only
English = 400 - (100 + 90 + 3) = 180 ... (A)
S = 40 (iii) Now, with the help of (A),
For x to be maximum the othe r common Number of people who speak Hindi and Urdu
sections should be zero. Now, both but not English = 120 ... (B)
(140 – x) + (60 – x) + (40 – x) + x = 200 Therefore, number of people who speak only
 x = 20 Urdu = 300 – (120 + 90 + 30) = 60 ... (C)
 Required % = 10 Similarly, number of people who speak only
Hindi 500 – (100 + 90 + 120) = 190 ... (D)
276 DATA INTERPRETATION
30. 1;From (D). From (iii),
31. 5;From (A). Number of employees of company C who speak
32. 2;From (B). only French = 180
33. 3;Number of people who speak only Urdu  Number of employees of company B who speak
= 300 – (120 + 90 + 30) = 60 180
only Hindi =  100  150
100  60 120
Required less % =  100  40%
100 Combining (iii) and (iv), we have
:5 = 150  :4 = 120 and :2 = 60
180  120
34. 3;Required more % =  100  50% . From (v),
120 Number of employees of company A who speak
(35-36): only English = Number of employees of company
B who speak only French = 180
 Number of employees of company C who speak
English and French but not Hindi
180
=  100  240
75
Now, combining this with (ii), we have

K
Number of employees of company A who speak
only Hindi = Number of employees of company B
who speak all the three languages = Number of
employees of C who speak English and French
but not Hindi = 240
Let x be the number of students who study all
From (vii),
the three subjects. Then the number of students
Number of employees of company A who speak
who study only Physics = (35 – x)
French and Hindi but not English = 165
Number of students who study only Chemistry
= (20 – x)
 Number of employees of company C who speak
Hindi and French but not English
Number of students who study only Mathematics
= (35 – x) 165
 100  150

KUNDAN
=
Now, 110 + (20 – x) + 20 + (35 – x) = 165 110
or, x = 10 Now, when we combine this with (vi), the rest of
35. 1 our Venn-diagram will be filled.
10  100 37. 4;Number of employees of company C who speak
36. 5;Required % =  5% all the three languages = 700 - (180 + 240 + 150)
200
= 130
(37-42): Now, the number of employees of company C who
Try to depict all the given informations in Venn- speak Hindi and English but not French
diagram. = 600 - (240 + 130 + 60) = 170
A B 38. 1;Number of employees of company A who speak
all the three languages
= 700 - (240 + 150 + 165) = 145
39. 2;Number of employees of company B who speak
Hindi and English but not French
= 580 - (60 + 150 + 240) = 130
Number of employees of company B who speak
Hindi and French but not English
= 700 - (180 + 150 + 240) = 130
Total number of employees of company B who
C speak any two of the three languages
= 130 + 130 + 150 = 410
40. 3;Number of employees of company A who speak
English and French but not Hindi = 125
Number of employees of company C who speak
only Hindi = 50
125  50
 Required % =  100  150%
50
41. 5;Required difference = 130 - 60 = 70
Venn Diagram 277
42. 2;Number of employees in company B
= 700 + 60 + 130 + 150 = 1040
Number of employees in company C
= 700 + 60 + 170 + 50 = 980
1040  980
 Required % =  100  6%
980
(43-47):
Class strength = 260
Students passing in P + C + M = 9
Students pasing in P + C = 28 – 9 = 19
Students passing in P + M = 42 – 9 = 33
Students passing in M + C = 15 – 9 = 6
Students passing only in C = 63 – 19 – 6 – 9 = 29
Students passing only in M = 97 – 6 – 33 – 9 = 49
Students passing only in P = 85 – 9 – 19 – 33
= 24
Total students passing in at least one subject

K
= 63 + 97 + 85 – 28 – 42 – 15 + 9 = 169
53. 3 54. 1
43. 3;Students who have failed in all subjects
= 260 – 169 = 91 60  24
55. 1;Required % =  100 = 150%
44. 4;Students who have passed in two or more 24
subjects = 9 + 19 + 33 + 6 = 67 (56-57):
67
 Required %   100  25%
260
45. 1;Total number of students who have failed in at
least one subject = 260 – 9 = 251
251
 % value = 260  100  96.5%

KUNDAN
46. 3;P, C = 19 + 9 + 24 + 29 + 33 + 6 = 120
P, M = 33 + 9 + 24 + 49 + 6 + 19 = 140
M, C = 6 + 9 + 49 + 29 + 33 + 19 = 145
56. 1;Let x% people use both Head & Shoulders and
47. 4;9 + 33 + 6 = 48
Pentene only.
5  Percentage of people who used only Head &
(48-52): Number of boys in the class =  80  50
8 Shoulders = (28 - x)
Percentage of people who used only Pentene
 Number of girls in the class = 80 – 50 = 30
= (35 - x)
 28 – x + 12 + 18 + 8 + 10 + x + 35 – x = 100
or, 111 – x = 100  x = 11%
 Number of people who used both Head Shoul-
ders and Pentene only = 11% of 25000
= 2750
57. 2; Number of people who used only Pentene
= 24% of 25000 = 6000
(58-62): We have
48. 4 49. 5 50. 4
51. 2 52. 3
(53-55):
Number of students in section A
5
=  220 = 100
11
Number of students in section B
= 220 - 100 = 120
278 DATA INTERPRETATION
a + b + c + d + e + f + g = 106 72. 3;Number of students who failed in Physics or
a + e + d + b = 48 Maths but not in Chemistry
c + b + d + f = 51  n  P  M  C  n  C  1000  372  628
g + e + d + f = 53 (73-75):
b + d = 16; d + e = 17; d + f = 18 The whole information is as follows:
and from the standard formula, Total members : 80
n  A  B  C  n  A   n  B  n C   n  A  B
 n  B  C  n  C  A   n  A  B  C 
We get, 106 = 48 + 51 + 53 – 17 – 18 – 16 + d
 d = 5. Now, all the values can be obtained as
shown in the figure and all the questions can be
answered.
58. 4;b + e + f = 36
59. 2;b + d + e + f = 41
60. 1;d = 5
61. 3;a + c + g = 65 21  7  100  80%
62. 2;b = 11 73. 1: Required per cent =
35

K
Note: This question, and its solution, is so mechanical 74. 5; 19 + 22 = 41
and direct that with proper practice, you should 75. 2;It is obvious from the above figure.
be able to solve it very quickly. (76-80):
(63-67):
63. 2; 2 + 7 + 9 + 3 = 21
64. 4; Adding up all the values, we get required answer
= 340.
65. 3; Only one speciality = 19 + 63 + 101 + 28 = 211
Exactly two specialities = 53 + 11 + 23 + 12 = 99
 Required answer = 211 – 99 = 112
66. 4; The number of people having at least one speci-
ality is 340. But the total number of people sur-

KUNDAN
veyed is not known. Hence, percentage cannot 76. 3 77. 2 78. 1 79. 1
be determined. 80. 5; 12 + 3 : 20 +7 = 15 : 27 = 5 : 9
67. 1; (53 + 19) – (28 + 12) = 32 (81-83):
(68-72):
Let P be the set of the students who failed in
Physics, C be the set of the students who failed
in Chemistry, and M be the set of the students
who failed in Maths. Then
n(P) = 658, n(P  C) = 166,
n(C) = 372, n(P  M) = 434
n(M) = 590, n(M  C) = 126 and
n(P  M  C) = 1000
68. 3;The number of students who failed in all the three
subjects = n(P  M  C)
 n  P  M  C   n  P   n  M  n  C We have been given
 n  P  M  n  P  C  n  M  C A = 20, E = 111, F = 194, G = 202,
= 100 – 658 – 590 – 372 + 434 + 166 + 126 A + D = 57 and A + B + C + F = 250
= 106
69. 1;Number of students who failed in Maths but not
in Chemistry
 n  M  C  n  M  n  M  C  590  126  464
70. 2;Number of students who failed in Physics but
not in Maths
 n  P  M  n  P   n  P  M  658  434  224.
71. 4;Number of students who failed in Chemistry but
not in Physics
 n  C  P   n  C  n  C  P   372  166  206
Venn Diagram
Here, we have
A + B + C + D + E + F + G = 600
 B + C = 600 - (111 + 37 + 194 + 20 + 202)
= 600 - 564 = 36
We can get B + C through other ways also.
Note that A + B + C + F = 250
or 20 + B + C + 194 = 250
 B + C = 250 - (194 + 20) = 36.
81. 1; Here we need to find out the values of B and C
together ie, 36.
82. 4; Here we need to find out the sum of the values of
A, B, D and E. Since value of B is not known,
hence sum of the values of A, B, D and E can’t
be determined.
83. 4; Total number of students who study more than
one language = A + B + C + D = 20 + 36 + 37 = 93
(84-88):
K
84. 3;  Difference = (E + M) - (H + E) = 300 - 200
= 100
KUNDAN
85. 4; Number of members who read at least 2 news-
papers = 400 + 300 + 200 + 100 = 1000.
279
86. 5; Number of members reading Hindi newspaper
= 550 + 400 + 200 + 100 = 1250
87. 2; Number of members who read only one news-
paper = 550 + 650 + 450 = 1650.
88. 1; Number of members reading no newspaper
= 2800 - (650 + 550 + 450 + 400 + 300 +
200 + 100)
= 150.
(89-93)
89. 3; L  local language, E  English, H  Hindi
90. 2
Required percentage 
91. 1;Required percentage 
500
2500
925
1375
 100  20%
 100  67
92. 4;Required ratio = 300 : 625 = 12 : 25
93. 5;After addition people who speak all the three
languages = 300 + 25 = 325
After addition people who speak local language
as well as Hindi = 625 + 45 = 670
 Required difference = 670 - 325 = 345.
402
Chapter-23
Time and Work
Introduction
In most of the problems based on Time and Work,
either the amount of time taken to finish a given
job or the amount of work done is to be calculated.
Unless otherwise specified, the amount of work
done is generally taken as unity (1). Also if it is
given that a person (P) can finish a job in D days,
then it implies that P alone can do the job in D
days.
Important Points to Remember
( i ) Capacity of persons to do a piece of work is
always constant. That is, the person does
the equal work every day.
( i i) In the question based on ‘Time and Work’,
generally we find amount of work done in
unit time (1 day, 1 hour etc). Thus, if a
K KUNDAN
man can do a piece of work in x days (or
hours or any other unit of time), then the
1
work done by him in one day will be  
x 
of the total work.
( i ii ) If A is twice as good as a workman as B,
then A will take half the time B takes to
finish a piece of work.
( iv) Application of the Concept of Unitary
Method and Variation: Since in problems
Solved Examples
Ex. 1: Amit can do a piece of work in 4 days
and Sumit can do it in 6 days. How
long will they take, if both Amit and
Sumit work together?
Soln: We have, time taken by Amit to do the
work = 4 days
Time taken by Sumit to do the work
= 6 days.
1
 Work done by Amit in 1 day =
4 plough the same field. In how many
1
Work done by Sumit in 1 day =
6 to plough the field together
Concept of Arithmetic
on Time and Work, there is a proportional
relation, hence we solve them by Unitary
Method and Ratio and Proportion (Also see
the Chapter 11 and 12).
(v) If to finish a certain piece of work, some
men are employed and they finish the work
in a certain time, then the relation between
work, man and time will be as follows:
(a) Work and Man: Number of persons
employed to do the work is directly
proportional to the amount of work
done. (More t he number of per sons
employed, more the work done).
(b) Time and Work: The number of days
is directly proportional to work done.
(More the number of days for which a
work was done, more shall be the total
amount of work done).
(c) Time and Man: The number of persons
employed is inversely proportional to
the number of days required to finish a
work. (More the number of persons
employed, less will be the time required
to finish the work).
W e hav e alr eady discussed some pr oblems
related to Time and Wor k in Chapter 11 and
Chapter 12. Her e, we will discuss some more
questions related to Time and Work in greater
details to understand deeply.
So, work done by Amit and Sumit in 1 day
1 1 32 5
=    
 4 6   12  12
Hence, Amit and Sumit can do the piece
12 2
of work in days ie 2 days.
5 5
Ex. 2: Chhotu and Nitu together plough a field
in 4 days. Nitu alone takes 6 days to
days can Chhotu alone plough the field?
Soln: We have, time taken by Chhotu and Nitu
= 4 days
Time and Work 403

Time taken by Nitu to plough the field 1

= 6 days. B and C’s 1 day’s work =
15
1 1
 Chhotu and Nitu’s 1 day’s work = C and A’s 1 day’s work =
4 20
1 Adding, we get 2 (A + B + C)’s 1 day’s
Nitu’s 1 day’s work = wor k
6
1 1 1 5  4  3 12 1
Now, =     
Chhotu’s 1 day’s work 12 15 20 60 60 5
= (Chhotu’s and Nitu’s 1 days’ work) 1 1
– (Nitu’s 1 day’s work)  (A + B + C)’s 1 day’s work =  .
2  5 10
1 1 32 1 Thus, A, B and C together can finish the
=  = 
4 6 12 12 work in 10 days.
Hence, Chhotu can plough the field in 12 Now,
days. A’s 1 day’s work = (A, B and C’s 1 day’s
Ex. 3: Kami, Kavya and Kirti can together work) - (B and C’s 1 day’s work)
weave a car pet in 4 days. Kami by  1 1  32 1
her self can weav e t he sam e si zed =    
 10 15   30  30
carpet in 12 days and Kirti can do it in
10 days. How long will Kavya take to So, A alone can finish the work in 30
do the work by herself? days.
Soln: We have, Now, B’s 1 day’s work = (A, B and C’s 1
time taken by Kami, Kavya and Kirti to day’s work) – (A and C’s 1 day’s work)
weave the carpet = 4 days.  1 1   2 1 1
Time taken by Kami to weave the carpet = =    
 10 20   20  20
12 days
and, time taken by Kirti to weave the carpet So, B alone can finish the work in 20

K KUNDAN
= 10 days. days.
 Kami, Kavya and Kirti’s 1 day’s work C’s 1 day’s work = (A, B and C’s 1 day’s
work) - (A and B’s 1 day’s work)
1
=  1 1  65 1
4 =    
 10 12   60  60
1 So, C alone can finish the work in 60
Kami’s 1 day’s work = and, Kirti’s 1
12 days.
Alternative Method:
1 Let A, B and C alone can finish the work
day’s work =
10 in x, y and z days respectively.
Now,  Work done by them for 1 day will be
Kavya’s 1 day’s work 1
1 1
= (Kami, Kavya and Kirti’s 1 day’s , y and respectively.
wor k) - (Kami’s 1 day’s work) - x z
(Kirti’s 1 day’s work) Now, according to the question
1 1 1 15  5  6 4 1 1 1 1
      ..... (1)
= = x y 12
4 12 10 60 60 15
Hence Kavya can do the whole of the work 1 1 1
  ..... (2)
in 15 days. y z 15
Ex. 4: A and B can do a piece of work in 12
1 1 1
days, B and C in 15 days, C and A in   ..... (3)
20 days. In how many days will they z x 20
finish it together and separately? On adding (1), (2) and (3),
Soln: We have, We have
A and B can finish the work in 12 days. 1 1 1 1 1 1
B and C can finish the work in 15 days. 2     =  
C and A can finish the work in 20 days. x y z  12 15 20
543 1
1 = 
 A and B’s 1 day’s work = 20 5
12
404 Concept of Arithmetic

the work in 10 days, find for how many

1 1 1 1
 x  y  z  10 .... (4) days B worked?
1
Now, on subtracting equations (1), (2) and Soln: A’s 1 day’s work =
(3) from the equation (4), we have 20

1 1 1 65 1 1
    B’s 1 day’s work =
z 10 12  60  60 30
 z = 60 (A + B)’s 1 day’s work

1 1 1 32 1 1 1 32 5 1
    =    
x 10 15  30  30 20 30 60 60 12
 x = 30 1 1
A’s 10 days’ work =  10 
1 1 1 1 20 2
  
y 10 20 20 Remaining work done by (A + B)
 y = 20 1 1
 A, B and C can finish the work in 30 = 1 
2 2
days, 20 days and 60 days respectively.
And from equation (4), A, B and C together 1
Now of the work is done by (A + B) in
can finish the work in 10 days. 12
Ex. 5: A can do a piece of work in 25 days 1 day.
and B can finish it in 20 days. They
work together for 5 days and then A 1
 of the work is done by (A + B) in 1 ×
goes away. In how many days will B 2
finish the remaining work?
Soln: We have, 1
12 × = 6 days.
A can finish the work in 25 days. 2

K KUNDAN
B can finish the work in 20 days. Hence, B worked for 6 days.
1 Ex. 7: A can do a piece of work in 36 days, B
 A’s 1 day’s work = in 54 days and C in 72 days. All the
25 three began the work together but A
1 left 8 days and B 12 days before the
B’s 1 day’s work = com pl et ion of t he wor k. How m any
20
days in all did C put in till the entire
So, (A + B)’s 1 day’s work work was finished?
 1 1  45 9 1
=    
 25 20   100  100 Soln: A’s one day’s work = ,
36
 9  9 1
 (A + B)’s 5 day’s work =  5   B’s one day’s work = and
 100  20 54
 9  11 1
Remaining work = 1   C’s one day’s work =
 20  20 72
The remaining work is done by B. Now suppose the work lasts for x days.
Now,
x 8
the whole work is done by B in 20 days. A’s (x – 8) days’ work = ,
36
11
 of t he wor k is done by B in x  12
20
B’s (x – 12) days’ work = and
54
 11 
 20   days = 11 days. x
 20 
C’s x days’ work =
Hence, the remaining work is done by B 72
in 11 days. x  8 x  12 x
Ex. 6: A and B can separately do a piece of Hence,   1
work in 20 and 30 days respectively. 36 54 72
They work together for some days and Where 1 denotes total work
then B stops. If A completes the rest of Multiplying both sides by 216, we have
Time and Work 405

6x – 48 + 4x – 48 + 3x = 216 Soln: We have, length of the platform = 600 m

or, 13x = 216 + 96
2  2
or, 13x = 312  rd of the platform =  600   m
or, x = 24 3  3
Hence, C worked for 24 days. = 400 m
Ex. 8: A and B can do a piece of work in 12
1
days. B and C together do it in 15 days. Now, in 2 hours, Somari sweeps 600
If A is twice as good a workman as C, 2
find in what time B will alone do it? m.
Soln: According to the question, A and B can  in 1 hour, Somari sweeps
do a piece of work in 12 days.
   
1  600   600  2
 (A + B)’s 1 day’s work =  m    m   600   = 240 m
12  21   5   5
   
 2   2 
1
or, A + B = .... (i)
12 1
Again B and C can complete the work in In 1 hours, Imarati sweeps 400 m.
2
15 days.
 In 1 hour, Imarati sweeps
1
 B+ C= ..... (ii)    
15  400   400  2
Subtracting (ii) from (i), we have,  m  m   400   m
 11   3   3
1 1 54 1    
    2   2 
A – C =
12 15 60 60
2
1 = 266 m
or, A – C = .... (iii) 3
60
Clearly, Imarati sweeps more length in 1

K KUNDAN
Also according to the question, A is twice hour than Somari sweeps in the same
as good a workman as C. time.
 A = 2C Hence, Imarati sweeps more speedily than
Substituting the value of A in (iii), Somari.
1 Ex. 10: A and B together can do a piece of work
2C – C = in 12 days which B and C together can
60
do in 16 days. After A has been working
1 at it for 5 days and B for 7 days, C
or, C = finishes it in 13 days. In how many days
60
could each do the work by himself?
Substituting the value of C in (ii), Soln: Let the whole work be 1.
1 1 1
B+ = A and B in 1 day do of the work.
60 15 12
1 1 4 1 3 1
or, B =     1
15 60 60 60 20 B and C in 1 day do of the work.
16
1 A’s 5 days’ work + B’s 7 days’ work + C’s
or, B’s 1 day’s work = . 13 days’ work = 1.
20
or, A’s 5 days’ work + B’s 5 days’ work +
Hence, B can complete the work in 20
B’s 2 day’s work + C’s 2 days’ work + C’s
days.
11 days’ work = 1
Ex. 9: Somar i sweeps 600 m long railway
1 5 2
plat for m in 2 hour s. Hi s wi fe   + C’s 11 days’ work = 1.
2 12 16
2  5 2  11
I mar ati sweeps
3
r d of the sam e  C’s 11 days’ work = 1     .
 12 16  24
1
platform in 1 hours. Who sweeps 1
2  C’s 1 day’s work =
more speedily? 24
406 Concept of Arithmetic

Now, on subtracting equation (ii) from

1 1 1
 B’s 1 day’s work =   equation (i),
16 24 48
4 1
1 1 1 
  y 10
 A’s 1 day’s work = .
12 48 16
 y = 4 × 10 = 40 days
 A, B and C can do the work in 16, 48 On putting the value of y in equation (ii)
and 24 days respectively. and (iii), we have,
Ex. 11: To do a certain piece of work B would
take three times as long as A and C 1 1 3
  0
together and C twice as long as A and x z 40
B together. The three m en by t heir
united exertions can complete the work 1 1 3
or,   .... (iv)
in 10 days. How long would each take x z 40
by himself?
Soln: According to the question, 3 times B’s daily 1 1 2
and   0
work = (A + C)’s daily work. x 40 z
Add B’s daily work to both sides.
2 1 1
 4 times B’s daily work or,   .... (v)
z x 40
1
= (A + B + C)’s daily work = Now, on adding equations (iv) and (v), we
10 have
1 1 2 3 1
 B’s daily work = .... (1)   
40 z z 40 40
Also, 2 times C’s daily work = (A + B)’s
3 1
daily work. or, 
Add C’s daily work to both sides. z 10
 3 times C’s daily work = (A + B + C)’s  z = 30 days

K KUNDAN
Now, on putting the value of z in equation
1
daily work = . (v), we have
10
2 1 1
 
1 30 x 40
 C’s daily work = .... (2)
30
1  1 1  83 1
Now A’s daily work  x   15  40    120   24
1  1 1  1
=    .... (3)  x = 24 days
10  40 30  24 Hence A, B and C can do the work in 24,
 A, B and C can do the work in 24, 40 40 and 30 days respectively.
and 30 days respectively. Ex. 12: A and B can finish a piece of work in
Alternative Method: 15 days. A and C can take 2 days more
Let A, B and C separately do the work in than B and C take to finish the same
x, y and z days respectively. piece of work. The three together can
finish the work in 8 days. In how many
1 1
Hence their 1 day’s work will be , y days coul d each do t he wor k by
x himself?
Soln: Let A, B and C separately can finish the
1
and respectively. work in x, y and z days respectively.
z Again, suppose that B and C together can
Now, according to the question, finish that work in a days.
Hence, A and C together will finish the
1 1 1 1
   ..... (i) work in (a + 2) days.
x y z 10 Now, according to the question,
1 1 3 1 1 3 1 1 1
  or, x  z  y  0 .... (ii)   .... (i)
x z y x y 15

1 1 2 1 1 2 1 1 1
  or, x  y  z  0 .... (iii)   .... (ii)
x y z y z a
Time and Work 407

Ex. 13: Mohan and Sohan working separately

1 1 1
  .... (iii) and can dig a trench in 10 days and 12 days
x z a 2 respectively. If they are working for 1
1 1 1 1 day alternately, Mohan beginning, in
   how many days will the trench be dug?
x y z 8 .... (iv)
1
On subtracting (i) from (iv), we have Soln: Mohan’s 1 day’s work =
10
1 1 1 7
   1
z 8 15 120 Sohan’s 1 day’s work =
12
120 (Mohan and Sohan)’s 10 days’ working
 z = days
7
1 1 11
Now, on putting the value of z in equations alternately = 5  5 
(ii) and (iii), we have, 10 12 12

1 7 1 11 1
  Remaining work = 1  
y 120 a 12 12

1 1 7 1
or, y  a  120 .... (v) Now of work done by Mohan in 1 day.
10

1 7 1
1
   of the work done by Mohan in 1 ×
x 120 a  2 12

1 1 7 1 5
or,   .... (vi) 10 × days = days
x a  2 120 12 6
Hence, trench will be dug in
1 1
5

K KUNDAN
On putting the value of and y in  5
x = 10   days = 10 days.
 6 6
equation (i), we have
Ex. 14: Two women, Gangi and Jamni, working
1 7 1 7 1 separately can mow a field in 8 and 12
   
a  2 120 a 120 15 hours respectively. If they work for an
hour alternately, Gangi beginning at 9
1 1 1 7 7 am, when will the mowing be finished?
or,    
a  2 a 15 120 120
1
Soln: In the first hour Gangi mows of the
2a  2 11 8
or, a (a  2)  60 field.
or, 120a + 120 = 11a2 + 22a 1
or, 11a2 – 98a – 120 = 0 In the second hour Jamni mows of
12
or, 11a2 – 110a + 12a – 120 = 0
the field.
or, 11a (a – 10) + 12 (a – 10) = 0
or, (a – 10) (11a + 12) = 0 1 1  5
 a = 10  In the first 2 hours    or of
 8 12  24
Now, on putting the value of a in equation
the field is mown.
(v) and (vi), we have,
1 1 7 5 1 5 5
     In 8 hours  4 or of the field is
y 10 120 120 24 24 6
 y = 24 mown.
1 1 7 3 1  5 1
    Now 1    of the field remains to be
x 12 120 120 40  6 6
or, x = 40 mown.
Hence, A, B and C separately can finish
1
120 In the 9th hour Gangi mows of the
t he wor k in 40, 24 and days 8
7
respectively. field.
408 Concept of Arithmetic

1 1 or, Spinning 1 hour daily, Kanta can spin

Jamni will finish the mowing of    1 kg cotton-balls in 6 × 3 = 18 days
6 8
or, Spinning 1 hour daily, Kanta can spin
1  1 1  1 10 kg cotton-balls in (18 × 10) = 180 days
or, of the field in    or of
24  24 12  2 or, Spinning 4 hours daily, Kanta can spin
an hour. 180
1 10 kg cotton-balls in days = 45 days
 4
 The total time required is  8  1   or
 2 Alternative Method:
1 Here there are three quantities: Hours, Kg
9 hours. and Days. We have to find the number of
2 days, hence days should be in the last
Since, the work was started at 9 am, it column as given below:
1
would be finished at 6 pm.
2
Ex. 15: A is thrice as good a workman as B,
and is therefore able to finish a piece Following relationship exists:
of work in 60 days less than B. Find (i) More hours , l es s number of days
the time in which they can do it working (Inverse)
together. (ii) More kgs, more number of days (Direct)
Soln: ‘A is thrice as good a workman as B’ means Hence,
that if A does a piece of work in 1 day 4 : 3
:: 12 : x
then B does it in 3 days. Hence if the 2:10 
difference be 2 days, then A does the work
in 1 day and B in 3 days. But here the or, 4 × 2 : 3 × 10 :: 12 : x
difference is 60 days. Therefore A does (Compounding the ratios)
the work in 30 days and B in 90 days. or, 4 × 2 × x = 3 × 10 × 12
Now (A + B)’s 1 day’s work (  Product of extreme terms = Product of

K KUNDAN
mean terms)
1 1 2
=   . 3  10  12
30 90 45 x= = 45 days
4 2
45 1 [Note: To understand the above process,
 the required time is or 22 days.
2 2 please refer to the Chapter 12 (Ratio and
Ex. 16: A certain number of men can do a work Proportion)].
in 60 days. If there were 8 men more it Ex. 18: If 3 men or 4 women can reap a field in
could be finished in 10 days less. How 43 days, how long will 7 men and 5
many men are there? women take to reap it?
Soln: The original number of men together with Soln: 3 men or 4 women means 3 men’s work =
8 men more can finish the work in (60 – 4 women’s work.
10 =) 50 days. 1
Now 8 men can do in 50 days what the 3 men reap of the field in 1 day.
original number of men can do in 10 days. 43
 In 50 days, a work is done by 8 men. 1
 In 1 day, a work is done by (8 × 50)  1 man reaps of the field in 1 day.
129
men.
.... (1)
 8  50 
 In 10 days, a work is done by  
 10  1
4 women reap of the field in 1 day.
40 men. 43
Ex. 17: Spinning 3 hours daily, Kanta can spin
2 kg cotton-balls in 12 days. Spinning 1
 1 women reaps of the field in 1
4 hours daily, how many days will she 172
take to spin 10 kg cotton balls? day. ..... (2)
Soln: Spinning 3 hours daily, Kanta can spin 2  7 men and 5 women reap
kg cotton-balls in 12 days.
 Spinning 3 hours daily, Kanta can spin  7 5  1
   of the field in 1 day.
 129 172  12
 12 
1 kg cotton-balls in   = 6 days.  7 men and 5 women will reap the whole
 2  field in 12 days.
Time and Work 409

Alaternative Method: or, x2 - 12x - 2x + 24 = 0

3 men = 4 women or, (x - 12) (x - 2) = 0
or, x = 12 or x = 2
4
 1 man = women But x cannot be less t han 6. So,
3 x = 12.
4  28 Hence, B alone can finish the work in 12
 7 men =   7   women. days.
3  3
Ex. 20: If 12 men and 16 boys can do a piece of
 28  43
 7 men + 5 women =   5  work in 5 days and 13 men and 24 boys
 3  3 can do it in 4 days, compare the daily
women. work done by a man with that done by
The question now becomes a boy.
‘If 4 women can reap a field in 43 days, Soln: 12 men and 16 boys can do the work in 5
43 days .... (1)
how long will women take to reap it?’ 13 men and 24 boys can do the work in 4
3
days .... (2)
Here, there are two quantities: Women and Now it is easy to see that if the number of
Days. workers be multiplied by any number, the
Inver se r elat ionship exist s bet ween time must be divided by the same number.
women and days ie more women, less days. Hence multiplying the number of workers
in (1) and (2) by 5 and 4 respectively, we
get
60 men and 80 boys can do the work in 1
day.
52 men and 96 boys can do the work in 1
43
Hence, : 4 :: 43 : x day.
3  60 men + 80 boys = 52 men + 96 boys
43  60 men - 52 men = 96 boys - 80 boys
or, × x = 43 × 4  8 men = 16 boys

K KUNDAN
3
 1 man = 2 boys.
(  Product of extreme terms = Product of
mean terms) a man' s work 2
 a boy' s work  1
4  43  3
 x = = 12 days. Ex. 21: If 12 men and 16 boys can do a piece of
43
work in 5 days and 13 men and 24 boys
Ex. 19: A takes 6 days less than the time taken
can do it in 4 days, how long will 7
by B to finish a piece of work. If both A
men and 10 boys take to do it?
and B together can finish it in 4 days,
Soln: We have, as in the above example,
find the time taken by B to finish the
5 × (12 men + 16 boys)
work.
= 4 × (13 men + 24 boys)
Soln: Suppose B alone takes x days to finish
 60 men + 80 boys = 52 men + 96 boys.
the work. Then, A alone can finish it in
 8 men = 16 boys
(x - 6) days.
 1 man = 2 boys.
Now, (A’s one day’s work) + (B’s one day’s
Now,
1 1  12 men + 16 boys = 24 boys + 16 boys
work) =    = 40 boys.
x x  6
7 men + 10 boys = 14 boys + 10 boys
1 = 24 boys.
and, (A + B)’s one day’s work = . The question now becomes
4
“If 40 boys can do a piece of work in 5
1 1 1 days how long will 24 boys take to do it?”
  
x x 6 4 40 boys do a piece of work in 5 days.
 1 boy does a piece of work in 5 × 40
x 6x 1
or,  days.
x ( x  6) 4
5  40
2x  6 1  24 boys do the piece of work in
or,  24
x 2  6x 4
or, 8x - 24 = x2 - 6x 1
days ie 8 days.
or, x2 - 14x + 24 = 0 3
410 Concept of Arithmetic

Ex. 22: If 5 men and 3 boys can reap 23 hectares

 3 1
in 4 days and if 3 men and 2 boys can Hence all men must work till 1   
reap 7 hectares in 2 days, how many  4  4
boys must assist 7 men in order that of the field is reaped.
they may reap 45 hectares in 6 days.
1  20 
Soln: 5 men + 3 boys can reap 23 hectares in 4 Now 25 men reap of the field in  
days. ..... (1) 4  4 
3 men + 2 boys can reap 7 hectares in 2 5 days.
days. ..... (2) Hence, 15 men should leave the work after
 from (1), 5 days.
14 (5 men + 3 boys) can reap 23 × 14 Ex. 24: 8 men and 12 boys can finish a piece of
hectares in 4 days .... (3) work in 10 days while 6 men and 8
From (2), boys can finish it in 14 days. Find the
23 (3 men + 2 boys) can reap 7 × 2 × 23 time taken by one man alone and that
hectares in 4 days ..... (4) by one boy alone to finish the work.
 14 (5 men + 3 boys) Soln: Suppose that one man alone can finish
= 23 (3 men + 2 boys), the work in x days and one boy alone can
 70 men + 42 boys = 69 men + 46 boys. finish it in y days. Then,
 1 man = 4 boys.
1
Now 5 men + 3 boys = 23 boys. One man’s one day’s work =
 23 boys can reap 23 hectares in 4 days x
 1 boy can reap 1 hectare in 4 days 1
 4 boys can reap 1 hectare in 1 day and, one boy’s one day’s work = y
 4 × 45 boys can reap 45 hectares in 1
day
8
4  45  8 men’s one day’s work =
x
 boys can reap 45 hectares in 6
6
12
days.

K KUNDAN
and, 12 boys’ one day’s work = y
 30 boys can reap 45 hectares in 6 days
But 30 boys = 28 boys + 2 boys Since 8 men and 12 boys can finish
= 7 men + 2 boys the work in 10 days.
Hence 2 boys must assist 7 men.
Ex. 23: 25 men can reap a field in 20 days.  8 12 
 10   1
When should 15 men leave the work, if x y 
1 80 120
the whole field is to be reaped in 37  1
2 or, x y .... (i)
days after they leave the work?
Soln: 25 men can reap the field in 20 days. Again, 6 men and 8 boys can finish
the work in 14 days.
 20  25 
 10 men can reap the field in   6 8
 10   14    1
50 days. x y
When 15 men leave the work, 10 men 84 112
remain. or,  1 .... (ii)
x y
 In 50 days, 10 men can reap the whole
of the field. 1
1
1 Putting = u and y = v in (i) and (ii),
x
 In 1 day, 10 men can reap of the
50 we get
whole of the field. 80u + 120v – 1 = 0
1 84u + 112v – 1 = 0
 In 37 days, 10 men can reap By cross-multiplication, we have
2
u v
 1  
 37   120  112  80  84
 2   3 of the field.
 50  4 1
  
  80  112  120  84
Time and Work 411

Height and man: Less height, less men

u v 1
or,   (Direct)
 8  4  1120 Days and man: Less days , more men
(Inverse)
8 1
or, u =  and Hence,
 1120 140
4 1
v= 
 1120 280

1 1 1
Now, = u    x = 140
x x 140 6 : 9
1 1 1 18 : 32

and, y = v  y  280  y = 280. 2 : 3 :: 8 : x
12 : 9
Thus, one man alone can finish the work 
8 :10 
in 140 days and one boy alone can finish
the work in 280 days. or, 6 × 18 × 2 × 12 × 8 :
Note: Let a 1x + b 1 y + c 1 = 0 and 9 × 32 × 3 × 9 × 10 :: 8 : x
a 2 x + b 2y + c 2 = 0 be a system of (Compounding the ratios)
simultaneous linear equations in two or, 6 × 18 × 2 × 12 × 8 × x
= 9 × 32 × 3 × 9 × 10 × 8
a1 b1
variables x and y such that a  b ie (  Product of extreme terms = Product of
2 2 mean terms)
a1b2  a2b1  0 . Then the system has a 9  32  3  9  10  8
 x= = 30
unique solution given by 6  18  2  12  8
 required number of men = 30 men
 b1c 2  b2c1   c1a 2  c 2a1 
x =  a b  a b  and y =  a b  a b  Ex. 26: A garrison of 3300 men had provisions

K KUNDAN
 1 2 2 1  1 2 2 1 for 32 days, when given at the rate of
The above solution is generally written 850 grams per head. At the end of 7
as days a reinforcement arrives and it
x y z was found that now the provisions will
  last for 17 days more, when given at
b1c 2  b2c1 c1a 2  c 2a1 a1b2  a 2b1 the rate of 825 gm per head. What is
x y z the strength of the reinforcement?
or, b c  b c  a c  a c  a b  a b Soln: Let the strength of reinforcement be x.
1 2 2 1 1 2 2 1 1 2 2 1
According to the given condition,
For mor e det ails see the chapter 3300 × 32 × 850 = 3300 × 850 × 7 + (3300
“Elementary Algebra”. + x) × 825 × 17
Ex. 25: If 8 men, working 9 hours per day can or, (3300 × 32 × 850) - (3300 × 850 × 7) =
build a wall 18 metres long, 2 metres (3300 + x) × 825 × 17
wide and 12 metres high in 10 days, or, 3300 × 25×850 = (3300+x) × 825×17
how many men will be required to build or, 3300 × 50 = (3300 + x) × 33
a wall 32 metres long, 3 metres wide or, 5000 = 3300 + x
and 9 metres high by working 6 hours or, x = 1700
a day in 8 days? So, the strength of new reinforcement
Soln: Here following are the quantities: Hours, = 1700
length, width, height, days and men. We Ex. 27: A and B together can do a job in 12
have to find the number of men. Hence, hours. Had A done half the job and
men should be in the last column as given then B, the remaining half, the whole
below. Relationships of different quantities job would have been carried out in 25
given in the question with man are given hours. How much time would it take
below. for A and B separately to do the job, if
Hours and man: Less hours, more men A is a better worker?
(Inverse) Soln: Suppose A takes x hours and B takes y
Length and man: More length, more men hours to do the job.
(Direct)
Width and man: More width, more men 1 1 1
Then, x  y  12
(Direct)
412 Concept of Arithmetic

x y 1 Ther efore, if addit ional men were not

or,  ........ (1) employed, the work would have lasted (45
xy 12
– 40 =) 5 days behind the schedule time.
1 1 Ex. 29: If 9 men or 12 women or 18 boys can
And x  y = 25
2 2 do a piece of work in 20 days working
or, x + y = 50 ....... (2) 9 hours a day, then working 10 hours
Solve for x and y a day in how many days will 3 men, 2
12 (x + y) = xy women and 3 boys together do twice
or, 500 = xy the work?
Soln:  9 men = 18 boys
600
or, x +  50 18
x  1 man = = 2 boys
9
or x2 - 50x + 600 = 0
or (x - 30) (x - 20) = 0 Again, 12 women = 18 boys
 x = 30 or 20  18 
As A is a better worker, hence A and B  2 women =   2  = 3 boys
 12 
take 20 hours and 30 hours respectively.
Ex. 28: A builder decided to build a farmhouse  3 men + 2 women + 3 boys
in 40 days. He employed 100 men in = 6 + 3 + 3 = 12 boys
the beginning and 100 more after 35 Her e, t here are f our quant ities: Boys,
days and completed the construction Work, Hours and Days. And we have to
i n st ipul at ed t i m e. I f he had not find number of days, hence it should be
empl oyed the addi ti onal m en, how last in the column.
many days behind the schedule would
it have been finished?
Soln: Let only 100 men complete the work in x
days. The above arrangement is based on the
Work done by 100 men in 35 days + Work following relationships:

K KUNDAN
done by 200 men in (40 - 35 =) 5 days = 1 Less boys, more days (Inverse)
Case I: Work done by 100 men in 35 days. More work, more days (Direct)
 100 men, in x days, do the whole of More hours, less days (Inverse)
the work.
 12 :18 
 35  
 100 men, in 35 days, do the   of 1: 2 :: 20 : x
 x 
10 : 9
the work.
Case II: Work done by 200 men in 5 days. or, 12 × 1 × 10 : 18 × 2 × 9 :: 20 : x
 100 men, in x days, do the whole of (Compounding the ratios)
the work. or, 12 × 1 × 10 × x = 18 × 2 × 9 × 20
1 (  Product of extreme terms = Product of
 100 men, in 1 day, do the of the mean terms)
x
work. 18  2  9  20
 x = = 54 days.
1 12  1  10
 1 man, in 1 day, do the of the
100x Ex. 30: 9 men and 3 boys together can do a
work. piece of work in 7 days and 12 men
and 5 boys together can do the same
 200 
 200 men, in 1 day, do the   of piece of work in 5 days. How many boys
 100 x  together with 6 men will finish twice
the work. the work in 21 days?
 200  5  Soln:  In 7 days a piece of work is done by (9
 200 men, in 5 days, do the   of
 100 x  men + 3 boys)
the work.  In 1 day a piece of work is done by 7(9
men + 3 boys)
35 200  5
or,  1  In 5 days the same piece of work is
x 100 x
done by (12 men + 5 boys)
45  In 1 day the same piece of work is done
or, 1 by 5(12 men + 5 boys)
x
 7(9 men + 3 boys) = 5(12 men + 5 boys)
 x = 45 days.
Time and Work 413

or, 63 men + 21 boys = 60 men + 25 boys or, 60 + 15x – 60 + 10x – 20 = 180

or, 63 men – 60 men = 25 boys – 21 boys or, 25x = 200
or, 3 men = 4 boys
200
 9 men + 3 boys = (12 + 3 =) 15 boys  x = = 8 days
Here, there are three quantities: Work, 25
Days and Boys. W e hav e t o find t he Ex. 32: A, B and C can do a pi ece of work
number of boys, hence it should be in the together in 10 days. They worked at it
last column in the following arrangement: together for three days, and then A left.
B and C worked together for next two
days and then B left. C completed the
3
Abov e ar r angement is based on t he remaining of the work in 36 days.
5
following relationships: How m any days would each take
More work, more boys (Direct) separately to finish the work?
More days, less boys (Inverse)
3
 1: 2
:: 15 : x
Soln:  C completes 5 of the work in 36 days.
21: 7 
 C completes the whole of the work in
or, 1 × 21 : 2 × 7 :: 15 : x
(Compounding the ratios)  36  5 
   60 days
or, 1 × 21 × x = 2 × 7 × 15  3 
(  Product of extreme terms = Product of  (A + B + C) working for 3 days.
mean terms)
2  7  15 3
 x = = 10 boys  (A + B + C) complete of the work in
1  21 10
Since, 6 men are already employed. 3 days.
Now, from the question, B and C work for
4 
Hence, 6 men =   6   8 boys.

K KUNDAN
3    3 3  1
2 days and complete 1      of
 required number of boys = (10 – 8)   5 10   10
= 2 boys the work.
Ex. 31: A can do a piece of work in 15 days, B  (B + C) can do the whole of the work in
in 12 days and C in 18 days. A began 20 days.
the work. After 2 days, B and C joined
the work. But due to illness, 3 days 1
 (B + C)’s 1 day’s work = and
after the joining of B, A left the job. 20
Again due to injury to B, he left the job
2 days before the completion of the 1
(A + B + C)’s 1 day’s work =
work. C completed the remaining work. 10
In how many days the whole work is
completed? 1 1 1
 A’s 1 day’s work =  
Soln: Let the work be completed in x days. 10 20 20
 A worked for (2 + 3 =) 5 days  A can complete the whole of the work
B worked for (x – 2 – 2 =) x – 4 days in 20 days.
C worked for (x – 2) days 1
and 1 day’s work of A, B and C  (B + C)’s 1 day’s work = 20 and
1 1 1
=
, and 1
15 12 18 C’s 1 day’s work =
 Work done by A, B and C 60
5 x 4 x 2  B’s 1 day’s work
=  
15 12 18 1 1 3 1 2 1
Now, according to the question, =    
20 60 60 60 30
5 x 4 x 2  B can do the same work in 30 days.
  1 Hence, A, B and C can take 20 days, 30
15 12 18
days and 60 days respectively to finish
(5  12)  15 (x  4)  10 (x  2) the work.
or, 1
180
414 Concept of Arithmetic

Ex. 33: A started a work and left after working Now,

for 2 days. Then B was called and he [(A + B) + (B + C) + (A + C)]’s 1 day’s work
finished the work in 9 days. Had A left
1 1 1 456
the work after working for 3 days, B =   
would have finished the remaining work 30 24 20 120
in 6 days. In how many days can each
15 1
of t hem , worki ng alone, fi ni sh the = 
whole work? 120 8
Soln: Suppose A and B do the work in x and y 1
days respectively. Now, work done by A or, 2(A + B + C)’s 1 day’s work =
8
in 2 days + work done by B in 9 days = 1
2 9 or, (A + B + C)’s 1 day’s work
or, x  y  1 1 1
= 
8  2 16
3 6
Similarly, x  y  1  (A + B + C) can do the piece of work in
16 days.
To solve t he abov e equation put They all work together for 10 days.
1 1 10
= u and y = v. Hence (A + B + C)’s 10 days’ work =
x 16
Thus 2u + 9v = 1 ...... (1)
 10  6
and 3u + 6v = 1 ...... (2)  Remaining work = 1  
Performing (2) × 3 - (1) × 2 we have  16  16
5u = 1
 6 
1 Remaining work   is done by A as B
u =  16 
5
and C leave the work.
1 1

K KUNDAN
or, x = = 5 days.  (A + B + C)’s 1 day’s work = 16
u
1 1
Now putting the value of u = in equation (B + C)’s 1 day’s work =
5 24
(i), we have
 A’s 1 day’s work
1
2 × + 9v = 1  1 1  32 1
5 =    
 16 24   48  48
 2 3
or, 9v = 1     A can do the whole of the work in 48
 5 5 days.
3 1 1 6  48  6 
v=   
5 9 15  A can do of the work in 
16  16 
1 18 days.
and y = = 15 days. Ex. 35: A can do a piece work in 120 days and
v
B can do it in 150 days. They work
Ex. 34: A and B can do a piece of work in 30
together for 20 days. Then B leaves and
days while B and C can do the same
A continues the work alone, 12 days
work in 24 days and C and A in 20
after that C joins A and the work is
days. They all work for 10 days when
com plet ed in 48 days more. In how
B and C leave. How many days more
many days can C do i t if he wor ks
will A take to finish the work?
alone?
Soln:  (A + B) can do a piece of work in 30 Soln: Let C take x days to complete the job.
days. A takes 120 days and B takes 150 days to
1 complete the same job.
 (A + B)’s 1 day’s work = Now, A works for (20 + 12 + 48 =) 80
30
days, B works for 20 days and C works
Similarly, (B + C)’s and (A + C)’s 1 day’s
for 48 days.
1 1 Again,
work = and respectively. A’s 80 days’ work + B’s 20 days’ work +
24 20
C’s 48 days’ work = 1
Time and Work 415

 A, B and C together complete the entire

80 20 48
or,   1 80
120 150 x work in days.
3
400 x  80 x  28800 Now,
or, 1
(600 ) x 1
(A + B)’s 1 day’s work =
or, 480x + 28800 = 600x 40
or, 120x = 28800 3
(A + B + C)’s 1 day’s work =
 28800  80
 x =   = 240  C’s 1 day’s work = (A + B + C)’s 1 day’s
 120 
work – (A + B)’s 1 day’s work
Hence C takes 240 days to complete the
work. 3 1 1
=  
Ex. 36: A and B could do a piece of work in 40 80 40 80
days. After working for 10 days they  C completes the job in 80 days.
are assi sted by C and t he wor k i s Again, according to the question,
finished in 20 days more. If C does as
1 1
much work in 2 days as B does in 3 C’s 2 days’ work = 2 
days, in how many days could each of 80 40
them do the same work alone? 1
Soln: A and B can do a piece of work in 40  B does 40 of the work in 3 days.
days.
They work together for 10 days.  B does whole of the work in
(40 × 3 =) 120 days.
10 1 A’s 1 day’s work
 (A + B)’s 10 days’ work = 
40 4 = (A + B + C)’s 1 day’s work – B’s 1
day’s work – C’s 1 day’s work
  1 3
 Remaining work = 1  4   4 of the 3

1

1
=

K KUNDAN
80 80 120
work.
Now A, B and C together complete the 9  (3  2) 4 1
=  
3 240 240 60
th of the work in 20 days.  A completes the job in 60 days.
4

Practice Exercise

1. A and B can polish the floors of a building in
1
25 days. A alone can do of this job in 15
3 days. How long will it take for A and C to do
days. In how many days can B alone polish
the floors of the building?
2. P can complete a peice of work in 15 days, Q is
50% more efficient than P. How long will P
and Q together take to complete the work?
3. Suneeta can embroider a saree in 15 days.
Her sister-in-law Abha can do the job in 10
days. They star t embr oidering t he saree
together, but two days later Abha gives up the
work and goes to her parents. In how many
days will Suneeta finish the remaining work
of embroidering the saree?
4. A and B can do a work in 45 and 40 days
respectively. They began the work together,
but A left after some time and B finished the
remaining work in 23 days. After how many
days did A leave?
5. A and B can do a piece of work in 12 days
and B and C can do it in 15 days. If all the
three work together, it can be finished in 10
it together?
6. A can do a piece of work in 10 days and B in
20 days. They work together but 2 days before
the completion of the work, A leaves. In how
many days was the work completed?
7. A can do a piece of work in 24 days, B in 36
days and C in 48 days. All the three began
the work together but after 4 days C left the
wor k. B lef t t he wor k 3 days bef or e the
completion of the work. In how many days
the whole work will be finished.
8. A can complete a job in 9 days, B can do the
same job in 10 days and C in 15 days. B and
C together started the work but had to leave
the work after 2 days. Find the number of
days in which A alone will be able to complete
the remaining job.
416
9. A can complete a work in 10 days, B in 12
days and C in 15 days. All of them began the
work together, but A had to leave the work
after 2 days of the start and B 3 days before
the completion of the work. How long did the
work last?
10. A and B can complete a piece of work in 8
days, B and C in 12 days and C and A in 15
days. In how many days can C alone complete
the work?
11. A certain number of persons can complete a
work in 100 days. If there were 10 persons
less, it would have taken 10 days more for
the work to be completed. How many persons
were in the beginning?
12. Hariram is thrice as good a workman as Kamal
and takes 10 days less than Kamal to complete
a piece of work. In how much time can Kamal
complete that work?
13. A is twice as good a workman as B and together
they can complete a piece of work in 14 days.
In how many days can it be done by A alone?
14. 10 persons begin to work together on a job
but after some days 4 persons leave. As a
r esult, t he job which could hav e been
completed in 40 days is completed in 50 days.
How many days after the commencement of
the work did the 4 persons leave?
15. A fort is provisioned for 32 days for some
K KUNDAN
soldiers. After 4 days, a reinforcement of 150
soldiers arrives and the food will last for 21
days only. How many soldiers were there in
the fort in the beginning?
16. A, B and C completes a piece of work in 25,
20 and 24 days respectively. All work together
for 2 days and then A and B leave the work.
3 days, then in how many days will 6 men and
C wor ks for next 8 days and t hen A
5 11 boys working together complete the same
alongwith D joins C and all finish the work
in next three days. In how many days D alone
can complete the whole work?
17. 64 persons can dig a trench 50 m long, 2 m
wide and 2 m deep in 5 days working 12
hours daily. In how many days, working 8
hours daily, will 80 persons dig anot her
trench 75 m long, 4 m wide and 3 m deep?
18. A contractor undertakes to build a house in 8
months. He plans to complete the work in
time with 210 men working 20 days in a
month at 6 hours a day. However, he manages
to get only 140 men and is allowed 12 months
to complete the work. If his men worked for
24 days a month, how many hours a day
should they work to complete the work?
19. 5 press compositors can set 600 pages of a
1 to complete the work in one day?
manuscript in 16 days of 10 hours each.
2 30.
Each page has 60 lines and each line has 40
Concept of Arithmetic
letters. In how many days of 8 hours each
will 10 compositor s set 1000 pages of a
manuscript, each page of 45 lines with 50
letters in each line?
2 0 . 75 boys do a piece of work in 24 days. How
many men will finish the double work in 20
days when one day work of 2 men is equal to
one day’s work of 3 boys?
21. If 38 men, working 6 hours a day, can do a
piece of work in 12 days find the number of
days in which 57 men, working 8 hours a
day, can do a piece of work twice as great,
supposing that 2 men of the first set do as
much work in one hour as 3 men of t he
1
second set do in 1 hours.
2
2 2 . A can do a piece of work in 30 days. B and C
together can do the same work in 20 days. A
2
and B worked together and completed of
3
the work in 12 days. How many days will be
required by C to complete the remaining work?
3
23. A does of a work in 12 days and finishes
10
the remaining work with the assistance of B
in 7 days. In how many days can B alone do
the whole work?
24. 15 persons working 8 hours a day can complete
a work in 21 days. How many days will 14
1
persons take to complete a work 1 times as
2
great, if they work 6 hours a day?
25. If 4 men or 6 boys complete a work in 20
wor k?
26. If 4 men or 8 boys complete a work in 15
days, then in how many days will 3 men and
4 boys working together complete thrice of
the work?
27. 1 man or 2 women or 3 boys complete a certain
work in 44 days. In how many days will 1
man, 1 woman and 1 boy working together
complete it?
28. If 8 men and 12 boys can finish a piece of
work in 12 days, in what time will 40 men
and 45 boys finish another piece of work 3
times as great supposing 16 men can do as
much work in 8 hours as 12 boys do in 24
hours?
29. A man, a woman and a boy can do a piece of
work in 3, 4 and 12 days respectively. How
many boys must assist one man and one woman
A can do a piece of work in 10 days, while B
can do the same in 30 days and C in 60 days.
Time and Work
If A is assisted by B and C respectively on
alternate days, find the number of days in
which the work will be finished.
31. If 3 men and 5 women do a piece of work in
8 days and 2 men and 7 children do the same
piece of work in 12 days, show that 10 women
can do as much work in a day as 21 children.
32. 2 men and 7 children together complete a job
in 16 days while 3 men and 8 childr en
complete it in 12 days. In how many days
will 8 men and 8 children working together
complete twice the job?
33. A and B could do a piece of work in 30 days.
After working for 10 days, they are assisted
by C and the work is finished in 10 days. If C
does as much work in 2 days as B does in 3
days, in how many days could A do the same
work alone?
34. It takes 8, 12 and 16 days for X, Y and Z
respectively to complete a work. How many
days will it take to complete the work if X
works on it for 2 days, then Y works on it for
until 25% of the work is left for Z to do, and
then Z completes the work?
35. A and B can do a work in 12 days while B
2
and C can do it in 6 days. After A had
3 45 days and employs 15 persons on it. At the
worked on it for 3 days and B for 4 days, C
K KUNDAN
finished the work in 7 days. In how many
days could each do the work separately?
36. A task can be completed by 3 men working
3
for a day, or by 8 women working for th of
4 of them working together complete the work
a day, or by 18 children working for half a
day. If 3 women and 3 children have already
been hired for a day, how many men should
be hir ed and for how many days f or t he
completion of the task?
37. A contractor estimated that one of his two
masons would take 9 hours to build a certain
Answers and explanations
1. It is given that A and B can polish the floors
of the building in 25 days.
1 25 45
Therefore, (A + B)’s 1 day’s work =
25
1 Hence, B alone can polish the floor in
Now, A alone can do of the work in 15
3
days.
 A alone can do t he complet e wor k in
(3 × 15) = 45 days.
1  100  50 
or, A’s 1 day’s work =
45
417
wall the other would take 10 hours. However,
he knew from experience that when t hey
worked together, 10 fewer bricks got laid per
hour. He put both the men on the job and
found that it takes exactly 5 hours to build
the wall. How much bricks did it contain?
38. A contractor undertook to finish a piece of
work in 150 days. He employed 20 men, 30
women and 75 children for it, but at the end
of 60 days, finding that one fourth of the work
was done, he dismissed all the women and
50 of the children and employed more men.
The work was then finished 5 days before
the stipulated time. Assuming that 3 men
could do as much work as 5 women and 2
women as much as 3 children, find the number
of additional men employed by the contractor.
39. A and B, working separately, can mow a field
in 12 and 15 hours respectively. They work
alternately, each for 1 hour, with A beginning
at 5 am. At what time will the mowing be
completed?
40. A and B together can do a piece of work in 12
days and B and C together in 15 days. If A is
twice as good a workman as C, in what time
will B alone do it?
41. A contractor undertakes to do a certain job in
end of 36 days the work is only half-done.
How many extr a persons should he now
employ to finish the work in time?
42. To do a certain piece of work, B takes four
times as long as A and C together and C takes
three times as long as A and B together. If all
in 12 days, how long would A alone take to
do the work?
43. A and B can complete a piece of work in 8
and 10 days respectively. However, they work
alternately, one day each, with A beginning
the work. In how much time will the work be
completed?
Now, B’s 1 day’s work = (A + B)’s 1 day’s work
1 1 95 4
– A’s 1 day’s work =   
225 225
225
4
1
days = 56 days.
4
3
2. Efficiency of Q =  P  P
 100  2
418 Concept of Arithmetic

 Time taken by Q to complete the work

23
2  Work done by B in 23 days =
 15 = 10 days 40
=
3 Now, according to the question,
1 85x 23
P’s 1 day’s work =  1
15 45  40 40
1 85x  23  45
Q’s 1 day’s work = or, 1
10 45  40
or, 85x + 23 × 45 = 45 × 40
1 1 23 1
 (P + Q)’s 1 day’s work =    or, 85x = 45 (40 – 23) = 45 × 17
15 10 30 6
45  17
 P and Q together will complete the work in x = = 9
6 days. 85
3. Suneeta can embroider a saree in 15 days.  required answer = 9 days.
Abha can embroider a saree in 10 days
1
1 5. Work done by A and B in 1 day =
12
 Suneeta’s 1 day’s work =
15
1
1 Work done by B and C in 1 day =
15
Abha’s 1 day’s work =
10
1
 (Suneeta + Abha)’s 1 day’s work Work done by A, B and C in 1 day =
10
 1 1  23 5 1
=      1
 15 10   30  30 6  Work done by 2A, 2B and 2C in 1 day =
or, (Suneeta + Abha)’s 2 days’ work 5
Work done by A + 2B + C in 1 day
 1 1

K KUNDAN
= 2    1 1 3
 6 3 =  
12 15 20
1 2  Work done by A and C in 1 day
 Remaining work = 1  
3 3
1 3 1
Now, = 
5 20 20
Suneeta completes the work in 15 days
 A and C together can do it in 20 days.
2 6. Suppose the work is finished in x days.
 Suneet a complet es of t he wor k in
3
x 2 x
Then,  1
 2 10 20
15   days = 10 days.
 3 [  A works for (x – 2) days.]
Hence, Suneet a will finish t he r emaining 2x  4  x
work of embroidering in 10 days. or, 1
20
4. A alone can do the work in 45 days.
B alone can do the work in 40 days. or, 3x – 4 = 20
or, 3x = 24
1 or, x = 8 days
 A’s 1 day’s work = and
45 Hence, the work was completed in 8 days.
7.  A, B and C do the piece of work in 24
1 days, 36 days and 48 days respectively.
B’s 1 day’s work =
40 1
 A’s, B’s and C’s 1 day’s work will be ,
1 1  45  40  24
 (A + B) ’s 1 day’s work =  = 
40 45  45  40  1 1
and respectively.
Let after x days A left the work. Therefore, A 36 48
and B together worked for x days.  Work done by all the three together in 4
 85x  days
 (A + B) ’s x days’ work =  
 45  40   1 1 1  13 13
Again, B works alone for 23 days. = 4     4 
 24 36 48  144 36
Time and Work 419

Again, in last 3 days, work done by B 9. Let the work is completed in x days.
1 1 According to the question,
= 3  A worked for 2 days.
36 12
B worked together for (x – 3) days.
13 1 20 5
 remaining work = 1     C worked for all x days.
36 12 36 9  A completes the work in 10 days.
Now, according t o t he quest ion, t his
remaining work is done by A and B. 1
 The work done by A in 1 day =
 1 1  5 10
(A + B)’s 1 day’s work =   
 24 36  72
2 1
5  The work done by A in 2 days = 
 of the work is done by (A + B) in 1 day. 10 5
72
5 1
 of t he work is done by (A + B) in Similarly, the work done by B in 1 day =
9 12
 The work done by B in (x – 3) days =
 72 5 
    8 days.
 5 9   x 3 1
  and the work done by C in 1 day =
Hence, total time taken to finish the work  12  15
= (4 + 3 + 8) = 15 days.
Alternative Method: x
 The work done by C in x days =
Let the work be finish in x days. 15
 Working time for A = (x – 3) days But the total work done is 1
Working time for B = x days
Working time for C = 4 days 1 x 3 x
   1
 Work done by them 5 12 15
(x  3) x x 12  5 (x  3)  4x
  1 1
24 36 48 or,
60
or, 6(x – 3) + 4x + 12 = 144

K KUNDAN
or, 10x = 150 or, 12 + 5x – 15 + 4x = 60
 x = 15 or, 9x = 63
Hence, total time taken to finish the work is 63
15 days.  x = = 7 days.
9
8.  A can complete the work in 9 days.
1 1
 A’s 1 day’s work = 10. (A + B)’s 1 day’s work =
9 8
 B can complete the work in 10 days.
1
1 (B + C)’s 1 day’s work = and
 B’s 1 day’s work = 12
10
 C can complete the work in 15 days. 1
(C + A)’s 1 day’s work =
1 15
 C’s 1 day’s work =
15 On adding all the three, we have
B and C worked for 2 days 1 1 1
 (B + C)’s 1 day’s work 2 (A + B + C)’s 1 day’s work =  
8 12 15
 1 1   3 2 1
=     15  10  8 33 11
 10 15   30  6 =  
120 120 40
1 1
 (B + C)’s 2 day’s work = 2   11 11
6 3  (A + B + C)’s 1 day’s work = 
40  2 80
 1 2  C’s 1 day’s work
Remaining work = 1    = (A + B + C)’s 1 day’s work –
 3 3
(A+B)’s 1 day’s work
1
Now, A does of the work in 1 day. 11 1 11  10 1
9 =   
80 8 80 80
2 2  C alone can finish the work in 80 days.
 A does of the work in  9 = 6 days.
3 3
420 Concept of Arithmetic

11. Let there be x persons in the beginning. 15. There is provision for food for 32 days in the
Now, x persons complete the work in 100 fort for some soldiers.
days and (x – 10) persons complete the work Let the number of soldiers be x initially.
in 110 days. After 4 days 150 more soldiers arrived.
Here there are two quantities person and day.  Now food is available for x soldiers for
Both are inversely proportional to each other. (32 – 4 =) 28 days.
ie less person, more days. But , due to ar rival of 150 soldier s, f ood
 x : (x – 10) :: 110 : 100 finished in 21 days only.
or, (x × 100) = (x – 10) × 110 Now the above question can be summarised
as “A fort is provisioned for 32 days for x
x 110
or,  soldiers and for 21 days for (x + 150) soldiers.
x  10 100 Find the value of x.”
or, 110x – 1100 = 100x Here there are two quantities: Soldiers and
or, 10x = 1100 Days.
Here inverse relation exists between number
1100
 x = = 110 of soldier s and number of days as when
10 number of soldiers increases, number of days
Hence, there were 110 persons originally. decreases.
12. Harir am is thrice as good a workman as
Kamal.
 Ratio of time taken by Hariram and Kamal
= 1 : 3
If difference of time is 2 days, Kamal takes 3 Hence,
days. 21 : 28 :: x : x + 150
If difference of time is 10 days, Kamal takes or, 21(x + 150) = 28x

3  x 21
 10  = 15 days. or, 
2  x  150 28
13. Let the time taken by B alone to complete the or, 28x = 21(x + 150)

K KUNDAN
work be 2x days. Since A is twice as good a or, 7x = 3150
workman as B, then time taken by A alone to 3150
complete the work = x days. or, x = = 450
7
Now,
Thus, t here were 450 soldiers in t he fort
1 initially.
Work done by A in 1 day =
x 16. Time taken by A to complete the work = 25 days.
Time taken by B to complete the work = 20 days.
1 Time taken by C to complete the work = 24 days.
Work done by B in 1 day =
2x A works for (3 + 2 =) 5 days.
Work done by (A + B) in 1 day 1 1
1 1   2 1  3  A’s 5 days’ work = 5 
=     25 5
 x 2x   2x  2x B works for 2 days.
3 1 2 1
Clearly,  
2x 14  B’s 2 days’ work =
20 10
or, 2x = 42
 3  68
42 C works for  2  8  3  days = days
 x = = 21  5  5
2
Hence, A alone can complete the work in 21 68 68 17
 C’s days’ work = 
days. 5 5  24 30
14. Suppose 4 persons leave after x days. It means Let D complete the work in x days.
that 10 persons work for x days and (10 – 4 =)
6 persons work for (50 – x) days. Then 1
 D’s 1 day’s work =
40 days’ work done by 10 persons = x days’ x
work done by 10 persons + (50 – x) days’ work D works for 3 days.
done by 6 persons
or, 10 × 40 = 10x + 6(50 – x) 3
 D’s 3 days’ work =
or, 4x = 100 x
or, x = 25 days.
Time and Work 421

Now, according to the question, Hence,

1 1 17 3 12 : 8
   1 
5 10 30 x 140 : 210  :: 6 : x
6  3  17 3 24 : 20 
or,  1
30 x or, 12 × 140 × 24 : 8 × 210 × 20 :: 6 : x
26 3 (Compounding the ratios)
or,  1 or, 12 × 140 × 24 × x = 8 × 210 × 20 × 6
30 x
(  Product of extreme terms = Product of mean
3 26 4 2 terms)
or,  1  
x 30 30 15 8  210  20  6
or, x = = 5
15  3 45 1 12  140  24
or, x =   22
2 2 2  the required answer = 5 hours.
19. Here are t he f ollowing quantit ies :
1
Hence D alone can complete the work in 22 Compositors, Pages, Hours, Lines, Letters and
2 Days. We have to calculate number of days.
days. Following relationships exists:
17. Here there are following quantities : Persons, More compositors, less days (Inverse)
Length, Width, Depth, Days and Hours and More pages, more days (Direct)
we have to find the number of days. Less hours, more days (Inverse)
Let the number of days be x. Less lines, less days (Direct)
Relat ionships bet ween days and ot her More letters, more days (Direct)
quantities exist as given below: Clearly,
More persons, less days (Inverse)
More length, more days (Direct)
More width, more days (Direct)
More depth, more days (Direct)
Hence,

K KUNDAN
Less hours, more days (Inverse)

10 : 5
600 : 1000 
1 
8 : 10  :: 16 : x
Hence, 2
80 : 64 60 : 45 
8 : 12 40 : 50 

50 : 75  :: 5 : x
or, 10 × 600 × 8 × 60 × 40 :
2 : 4
 21
2 : 3
5 × 1000 × × 45 × 50 :: 16 : x
or, 80 × 8 × 50 × 2 × 2 : 64 × 12 × 75 × 4 × 3 :: 5 : x 2
(Compounding the ratios) (Compounding the ratios)
or, 80 × 8 × 50 × 2 × 2 × x = 64 × 12 × 75 × 4 × 3 × 5
(  Product of extreme terms = Product of mean or, 10 × 600 × 8 × 60 × 40 × x
terms)
21
64  12  75  4  3  5 = 5 × 1000 × × 45 × 50 × 16
2
or, x = = 27 days
80  8  50  2  2 (  Product of extreme terms = Product of mean
18. Here there are four quantities : Men, Days, terms)
Months and Hours. We have to calculate 5  1000  21  45  50  16
number of hours. x=
10  600  8  60  40  2
Following relationships exist:
Less men, more hours (Inverse) 37800 37800
More days, less hours (Inverse) = = = 16.40
48  48 2304
More months, less hours (Inverse)  required number of days = 16.40 days.
Clearly, 2 0 . 3 boys = 2 men
2
 75 boys =  75 = 50 men
3
 1 work is finished in 24 days by 50 men
422 Concept of Arithmetic

 1 work is finished in 1 day by 50 × 24 men

1 : 2
50  24 
8 : 6 :: 12 : x
 1 work is finished in 20 days by
20 57 : 85 .5 
men
or, 1 × 8 × 57 : 2 × 6 × 85.5 :: 12 : x
 2 wor ks are f inished in 20 days by
(Compounding the ratios)
50  24  2  1 × 8 × 57 × x = 2 × 6 × 85.5 × 12
= 120 men.
20 (  Product of extreme terms = Product of mean
Alternative Method: terms)
From the above we know that 75 boys = 50 2  6  85 .5  12
men or, x = = 27 days.
1  8  57
Here, there are three quantities : Days, Work
and Men. We have to calculate the number of 2 2 . A can do a piece of work in 30 days.
men. 1
Here following relationships exist:  A’s 1 day’s work =
30
Less days, more men (Inverse)
More work, more men (Direct) (B + C) can do the same work in 20 days.
Clearly, 1
 (B + C)’s 1 day’s work =
20

2
(A + B) can do of the work in 12 days.
Hence, 3
 (A + B) can do the whole of the work in
20 : 24
 :: 50 : x 12  3
1 : 2 = 18 days.
2
or, 20 × 1 : 24 × 2 :: 50 : x
(Compounding the ratios) 1

K KUNDAN
or, 20 × 1 × x = 24 × 2 × 50  (A + B)’s 1 day’s work =
18
(  Product of extreme terms = Product of mean B’s 1 day’s work
terms) = (A + B)’s 1 day’s work – A’s 1 day’s work
24  2  50  1 1  2 1
x= = 120 =    
20  18 30  90 45
 required answer = 120 men.  B can complete the work in 45 days.
1 C’s 1 day’s work
21. 1 hour work of 2 men of first group = 1 hours = (B + C)’s 1 day’s work – B’s 1 day’s work
2
work of 3 men of second group 1 1 1
=  
1 hour work of 2 men of first group = 1 hour 20 45 36
work of 4.5 men of second group  C can complete the work in 36 days.
( if 3 men do a work in 1.5 hours, it will be
completed in 1 hour by 3 × 1.5 = 4.5 men)  2 1
 2 men of first group = 4.5 men of second Remaining work = 1   
 3 3
group
 C can do the whole of the work in 36 days.
or, 4 men of first group = 9 men of the second
group 1  1 
 C can do of the work in  36    12
9 3  3 
or, 38 men of the first group = 38  = 85.5
4 days.
men of the second group 23. Let B alone can do the work in x days.
 the problem has changed as follows
1
 1 day’s work of B =
x

3
Here, following relationships exist: A finishes of the work in 12 days.
10
(i) more work, more days (Direct)
(ii) more hours per day, less days (Inverse) 1 3 1
 1 day’s work of A =  
(iii) less men, more days (Inverse) 12 10 40
Time and Work 423

3 7 6 6
Remaining work = 1   or, 6 men = = 9 boys
10 10 4
 6 men + 11 boys = 9 boys + 11 boys = 20 boys
1 1
 1 day’s work of A and B =   6 boys complete a work in 20 days.
x 40  1 boy complete a work in (20 × 6) days.
As A and B finished the remaining work in 7  20 boys complet e the same wor k in
days, the work done by them in 7 days
 20  6 
   6 days.
1 1   20 
= 7  
 x 40  26.  4 men = 8 boys
1 1  7 8 
or, 7    1 man =    2 boys
 x 40  10 4 
1 1 1 3 men + 4 boys = (3 × 2) boys + 4 boys = 10 boys
or,   Here, we have three quantities: Boys, Work
x 40 10
and Days. We have to calculate number of
1 1 1 4 1 3 days. Here following relationships exist:
or,     More boys, less days (Inverse)
x 10 40 40 40
More work, more days (Direct)
1 Clearly,
or, x = 13
3
1
 B alone can do the work in 13 days.
3 Hence,
24. Here t here ar e the following quantities :
Persons, Hours, Work and Days. We have to 10 : 8
:: 15 : x
calculat e number of days. Following 1 : 3

K KUNDAN
relationships exist: or, 10 × 1 : 8 × 3 :: 15 : x
Less persons, more days (Inverse) (Compounding the ratios)
Less hours, more days (Inverse) or, 10 × 1 × x : 8 × 3 × 15
More work, more days (Direct) (  Product of extreme terms = Product of mean
Clearly,
terms)
8  3  15
 x = = 36
10
Hence,  required answer = 36 days.
27. 1 man = 3 boys

14 : 15  2 women = 3 boys

6 : 8  :: 21 : x 3
3  1 woman = boys
1 : 2
2 
 1 man + 1 woman + 1 boy
3
or, 14 × 6 × 1 : 15 × 8 × :: 21 : x 3
2 = 3 boys + boys + 1 boy
2
(Compounding the ratios)
11
3 = boys
or, 14 × 6 × 1 × x = 15 × 8 × × 21 2
2
(  Product of extreme terms = Product of mean
 3 boys complete the work in 44 days.
 1 boy complete the work in (44 × 3) days
terms)
11  44  3  2 
15  8  3  21  boys complete the work in  
 x = = 45 2  11 
14  6  2
24 days.
Hence required answer = 45 days.
28.  The work is completed by 16 men in 8
25. 4 men = 6 boys
hours
6 The work is completed in 1 hour by (16 × 8)
or, 1 man = boys men.
4
424 Concept of Arithmetic

In the same manner,

60
 The work is completed by 12 boys in 24 The whole work is done by A and C = days
hours. 7
 The work is completed in 1 hour by
 2 7 1
(12 × 24) boys.  In the first 2 days    of the work
 (16 × 8) men = (12 × 24) boys  15 60  4
is done.
16  8 4
or, 1 boy = man = man
12  24 9  1  3
 In 6 days   6  of the work is done.
 2 4  4
4 40
Now, 8 men + 12 boys = 8  12   men
9 3  3 1
 Remaining work = 1    of the work.
 4 4
4
and 40 men + 45 boys = 40  45   60 men
9 1 2 7
In 1 day A and B do the work =  
4 15 60
40
 men do 1 work in 12 days Now, we have (A + C)’s turn to work.
3
7
 40  A and C together do of the work in 1 day.
 1 man do 1 work in 12   days and 60
 3  Total time = 6 + 1 + 1 = 8 days.
31. 3 men + 5 women can do the work in 8 days
 12  40 
 60 men do 1 work in   days.  24 men + 40 women can do the work in 1
 60  3  day
Again 2 men + 7 children can do the work in
 12  40  3 
 60 men do 3 work in    8 days 12 days
 3  60  24 men + 84 children can do the work in 1
 The required time is 8 days. day
29. Let x boys assist one man and one woman to Hence, 24 men + 40 women = 24 men + 84

K KUNDAN
complete the work in 1 day. children
or, 40 women = 84 children
1
Part of the work done by the man in 1 day = or, 10 women = 21 children.
3 32.  In 16 days a piece of work is done by
Part of the work done by the woman in 1 day (2 men + 7 children)
1  In 1 day the same piece of work is done by
= 16(2 men + 7 children)
4
 In 12 days a piece of work is done by
x (3 men + 8 children)
Part of the work done by x boys in 1 day =  In 1 day the same piece of work is done by
12
12(3 men + 8 children)
1 1 x  16(2 men + 7 children) = 12(3 men + 8
and,   1 children)
3 4 12
or, 32 men + 112 children = 36 men + 96
x 1 1  7  5 childr en
or,  1      1  
12  3 4   12  12 or, 4 men = 16 children
 1 man = 4 children
x= 5
Now,
 number of boys = 5
2 men + 7 children = 8 children + 7 children
30. According to the question, on the first day A
= 15 children
and B together do the work whereas on the
8 men + 8 children = 32 children + 8 children
second day A and C together do the work.
= 40 children
 1 1  4 2  15 children complete a piece of work in
1 day’s work of A and B =    
 10 30  30 15 16 days.
 1 child completes the same piece of work
15 in (16 × 15) days.
The whole work is done by A and B = days  40 children complete the same piece of work
2
 16  15 
 1 1  7 in   days.
1 day’s work of A and C =     40 
 10 60  60
Time and Work 425

 40 children complete the twice of the work  A’s 1 day’s work

= (A + B)’s 1 day’s work – B’s 1 day’s work
 16  15  2 
in   days = 12 days. 1 1 32 1
 40    
=
Alternative Method: 30 45 90 90
Here, we have three quantities : Children,  A alone can finish the work in 90 days.
Work and Days. We have to calculate the
1
number of days. Here, following relationships 34. X’s 1 day’s work =
exist: 8
More children, less days (Inverse) 1
More work, more days (Direct) Y’s 1 day’s work =
12
Clearly,
1
Z’s 1 day’s work =
16
 X works for 2 days.
Hence, 1  1
 X’s 2 days’ work =   2  
40 : 15
:: 16 : x 8  4
1 : 2  According to the question,
or, 40 × 1 : 15 × 2 :: 16 : x 25% of the work will be completed by Z.
(Compounding the ratios)
or, 40 × 1 × x = 15 × 2 × 16 25 1
Therefore, Z does  of the work.
(  Product of extreme terms = Product of mean 100 4
terms) 1
15  2  16  Z does of the work in 1 day.
16
 x = = 12
40
1  1
 required answer = 12 days.  Z does of the work in 16   = 4 days.
4  4

K KUNDAN
1 Let Y work for x days.
33. (A + B)’s 1 day’s work =
30
1
1 1  Y’s 1 day’s work =
(A + B)’s 10 days’ work = 10   12
30 3
1 2 x
Remaining work = 1    Y’s x days’ work =
3 3 12
Now, Again, since the whole work is 1.

2 1 x 1
   1
 (A + B + C)’s 10 days’ work = 4 12 4
3
x 1 1  1 1
2 1 or,  1      1   
 (A + B + C)’s 1 day’s work =  12 4 4  2 2
3  10 15
 C’s 1 day’s work= (A + B + C)’s 1 day’s 12  1
x = = 6
work – (A + B)’s 1 day’s 2
work Hence Y works for 6 days.
1 1 2 1 1  Total number of days in which work is
=    completed 2 + 6 + 4 = 12 days.
15 30 30 30
35. Let A, B and C’s daily work be x, y and z.
 C alone can finish the work in 30 days. Since A and B completes the work in 12 days,
Now, it is given that C does as much work in
2 days as B does in 3 days. 1
A and B’s one day’s work = x + y =
 The work which C does in 30 days, will be 12
 3  1
done by B in  30    45 days. x= y
 2  12
 B alone will finish the work in 45 days. Similarly, both B and C can complete the work
1 2 20
 B’s 1 day’s work = in 6 days = days
45 3 3
426 Concept of Arithmetic

Time taken by 8 women to complete the work

3
 B and C’s one day’s work = y + z = 3
20
= day
4
3
z = y Time taken by 18 children to complete the
20 wor k
Also, 3x + 4y + 7z = 1
Substituting the above value of x and y, we 1
= day
get 2
Now,
 1   3 
3  y   4y  7 y 1 Time taken by 1 man to complete the work
 12   20  = 3 days
The time taken by 1 woman to complete the
3 ( 1  12y) 7 ( 3  20y)
or,  4y  1 wor k
12 20
3
( 1  12y) 21  140y =  8 = 6 days
or,  4y  1 4
4 20
1
5  60y  80y  21  140y Work completed by 1 woman in one day =
or, 1 6
20 Work completed by 3 women in one day
or, 26 – 120y = 20
or, 120y = 6 3 1
= =
6 2
1
y = Time taken by 1 child to complete the work
20
1
Putting this value of y in the equation given =  18 = 9 days
above 2

1 1

K KUNDAN
or, x = y Work completed by 1 child in 1 day =
12 9
Work completed by 3 children in 1 day
1 1
or, x = 
12 20 3 1
= 
9 3
53
or, x = So, work completed by 3 women and 3 children
60
1 1 5
2 1 in one day =  
or, x =  2 3 6
60 30
5 1
Similarly, Work to be completed = 1  
6 6
3
z = y
20 1
 The time taken by 1 men to complete
6
3 1
or, z = 
20 20 1 1
work = 3  day
6 2
2 1
or, z =  So, 1 man should be hired for one day.
20 10 37. Let the number of bricks in the wall be x.
Part of the wall built by both in one hour will
1 1
A, B and C’s one day’s work is , and be
30 20
1 1 19
1 =  
respectively. 9 10 90
10  time taken to complete the wall when both
 A, B and C can complete the work in 30,
20 and 10 days respectively. 90
are working will be = hour
36. From the question, 19
Time taken by 3 men to complete the work
= 1 day
Time and Work 427

According to the question, Hence,

90 1 3
Both will take hours to fix x numbers of :
19 4 4  :: 68 : x
bricks. 

19 85 : 60 
So, number of bricks fixed in one hour = x
90
1 3
But they will fix x number of bricks in 5 hours. or, × 85 : × 60 :: 68 : x
4 4
x (Compounding the ratios)
Bricks fixed in 1 hour will be
5
1 3
Since when both are working together, they or, × 85 × x = × 60 × 68
both fix 10 bricks less 4 4
(  Product of extreme terms = Product of mean
19x x
  10 terms)
90 5
3  60  68  4
19x  18x  x = = 144
 10 85  4
or,
90 Again, from the question,
or, x = 900 Since all the women and 50 children were
The number of bricks in the wall is 900. dismissed, hence the number of woman = 0
38.  5 women = 3 men and the number of children = (75 – 50 =) 25
Now,
3
 1 woman = man  2
5
20 men + 25 children =  20  25   = 30 men
 3 children = 2 women  5
 Number of additional men = (144 – 30)
2
 1 child = woman = 114 men.

K KUNDAN
3 39. According to the question,
2 3 2 1
=   man Work done by A in first hour =
3 5 5 12
 20 men + 30 women + 75 children
1
 3 2 Work done by B in second hour =
15
=  20  30   75   men
 5 5  Work done in two hours
= 20 + 18 + 30 = 68 men 1 1 54 3
According to the question,  =  
12 15 60 20
1 or, Work done by (A + B) in 12 hours
Time required for of the work = 60 days.
4
3 12 9
 = 
 1 3 20 2 10
 Remaining work = 1    of the work. Now, in 13th hour, it is the turn of A
 4 4
Now, number of days required for the rest of or, Work done in 13 hours
the work = (150 – 60) – 5 = 85 days. 9 1 54  5 59
Here we have three quantities: Work, Day,  = 
10 12 60 60
and Men. We have to calculate number of men.
or, Remaining work after 13 hours
Here following relationships exist:
More work, more men (Direct) 59 1
More days, less men (Inverse) = 1 
60 60
Clearly,
1
or, Time taken by B to do work
60

1 1 15 1
=    hour = 15 minutes
1 60 60 4
15
428 Concept of Arithmetic

 Total time taken to complete the whole work 42. Let A and B together complete the work in x
= 13 hours + 15 minutes days.
Hence, mowing will be completed at
1
5 am + 13:15 hours = 18:15 hours  (A + B)’s 1 day’s work =
= 6:15 pm x
40. Let A alone complete the work in x days. According to the question,
 C alone will take 2x days to complete it.
1
Let B alone complete the work in y days. C’s 1 day’s work =
According to the question, 3x
Again, let (A + C) complete the work in y days.
1 1 1
  ......(i) and 1
x y 12
 (A + C)’s 1 day’s work = y
1 1 1
  ......(ii) 1
y 2x 15
B’s 1 day’s work = 4y
Subtracting equation (ii) from (i),
1 1 1 1 1 1
   Now, A + B = and B = 4y
x 2x 12 15 x

2 1 5  4 1 1
or,   A’s 1 day’s work = x  4y ......(i)
2x 60

1 1 1 1
or, 
2x 60 A + C = y and C =
3x
60 1 1
or, x = = 30
2  A’s 1 day’s work = y  3x ......(ii)
From equation (i),

K KUNDAN
From equations (i) and (ii),
1 1 1
  1 1 1 1
30 y 12   
x 4y y 3x
1 1 1 52 3 1
or, y  12  30  60  60  20 1

1

1

1
or, x 3x 4y y
 B alone will complete the work in 20 days.
41. Here, there are three quantities: Days, Work 4 5
and Men. or, 
3x 4y
Following relationship exists:
Less days, more men (Inverse) or, 16y = 15x ......(iii)
Less work, less man (Direct) 1 1 16
Now, (A + C)’s 1 day’s work =   ;
y 15 x 15 x
16

1
(A + B)’s 1 day’s work = and
x
Where x = number of men 1 1
9 : 36  (B + C)’s 1 day’s work = 4y  3x

 :: 15 : x
1 1 1 1 4 1 9
: =    
2 2  15 x 3x 15 x 3x 15 x
4
1 1 16
or, 9 × × x = 36 × × 15 Now, adding to above three,
2 2
2(A + B + C)’s 1 day’s work
36  15
or, x = = 60 16 1 9 40 8
9 =    
15 x x 15 x 15 x 3x
 Number of additional men = (60 – 15 =) 45.
Time and Work 429

 (A + B + C)’s 1 day’s work

1 1 54
43. Work of A and B for first 2 days  
8 1 4 8 10 40
=  
3x 2 3x
9
Again, according to the question, = of the whole of the work.
40
1
(A + B + C)’s 1 day’s work = 8 9 9
12 Work of A and B for 8 days =   of
2 40 10
4 1 the whole of the work.
 
3x 12 9 1
Remaining work after 8 days = 1   of
or, 3x = 4 × 12 10 10
4  12 the whole of the work.
 x = = 16 Since both A and B work alternately one day
3
each, with A beginning the work. It is the
From equation (iii), turn of A for ninth day.
16y = 15x
or, 16y = 15 × 16 1
 of the whole of the work is completed
15  16 8
y = = 15 by A in 1 day.
16
1
1 1  Remaining of t he wor k will be
 A’s 1 day’s work = x  4y 10

 8  4
1 1 1 1 15  4 11 completed by A in   day.
=       10  5
6 4  15 16 60 240 240
Hence the required time to complete the work
240 4  4
 A alone will complete the work in 
= 8   8

K KUNDAN
11 days.
 5  5
days.
 Chapter-26
Speed, Time and Distance
Speed
If the location of an object changes with time then
it is said to be in motion. A bus running on a road,
an ant crawling on a floor, a monkey climbing up
a greased pole etc — all are the examples of objects
in motion because the locations of these objects
keep on changing wit h respect to t heir
surroundings.
Let an object move from a point A to the point B
through any path, then the actual length of the
path followed by the object is called the distance
travelled by the object. The rate at which any
moving body covers a particular distance is called
its speed.
Distance travelled
 Speed =
Time taken
1 km/hr will cross the another train B moving in
If the distance is constant, Speed 
Time
Distance
 Time = Speed
If the time is constant, Distance  Speed
Distance = Time × Speed.
If the speed is constant, Distance  Time
We can say that for constant distance travelled,
speed is inversely proportional to the time taken.
This can be explained by a simple example. To
cover a distance of 100 kms, if a person goes at
the speed of 25 kmph, he will require 4 hours to
complete the journey and travelling at a speed of
50 kmph, 2 hours will be required.
(a) Uniform Speed
If the object covers equal distance in equal time
intervals, howsoever small the interval may be then
its speed is called the uniform speed.
(b) Variable Speed
If the object travels different distances in equal
intervals of time, then its speed is called a variable
speed. In this case t he speed changes fr om
instance to instance.
The Relative Speed
(i) Objects are moving in opposite directions
The relative speed of one object with respect to
t he ot her , will have magnit ude gr eater than
individual speed of each object. This is why, for
example, a train A moving with speed 10 km/hr
will cross another t rain B moving in opposite
directions with speed 25 km/hr, with a relative
speed of (10 + 25 =) 35 km/hr which is greater
than the individual speed of either train.
(ii) Objects are moving in same direction
The relative speed of one object with respect to the
other, will have magnitude either less than or greater
than individual speed of each object. This is why,
for example, a train A moving with the speed of 20
same direction with the speed of 15 km/hr, with a
relative speed of (20 – 15 =) 5 km/hr which is less
than the individual speed of either train.
Take another example, a train A moving with
the speed of 60 km/hr will cross the another train
B moving in same direction with the speed of
20 km/hr with a relative speed of (60 - 20 =)
40 km/hr which is less than the tr ain A and
greater than the train B.
Average Speed
Total Distance Covered
Average Speed =
Total Time Taken
For example, A person divides his total route
of journey into three equal parts and decides to
travel the three parts with speed of 40, 30 and
15 km/hr respectively. Find his average speed
during the whole journey.
Let the three equal parts of journey be x km.
Time taken to travel first part of the journey
 x 
=   hour
 40 
Time taken to travel second part of the journey
 x 
=   hour
 30 
450 Concept of Arithmetic

Time taken to travel third part of the journey An Important Result

 x  If two persons (or trains) A and B start at the same
=   hour
 15  time in opposite directions from two points, and
arrive at the point in a and b hours respectively
 x x x  after having met, then
 Total time taken =     hours
 40 30 15  A’s rate : B’s rate = b : a .
Total distance travelled = x + x + x = 3x km
Proof: Suppose A starts from P and B starts from
Total Distance Travelled Q and they meet at R.
Average Speed =
Total Time Taken

x Let A’s rate be x km per hour, and B’s rate

= km/hr be y km per hour.
 x x x 
    QR = ax km, PR = by km.
 40 30 15 
Now time t aken by A in t r av elling the
= 24 km/hr
by
Units of Measurement distance by km is hours.
x
Time is measured in seconds (s), minutes (min) or And t ime t aken by B in tr avelling the

K
hours (hr) ax
Distance is usually measured in metres (m), distance ax km is hours.
y
kilometres (km), miles, yards or feet.
Speed is usually measured in metres per second Since both start at the same time and meet,
(mps), kilomet res per hour (kmph or those two times must be equal. Hence
km/hr) or miles per hour (mph).
ax by x2 b x b
    
Conversion of units y x y2 a y a
1 hour = 60 minutes = (60 × 60) seconds. For example, A man sets out to cycle f rom
1 kilometre = 1000 metres Bhiwani to Rohtak, and at the same time another
8 kilometres = 5 miles man starts from Rohtak to cycle to Bhiwani. After
1 yard = 3 feet passing each other they complete their journeys

KUNDAN
1 kilometre 1 4
1 kilometre per hour = in 3 and 4 hours respectively. At what rate
1 hour 3 5
1000 metres 5 does the second man cycles if the first cycles 8
= (60  60) seconds  18 metre per second km per hour?
We proceed as follows:
 18 kilometres per hour = 5 metres per second
[To convert kilometres per hour into metres 4
4
per second we multiply the given speed in First man' s rate 5  6

Second man' s rate 1 5
5 3
kilometres per hour with . And to convert 3
18
metres per second into kilometres per hour 8 6
we multiply the given speed in metres per or 
Second man' s rate 5
18
second with .] 5 2
5  second man’s rate = 8 = 6 km per hour.
6 3
5
1 kilometre per hour = mile per hour.
8

22
1 mile per hour = feet per second.
15
Speed, Time and Distance 451

Solved Examples
Ex. 1: A man walks 22.5 km in 5 hours. How Now, 1 hour = 60 minutes
much he will walk in 4 hours? = (60 × 60) seconds
Soln: We have, distance covered = 22.5 km, = 3600 seconds
time taken = 5 hours.  Distance covered by the goods train in
one hour = (Speed × Time)
Distance
 Speed = = (4 × 3600) metres
Time
 3600 
 22 .5  = 4   km
 1000 
or, Speed =   km/hr = 4.5 km/hr
 5 
Now, Distance = Speed × Time 72
=km = 14.4 km
or, Distance covered in 4 hours 5
= (4.5 × 4) km = 18 km. Thus, the distance covered by the goods
Hence, the man will walk 18 km in 4 train in 1 hour = 14.4 km.
hours. Hence, the speed of the t rain is 14.4
Ex. 2: A car travels at the speed of 72 km/hr. km/hr.

K
How many metres will it travel in one Ex. 4: A man travels some distance at a speed
second? of 12 km/hr and returns at 9 km/hr. If
Soln: We have, speed of the car = 72 km/hr the total time taken by him is 2 hours
20 minutes, find the distance.
1
Time = 1 sec = minute Soln: Let the distance be x km. Then,
60
x
time taken at 12 km/hr = hour
 60 seconds  1minute  12
 1 
 1 sec  minute   x 
 60  =   60  minutes = 5x minutes.
 12 
 1 
=   hour
x
 60  60 
Time taken at 9 km/hr = hour
9

KUNDAN
 1 
60 minutes  1 hour 1 minute  60 hour  x  20x
  =   60  minutes = minutes.
 1 minute  1
hour  9  3
 60 60  60  Since the total time taken is 2 hours 20
Now, Distance = Speed × Time minutes ie 140 minutes.
 Distance covered in one second Now, according to the question,
= Speed × Time 20
5x  x  140
 1  3
=  72   km
 3600 
15x  20x
or,  140
 1  3
=  72   1000  m
 3600  35 x
[  1 km = 1000 m] or,  140
3
 1  or, 35x = 3 × 140
=  72   10  m = 20 m.
 36  3  410
Thus, the car will travel 20 metres in 1 or, x =
35
sec.  x = 12
Ex. 3: The speed of a goods train is 4 m/sec. Hence, the distance is 12 km.
What is its speed in km/hr? Ex. 5: Walking at 4 km/hr, a person reaches
Soln: In order to find the speed of the goods his office 5 minutes late. If he walks
t r ain in km/hr , we hav e t o find t he at 5 km/hr, he will be 4 minutes too
distance travelled (in km) by it in one hour. early. Find the distance of his office
We have, from his residence.
Speed = 4 m/sec and Time = 1 hour.
452 Concept of Arithmetic

Soln: Let the required distance be x km. When the person walks at 5 km/hr, then
x x 4
Time taken at 4 km/hr = hours t
4 5 60

x  x 1
=   60  minutes = 15x minutes or, t ....(ii)
4  5 15
Now, subt r act ing equat ion (ii) fr om
x equation (i), we have,
Time taken at 5 km/hr = hours
5
x x  1   1 
x 
 = t    t  
4 5  12   15 
=   60  minutes = 12x minutes
5 
1 1 54 9
Since the diff er ence bet ween t he two =  = =
times taken is (5 + 4) = 9 minutes. 12 15 60 60
 15x - 12x = 9
5 x  4x 9
or, 3x = 9 or, 
20 60
9
or, x = = 3. x 9
3 or, 

K
Hence, the required distance is 3 km. 20 60
Alternative Method I: 9  20
Let the distance to the office be 1 km. x = = 3
60
Then, time taken to cover 1 km at the rate
of 4 km/hr Hence, the required distance is 3 km.
Ex. 6: A gun is fired at a distance of 3.32 km
Distance 1 away from Rohit. He hears the sound
= Speed  4 hour
10 seconds later. Find the speed of the
sound.
1  Soln: Since Rohit is at a distance of 3.32 km
=   60  = 15 minutes from the gun and he hears the sound 10
4 
Time taken to cover 1 km at the rate of 5 seconds later. This means that in 10
km/hr seconds sound covers a distance of 3.32

KUNDAN
km.
Distance 1  Distance covered = 3.32 km
= 
Speed 5 hour = (3.32 × 1000) metres
= 3320 metres
1  and, time taken = 10 seconds.
=   60  = 12 minutes
5  Distance
 Difference in time taken Now, Speed =
Time
= (15 – 12) = 3 minutes
But the actual difference in time 3320
= (5 + 4) = 9 minutes  Speed = m/sec = 332 m/sec.
10
Thus, when the difference in time taken Ex. 7: A man travels a distance of 18 km from
is 3 minutes, the distance to office = 1 km his house to an exhibition by tanga at
 If the difference in time is 9 minutes, 15 km/hr and returns back on cycle at
1  10 km/hr. Find his average speed for
the distance to office =   9  = 3 km
3  the whole journey.
Hence the distance to office = 3 km. Soln: Time taken by a man to reach exhibition
Alternative Method II: from his house
Let x km be the distance of office of the
Distance 18 6
person and t hours be the time required = = hours = hours
to reach the office by the person. Speed 15 5
When the person walks at 4 km/hr, then Time taken by a man to reach his house
x 5 from the exhibition
t
4 60 Distance 18 9
= Speed = hours = hours
10 5
x 1
or, t ....(i)
4 12
Speed, Time and Distance 453

 Total time of journey  They are 16 km apart in

6 9 15 16 32 6
=    hours = hours = 3 hours.  2 hours.
5 5 5 1 13 13
6
Total distance covered 2
= (18 + 18) km = 36 km (iv) From (ii), discussed above,
 Average speed for the whole journey  1 1
They are  3  3   km apart in 1 hour.
Total Distance Covered  2 2
=  They are 16 km apart in
Total Time Taken

36 16
= 32 hours.
=km/hr = 12 km/hr 1
3
2
Ex. 8: Two men A and B start from a place P
Ex. 9: A train travelling 25 km an hour leaves
1 Delhi at 9 am and anot her t rai n
walking at 3 km and 3 km an hour
2 travelling 35 km an hour starts at 2
respectively. How many km will they pm in the same direction. How many
km from Delhi will they be together?
1 Soln: Let the required distance be x km.
be apart at the end of 2 hours,

K
2 A train leaves Delhi at 9 am and another
(i) if they walk in opposite train leaves Delhi at 2 pm in the same
directions? direction.
( i i) if they walk in the same direction? ie difference of time = 5 hours.
What time will they take to be 16 Distance travelled by the first train in 5
km apart, hours = (25 × 5) = 125 km
( i ii ) if they walk in the opposite Now, according to the question,
directions? Time taken by the train to cover (x – 125)
( iv) if they walk in the same direction? km is equal to the time taken by the second
Soln: (i) When they walk in opposite directions, train to cover the distance of x km.
Their relative velocity will be
x x  125
 
 1  1 35 25
3  3  6 km

KUNDAN
 2  2 or, 25x = 35x – 35 × 125
35  125 875 1
1 x=   437
ie, They will be 6 km apart in one hour. 10 2 2
2
 The distance from Delhi after which
1 1
 in 2 hour s t hey will be
2 they will be together = 437 km.
2
 1 1  1 Alternative Method :
 6  2   16 km apart. The first train has a start of 25 × 5 km
 2 2  4
and the second train gains (35 – 25) or 10
(ii) When they walk in same direction, km per hour.
Their relative velocity will be  the second train will gain 25 × 5 km in
 1 1 25  5 1
3  3  km or 12 hours.
 2 2 10 2
1  the required distance from Delhi
ie, They will be km apart in one hour.
2 1 1
= 12  35 = 437 km.
2 2
1 1 1  1
 in 2 hours they will be   2   1 3
2 2 2  4 Ex. 10: Walking of his usual speed, a person
4
km apart.
(iii) From (i), discussed above, 1
is 1 hours late to his office. Find his
 1  1 2
They will be  3  3   6 km apart in usual time to cover the distance.
 2  2
Soln: It is easy to see that if the speed of a train
one hour. or man be changed in the ratio of a : b,
454 Concept of Arithmetic

then the time required to travel a certain Soln: Suppose I have to walk 1 km.
distance will be changed in the ratio of
1
b : a. To walk 1 km, I require hour in the
3
3
Since the man walks at of his usual 1
4 first case, and hour in the second case.
4
4
rate, the time that he takes is of his 1 1
3
Therefore, I save    hour in the first
usual time. 3 4

4 1 1
 of usual time = usual time + 1 hours. case, and hour in the second case.
3 2 4

1 1
 of usual time = 1 hours.
3 2
1 1
 usual time = 1  3 hours = 4
2 2
Alternative Method :
1 1
Thefore, I save    hour or 5 minutes
3 4
in the second case. But , by the question,
hours. I save (40 + 30) or 70 minutes.
Hence the required distance
= (70  5 =) 14 km.

K
Let the usual speed of the person be x km/ Alternative Method :
hr and the distance of his office = D km. Let the required distance be D km.
His usual time to cover the distance Time taken to cover D km at 3 km/hr
D
=   hours D
x  =   hour
Now, according to the question, 3
Time taken to cover D km at 4 km/hr
3
Speed = of his usual speed D
4
=   hour
4
3  Total difference in time
=  x  km/hr
4  = 40 minutes late + 30 minutes early
Time taken to cover the distance D km

KUNDAN
 70  7
= 70 minutes =   hours
   60  6
 D  4D
=   hours Now, according to the question,
 3x  3x
  D D 7
 4   
3 4 6
Again,
4D D 1 3 1 1 7
 1 hours = hours or, D    
3x x 2 2 3 4 6

D4  3 D 7
  1  or, 
or, 12 6
x 3  2

D 1 3 7  12
or,    D = = 14 km
x 3 2 6
Hence the required distance = 14 km.
D 9 Ex. 12: Two men A and B walk from P to Q a
or, 
x 2 distance of 21 km, at 3 and 4 km an
hour respectively. B reaches Q, returns
9 1 immediately and meets A at R. Find the
 Usual time = = 4 hours.
2 2 distance from P to R.
Ex. 11: I have to be at a certain place at a Soln: When B meets A at R, B has walked the
certain time and find that I shall be distance PQ + QR and A the distance PR.
40 minutes too late, if I walk at 3 km That is both of them have together walked
an hour and 30 minutes too soon, if I twice the distance from P to Q, ie 42 km.
walk at 4 km an hour. How far have I
to walk?
Speed, Time and Distance 455

Now the rates of A and B are 3 : 4 and distance PQ (= 55 km) and when they meet
they have walked 42 km. at S for the second time, they have together
Hence the distance PR travelled by A covered three times the distance PQ or
165 km.
3
= of 42 km. = 18 km.
7
Alternative Method I: 3 32
Now PR =  55 km
1 of PQ = 11
32
2
= 30 km.
Let the required distance be x km. QP + PS is the distance covered by B when
Now, according to the question, he meets A for the second time.
A and B both walk for the same distance
1
 Distance travelled by B 2
= (21 + 21 – x) = (42 – x) km 2
 QP + PS = of 165 km = 75 km.
1
32
 42  x  2
Time taken by B =   hours
 4   PS = 75 - QP = (75 - 55) km = 20 km.
Distance travelled by A = x km  SR = PR - PS = (30 - 20) km = 10 km.

K
Ex. 14: Points A and B are 90 km apart from
x 
Time taken by A =   hours each other on a highway. A car starts
3 from A and another from B at the same
time. If they go in the same direction
x 42  x
  they meet in 9 hours and if they go in
3 4
or, 4x = 126 – 3x 9
opposite directions they meet in
or, 7x = 126 7
hours. Find their speeds.
126
or, x = = 18 Soln: Let X and Y be two cars starting from
7 points A and B respectively. Let the speed
 required distance = 18 km of car X be x km/hr and that of car Y be y
Alternative Method II: km/hr.

KUNDAN
A’s speed = 3 km Case I: When two cars move in the same
B’s speed = 4 km direction:
Let us consider that A and B meets after t
hours.
Distance covered by A in t hours = 3t km
Distance covered by B in t hours = 4t km
Total distance covered by A and B
= 3t + 4t = 7t km Suppose two cars meet at point Q. Then,
But the total distance covered by A and B is distance travelled by car X = AQ,
twice the distance between P and Q. distance travelled by car Y = BQ.
So, 7t = 21 × 2 It is given that two cars meet in 9 hours.
 Distance travelled by car X in 9 hours
21 = 9x km or AQ = 9x km
t = 2
7 Distance travelled by car y in 9 hours
t = 6 hours = 9y km
So, the distance between P and R = Distance  BQ = 9y km
travelled by A = 3 × 6 = 18 km. Clearly, AQ - BQ = AB
Ex. 13: A and B start at the same time from P  9x - 9y = 90
and Q (55 km apart) to Q and P at 3 [  AB = 90 km]
or, x - y = 10 .... (i)
1
and 2 km an hour respectively, meet Case II: When two cars move in opposite
2 directions:
at R, reach Q and P, return immediately Suppose two cars meet at point P. Then,
and meet again at S. Find the distance distance travelled by car X = AP
from R to S. distance travelled by car Y = BP
Soln: When A and B meet at R for the first time,
9
they have together cov er ed the whole In this case, two cars meet in hours.
7
456 Concept of Arithmetic

 Dist ance tr av elled by car X in Case II: When he travels 200 km by train
and the rest by car:
9 9 9
hours = x km or AP = x km If Ved travels 200 km by train, then
7 7 7 distance travelled by car is (600 - 200) km
= 400 km.
9
Distance travelled by car Y in hours Now, time taken to cover 200 km by train
7
200
9 9 = hours
= y km or BP = y km x
7 7 Time taken to cover 400 km by train
Clearly, AP + BP = AB
400
9 9 = y hours
 x  y  90
7 7
In this case the total time of journey is 8
9 hours 20 minutes
or, (x  y )  90
7 200 400
  = 8 hours 20 minutes
or, x + y = 70 ... (ii) x y
Solving (i) and (ii), we get
x = 40 and y = 30. 200 400 1
8

K
or, 
Hence, speed of car X is 40 km/hr and x y 3
speed of car Y is 30 km/hr.
Ex. 15: Ved travels 600 km to his home partly [  8 hours 20 minutes
by train and partly by car. He takes 8 20 1
hours if he travels 120 km by train and = 8 hours = 8 hours]
60 3
the rest by car. He takes 20 minutes
longer if he travels 200 km by train 200 400 25
and the rest by car. Find the speed of or,  
x y 3
the train and the car.
Soln: Let the speed of the train be x km/hr and  8 16  25
the speed of the car be y km/hr. or, 25  
Case I: When he travels 120 km by train and x y  3
the rest by car:
8 16 1

KUNDAN
If Ved travels 120 km by train, then or, x  y  3
distance covered by car is (600 - 120) km
= 480 km.
Now, time taken to cover 120 km by train 24 48
or,  1
x y
120
= hours
x 24 48
or,  1  0 .... (ii)
x y
 Distance 
 Time  
 speed  1 1
Putting  u and  v in (i) and (ii),
Time taken to cover 480 km by car x y
480 we get
= y hours 15u + 60v - 1 = 0 .... (iii)
It is given that the total time of the journey 24u + 48v - 1 = 0 .... (iv)
is 8 hours. On solving equations (iii) and (iv), we have

120 480 1 1
  8 u = and v =
x y 60 80

 15 60  1 1 1
or, 8  8 Now, u =    x = 60,
 x y  x 60 x

15 60 1 1 1
or, x

y
1 and v = y  80  y  y = 80.

Hence, speed of train = 60 km/hr and

15 60
or,   1  0 .... (i) speed of car = 80 km/hr.
x y
Speed, Time and Distance 457

Ex. 16: X takes 3 hours more than Y to walk

3
30 km. But, if X doubles his pace, he is 10u – 3 = 0  u =
10
1
ahead of Y by 1 hours. Find their 3 1 3
2 Now, u =  
speed of walking. 10 x 10
Soln: Let the speeds of X and Y be x km/hr and 10 1
y km/hr respectively. x = and v =
Then, time taken by X to cover 30 km 3 5

30 1 1
= hours  y  5  y = 5.
x
And, time taken by Y to cover 30 km
10
30 Hence, X’s speed = km/hr and
3
= y hours
Y’s speed = 5 km/hr.
By the given conditions, we have Ex. 17: After covering a distance of 30 km with
a uniform speed there is some defect
30 30 in a trai n engine and therefore, its
 3
x y

K
4
speed is reduced to of its original
10 10 5
or, x  y  1 .... (i) speed. Consequently, the train reaches
it s destinat ion late by 45 m inutes.
If X doubles his pace, then speed of X
Had it happened aft er cov er ing 18
= 2x km/hr
kilometres more, the train would have
 Time taken by X to cover 30 km
reached 9 minutes earlier. Find the
30 speed of the train and the distance of
= hours journey.
2x
Time taken by Y to cover 30 km Soln: Let the original speed of the train be x
km/hr and the distance of the journey be
30
= y
y hours y km. Then, time taken = hours.

KUNDAN
x
According to the giv en conditions, we
Case I: When defect in the engine occurs
have
after covering 30 km.
30 30 1 Speed for first 30 km = x km/hr
 1 and, speed for the remaining (y - 30) km
y 2x 2
4
30 30 3 = x km/hr
or,   5
y 2x 2
30
10 5 1  Time taken to cover 30 km = hours
  x
or, y x 2 Time taken to cover (y - 30) km
10 20 y  30 5
or,  x  y  1 .... (ii) =
4x
hours = (y - 30) hours
4x
5
1 1
Putting  u and  v , equations (i) According to the given condition, we have
x y
30 5 y 45
and (ii) become:  (y  30 )  
10u – 10v = 1 .... (iii) x 4x x 60
–10u + 20v = 1 ... (iv) 30 5y  150 y 3
or,   
Adding (iii) and (iv), we get: x 4x x 4
1
10v – 2 = 0  v  . 120  5y  150 4y  3x
5 or, 
4x 4x
1 or, 5y – 30 = 4y + 3x
Putting v  in (iii), we get:
5 or, 3x – y + 30 = 0
458 Concept of Arithmetic

Case II: When defect in the engine occurs Total time taken by the train if no accident
after covering 48 km.
d 
Speed for first 48 km = x km/hr happens =   hours
Speed for the remaining (y – 48) km x 
Case I:
4x
= km/hr Time taken by the train to cover the whole
5 length of the trip
48
 Time taken to cover 48 km = hours  
x  (d  3x ) 
=  3  1  hours
Time taken to cover (y - 48) km  75 
x
 100  
 
 y  48   5(y  48 ) 
=   hour =   hour  4(d  3x ) 
 4x   4x  = 4   hours
   3x 
 5 
Now, according to the question,
According to the given condition, the train
now reaches 9 minutes earlier ie it is 36 4(d  3x ) d
4  4
minutes late. 3x x

K
48 5(y  48) y 36 4d  12x d
   or, 
x 4x x 60 3x x
or, 4d – 12x = 3d
48 5y  240 y 3
or,    or, d = 12x .... (i)
x 4x x 5 Case II:
192  5y  240 5y  3x If the train had covered 150 km more
or,  before the accident then the distance of
4x 5x
the accident = (3x + 150) km
5y  48 5y  3x Remaining distance
or,  = (d – (3x + 15)) km
4 5
Time taken to cover the whole length of
or, 25y - 240 = 20y + 12x the trip
or, 12x - 5y + 240 = 0

KUNDAN
Thus, we have the following system of 3x  150 d  (3x  150 )
1
simultaneous equations: x 75
x
3x - y + 30 = 0 ... (i) 100
12x - 5y + 240 = 0 ... (ii)
Now, according to the question,
On solving equations (i) and (ii), we have,
x = 30 and y = 120 3x  150 d  (3x  150 ) d 7
1  
Hence, the original speed of the train is x 3x x 2
30 km/hr and the length of the journey 4
is 120 km.
Ex. 18: A train met with an accident 3 hours 3x  150 4d  12x  600 d 7
after starting, which detains it for one or,    1
x 3x x 2
hour, after which it proceed at 75% of
its original speed. It arriv es at the 3x  150 4  12x  12x  600
or, 
dest i nat i on 4 hours l at e. Had t he x 3x
accident taken place 150 km farther 12x 5
along the railway line, the train would  
x 2
1
have arrived only 3
2
hours late. Find  d  12x 
the length of the trip and the original 9x  450  36x  600 29
or, 
speed of the train. 3x 2
Soln: Let the length of the trip be d km and the
original speed of the train be x km/hr. 3x  150  12x  200 29
or, 
As the accident takes place after 3 hours. x 2
 distance covered in 3 hours by the train
= (3 × x) = 3x km 3x  150  12x  200 29
or, 
Remaining distance = (d - 3x) km x 2
Speed, Time and Distance 459

15 x  50 29 6D
or,  or, V(V  6)  4
x 2
or, 30x - 100 = 29x
or, x = 100 4V(V  6)
 D= ....(i)
Hence, speed = 100 km/hr and the length 6
of the trip (d) = 12x = 12 × 100 = 1200 km When the person moves 6 km/hr slower,
Ex. 19: A train covered a certain distance at a then
uniform speed. If the train would have
been 6 km/hr fast er, it would have D D
 6
taken 4 hours less than the scheduled V6 V
time. And, if the train were slower by 6
D D
km/hr, it would have taken 6 hours or,  6
more than the scheduled time. Find the V6 V
length of the journey. D(V  V  6)
Soln: Let t he act ual speed of t he t rain be or, 6
x km/hr and the actual time taken be y V(V  6)
hours. Then, or, D = V(V – 6) ....(ii)
Distance = (xy) km ... (i) Combining equations (i) and (ii), we get
[  Distance = speed × time]

K
4V(V  6)
If the speed is increased by 6 km/hr, then  V(V  6)
time of journey is reduced by 4 hours ie 6
when speed is (x + 6) km/hr, t ime of or, 4V + 24 = 6V – 36
journey is (y - 4) hours. or, 2V = 60
 Distance = (x + 6) (y - 4) km
60
or, xy = (x + 6) (y – 4) [Using (i)]  V = = 30
or, –4x + 6y – 24 = 0 2
or, –2x + 3y – 12 = 0 ... (ii) Hence original speed = 30 km/hr
When the speed is reduced by 6 km/hr, Putting the value of V in equation (ii), we
then the time of journey is increased by 6 have
hours ie when speed is (x - 6) km/hr, D = 30 (30 – 6) = (30 × 24) = 720 km
time of journey is (y + 6) hours Ex. 20: A hare sees a dog 100 metres away
 Distance = (x – 6) (y + 6) from her and scuds off in the opposite

KUNDAN
or, xy = (x – 6) (y + 6) [Using (i)] direction at a speed of 12 km an hour.
or, 6x – 6y – 36 = 0 A minute later the dog perceives her
or, x – y – 6 = 0 .... (iii) and gives chase at a speed of 16 km
On solving equations (ii) and (iii), we get per hour . How soon wi l l t he dog
x = 30 and y = 24. ov er t ake t he har e, and at what
Putting the values of x and y in (i), we distance from the spot whence the hare
obtain took flight?
Distance = (30 × 24) km = 720 km. Soln: Suppose the hare at H sees the dog at D.
Hence, the length of the journey is 720
km.
Alternative Method:  DH = 100 metres.
Let the original speed and distance be V Let K be the position of the hare where
km/hr and D km respectively. the dog sees her.
Time taken to complete the whole journey  HK = the distance gone by the hare in 1
D minute.
= hours 12  1000
V =  1 m = 200 m.
When the train moves 6 km/hr faster, 60
 DK = 100 m + 200 m = 300 m
then
The hare thus has a start of 300 m.
D D Now the dog gains (16 - 12) or 4 km in an
 4 hour.
V6 V
D D 60  300
or,   4  the dog will gain 300 m in or
V 6 V 4  1000
D(V  V  6) 1
or,  4 4 minutes.
V(V  6) 2
460 Concept of Arithmetic

Again, the distance gone by the hare in DH = 100 metres.

Let K be the position when the dog sees
1 hare.
4 minutes.
2
1
12  1000 1 HK = distance gone by hare in min
2
= 4 m = 900 m.
60 2
12  1000 1
 distance of the place where the hare is =  = 100 metres
caught from the spot H whence the hare 60 2
took flight DK = 100 metres + 100 metres = 200 metres
= (200 + 900) m = 1100 m. The hare thus has a strat of 200 metres.
Ex. 21: A hare, pursued by a grey-hound, is 50 Now the dog gains (16 – 12) or 4 km in an
of her own leaps ahead of him. While hour
the hare takes 4 leaps the grey-hound  Distance gained by dog in 1 min
takes 3 leaps. In one leap the hare goes 4  1000 200
=  metres
3 3 60 3
1 metres and the grey-hound 2
4 4
200
metres. In how many leaps will the grey- Now metres is covered in time
3
hound overtake the hare?

K
= 1 min
3 175 200 metres is covered in time
Soln: 50 leaps of the hare = 50  1 m= m
4 2
1 3
=  200 = 3 min.
175 200
 the grey-hound should gain m over
2 Hence, dog will catch hare in 3 minutes.
the hare. Ex. 23: Two guns were fir ed from the same
Now the grey-hound takes 3 leaps whilst place at an interval of 13 minutes but
the hare takes 4 leaps. a person in a train approaching the
 the grey-hound takes 1 leap whilst the place hears t he second r epor t 12
minutes 30 seconds after the first. Find
4 the speed of the train, supposing that
hare takes leaps.
3 sound travels 330 metres per second.

KUNDAN
Soln: It is easy to see that the distance travelled
3 by the train in 12 min 30 seconds could
 the grey-hound goes 2 m whilst the
4 be travelled by sound in (13 min - 12 min
30 seconds) or 30 seconds.
4 3
hare goes 1 m  the train travels 330 × 30 metres in
3 4
1
12 min.
 3 4 3 2
 the grey-hound gains  2   1  or
 4 3 4  the speed of the train per hour
5 330  30  2  60
m in one leap. =
12 25  1000

175 1188 13
 t he gr ey-hound gains m in = or 47 km per hour
2 25 25
Ex. 24: A carriage driving in a fog passed a
 175 12  man who was walking at the rate of 3
    210 leaps.
 2 5  km an hour in the same direction. He
Ex. 22: A hare starts to run at 12 km per hour could see the carriage for 4 minutes
when a dog is 100 metres off. After and i t was v i si bl e t o hi m upt o a
half a minute the dog sees hare and distance of 100 m. What was the speed
pursues at 16 km per hour. How soon of the carriage?
will he catch hare? Soln: The dist ance t rav elled by man in 4
Soln: Suppose the hare H sees the dog at D. minutes
3  1000
=  4 metres = 200 metres.
60
Speed, Time and Distance 461

 distance travelled by carr iage in 4  Distance covered in 1 hour

minutes x
= (200 + 100) or 300 metres. = km
50  15
 speed of carriage In the second case:
300 60 Distance to be covered = 2x km
=  km per hour
4 1000 x x
Speed = 2   km/hr
1 50  15 25  15
= 4 km per hour. Number of hours he walks per day
2
= (24 – 2 × 9 =) 6 hours
Ex. 25: Two trains start at the same time, one  Distance covered in 1 day
from A to B and the other from B to A.
x
If they arrive at B and A respectively 5 = 6 km
hours and 20 hours after they passed 25  15
each other. Show that one travels twice 6x
as fast as the other. Now km is covered in 1 day
25  15
Soln: Let the two trains be P and Q.
 2x km shall be covered in
2x  25  15
= = 125 days.
6x

K
Let the train P starts from A and Q starts
from B and they meet at C. Ex. 27: A person walks from A to B at the rate
Let P’s speed be x km per hour and Q’s of 3 kmph and after transacting some
speed be y km per hour. business which occupies him an hour,
 BC = 5x km; AC = 20y km returns to A by tramway at the rate of
Now time taken by P to travel a distance 5 kmph. He then finds that he has been
absent for 2 hours 20 minutes. Find
20y
20y = hours the distnace from A to B.
x Soln: We have average speed
And time taken by Q to travel a distance
 2 3 5 
=    3.75 kmph
5x  35 
5x = y hours
The time for which he travels

KUNDAN
Since both start at the same time and meet,
 1  1
those two times must be equal. = 2 1  1 hours
 3  3
20y 5 x
 
x y 1  1 
Distance =   3.75  1   = 2.5 km
2
or, 5x = 20y 2 2
  3 
Note: In calculating distance we have
x2
or, 2 = 4  1 1
y multiplied  3.75  1  by . Because we
 3 2
x 2 will get twice the distance otherwise.
or, 
y 1 Ex. 28: A person has to reach a place 40 km
away. He walks at the rate of 4 km/hr
Ex. 26: A can walk a certain distance in 50
for the first 16 km and then travels in a
days when he rests 9 hours each day,
scoot er for t he r est of t he j our ney.
how long it will take for him to walk
However, if he had travelled by scooter
twice as far if he walks twice as fast
for the 16 km and covered the remaining
and rests twice as long each day?
distance on foot at 4 km/hr, he would
Soln: Suppose initially he covers x km in 50
have taken an hour longer to complete
days
t he j our ney. Find the speed of t he
x scooter.
 Distance covered in 1 day = km Soln: Total distance covered = 40 km
50
Since he rests for 9 hours, Distance covered on foot = 16 km
 Distance covered in (24 – 9 =) 15 hours  Distance covered in a scooter
= 40 km – 16 km = 24 km
x Suppose speed of the scooter
= km
50 = x km per hour
462 Concept of Arithmetic

Now, according to the question,

x
speed of the man = 4 km per hour km/hr and km at a speed of 24 km/hr.
Then time taken in the first case 2
Then, time t aken to tr av el t he whole
16 24  24 
=   4   hours
4 x  x   x x 
journey =    hours
Also time taken in the second case  2  21 2  24 
Now, according to the question,
16 24  16 
=    6  hours x x
x 4  x   = 10
Since the time taken in the second case 2  21 2  24
is one hour longer 24x  21x
or, = 10
 16   24  21  24  2
   6   4   1
 x   x 
2  10  21  24
 x =  224 km.
16 24 21  24
or, 64 = 1
x x Ex. 31: A monkey tries to ascend a greased pole
14 metres high. He ascends 2 metres
16 24 in first minute and slips down 1 metre
or,  = 1 – 6 + 4

K
x x in the alternate minute. If he continues
to ascend in this fashion, how long
8 does he take to reach the top?
or,  1
x Soln: In every 2 minutes he is able to ascend
(2 – 1 =) 1 metre. This way he ascends
8
or, =1 upto 12 metres because when he reaches
x at the top, he does not slip down. Thus,
or, x = 8 upt o 12 met res he takes 12 × 2 = 24
Hence, speed of the scooter minutes and for the last 2 metres he takes
= 8 km per hour. 1 minute. Therefore, he takes (24 + 1 =)
Ex. 29: A boy goes to school at a speed of 3 25 minutes to reach the top. That is, in
km/hr and returns to the village at a 26th minute he reaches the top.
speed of 2 km/hr. If he takes 5 hours Ex. 32: Two runners cover the same distance

KUNDAN
in all, what is the distance between the at the rate of 15 km and 16 km per
village and the school? hour respectively. Find the distance
Soln: Let the required distance be x km. travelled when one takes 16 minutes
Then time taken during the first journey longer than the other.
Soln: Let the distance be x km.
x
= hour. x
3
Time taken by the first runner = hours
And time taken during the second journey 15
x Time taken by the second runner
= hour.
2 x
= hours
x x 16
  5
3 2 Now, according to the question,

2x  3x x x 16
5  
or, 15 16 60
6
or, 5x  30 x (16  15 ) 16
or, 
 x = 6 15  16 60
 required distance = 6 km
Ex. 30: A motor car does a journey in 10 hours, 16
x=  15  16 = 64 km.
the fi rst half at 21 km/hr and t he 60
second half at 24 km /hr . Fi nd t he Ex. 33: Without any stoppage a person travels
distance. a certain distance at an average speed
Soln: Let the distance be x km. of 80 km/hr and with stoppages he
x covers the same distance at an average
Then km is travelled at a speed of 21 speed of 60 km/hr. How many minutes
2 per hour does he stop?
Speed, Time and Distance 463

Soln: Let the total distance be x km.

 3  2
Time taken at the speed of 80 km/hr Remaining distance = 1    of the
 5 5
x
= hours. total distance
80
2 5 2
Time taken at the speed of 60 km/hr  of the total distance= 390  
5 3 5
x
= hours. = 260 km.
60  av er age speed f or t he remaining
 x x   260 
 he rested for    hours distance =    65 km/hr.
 60 80   4 
20x x Ex. 36: When a man travels equal distance at
=  hours speeds V 1 and V 2 km/hr, his average
60  80 240 speed is 4 km/hr. But when he travels
 his rest per hour at t hese speeds for equal ti m e hi s
x x x 60 average speed is 4.5 km/hr. Find the
=    difference of the two speeds and also
240 60 240 x
find the values of V1 and V2 .
Soln: Suppose the equal distance = D km

K
1
= hours = 15 minutes. Then time taken with V 1 and V 2 speeds
4
Ex. 34: A man rode out a certain distance by D D
train at the rate of 25 km an hour and are V hours and V hours respectively.
1 2
walked back at the rate of 4 km per
hour. The whole journey took 5 hours Total distance
and 48 minutes. What distance did he  average speed =
Total time
ride?
Soln: Let the distance be x km. 2D 2V1V2
   4 km/hr
Then time spent in journey by train D D V1  V2

x V1 V2
= hours.
25 In second case,

KUNDAN
And time spent in journey by walking V1  V2
average speed =  4.5 km/hr
x 2
= hours.
4 or, V1 + V2 = 9 and V1 V2 = 18

x x Now, V1  V2 2  V1  V2 2  4V1V2

Therefore,   5 hours 48 minutes.
25 4 = 81 – 72 = 9
29x 48 29  V1  V2  3 km/hr .....(i) and
or, 5 
100 60 5 V1 + V2 = 9 km/hr .....(ii)
On solving equations (i) and (ii), we have
100 V1 = 6 km/hr and V2 = 3 km/hr.
 x   20 km
5 Ex. 37: A m an t akes 8 hours t o walk t o a
Ex. 35: A person travels for 3 hours at the certain place and ride back. However,
speed of 40 km/hr and for 4.5 hours he could have gained 2 hours, if he had
at the speed of 60 km/hr. At the end of covered both ways by riding. How long
woul d he hav e t aken t o walk bot h
3 ways?
it, he finds that he has covered of
5 Soln: Walking time + Riding time
the total distance. At what average = 8 hours .... (1)
speed should he travel to cover the 2 Riding time = (8 – 2 =) 6 hours .... (2)
remaining distance in 4 hours? 2 × (1) – (2) gives the result
Soln: Total distance covered in (3 + 4.5) hours 2 × walking time = (2 × 8 – 6 =) 10 hours.
= 3 × 40 + 4.5 × 60 = 390 km.  both ways walking will take 10 hours.
Now, according to the question, Ex. 38: A person travelled 120 km by steamer,
450 km by train and 60 km by horse.
3
of the distance = 390 km It took 13 hours 30 minutes. If the rate
5 of the train is 3 times that of the horse
464 Concept of Arithmetic

and 1.5 times that of the steamer, find Ex. 40: A per son cov ers a di stance i n 40
the rate of horse, train and steamer minutes if he runs at a speed of 45 km
per hour. per hour on an average. Find the speed
Soln: Suppose the speed of horse = x km/hr. at which he must run to reduce the time
Then speed of the train = 3x km/hr of journey to 30 minutes.
and speed of the steamer = 2x km/hr Soln: Let the distance be D km.
Now, according to the question,
D 40 2
120 450 60 = 40 minutes = 
   13.5 hours 45 60 3
2x 3x x
(Since 13 hours 30 minutes = 13.5 hours) 2
 D =  45 = 30 km
360  900  360 3
or,  13.5
6x Let the required speed be x km per hour.
Now, according to the question,
1620
 x   20
1
6  13.5 x = 30
Hence, speed of horse = 20 km/hr 2
 Speed of train = 3x = 3 × 20
= 60 km/hr  1 
Speed of steamer = 2x = 2 × 20  30 minutes  2 hour 
 

K
= 40 km/hr  x = 30 × 2 = 60 km/hr.
Ex. 39: A man covers a certain distance on Ex. 41: The distance between t wo st ati ons,
scooter. Had he moved 3 km/hr faster, Delhi and Amritsar, is 450 km. A train
he would have taken 40 minutes less. starts at 4 pm from Delhi and moves
If he had moved 2 km/hr slower, he towards Amritsar at an average speed
would have taken 40 minutes more. of 60 km/hr. Another train starts from
Find the distance (in km) and original Amr i t sar at 3.20 pm and m ov es
speed. towards Delhi at an average speed of
Soln: Suppose the distance is D km and the 80 km/hr. How far from Delhi will the
initial speed is x km/hr. two trains meet and at what time?
D D 40 Soln: Suppose the trains meet at a distance of x
Then, we have   and km from Delhi. Let the trains from Delhi
x  3 x 60
and Amritsar be A and B respectively.

KUNDAN
D D 40 Th en ,
 
x  2 x 60 [Time taken by B to cover (450 – x) km]
– [Time taken by A to cover x km]
D D 2
or,  
x x 3 3 40
= ..... (see note)
3D 2 60
or, x (x  3)  3 .... (1)
450  x x 40
or,  
D D 2 80 60 60
and  
x 2 x 3  3(450 – x) – 4x = 160
or, 7x = 1190
2D 2 or, x = 170.
or, x (x  2)  3 .... (2) Thus, the trains meet at a distance of 170
km from Delhi.
From (1) and (2), we have
Time taken by A to cover 170 km
3D 2D
  170 
x (x  3) x ( x  2) =   hours = 2 hours 50 min.
 60 
or, 3(x  2)  2(x  3)
So, the trains meet at 6.50 pm
or, 3x  6  2x  6 Note: RHS = 4 : 00 pm – 3.20 pm
 x  12 km/hr 40
Now, if we put this value in (1), we get = 40 minutes = hour
60
2 12  15 LHS comes from the fact that the train
D =  = 40 km.
3 3 from Amritsar took 40 minutes more to
Hence, the distance is 40 km and the travel up to the meeting point because it
original speed is 12 km/hr. had started its journey at 3.20 pm whereas
Speed, Time and Distance 465

the train from Delhi had started its journey

300 x  1500  300 x
at 4 pm and the meeting time is the same or, 2
for both the trains. x 2  5x
Ex. 42: A man leaves a point P at 6 am and or, 2x2 + 10x = 1500
reaches the point Q at 10 am. Another or, x2 + 5x - 750 = 0
man leaves the point Q at 8 am and or, x2 + 30x - 25x - 750 = 0
reaches the point P at 12 noon. At what or, x(x + 30) - 25 (x + 30) = 0
time do they meet? or, (x - 25) (x + 30) = 0
Soln: Let the distance PQ be A km. or, x = 25 or x = -30.
And they meet x hours after the first man Negative value of x should be rejected.
starts. Hence, the original speed of the train is
Average speed of first man 25 km/hr.
Ex. 44: A fast train takes 3 hours less than a
A A
=  km/hr. slow train for a journey of 600 km. If
10  6 4 the speed of the slow train is 10 km/hr
Average speed of second man less than that of the fast train, find the
speeds of the two trains.
A A
=  km/hr. Soln: Let t he speed of t he slow tr ain be
12  8 4 x km/hr. Then, speed of the fast train is
(x + 10) km/hr.

K
Ax
Distance travelled by first man = km Time taken by the slow train to cover 600
4
They meet x hours after the first man 600
km = hours.
starts. The second man, as he starts 2 x
hours late, meets after (x - 2) hours from Time taken by the fast train to cover 600
his start. Therefore, the distance travelled
by the second man 600
km = hours.
x  10
A(x  2)
= km Now, according to the question,
4
600 600
Ax A(x  2)  3
Now,  km = A x x  10
4 4
600( x  10 )  600 x

KUNDAN
or, 2x – 2 = 4 3
or, x (x  10 )
 x = 3 hours.
 They meet at 6 am + 3 hours = 9 am
Ex. 43: A train travels a distance of 300 km 6000
or, 3
at constant speed. If the speed of the x 2  10 x
train is increased by 5 km an hour,
the journey would have taken 2 hours or, 3(x 2  10 x )  6000
less. Find the ori ginal speed of the
train. or, x 2  10x  2000  0
Soln: Let x km/hr be the constant speed of the
or, x 2  50x  40x  2000  0
train.
Then, time taken to cover 300 km or, x x  50   40 x  50   0
300 or, (x + 50) (x - 40) = 0
= hours. or, x = –50 or x = 40
x
or, x = 40
Time taken to cover 300 km when the
[  x cannot be negative]
speed is increased by 5 km/hr
or, Hence, the speeds of two trains are 40
300 km/hr and 50 km/hr.
= hours. Ex. 45: A plane left 30 minutes later than the
x 5
It is given that the time to cover 300 km schedule time and in order to reach its
is reduced by 2 hours. destination 1500 km away in time it
has to increase its speed by 250 km/hr
300 300 from its usual speed. Find its usual
  2
x x 5 speed.
Soln: Let t he usual speed of the plane be
300(x  5)  300 x x km/hr. Then,
or, 2
x (x  5 )
466 Concept of Arithmetic

Time taken to cover 1500 km with the or, x = 600

1500 or, x = -400
usual speed = hours or, x = 600
x
Time taken to cover 1500 km with the [  x cannot be negative]
So, the original speed of the aircraft was
150 600 km/hr.
speed of (x + 250) km/hr =
x  250
 600 
1500 1500 1 Hence, duration of flight =   hour
    x 
x x  250 2
1500 1500 1  600 
or,   =   hour = 1 hour.
x x  250 2  600 
Ex. 47: Two trains leave a railway station at
1500 x  1500  250  1500 x 1 the same time. The first train travels
or, 
x (x  250 ) 2 due west and t he second t r ai n due
north. The first train travels 5 km/hr
1500  250 1 faster than the second train. If after
or, 
x 2  250 x 2 two hours, they are 50 km apart, find
2
or, 750000 = x + 250x the average speed of each train.
Soln: Let t he speed of the second t rain be

K
or, x2 + 250x – 750000 = 0
or, x2 + 1000x – 750x – 750000 = 0 x km/hr. Then, the speed of the first train
or, x(x + 1000) - 750 (x + 1000) = 0 is (x + 5) km/hr.
or, (x + 1000) (x - 750) = 0 Let O be the position of the railway station
or, x = -1000 or x = 750 from which the two trains leave.
or, x = 750 Distance travelled by the first train in 2
hours
[  speed cannot be negative]
= OA = speed × time = 2(x + 5) km
Hence, the usual speed of the plane is
Distance travelled by the second train in
750 km/hr.
2 hours
Ex. 46: In a flight of 600 km, an aircraft was
= OB = speed × time = 2x km
slowed down due to bad weather. Its
By Pythagoras Theorem,
average speed for the trip was reduced
AB2 = OA2 + OB2
by 200 km/hr and the time of flight

KUNDAN
i ncr eased by 30 m inut es. Fi nd t he
duration of flight.
Soln: Let the original speed of the aircraft be x
km/hr.
Then, new speed = (x – 200) km/hr
Duration of flight at original speed
 600 
=   hour
 x 
Duration of flight at reduced speed
 600 
=   hour
 x  200  or,502 = [2(x + 5)]2 + {2x}2
or,2500 = 4(x + 5)2 + 4x2
600 600 1
   or,8x2 + 40x – 2400 = 0
x  200 x 2 or,x2 + 5x – 300 = 0
or,x2 + 20x – 15x – 300 = 0
600 x  600(x  200 ) 1
or,  or,x(x + 20) – 15 (x + 20) = 0
x (x  200 ) 2 or,(x + 20) (x – 15) = 0
or,x = –20 or x = 15
120000 1
or,  [  x cannot be negative]
x 2  200 x 2 Hence, the speed of the second train is
or, x2 – 200x – 240000 = 0 15 km/hr and the speed of the first train
or, x2 - 600x + 400x - 240000 = 0 is 20 km/hr.
or, x(x - 600) + 400 (x - 600) = 0 Ex. 48: A walks half a kmph faster than B and
or, (x - 600) (x + 400) = 0 three quarters of a kmph faster than
or, x - 600 = 0 or x + 400 = 0 C. To walk a certain distance C takes
Speed, Time and Distance 467

three quarters of an hour more than B

or, 4y 2  17y  4  0
and two hours more than A. Find the
distance covered and the time taken 1
by B. Also find his speed. or, y  4,
Soln: Let the speed of B be y kmph 4
Now f r om (5), d = 45 and f r om (3),
 1
 Speed of A =  y   kmph and 1
 2 T = 10 hours. (y = is not possible).
4
 1 Ex. 49: A man started from his house to his
speed of B =  y   kmph and
 2 workplace 8 km away at the rate of 4
kmph so as to reach just in time. After
1 3 1 5 minutes he realised that he had left
speed of C = y   y kmph
2 4 4 some important documents at home,
Let the distance travelled be d km and so he turned back, and now walking
time for A is T. at an increased speed, still succeeded
in reaching his workplace in time. What
d 2d was his increased speed?
Now, for A, T =  ... (1)
1 2y  1 Soln:
y
2

K For C, T + 2 =

or, T 

and for B,

T
4d
4y  1

5 d

4 y
y

2 
d
1
4


4d  8y  2
4y  1

d 5
or, T  y  4
4d
4y  1

... (2)
Let A be the house and B be the workplace.
The workplace is 8 km away. Had he
walked all the way at 4 kmph he would
have t aken 2 hour s to r each his
workplace, which would be just in time.
Therefore, total time = 2 hours
Referring to the above diagram, the total
4d  54 time is made up

KUNDAN
or, T  4y ... (3) (i) walking from A to C for 5 minutes

From (1) and (2), 5 1

= hours = hours
60 12
2d 4d  8y  2
 now, 4 km in 1 hour
2y  1 4y  1
or, d (4y - 1) = (2y + 1) (2d - 4y + 1) 1 1
 km in hours
or, 4dy - d = 4dy - 8y2 + 2y + 2d - 4y + 1 3 12
or, 8y2 + 2y - 3d - 1 = 0 1
8y 2  2y  1 Distance AC = km
or, d = .... (4) 3
3 (ii) If x is the increased speed, time for
and from (2) and (3) walking from C to A
4d  8y  2 4d  5y AC 1
 x hours
4y  1 4y = hours =
x 3
or, 16dy  32y 2  8y  16dy  20y 2  4d  5y (iii) Walking from A to B time taken
AB 8
or, 12y 2  3y  4d  0 =  hours
x x
12y 2  3y Now, according to the question,
or, d  .... (5)
4 1 1 8
From (4) and (5), 2  
12 3x x
8y 2  2y  1 12y 2  3y

3 4 8
 x = 4 kmph
or, 32y 2  8y  4  36y 2  9y 23
468
Ex. 50: Dinky is picked up by his father by car
from school everyday and they reach
home at 5.00 pm. One day, since school
got over an hour earlier than usual, he
start ed walki ng towar ds home at 3
kmph. He met his father on the way
and t hey r eached home 15 mi nut es
earlier than their usual time. What is
the speed of the car?
Soln:
Let the speed of car be sd and the speed
of Dinky be s w
 s w = 3 kmph
K
Ref er ring t o the abov e diagr am, if A
represents the home and B represents the
school, the father starts at his usual time
but meets his son on the way at C. So, in
going from A to C and back to A he saves
the time he would have used commuting
from C to B and back to C. Since they
reach back 15 minutes earlier than usual,
ie the time saved = 15 minutes. Therefore
time taken to drive from C to B and back
is 15 minutes. Therefore time taken to
15
drive the distance BC = td =
2 2
KUNDAN
 td = 7.5 minutes
Dinky starts 1 hour earlier than usual.
Had he moved at driving speed, ie speed
of the car, he would have reached 1 hour
earlier. But he reaches only 15 minutes
earlier. Therefore he loses 45 minutes, ie
Practice Exercise
6
1. For a journey, walking of his usual speed,
7 4.
a man becomes late by 25 minutes. What is
his usual time taken for the journey?
2. A motorist covers a distance from A to B at a
speed of 20 km/hr and return journey from B
to A at a speed of 30 km/hr. If he takes 5
hours for the whole journey, find the distance
from A to B.
3. Shivangi starts from her house for her school
at a certain fixed time. If she walks at the
rate of 5 km/hr, she is late by 7 minutes.
However, if she walks at the rate of 6 km/hr,
she reaches the school 5 minutes earlier than
Concept of Arithmetic
by travelling partly by foot and partly by
car, he takes 45 minutes longer than if
he would hav e t r avelled t he whole
distance by car.
Therefore time taken to walk the distance
BC
= tw = (7.5 + 45 =) 52.5 minutes.
 tw = 52.5 minutes
But for a constant distance BC,
sd t
 w
sw td
sd 52.5
 
3 7.5
 s d = 21 kmph
Ex. 51: Two places P and Q are 162 km apart.
A train leaves P for Q and at the same
time another train leaves Q for P. Both
the trains meet 6 hours after they start
moving. If the train travelling from P
to Q travels 8 km/hr faster than the
other train, find the speed of the two
trains.
Soln: Suppose the speeds of the two trains are
x km/hr and y km/hr respectively.
Now,
Total distance travelled by both the trains
in 6 hours = (6x + 6y) km
Now, according to the question,
(6x + 6y) = 162
162
or, x  y   27 ....(i)
and x – y = 8 ....(ii)
Solving equations (i) and (ii), we have
x = 17.5 km/hr and
y = 9.5 km/hr.
Hence, speed of the two trains are 17.5
km/hr and 9.5 km/hr.
the scheduled time. What is the distance of
the school from her house?
I will reach my destination 40 minutes late if
I walk at the rate of 3 km/hr. However, I will
reach 30 minutes before time if I walk at the
rate of 4 km/hr. Find the distance of my
destination from the starting point.
5. A student travels to his school at a speed of 4
km/hr and reaches the school 15 minutes
late. On travelling at a speed of 6 km/hr, he
reaches the school 5 minutes early. At what
speed must he travel to reach the school just
in time?
6. A person travels a certain distance on a bicycle
at a certain speed. Had he moved 3 km/hr
Speed, Time and Distance 469

faster, he would have taken 40 minutes less.
Had he moved 2 km/hr slower, he would have
taken 40 minutes more. Find the distance
and original speed of the person.
7. Two places A and B are 80 km apart from
each other on a highway. A car starts from A
and another from B at the same time. If they
move in the same direction, they meet each
other in 8 hours. If they move in opposite
directions towards each other, they meet in
1 hour 20 minutes. Determine the speeds of
the cars.
8. A train covers a distance between stations A
and B in 45 minutes. If the speed is reduced
by 5 km/hr, it will cover the same distance
in 48 minutes. What is the distance between
the two stations A and B (in km)? Also, find
the speed of the train.
9. A car covering half of a distance of 100 km
develops some engine trouble and later travels
station B meets with an accident one hour
after starting. After stopping there for 30
4
minutes, it proceeds at of its usual speed
5
and arrives at B 2 hours late. Had the train
covered 80 km more before the accident, it
would have been just one hour late. Determine
the original speed of the train and the distance
between A and B.
17. A train after travelling 50 km meets with an
3
accident and then proceeds at of its former
4
speed and ar r ives at it s dest inat ion 25
minutes late. Had the accident occurred 24
km behind, it would hav e reached the
destination only 35 minutes late. Find the
speed of the train and the distance travelled
by the train.
18. Ravi can walk a certain distance in 40 days,

K
when he rests 9 hours a day. How long will
at half of its original speed. As a result, it
he take to walk twice the distance, twice as
arrives 2 hours later than its normal time.
fast and rest twice as long each day?
What was the original speed of the car?
19. Two men set out at the same time to walk
1 1 towards each other from two points A and B,
10. A train covers a distance of 193 km in 4 72 km apart. The first man walks at the rate
3 4
hours with one stoppage of 10 minutes, two of 4 km/hr. The second man walks 2 km in
of 5 minutes and one of 3 minutes on the 1
way. Find the average speed of the train. the first hour, 2 km in the second hour, 3
2
11. Distance between two places X and Y is 60
km in the third hour and so on. Find the
km. Two persons A and B start from X towards
time after which the two men will meet.
Y at the same time. Speed of B is 4 km/hr
20. Two trains start out towards each other from
less than the speed of A. A reaches Y, returns

KUNDAN
points 650 km apart. If they start out at the
at once and meets B at a distance of 12 km
same time, they will meet in 10 hours, but if
from Y. What is the speed of B?
one of them starts out 4 hours and 20 minutes
12. An army bomb squad man set a fuse f or
after the other, they will pass each other 8
blasting a rock to take place after one minute.
hours following the departure of the latter.
He ran away from the site at the speed of 13
Determine the average speed of each other.
m/s. Sound travels at the speed of 325 m/s.
21. Distance between two stations X and Y is
Upto what distance could the army man run,
220 km. Trains P and Q leave station X at 8
before he heard the sound of blast?
am and 9.51 am respectively at the speed of
13. On a particular day a person starts walking
25 km/hr and 20 km/hr respectively f or
from a place X at 2 am and reaches place Y at
journey towards Y. A train R leaves station Y
5 am. A second person starts walking from a
at 11.30 am at a speed of 30 km/hr for journey
place Y at 4 am and reaches place X at 9 am
towards X. When and where will P be at equal
on the same day. At what time do they cross
distance from Q and R.
each other?
22. Two places P and Q are 336 km apart. A train
14. A covers some distance in 50 days when he
leaves P for Q and at the same time another
rests 9 hours a day. In how many days will
train leaves Q for P. Both trains meet at the
he cover the double distance by resting twice
end of the 6 hours. If one train travels 8 km/hr
as before?
faster than the other, find the speeds of the
15. A man travelled a total distance of 3990 km,
other trains.
part of it by air, part by water and the rest by
23. On a 2-km road, a total number of 201 trees
land. The time he spent in travelling by air,
are planted on each side of the road at equal
water and land was in rat io 1 : 16 : 2
distances. How many such trees in all will
respectively and the average speed of each
be planted on both sides of a 50-km road such
mode of travel was in the ratio 20 : 1 : 3
that the distance between two consecutive
respectively. If his overall average speed was
trees is the same as that of the consecutive
42 km/hr, find the distance covered by water.
trees on the 2-km road?
16. A goods train travelling from station A to
470 Concept of Arithmetic

Answers and explanations

1. Let the usual speed of the person be x km/hr Since the difference between the two times
and the distance of his journey be D km. taken is (7 + 5 =) 12 minutes
D  12x – 10x = 12
His usual time to cover the distance =   hour or, 2x = 12
x 
Now, according to the question, 12
x = = 6
2
6 6  Hence, the required distance is 6 km.
Speed = of his usual speed =  x  km/hr
7 7  Alternative Method:
Time taken to cover the distance D km Let x km be the distance between her house
and school and t hours be the time required
  to reach the school from her house.
 D  7D
=   hour When Shivangi walks at 5 km/hr, then
 6x  6x x 7
  t
 7  ....(i)
5 60
Again, When Shivangi walks at 6 km/hr, then
7D D  25  x 5

K
   t
6x x  60  6 60
D7  5 x 1
or,   1  or t ....(ii)
x 6  12 6 12
Subtracting equation (ii) from equation (i), we
D  5  5
or,   6  hours get
x  12  2
x x  7   1 
  t    t  
1 5 6  60   12 
 Usual time = 2 hours.
2
x 1 7 5  7 12 1
2. Let the distance from A and B is x km. or,     
30 12 60 60 60 5
 Time taken to cover the distance from A to
30
x x = = 6

KUNDAN
B at 20 km/hr = hours. 5
20 Hence the required distance = 6 km
And time taken to cover the distance from B 4. Let the required distance be x km.
x Difference of time taken at different speeds
to A at 30 km/hr = hours. = (40 + 30) minutes = 70 minutes
30
 Total time taken = 5 hours. (Given) 70 7
= hours = hours
60 6
x x
  5
20 30 x
Time taken at 3 km/hr = hours
3x  2x 3
5
60 x
or, 5x = 60 × 5 = 300 Time taken at 4 km/hr = hours
4
300 According to the question,
or, x = = 60 km
5
x x 7
3. Let the required distance be x km.  
3 4 6
x
Time taken to walk at 5 km/hr = hours 4x  3x 7
5 or, 
12 6
x 
=   60  minutes = 12x minutes x 7
5  
or,
12 6
x
Time taken to walk at 6 km/hr = hours
6 7
or, x =  12 = 14
x  6
=   60  minutes = 10x minutes  Distance of the destination = 14 km
6 
Speed, Time and Distance 471

5. Let the distance of the school be x km.

2V V  3
x or, D  ....(i)
Time taken in first case = hours 9
4 When the person moves 2km/hr slower, then
15 1 D D 40
But this time is 15 minutes late or   
60 4 V  2 V 60
hours late
D D 2
 Actual time for reaching the school in time or,  
V2 V 3
x 1
should be    hours D D 2
4 4 or,  
V2 V 3
x
Time taken in second case = hours DV  DV  2D 2
6 
or, V(V  2) 3
 5  1
But this time is 5 minutes early or  
 60  12 2D 2
or, V(V  2)  3
hours early.
 Actual time for reaching the school in time

K
V(V  2)
x 1  or, D  ....(ii)
should be    hours 3
 6 12  Combining equations (i) and (ii), we get
From the above, we have
2V(V  3) V(V  2)

x 1 x 1  9 3
    
 4 4   6 12  or, 2(V + 3) = 3(V – 2)
or, 2V + 6 = 3V – 6
x  1 2x  1
or,  or, 3V – 2V = 6 + 6
4 12 or, V = 12 km/hr
or, 12x  12  8x  8 Putting the value of V in equation (ii),
or, 4x  20 12  10
we get D = = 40 km.

KUNDAN
or, x = 5 km 3
 The distance of the school be 5 km and 7. Case I: When the cars are moving in the same
(x  1) direction.
actual time to reach school in time =
4
= 1 hour
 The required speed is 5 km/hr.
6. Let t he or iginal speed and distance be Let A and B be two places and C be the place
V km/hr and D km respectively. of meeting.
Time taken to complete the whole journey Let the speed of car starting from A be x km/hr
D and the car starting form B be y km/hr.
= hours. Relative speed = (x – y) km/hr
V
When the person moves 3 km/hr faster, then According to the question,
(x – y) × 8 = 80
D D 40 or, x – y = 10 ...(i)
 
V  3 V 60 Case II: When the cars are moving in the
opposite directions and they meet at point C.
D D 2
or,  
V3 V 3
Relative speed = (x + y) km/hr
D D 2 Time taken = 1 hour 20 minutes
or,  
V V3 3
 1  4
DV  3D  DV 2 = 1    hours
  3  3
or, V V  3 3
Again, according to the question,
3D 2 4
or, V V  3  3 (x  y )   80
3
472 Concept of Arithmetic

or, x + y = 60 ...(ii)
Solving equations (i) and (ii), we have 580
x = 35 and y = 25  Average speed of the train = 3 km/hr
 Speeds of the cars 58
= 35 km/hr and 25 km/hr. 15
8. Suppose the distance is x km and the speed 580  15
of the train is y km/hr. = = 50 km/hr
Thus we have two relationships: 58  3
11.
x 45 3 3
(1)   x  y
y 60 4 4

x 48 4 4
(2)    x  (y  5)
y  5 60 5 5
From (1) and (2), we have
Let A and B meet after t hours.
3 4
y  (y  5 ) Let the speed of B be x km/hr.
4 5  Speed of A = (x + 4) km/hr
Distance covered by A in t hours = 60 + 12
4 3
or, y     4

K
= 72 km
5 4 Distance covered by B in t hours = 60 – 12
= 48 km
4  20
or, y = = 80 km/hr Now, according to the question,
16  15 xt = 48 ....(i)
Therefore speed = 80 km/hr and distance (x + 4)t = 72 ....(ii)
3 On dividing equation (ii) by equation (i), we
x =  80 = 60 km have
4
9. Half of the original speed means double the x  4 72 3
 
normal time. It means that the car should x 48 2
have covered half of the distance of 100 km, or, 2x + 8 = 3x
ie 50 km, in 2 hours. or, x = 8
Hence, the original speed of the car  Speed of A = 8 km/hr

KUNDAN
 50  12. Time after which the bomb is set to explode
=   = 25 km/hr = 1 minute = 60 seconds
 2  Speed of the man = 13 m/sec
10. Distance covered by train Distance covered by man in 60 sec
1 580 = 13 × 60 = 780 metres
= 193 km = km So, distance to be travelled by sound before it
3 3
catches up with army man = 780 metres
Time taken by the train to cover this distance Speed of the sound = 325 m/sec (given)
1 17 Since the man and sound are travelling in
= 4 hours = hours the same direction, the relative speed of sound
4 4
= (325 – 13 =) 312 m/sec
Total stoppage during the journey Time taken by sound to travel 780 metres
= 10 × 1 + 5 × 2 + 3 × 1
780
23 = = 2.5 sec
= 23 minutes = hours 312
60
Now, dur ing t his time man would hav e
Actual time taken by the train to cover the travelled further. So, distance covered by man
above distance in 2.5 seconds = 2.5 × 13 = 32.5 m
17 23 The total distance travelled by man
=  = 780 + 32.5 = 812.5 metres.
4 60
13. X P Y
17  15  23 l l l
=
60 Let the speed of the person who starts from X
be x km/hr and speed of the person who starts
255  23 232 58 from Y be y km/hr.
=  = hours
60 60 15 Time taken by the person who starts from X
= 5 am – 2 am = 3 hours
Speed, Time and Distance 473

Time taken by the person who starts from Y 14. Let the distance for A be x km
= 9 am – 4 am = 5 hours Number of hours A walks daily = (24 – 9 =) 15
Again, let the distance between X and Y be D hours
km. Number of days = 50 days
Now, according to the question,
x
D D  Speed (in km/hr) = ..... (1)
50  15
x km/hr = and y km/hr =
3 5 In second situation
If the person starting from X reaches the Let the number of days be Y
meeting point after t hours, person starting Distance = 2x
from Y will reach the meeting point after Number of hours for which A walks daily = 6
(t – 2) hours. Since the person starting from hours
X starts moving at 2 am while the person  Speed in second case (in km/hr)
starting from Y starts moving at 4 am. And
Distance 2x
the difference of time = (4 am – 2 am)= 2 hours =  ..... (2)
 Dist ance (XP) t r avelled by t he person Time Y6
In both the cases, the speed remains the same
D 
starting from X =   t  km 2x 2x
3   
and the distance (YP) travelled by the person Y  6 50  15

K
or, Y × 6 = 50 × 15
D 
starting from Y =  (t  2) km 50  15
5  or, Y = = 125 days
6
Total distance travelled by both before meeting
= Distance travelled by person from X + 15. Total distance travelled = 3990 km
Distance travelled by person from Y Ratio of time spent in travelling by air, water
and land = 1 : 16 : 2
D  D  Ratio of respective speeds = 20 : 1 : 3
=   t     (t  2)  D
3  5  From the given fact, the ratio of respective
distances will be 20 : 16 : 6 = 10 : 8 : 3
 t t 2 Sum of the ratios = 10 + 8 + 3 = 21
or, D   D
3 5  Distance travelled by steamer will be
8

KUNDAN
t t 2
or,  1 = 3990  = 1520 km
3 5 21
16. Let the distance between station A and station
5t  3t  6 B be d km.
or, 1
15 Again, let the initial speed of the goods train
or, 8t – 6 = 15 be x km/hr.
or, 8t = 15 + 6 = 21 As the accident takes place after 1 hour
 distance covered in 1 hour by the goods
21 5 train = x km
or, t = 2 hours
8 8 Remaining distance = (d – x) km
Conv ert ing t his in hour s, minut es and Total time taken, if no accident happened
seconds, we get 2 hours 37 minutes and 30
d 
seconds. =   hours
x 
5 5  Case I:
[2 hours = 2 hours +   60  minutes
8 8  Time taken by the goods train to cover the
distance
 75  1
= 2 hours +    37 minutes
 2  2 30 d  x
= 1 
60 4x
1 5
= 2 hours + 37 minutes + minutes
2
 1 5(d  x ) 
= 1   hours
1   2 4x 
= 2 hours + 37 minutes +   60   Now, according to the question,
2 
30 seconds 1 5(d  x ) d
1   2
= 2 hours 37 minutes and 30 seconds] 2 4x x
474 Concept of Arithmetic

17. Let the distance be D km and speed be the x

(d  x ) 5 d 1
or,   km/hr
4x x 2 From the question, we have
(d  x ) 5 d 1 50 (D  50) 4 D 25 D 5
      
or, x 3x x 60 x 12
4x x 2
150  4D  200 12D  5x
5d  5x  4d 1 or, 
or,  3x 12x
4x 2
4D  50 12D  5 x
d  5x 1 or, 
or,  3x 12x
4x 2 or, 16D  200  12D  5x
or, 2d – 10x = 4x  4D – 5x = 200 ... (i) and
or, 2d = 14x
or, d = 7x ....(i) 50  24 (D  26) 4 D 35
  
Case II: x 3x x 60
If the goods train had covered 80 km more D 7 12D  7x
before the accident, then the distance of site   
x 12 12x
of the accident = (x + 80) km
Remaining distance = [d – (x + 80)] km 26 4D  104 12D  7 x

K
or,  
Time taken to cover the whole of the distance x 3x 12x

  78  4D  104 12D  7x
 (x  80 )  or, 
 30 d  (x  80 )  hours 3x 12x
=    
 x  60 4x  4D  26 12D  7x
  or, 
 5  3x 12x
 According to the question, or, 4D  7x  104 .... (ii)
x  80 30 d  (x  80 ) d Now, subtracting equation (ii) from equation
   1 (i), we have
x 60 4x x
5 2x = 96
 x = 48 km/hr
80 1 5[d  (x  80] d Put the value of x in equation (i) and find the

KUNDAN
or, 1     1 distance (D)
x 2 4x x
or, 4D – 5 × 48 = 200
80 1 5[d  (x  80 )] d or, 4D = 200 + 240 = 440
or,   
x 2 4x x 440
 D = = 110 km.
320  5d  5x  400 1 d 4
or,   18. Time for work per day in first condition
4x 2 x
= (24 – 9 =) 15 hours
5d  5x  80 1 d Time for work per day in second condition
or,  
4x 2 x = (24 – 9 × 2 =) 6 hours
Her e we hav e four quant it ies : Speed,
1 4d  5d  5x  80 Dist ance, Wor k and Days. W e hav e t o
or, 
2 4x calculate number of days. Hence, Days will
or, 2x = 5x – d + 80 be in t he last column. Here f ollowing
Putting the value of d from equation (i), we relationships exist:
have More speed, less days (Inverse)
2x = 5x – 7x + 80 More distance, more days (Direct)
or, 4x = 80 Less hours of work, more days (Inverse)

80
 x = = 20
4
Hence original speed of the train Hence,
= 20 km/hr. 2 : 1 
Distance between the stations A and B 1 : 2  :: 40 : x
= d = 7x (From i) 6 : 15
= (7 × 20) = 140 km. or, 2 × 1 × 6 : 1 × 2 × 15 :: 40 : x
(Compounding the ratios)
Speed, Time and Distance 475

or, 2 × 1 × 6 × x = 1 × 2 × 15 × 40
13
(Product of extreme terms = Distance covered by train A in hours
Product of mean terms) 3

1  2  15  40 13 13x
 x = = 100 = AP = x × =
2 1 6 3 3
Hence the required time = 100 days. Both the trains meet 8 hours after train A
19. Let A starts from point X, B starts from point leaves P. Now if they meet at C1 then
Y and they meet after t hours. PC1 = 8 × x = 8x km
A B BC1 = 8 × y = 8y km
X Y According to the question,
P
13x
 XP = 4 × t = 4t km 8x + 8y = 650 
YP = 2 + 2.5 + 3 + .... t terms 3
This is an AP. 13x
or, 8x  y   650 
n 3
Sum of an AP = 2a  n  1d 
2
13x
where n = number of terms, a = first term or, 8  65  650 
3
and d = common difference

K
t  1 t  t 1 13x
2  2  (t  1)    4    or,  650  520  130
 YP =
2  2 2  2 2 3

130  3
t2 t 7t t 2 7t  t 2 or, x =
13
= 30 km/hr
= 2t     
4 4 4 4 4
Speed of train A = 30 km/hr
But it is given that XY = 72 or XP + PY = 72 Speed of train B = (65 – 30) km/hr
= 35 km/hr
7t  t 2
 + 4t = 72 21. As given, speed of the train P = 25 km/hr
4 Speed of the train Q = 20 km/hr
2
or, 7t + t + 16t = 288 Speed of the train R = 30 km/hr
or, t2 + 23 t - 288 = 0

KUNDAN
or, t2 + 32 t – 9t - 288 = 0 Q 20 t
or, t (t + 32) – 9 (t + 32) = 0 P1
1
P B A Q1 R R
or, (t + 32) )(t – 9) = 0
 t + 32 = 0 X 33 km 25 t 30 t Y
or, t = –32 (Not possible) 87.5 km
 t – 9 = 0
or, t = 9 Distance travelled by train P between 8:00 to
They meet after 9 hours. 11: 30
2 0 . Let the trains A and B travel at speed of x and 1 7 175
y km/hr respectively and meets 10 hours after ie in 3 hours =  25   87.5 km
2 2 2
departure.
Distance travelled by train Q between 9 : 51
to 11 : 30 ie. in
From the figure it can be seen that 39 33
AC = (x × 10) km 1 hour 39 minutes = 1  20   20
60 20
BC = (y × 10) km = 33 km
 AC + BC = x × 10 + y × 10 Assume that trains P and Q are at A and B
or, 650 = 10(x + y) respectively at 11 : 30 am. Also assume that t
or, x + y = 65 minut es aft er 11 : 30 am, t r ain P was
In the second situation when the other train equidistant from train Q and train R. At the
starts after 4 hours and 20 minutes equidistant position train P, Q and R were at
P1, Q1 and R1.
 XP1 = XA + AP1 = (87.5 + 25 t) km
4 hours and 20 minutes XQ1 = XB + BQ1 = (33 + 20 t) km
20 1 13 P1 Q1 = XP1 – XQ1 = (87.5 + 25 t) - (33 + 20 t)
= 4 4  hours = (54.5 + 5 t) km
60 3 3
Distance RR1 = 30 t km
476 Concept of Arithmetic

P1R1 = Total distance - XP1 - RR1 Let the speed of train from P = x km/hr and
= 220 - (87.5 + 25 t) - 30 t that from Q = (x + 8) km/hr
= (132.5 - 55 t) km Both trains meet after 6 hours
 P1Q1 = P1R 1  (x × 6) + (x + 8) × 6 = 336
 5t + 54.5 = 132.5 - 55 t or, 6x + 6x + 48 = 336
78 or, 12x = 336 – 48 = 288
or, 60 t = 78 or t =  60 minutes
60 288
or, t = 78 minutes or, x = = 44
12
So 78 minutes after 11 : 30 am ie at 12 : 48
pm train P will be equidistant from train Q  Speed of one train = 24 km/hr
and R. Speed of the other train = (24 + 8 =)32 km/hr
23. Distance between 2 trees on a 2-km road
78
XP1 = 87.5 + 25 t = 87.5 + 25 ×  2  1000 
60
= 87.5 + 32.5 =   = 10 m
 201  1 
XP1 = 120 km
Number of trees planted on both sides of a
 At 120 km away from station X, trains would
50-km road
be at equal distances.
 50  1000  
22. = 2  10
  1 = 10002

K
  
Let R be the meeting point.

KUNDAN
274 Concept of Arithmetic

Chapter-15

Profit and Loss

Cost Price
The amount paid to purchase an article or the price
at which an article is made is known as its cost
price. The cost price is abbreviated as CP. For
example, if a watch is purchased in Rs 1250, then
its cost price (CP) will be Rs 1250.
Effective Cost Price
Usually, a shopkeeper has to bear some additional
expenses such as taxes, labour charges, freight
charges and maintenance charges for the goods
before they are sold. Such charges are called
overhead charges. The overhead charges become
a part of the cost price. Thus, the effective cost
price of the goods is equal to the sum of the actual
the cost price, the difference between the cost price
(CP) and the selling price (SP) is called loss.
Thus, if SP < CP, then
Loss = CP – SP
or, CP = SP + Loss
and SP = CP – Loss
For example, if the above cycle is sold for Rs
1450, then the loss will be Rs (1500 – 1450 =)
50.
Profit and Loss Percentage
In order to compare the profit or loss in two or
more sales, we usually express profit and loss as a
per cent of the cost price.
For example, a shopkeeper buys an article for

K KUNDAN
Rs 500 and sells it for Rs 550 and purchases
payment made while purchasing the goods and another for Rs 100 and sells it for Rs 150, the
overhead charges. profits on each of them is Rs 50 but in the first
Effective Cost Price = Payment made while case Rs 50 is profit on Rs 500 and in the second
pur chasing t he goods case Rs 50 is profit on Rs 100. To compare we
+ overhead charges. calculate profit per cent. Now, in the first case we
For example, if a person purchases a car for Rs
400000, he has to pay 4% tax on it and the cost of  50 
have profit per cent =  100   10% and in
transportation is Rs 1000, then the effective cost  500 
price of the car
= 400000 + (4% of 400000 + 1000) = Rs 417000  50 
the second case profit per cent  100   50%.
 100 
Selling Price
Thus profit per cent in the second case is more.
The price at which an article is sold is known as The profit per cent is the profit that would be
its selling price. The selling price is abbreviated obtained for a CP of Rs 100. Similarly, the loss per
as SP. cent is the loss that would be made for a CP of Rs
For example, if a cow is sold for Rs 1200, then 100. Thus, we have
its selling price (SP) will be Rs 1200.
Profit
Profit per cent = Cost Price (CP)  100 and
Profit
If the Selling Price (SP) of an article is greater Loss
than Cost Price (CP), the difference between the Loss per cent = Cost Price (CP)  100
selling price and the cost price is called profit.
Thus, if SP > CP, then For example, if cost price of an article is Rs
Profit = SP – CP 1000 and the selling price of that article is Rs
or, SP = CP + Profit 1100, then the profit per cent will be
and CP = SP – Profit
100
For example, if a cycle is purchased for Rs 1500  100 = 10%
and sold for Rs 1600, then the profit will be Rs 1000
(1600 – 1500 =) 100. Similarly, if the article is sold for Rs 950, then
loss per cent will be
Loss
50
If the selling price (SP) of an article is less than  100 = 5%
1000
Profit and Loss 275

Important Point (100 +100) = Rs 200

 loss on both the horses
Profit or loss of an article is always calculated on
cost price of that article. Hence, to find out profit  20000  200
or loss of any article, selling price and cost price =   200  = Rs
 99  99
of that article must be known.
For example, if two horses are sold for Rs 100 and the loss per cent
each and if the first is sold at 10% gain and the Loss
second at 10% loss, then it never means that there =  100
is neither profit nor loss on both t he horses. Cost Price (CP)
Because, without knowing the cost price of both
the horses we can not come to any conclusion. We 200
can find the cost price of both the horses: 99  100
Gain on first horse = 10% = = 1%
20000
ie if the cost price of the first horse is Rs 100
99
then selling price of that horse will be Rs (100
+ 10) = Rs 110. Hence, there is a loss of 1% on selling both
 When selling price is Rs 110 then cost the horses.
price is Rs 100.
 When selling price is Re 1 then cost price
Rule of Fraction
In this chapter, the use of “Rule of Fraction” is
100
is Re . dominant. We should understand this rule very
110 well because it is going to be used in almost all the
 When selling price is Rs 100 then cost price questions.
100  100 1000 If our required value is greater than the supplied
is Rs = Rs . value we should multiply the supplied value with a
110 11
fraction which is more-than-one. And if our required
Loss on second horse = 10% value is less than the supplied value we should multiply

K KUNDAN
ie if the cost price of the second horse is Rs the supplied value with a fraction which is less-than-
100, then selling price of the horse is Rs 100 one.
– Rs 10 = Rs 90. (a) If there is a gain of x% , the calculating
 When selling price is Rs 90 then cost price figures would be 100 and (100 + x).
is Rs 100. (b) If there is a loss of y% , the calculating
 When selling price is Re 1 then cost price figures would be 100 and (100 - y).
100 (c) If t he r equired v alue is mor e than t he
is Rs . supplied value, our multiplying fraction
90
 When selling price is Rs 100 then cost price 100  x 100
should be or
100 100  y (both are
100  100 1000
is Rs = Rs . greater than 1).
90 9
(d) If t he r equir ed v laue is less than t he
 Cost price of both the horses supplied value, our multiplying fractions
 1000 1000  20000 100 100  y
= Rs    = Rs should be or (both are
 11 9  99 100  x 100
and the selling price of both the horses = Rs less than 1).

Solved Examples

Ex. 1: A box of Al phanso m angoes was Since CP > SP. Therefore, there is loss
purchased by a fruit-seller for Rs 300. given by
However, he had to sell them for Rs Loss = CP – SP
255 because they began to get over ripe. or, Loss = Rs (300 – 255) = Rs 45
What was the loss percentage?
Soln: We have,  Loss 
Now, loss per cent =   100 %
CP = Rs 300 and SP = Rs 255.  CP 
276 Concept of Arithmetic

Soln: We have the LCM of 4 and 5 = 20

 45 
or, Loss per cent =   100 % =15% Hence let the number of balls purchased
 300  be 20.
Hence, there was 15% loss.
3
Ex. 2: Subramaniam bought 100 eggs for Rs  Cost price of balls =  20 = Rs 15
50. Out of these, 4 eggs were found to 4
be broken and he sold the remaining
eggs at the rate of Rs 8.50 per dozen. 4
and Selling price of balls =  20
Find his gain or loss per cent. 5
Soln: We have, CP of 100 eggs = Rs 50. = Rs 16
It is given that 4 eggs were found to be  Gain = Rs 16 – Rs 15 = Re 1
broken. So, the number of remaining eggs  Gain per cent
which were sold in the market
= 100 – 4 = 96. 1 20 2
=  100 = = 6 %
It is given that the remaining eggs were 15 3 3
sold at the rate of Rs 8.50 per dozen. Again,
Therefore, SP of 12 eggs = Rs 8.50  If gain is Re 1, then the number of
8.50 balls = 20
 SP of 1 egg = Re  If gain is Rs 16, then the number of
12
balls = 16 × 20 = 320
 8.50  Ex. 5: A shopkeeper buys some pens at 3 for
Hence, SP of 96 eggs = Rs   96 
 12  Rs 10 and twice the quantity at 4 for
Rs 13. If he sells all the pens at the
= Rs 68.
rate of a dozen for Rs 59, then find his
Clearly, SP > CP
gain or loss per cent.
So, there is gain given by
Soln: Let the shopkeeper buy 1 dozen (12) pens
Gain = SP – CP = Rs 68 - Rs 50 = Rs 18.

K KUNDAN
at the first rate.
Hence, gain per cent
 Cost price of 3 pens is Rs 10
 Gain   18 
=   100 % =   100 % = 36% 10  12
 CP   50   Cost price of 12 pens is = Rs 40
3
Ex. 3: A grocer buys eggs at 10 for Rs 8 and
At the second rate shopkeeper buys 2
sells at 8 for Rs 10. Find his gain or
dozen of pens.
loss per cent.
Soln: We have, LCM of 10 and 8 = 40. So, let  Cost price of 4 pens is Rs 13.
 Cost price of 24 pens is
the number of eggs bought be 40.
Now, CP of 10 eggs = Rs 8.  13  24 
   Rs 78
 8   4 
 CP of 40 eggs = Rs   40  = Rs 32.
 10   Cost price of 3 dozen (36) of pens
= Rs (40 + 78) = Rs 118
Again, SP of 8 eggs = Rs 10
Selling price of 3 dozen (36) of pens
 10  = 3 × 59 = Rs 177
 SP of 40 eggs = Rs   40  = Rs 50.
 8   profit = Rs (177 – 118) = Rs 59
Now, CP = Rs 32 and SP = Rs 50. Profit
Clearly, SP > CP  per cent profit =  100
Cost Price
So, there is gain given by
Gain = SP – CP = Rs 50 - Rs 32 = Rs 18. 59
=  100 = 50%
Hence, Gain per cent 118
 Gain   18  Ex. 6: The selling price of 10 articles is the
=   100 % =   100 % same as the cost price of 11 articles,
 CP   32 
find the gain per cent.
 225  1 Soln: Let t he cost pr ice of each ar ticle be
=  % = 56 % Rs x.
 4  4
Then, CP of 10 articles = Rs 10x
Ex. 4: A shopkeeper buys some balls at 4 for SP of 10 articles = CP of 11 articles
Rs 3 and sell at 5 for Rs 4. As such he = Rs 11x
gains Rs 16. Find the number of balls  Gain on the purchase of 11 articles
purchased by shopkeeper and also find = Rs 11x – 10x = Rs x
the gain percentage.
Profit and Loss 277

Hence, Gain per cent  Selling price of goods of Rs 120 is Rs

 Gain  120  120
=   100 % = Rs 144
 CP  100
 Profit = Rs 144 – Rs 100 = Rs 44
 x 
=   100 % = 10% 44
 10 x   Profit per cent =  100 = 44%
Ex. 7: By selling 200 oranges, there is a profit 100
equal to the selling price of 40 oranges. Ex. 10: A tradesman by means of false balance
Find gain per cent. defrauds to the extent of 20% in buying
Soln: Let the selling price of one orange be Re goods and also defrauds to the extent
1. of 20% in selling. Find the gain per cent.
 Selling price of 200 oranges = Rs 200 Soln: In normal case, suppose the tradesman
Profit = Selling price of 40 oranges = Rs 40 buy x kg of goods in Rs x.
 Cost price of 200 oranges By using false balance tradesman buys,
= Rs (200 – 40) = Rs 160 according to the question,
Gain (x + 20% of x) kg of goods in Rs x.
 Gain per cent =  100  Cost price per kg
CP
x 1
40 = Rs x  20 % of x = Re
=  100 = 25% 1 .2
160
Ex. 8: A dishonest dealer professes to sell his Again, from the question, by using false
goods at cost pr i ce, but he uses a balance tradesman sells (x – 20% of x) kg
weight of 960 gm for the kg weight. of goods in Rs x.
Find his gain per cent.  Selling price per kg
Soln: Suppose cost price of 1 kg (1000 gm) of x 1
goods is Rs 100. = Rs x  20% of x = Re
0.8
 Cost price of 960 gm of goods

K KUNDAN =
100
1000
 960 = Rs 96
Selling price of 960 gm of goods = Cost
price of 1000 gm of goods = Rs 100
[Since dishonest dealer tells customer that
he uses weight of 1 kg and takes Rs 100
which is equal to the cost price of 1 kg of
goods. But, in reality, he gave only 960
gm of goods to the customer of which cost
 1
Profit per kg = Re  
1 

 30  20 
= Re 
 24 

10
24  100

 0.8 1.2 

 = Re
10
24

Profit per cent = 1 = 50%

price was Rs 96. Thus, he sells goods for 1.2
Rs 100 instead of Rs 96.]
 profit = Rs (100 – 96) = Rs 4 Note: You must under st and t he diff er ence
between Ex. 9 and Ex. 10.
4 1 In Ex . 9 t radesman def rauds in t he
 profit per cent =  100 = 4 %
96 6 purchasing amount ie price while in Ex.
Ex. 9: A tr adesm an defr auds 20% whi l e 10 tradesman defrauds in quantit y of
purchasing and selling goods. Find the goods purchased or sold.
gain per cent. Ex. 11: A bookseller sold 300 copies of a book
Soln: Suppose that the tradesman purchases at a profit of 15%. If a book costs him
goods for Rs 100. Rs 12, find the sell ing price of the
Since he def r auds while purchasing books.
goods, hence he purchases goods of Rs Soln: We have, cost of one copy of the book
120 instead of Rs 100. Again, he defrauds = Rs 12
20% while selling the goods. Threfore,  Cost of 300 copies of the book
he takes Rs 120 from the customer instead = Rs (300 × 12) = Rs 3600
of Rs 100. It is given that the bookseller sold 300
 Cost price of goods = Rs 100 and the copies of the book at a profit of 15%
cost pr ice of pur chased goods Therefore, Profit = 15% of CP
= Rs 120. = 15% of Rs 3600
 Selling price of goods of Rs 100 is Rs  15 
120. = Rs   3600  = Rs 540
 100 
278 Concept of Arithmetic

Now, SP = CP + Profit Soln: For the first article, we have

or, SP = Rs 3600 + Rs 540 SP = Rs 375 and Gain = 25%
or, SP = Rs 4140. 100
Ex. 12: Krishnamurthi bought oranges at Rs  CP =  SP
100  Gain %
5 a dozen. He had to sell them at a (By Rule of Fraction)
loss of 4%. Find the selling price of
one orange.  100 
or, CP = Rs   375  = Rs 300
Soln: We have, CP of one dozen oranges = Rs 5.  100  25 
Loss per cent = 4% For the second article, we have,
 4  1 SP = Rs 375 and Loss = 25%
 Loss = 4% of Rs 5 = Re   5  = Re  
 100  5 100
 CP =  SP
Now, SP = CP – Loss 100  Loss %
 1 24  100 
or, SP = Rs  5   = Rs or, CP = Rs   375  = Rs 500
 5 5  100  25 
24  Total cost paid in buying the two articles
Thus, SP of one dozen oranges = Rs = Rs (300 + 500) = Rs 800.
5
Total SP = Rs 375 + Rs 375 = Rs 750.
 24 1  2  CP > SP. So, there is a loss
 SP of one orange = Re    = Re  Total loss = CP - SP
 5 12  5
= Rs 800 – Rs 750 = Rs 50
2
=  100 paise = 40 paise  Loss 
5 Hence, loss per cent =   100 %
 CP 
Ex. 13: A man sells his scooter for Rs 18000
making a profit of 20%. How much did  50  1
 100 % = 6 %

K KUNDAN
the scooter cost him? = 
 800  4
Soln: Let the cost price of the scooter be Rs 100.
Ex. 16: Shridhar bought two buffaloes for Rs
Th en ,
30000. By selling one at a loss of 15%
Profit = Rs 20 [  Profit = 20% (given)]
and other at a gain of 19%, he found
 SP = CP + Profit = Rs 100 + Rs 20 that selling price of both buffaloes is
= Rs 120 the same. Find the cost price of each.
Now, if the SP is Rs 120, then CP Soln: Let t he cost pr ice of one buf falo be
= Rs 100 Rs x. Then, cost pr ice of ot her is
If the SP is Rs 18000, then Rs (30000 – x)
 100  100  loss%
CP = Rs  18000  = Rs 15000  CP
 120  SP of first buffalo =
100
Hence, the cost of the scooter = Rs 15000.
Ex. 14: By selling an A.C. for Rs 18000, I lose 100  15 85x
= x =
20%. What did I pay for it? 100 100
Soln: We have,
SP = Rs 18000, and Loss = 20%. 100  gain%
SP of second buffalo =  CP
Let the CP of A.C. be Rs 100. 100
Then, Loss = CP – SP  100  19 
or, SP = CP – Loss =   (30000  x )
 100 
= Rs 100 – Rs 20 = Rs 80.
Now, if the SP is Rs 80, then CP = Rs 100 119
=  (30000  x )
If the SP is 18000, then CP 100
100 Now, it is given that the selling price of
= Rs  18000 = Rs 22500. both buffaloes is the same.
80
Ex. 15: A man sold two articles at Rs 375 each. 85x 119
  (30000  x )
On one he gains 25% and on the other 100 100
he loses 25%. How much does he gain
or, 5x = 7(30000 – x)
or lose in the whole transaction? Also
or, 12x = 210000
find his gain or loss per cent in the
whole transaction. 210000
 x = = 17500
12
Profit and Loss 279

Hence, the cost price of two buffaloes are  Cost price of the third motor-cycle
Rs 17500 and Rs (30000 - 17500 =) Rs = Rs (20000 – 5000 – 6000)
12500. = Rs 9000
Ex. 17: Raman bought two old scooters for Rs Ex. 19: Three items are purchased at Rs 450
18000. By selling one at a profit of 25% each. One of them is sold at a loss of
and the other at a loss of 20%, he 10%. At what price should the other
neither gains nor loses. Find the cost two be sold so as to gain 20% on the
price of each scooter. whole transaction? What is the gain per
Soln: Let the cost price of one scooter be Rs x. cent on these two items?
Then, the cost price of the second scooter Soln: We have, CP of one item = Rs 450.
= Rs (18000 – x)  CP of three items = Rs (3 × 450)
25x = Rs 1350.
Profit on the sale of first scooter = Gain on the whole transaction = 20%
100
Loss on the sale of second scooter
= 20% of Rs 1350
20
= (18000  x )  20 
100 = Rs  1350  = Rs 270.
 100 
It is given that there is no gain or loss to
Raman.  SP of three items = CP + Gain
 Profit on first scooter = Loss in second = Rs 1350 + Rs 270 = Rs 1620
scooter. It is given that first item is sold at a loss
of 10% . Therefore,
25x 20 Loss on selling first item
  (18000  x )
100 100 = 10% of Rs 450
or, 5x = 4(18000 – x)
 10 
or, 9x = 72000 = Rs   450  = Rs 45
 100 
 x = Rs 8000
 SP of first item = CP – Loss

K KUNDAN
Hence, the cost price of two scooters was
Rs 8000 and Rs 10000 respectively. = Rs 450 – Rs 45 = Rs 405
Ex. 18: A person sold three motor-cycles for Rs SP of three items is Rs 1620 and the SP
6000, Rs 7500 and Rs 5500 of first item is Rs 405.
respectively. By selling first he gains  SP of the remaining two items
20% and by selling second he gains = Rs 1620 – Rs 405 = Rs 1215.
25%. But in selling all the three he loses Thus, the other two items should be sold
5%. Find the cost price of third motor- at Rs 1215.
cycle. CP of the remaining two items
Soln: Cost price of the first motor-cycle = Rs (2 × 450) = Rs 900
 Gain on the remaining two items
100 = SP – CP
=  SP
100  Gain% = Rs 1215 – Rs 900 = Rs 315.
 Gain per cent on the remaining two
100 items
=  6000 = Rs 5000
120
 315 
Cost price of the second motor-cycle =   100 % = 35%
 900 
100
=  SP Ex. 20: If a man were to sell his hand-cart for
100  Gain% Rs 720, he would lose 25%. What must
he sell it for to gain 25%?
100
=  7500 = Rs 6000 Soln: We have, SP of the cart = Rs 720
125 Loss = 25%
Cost price of all the three motor-cycles
 100 
 CP =   SP 
100  100  Loss% 
=  SP
100  Loss%
 100 
100 or, CP = Rs   720 
=  (6000  7500  5500)  100  25 
95
4 
100 = Rs   720  = Rs 960
=  19000 = Rs 20000 3 
95
Thus, CP of the cart = Rs 960.
280 Concept of Arithmetic

Desired gain = 25% And selling price at 15% profit= Rs115

Difference in the selling prices
100  Gain%
 SP =  CP = Rs (115 – 110) = Rs 5
100
 When difference in selling price is Rs
 100  25  5, cost price is Rs 100.
or, SP = Rs   960  When difference in selling price is Rs 40,
 100 
100
 125  cost price is  40 be Rs 800.
= Rs   960  5
 100 
Ex. 24: A person sells an article at a profit of
5  10%. If he had bought it at 10% less
= Rs   960  = Rs 1200.
4  and sold it for Rs 3 more, he would
Ex. 21: If a person sells an article for Rs 360, have gained 25%. Find the cost price.
Soln: Let the actual cost price be Rs 100.
1 Actual seling price at 10% profit = Rs 110
gaining th of its CP. Find gain per
5 Supposed cost price at 10% less = Rs 90
cent. Supposed selling price at 25% gain
Soln: Let the CP of the article be Rs x. 125
= Rs 90  = Rs 112.5
x 100
Then, Gain =
5  the differene in the selling prices
= Rs 112.5 – Rs 110 = Rs 2.5
1 If the difference is Rs 2.5, the CP = Rs 100
[  Gain = th of CP (given)]
5 If the difference is Rs 3, the CP

 Gain  100
Now, Gain% =  100  =  3 = Rs 120
 CP  2. 5

K KUNDAN
Ex. 25: A shopkeeper sells a watch at a loss
x  of 5%. If he had bought it at 10% less
  and sold it for Rs 140 more, he would
 5 100 
or, Gain% = x %
  1
  have gained th of the cost price.
4
1  What is the cost price of the watch?
=  100  % = 20% Soln: Suppose cost price of the watch = Rs 100
5 
Selling price of the watch at 5% loss
Ex. 22: If a person sells an article for Rs 600, = (100 – 5) = Rs 95
1 Cost price at 10% less = Rs 90
gaining th of its selling price. What
5 1
 profit = th of the cost price
4
1
must he sell it for to lose th of its
4 90
= Rs = Rs 22.50
cost price? 4
1 Now, selling price = Rs (90 + 22.50)
Soln: Profit = th of 600 = Rs 120 = Rs 112.50
5
Difference in selling prices
 Cost price = Selling price – Profit = 112.50 – 95
= Rs (600 – 120)= Rs 480 = Rs 17.50
1  If second selling price is Rs 17.50 more,
Loss = th of 480 = Rs 120 then cost price = Rs 100
4
 If second selling price is Rs 140 more,
 Selling price = Cost price – Loss
= Rs (480 – 120)= Rs 360 100  140
Ex. 23: A cow is sold at a profit of 10%. Had then cost price = = Rs 800
17.50
it been sold for Rs 40 more, then profit Ex. 26: A man sold his house for Rs 400 at
would have been 15%. Find the cost some loss. If he had sold it for Rs 500,
price of cow.
Soln: Let the cost price of cow be Rs 100. 2
 Selling price of the cow at 10% profit then he would have gained rd of the
3
= Rs 110
Profit and Loss 281

first loss. Find the cost price of the  Cost price of 150 quintals of rice
house. = 150 × 300 = Rs 45000
Soln: Suppose cost price of the house is  Selling price of it at 8% profit
Rs x.
By selling it for Rs 400, loss 108
=  45000 = Rs 48600
= Rs (x – 400) and 100
by selling it for Rs 500 gain = Rs (500 – x)  Selling price of the remaining 30
Now, according to the question, quintals of rice
= Rs (48600 – 29700 – 8550)
2
500 – x = (x – 400) = Rs 10350
3  Selling price of the remaining 1 quintal
or, 3(500 – x) = 2(x – 400) of rice
or, 1500 – 3x = 2x – 800
or, 5x = 2300 10350
= = Rs 345
30
2300
 x = = Rs 460 Ex. 29: A man bought 300 quintals of sugar.
5 He sold 200 quintals of sugar at the
Ex. 27: A shopkeeper sold his TV set for Rs rate of Rs 126 per quintal and he gained
4000 at some profit. If he had sold it 5% on it. At what rate should he sell
for Rs 3200, then he would have lost the remaining to gain 10% of the whole?
3 Soln:  Selling price of 200 quintals of rice
th of the first gain. Find the cost = 200 × 126 = Rs 25200
5  Cost price at 5% profit
price of TV set.
Soln: Suppose cost price of t he TV set is 100
=  25200 = Rs 24000
Rs x. 105
 By selling it for Rs 4000, profit  Cost price of 300 quintals of rice
= Rs (4000 – x) and

K KUNDAN
24000  3
By selling it for Rs 3200, loss = = Rs 36000
= Rs (x – 3200) 2
Now, according to the question,  Selling price at 10% profit
3 110
(x – 3200) = (4000 – x) =  36000 = Rs 396000
5 100
or, 5(x – 3200) = 3(4000 – x)  Selling price of t he r emaining
or, 5x – 16000 = 12000 – 3x (300 – 200 =) 100 quintals of sugar
or, 8x = 12000 + 16000 = 28000 = Rs (396000 – 25200) = Rs 14400
 Selling price of the remaining sugar per
28000
 x = = Rs 3500 14400
8
quintal = Rs = Rs 144.
 Cost price of the TV set = Rs 3500 100
Ex. 28: A merchant bought 150 quintals of rice
1
at a rate of Rs 300 per quintal. 90 Ex. 30: Ramu bought 150 quintals of rice.
quintals of which he sold at a gain of 4
10% and 30 quintals at a loss of 5%. of which he sold at a loss of 10%. At
At what price per kg should he sell the what per cent gain should he sell the
remaining rice to gain 8% of his total remaining to gain 10% of the whole?
cost price? Soln: Suppose selling price of 1 quintal of rice
Soln:  Cost price of 90 quintals of rice is Rs 100.
= 90 × 300 = Rs 27000 1 75
 Selling price of it at 10% profit of 150 quintals of rice = quintals
4 2
 100  10  of rice
= 27000   = Rs 29700
 100  75
 Cost price of 30 quintals of rice  Cost price of quintals of rice
2
= 30 × 300 = Rs 9000
 Selling price of it at 5% loss 75
=  100 = Rs 3750
95 2
=  9000 = Rs 8550
100
282 Concept of Arithmetic

 Selling price of it at 10% loss Now, selling price of 1 kg of mixture

= Rs 12
90
=  3750 = Rs 3375  Cost price of it at 20% profit
100
100
 Cost price of 150 quintals of rice =  12 = Rs 10
= 150 × 100 = Rs 15000 120
 Selling price of it at 10% gain Hence,
14 – 6x = 10
110 or, 6x = 4
=  15000 = Rs 16500
100
4 2
 Selling price of t he r emaining x= 
6 3
 75  225  Ratio of both kind of tea
150   quintals of rice
 2  2
2  2
= Rs (16500 – 3375) = Rs 13125 = x : (1 – x) = : 1  
3  3
225
and cost price of the r emaining 2 1
2 = : = 2 : 1
quintals of rice 3 3
= Rs (15000 – 3750) = Rs 11250 Ex. 33: A man buys 5 horses and 13 cows for
 Profit = Rs (13125 – 11250) = Rs 1875 Rs 10000. He sell s the hor ses at a
profit of 15% and cows at a loss of
1875 2 10%. If his total gain is Rs 375 then
 Profit per cent =  100 = 16 %
11250 3 find what price does he pay for a horse
Ex. 31: A vendor purchased 40 dozen bananas and a cow?
for Rs 250. Out of these, 30 bananas Soln: Let the price of a horse be Rs x and the
were rotten and could not be sold. At price of a cow be Rs y.

K KUNDAN
what rate per dozen should he sell the  5x + 3y = 10000 .... (i)
remaining bananas to make a profit Now, profit on 5 horses
of 20%?
3x
Soln: We have, CP of bananas = Rs 250 = 15% of Rs 5x = Rs and
Gain required = 20% 4
 Gain = 20% of CP = 20% of Rs 250 13y
loss on 13 cows = 10% of 13y = Rs
 20  10
= Rs   250  = Rs 50
 100 
3x 13y
Now, SP = CP + Gain  Total profit =  = 375
4 10
or, SP = Rs 250 + Rs 50
or, SP = Rs 300 or, 15x – 26y = 7500 .... (ii)
Number of good bananas Now, equation (i) × 2 + equation (ii), we
= (400 × 12 - 30) = 450. have,
Now, SP of 450 bananas = Rs 300 25x = 27500
 x = 1100
 300  Now, putting the value of x in equation
 SP of 12 bananas = Rs  12  = Rs 8
 450  (i), we have
Hence, t he v endor should sell t he 5500 + 13y = 10000
remaining bananas at Rs 8 per dozen to  13y = 10000 – 5500 = 4500
make a profit of 20%. 4500 2
Ex. 32: A tradesman buys a kind of tea at Rs y = = Rs 346
13 13
4 per kg and he mixes it with another
kind of tea at Rs 14 per kg. In what Hence, cost of one horse and one cow are
proportion must he mix the two kinds 2
of teas so that the mixture is sold at Rs 1100 and Rs 346 respectively.
13
Rs 12 per kg to gain 20%?
Alternative Method:
Soln: Suppose mixture is 1 kg in which quantity
Let the cost of 1 horse be Rs x, then total
of first kind of tea is x kg and the second
selling price
kind is (1 – x) kg.
Cost price of this mixture  115  90
= 8x + 14 (1 – x) = (14 – 6x) = 5x    (10000  5 x )
 100  100
Profit and Loss 283

Now, according to the question, Retailer’s gain = 25%

 Retailer’s SP
 115  90
5x    (10000  5 x ) = 10375
 100  100  100  25 
= Rs   126 .5 
or, 575x + 90 × 10000 – 450x  100 
= 10375 ×100
5 
or, 125x = 137500 = Rs   126 .5  = Rs 158.125
4 
137500
 x = = Rs 1100 Now,
125 If the retailer’s SP is Rs 158.125, the cost
Cost of 13 cows = 10000 – 5 × 1100 of production = Rs 100
If the retailer’s SP is Re 1, the cost of
10000  5500
 Cost of 1 cow = 100
13
production = Re
158.125
4500 2
= = Rs 346 If the retailer’s SP is Rs 1265, the cost of
13 13 production
Hence, cost of 1 horse and 1 cow are Rs
100
2 = Rs  1265 = Rs 800.
1100 and Rs 346 respectively. 158.125
13 Hence, the cost of production = Rs 800.
Ex. 34: Ram purchased a radio set for Rs 300 Ex. 36: Mohan bought 20 dining tables for Rs
and sold it to Shyam at a profit of 25%. 12000 and sold them at a profit equal
Shyam sold it to Mohan at a loss of to the SP of 4 dining tables. Find the
10%. For how much did Mohan buy it? SP of 1 table.
Soln: CP of the radio set for Ram = Rs 300 Soln: Let the SP of 1 table be Re 1.
Gain = 25% of Rs 300 Then, SP of 20 tables = Rs 20.
Profit = SP of 4 tables = Rs 4.
 25

K KUNDAN

= Rs   300  = Rs 75  CP = SP – Profit
 100  = Rs 20 – Rs 4 = Rs 16.
 SP of the radio set for Ram = CP + Gain
= Rs 300 + Rs 75 = Rs 375  Gain 
 Gain% =   100 %
 CP of the radio set for Shyam = SP of  CP 
the radio set for Ram = Rs 375
Since Shyam sold the radio set to Mohan  4 
=  100  = 25%
at a loss of 10% , therefore  16 
Loss = 10% of Rs 375 Now,
CP of 20 dining tables = Rs 12000
 10 
= Rs   375  = Rs 37.50  CP of 1 table = Rs 600
 100  Gain% = 25%
SP of the radio set for Shyam = CP – Loss
= Rs 375 - Rs 37.50 = Rs 337.50  100  Gain% 
 SP =    CP
 CP of the radio set for Mohan = Rs 337.50 100 
Hence, Mohan bought the radio set for Rs or, SP of one table
337.50
Ex. 35: If the manufacturer gains 10%, the  100  25 
= Rs   600  = Rs 750
wholesale dealer 15% and the retail  100 
dealer 25%, then what is the cost of Ex. 37: By selling 144 hens, Kamal lost the SP
product of a water heater, the retail of 6 hens. Find his loss per cent. Had
price of which is Rs 1265? he purchased them for Rs 7200, what
Soln: Let the cost of production be Rs 100. would have been the SP of one hen?
We have, manufacturer’s gain = 10% Soln: Let the SP of one hen be Re 1. Then,
 Manufacturer’s SP SP of 6 hens = Rs 6.
 100  10   Loss = SP of 6 hens = Rs 6
= Rs   100  = Rs 110.
 100  SP of 144 hens = Rs 144
Wholesaler’s gain = 15%  CP of 144 hens = SP + Loss
 Wholesaler’s SP = Rs 144 + Rs 6
= Rs 150
 100  15 
= Rs   110  = Rs 126.5
 100 
284 Concept of Arithmetic

Loss 20x
Hence, Loss% =  100 or, CP = ..... (i)
CP 21
When SP is reduced by Rs 50, there is
6
=  100 = 4% loss of 5% . Therefore,
150
If CP = Rs 7200, then 100
CP =  (x  50)
Loss = 4% of Rs 7200 100  5

 4   100 
= Rs   7200  = Rs 288. Using : CP  100 - Loss%  SP 
 100   
 SP = CP – Loss = Rs (7200 - 288)
20
= Rs 6912. or, CP = (x  50 ) .... (ii)
19
 6912  From (i) and (ii), we get
So, SP of one hen = Rs   = Rs 48.
 144 
20x 20
Ex. 38: Some lollipops are bought at 11 for a  (x  50)
rupee and the same number at 9 a rupee. 21 19
If the whole lot is sold at 10 a rupee, x 1
find the gain or loss per cent. or,  (x  50)
21 19
Soln: We have,
LCM of 9, 10 and 11 = 9 × 10 × 11 = 990. [Dividing both sides by 20]
So, let us assume that 990 lollipops of or, 19x = 21(x – 50)
each kind are bought. [Using cross multiplication]
Now, CP of 990 lollipops of first kind or, 19x = 21x – 1050
or, 21x – 19x = 1050
1  or, 2x = 1050
= Rs   990  = Rs 90.

K KUNDAN
 11 
1050
CP of 990 lollipops of second kind or, x = = 525.
2
1  Hence, the original SP of the article is Rs
= Rs   990  = Rs 110.
9  525.
Total CP of 1980 lollipops of both kinds Ex. 40: By selling 90 ball-pens for Rs 160 a
= Rs 90 + Rs 110 = Rs 200. person loses 20%. How many ball-pens
SP of 10 lollipops = Re 1. should be sold for Rs 96 so as to have
 SP of these 1980 lollipops a profit of 20%?
Soln: We have,
 1  SP of 90 ball-pens = Rs 160
= Rs  1980  = Rs 198.
 10  Loss per cent = 20
Clearly, SP < CP. So, there is a loss.  100 
 CP = Rs    SP
Loss = CP - SP = Rs 200 - Rs 198 = Rs 2.  100  Loss% 
Loss 2  100 
 Loss% =  100 =  100 = 1% = Rs    160 = Rs 200
CP 200  100  20 
Hence, ther e is 1% loss in the whole Thus, CP of 90 ball-pens = Rs 200
transaction.  CP of a ball-pen
Ex. 39: By reducing the selli ng pri ce of an
article by Rs 50, a gain of 5% turns  200  20
= Rs   = Rs
into a loss of 5%. Find the original  90  9
selling price of the article. Suppose x ball-pens are sold to earn a
Soln: Let the original selling price of the article profit of 20%
be Rs x. It is given that on this SP there
is a gain of 5%. Therefore, 20x
CP of x ball-pens = Rs
9
 100 
CP =  x SP of x ball-pens = Rs 96
 100  5 
 20 x 
 100   Profit = Rs  96  
 9 
Using : CP  100  Gain%  SP 
  It is given that on selling x ball-pens for
Rs 96, profit earned is 20% .
Profit and Loss 285

Ex. 43: A seller uses 840 gm in place of one kg

20 x to sell his goods. Find his actual per
96 
 9  100 = 20 cent profit or loss
20 x (a) when he sells his article on 4% loss
9 on cost price.
(b) when he sells his article on 4% gain
 20 x  20 x
or,  96   5  on cost price.
 9  9 Soln: Suppose the cost price of 1000 gm is Rs
20 x 4x 100.
or, 96  
9 9 100
 Cost price of 840 gm = (840)
24x 1000
or,  96
9 = Rs 84
For (a), selling price of 840 gm
96  9
 x = = 36 = Rs (100 - 4) = Rs 96
24  Profit = SP - CP = 96 - 84 = Rs 12
Hence, 36 ball-pens should be sold for Rs
96 to earn a profit of 20%. 12  100 100 2
 % profit =   14 %
Ex. 41: Rajeshwar bought 16 dozen ball-point 84 7 7
pens and sold them by and by. Due to a For (b), selling price of 840 gm
calculation mistake in fixing selling = Rs (100 + 4) = Rs 104
price, he lost an amount equal to SP of  Profit = SP - CP = 104 - 84 = Rs 20
4 dozen pens. Find the loss per cent.
20  100 17
Find the SP of one dozen pens, if he  % profit =  23 %
purchased these 16 dozen pens for Rs 84 21
240. Ex. 44: A dealer sold a radio at a loss of 2.5%.
Soln: Let the SP of one dozen pens be Rs x. Had he sol d it for Rs 100 more, he
Then SP of 16 dozen pens = Rs 16x woul d hav e gained 7.5%. For what

K KUNDAN
Loss = SP of 4 dozen pens = Rs 4x value should he sell it in order to gain
 CP = SP + Loss = Rs 16x + Rs 4x
1
= Rs 20x 12 %?
2
 4x 
 Loss per cent =  100  = 20% Soln: Suppose he bought t he r adio f or
 20 x 
Rs x.
Now, CP of 16 dozen pens = Rs 240
Then selling price at 2.5% loss
 CP of one dozen pens = Rs 15
Loss = 20%  100  2.5  97.5x
 Loss on one dozen pens = Rs x   = Rs
 100  100
 20  and selling price at 7.5% gain
= Rs  15  = Rs 3
 100   100  7.5  107.5x
Hence, SP of one dozen pens = CP – Loss = Rs x   = Rs
 100  100
= Rs 15 – Rs 3 = Rs 12.
Now, according to the question,
Ex. 42: A grocer sells rice at a profit of 10%
and uses a weight which is 20% less. 107 .5x 97 .5x
 = Rs 100
Find his total percentage gain. 100 100
Soln: Suppose the grocer bought at Rs x per kg. or, 10x = 100 × 100
 110x  80  x = Rs 1000
Then he sells at Rs   per kg Therefore to gain 12.5% , he should sell
 100  100
for
110x 100
or, at Rs  per kg  100  12 .5 
100 80 Rs 1000   = Rs 1125
 100 
11x
or, at Rs per kg Ex. 45: An article is sold at a profit of 20%. If
8 both the cost price and selling price are
11x Rs 100 less, the profit would be 4%
x more. Find the cost price.
8 300
Now, % profit =  100 = Soln: Suppose the cost price of that article is
x 8 Rs x.
= 37.5%
286 Concept of Arithmetic

 120   225  100 

The selling price = Rs x   or, T   = 1250
 100   36 
 T = 360
New cost price and selling pr ice is  Price of a table = Rs 360
Rs (x - 100) Ex. 47: An article is sold at 20% profit. If its
  120   cost price is increased by Rs 50 and at
and Rs  x    100 respectively. the same time if its selling price is also
  100  
increased by Rs 30, the percentage of
New profit
1
  120   profit decreases by 3 % . Find the cost
3
= Rs  x   100   (x  100)
  100   price.
Soln: Suppose the cost price = Rs x
 120   20 
= Rs  x  1 = Rs x   120
x = Rs
6
x
 100   100  Then SP = Rs
100 5
 New percentage profit Now, new CP = Rs (x + 50)
 20  120 
x  new SP = Rs  x  30 
 100   100  20 x % 100 
=
x  100 x  100 6 
We are also given that the new percentage = Rs  x  30 
5 
of profit = (20 + 4 =) 24%
Now, the new per cent profit
20x
or,  24  1  2 50
x  100 =  20  3   16 %  %
 3  3 3
or, 4x = 2400

K KUNDAN
 x = 600 Thus,
Thus cost of the article = Rs 600  50  6
Ex. 46: A person sells his table at a profit of 100  % of (x + 50) = (x + 30)
 3  5
1 1
12 % and the chair at a loss of 8 %  350  6
2 3 or,  ( x  50 )  x  30
 300  5
but on the whole he gains Rs 25. On
the other hand if he sells the table at 7 175 6
or, x  x  30
1 6 3 5
a loss of 8 % and the chair at a profit
3 6 7 175
or,    x   30
1 5 6 3
of 12 % then he neither gains nor 1 85
2
or, x 
loses. Find the cost price of the table. 30 3
Soln: Suppose the cost price of a table = Rs T  x = Rs 850.
and cost price of a chair = Rs C. Then,
1
1  1  Ex. 48: rd of a commodity is sold at 15%
12 % of T +   8 %  of C = 25 and 3
2  3 
1
1  1 profit, th is sold at 20% profit and
 4
  8 %  of T + 12 % of C = 0
 3  2 the rest at 24% profit. If a total profit
of Rs 62 is earned, then find the value
25 25 of the commodity.
or, T – C = 2500 ...(1)
2 3 Soln: Suppose the value of the commodity was
25 25 x x
T + C = 0 ...(2) Rs x. Then was sold at 15% profit,
3 2 3 4
(1)  2 + (2)  3 gives was sold at 20% pr of it and

25 25   x x   5x
T - T = 1250  x   3  4   12 was sold at 25% profit.
4 9    
Profit and Loss 287

Now, profit B gains Rs 810 (the same as A loses) and

his investment in this transaction is Rs
x  15  x  20  5x  24 
      = Rs 62 8100.
3  100  4  100  12  100 
810
 B’s per cent gain =  100  10%
x x x 8100
or,   = 62
20 20 10 Ex. 51: A fruit merchant makes a profit of 25%
by selling mangoes at a certain price. If
4x
or, = 62 he charges Re 1 more on each mango,
20 he would gain 50%. Find what price
62  20 per mango did he sell at first. Also find
 x = = Rs 310. the cost price per mango.
4 Soln: Suppose the cost price of a mango be Rs
Ex. 49: A person bought some oranges at the x.
rate of 5 per rupee. He bought the same Then, first selling price
number of oranges at the rate of 4 per
rupee. He mixes both the types and sells  100  25  5x
= Rs x   = Rs
at 9 for rupees 2. In this business he  100  4
bears a loss of Rs 3. Find out how many If he charges Re 1 more and gets 50%
oranges he bought in all? profit then there exists a relationship:
Soln: Suppose he bought x oranges of each
quality. 5x  100  50 
1  x 
Then his total investment 4  100 
x x 9x 5x 3x
= = Rs or, 1 
5 4 20 4 2
Total selling price
3x 5 x
2x  2 4x or,  = 1

K KUNDAN
= Rs = Rs 2 4
9 9  x = Rs 4
 total loss  Cost price per mango = Rs 4 and
9x 4x 81x  80 x x  125 
=    first selling price = 4   = Rs 5
20 9 180 180  100 
x Ex. 52: A man sells two horses for Rs 1710.
then Rs = Rs 3 The cost price of the first is equal to
180
the selling price of the second. If the
 x  180  3  540 first is sold at 10% loss and the second
Ther ef or e he bought 2 × 540 = 1080 at 25% gain, what is his total gain or
oranges in total. loss (in rupees)?
Ex. 50: A horse worth Rs 9000 is sold by A to Soln: Let the cost price of the first horse be Rs
B at 10% loss. B sells the horse back x.
to A at 10% gain. Who gains and who  Cost price of the second horse
loses? Find also the values. = Rs (1710 – x)
 First horse is sold at 10% loss.
 90 
Soln: A sells to B for Rs 9000   = Rs 8100  Selling price of the first horse
 100 
 100  10   9 
 110  = x  = Rs  x
 100   10 
Again, B sells to A for Rs 8100  
 100  Again, second horse is sold at 25% gain.
= Rs 8910  Selling price of the second horse
Thus, A loses Rs (8910 - 8100) = Rs 810.
In this whole transaction, A’s investment  100  25 
= (1710  x )  
is only Rs 9000 (the cost of the horse)  100 
because the horse returned to his hand.
 A’s per cent loss  (1710  x ) 5 
= Rs  
 4 
810
=  100  9% Now, according to the question,
9000 Cost price of the first horse is equal to the
selling price of the second horse.
288 Concept of Arithmetic

(1710  x ) 5 1
x= There is a loss of 12 % when selling
4 2
or, 4x = 1710 × 5 – 5x
x
or, 9x = 1710 × 5 price =
2
1710  5
 x = = 950 x 100 
9  
 cost price =
 Cost price of the first horse and the 2  100  12.5 
selling price of the second horse = Rs 950
100 x 4x
Now, selling price of the first horse =
175 7
9 9
= x =  950 = Rs 855 Now, when selling price is Rs x, % profit
10 10
 Total selling price = Rs (950 + 855) 4x
x
= Rs 1805  7  100  7x  4x  100
 Profit = Selling Price – Cost Price 4x 4x
= Rs 1805 – Rs 1710 = Rs 95 7
Ex. 53: Rakesh calculates his profit percentage
on the selling price whereas Ramesh 3
  100  75%
calculates his profit on the cost price. 4
They find that the difference of their Ex. 55: Ramesh sold his goat for Rs 31.25, and
profits is Rs 100. If the selling price of got a percentage of profit equal to the
both of them are the same and both of cost price. Find the cost of the goat.
them get 25% profit, find their selling Soln: Let the cost price of the goat be Rs x.
price.  percentage profit = x%
Soln: Suppose the selling price for both of them  profit = x% of Rs x

K KUNDAN
is Rs x.
Now, cost price of Rakesh x x2
= x
= Rs
 100  25  3 100 100
= x  x
But, Profit = Selling price – Cost price
 100  4
and cost price of Ramesh = (31.25 – x)
Now, according to the question,
 100  4
= x  x
x2
 100  25  5 = 31.25 – x
100
3 x
Rakesh’s profit = x  x  or, x2 = 3125 – 100x
4 4 or, x2 + 100x – 3125 = 0 ....(*)
or, x2 + 125x – 25x – 3125 = 0
4 x
Ramesh’s profit = x  x  or, x(x + 125) – 25(x + 125) = 0
5 5 or, (x – 25) (x + 125) = 0
Now, difference of their profits is given.  x = 25 or –125
x x Now, value of x ie cost price cannot be
  = Rs 100 negative, threfore, value of x cannot be
4 5
–125.
x  x = 25 ie cost price of goat = Rs 25.
or, = 100 Note: (*) Quadratic equation can be solved
20
with the help of formula given below. If a
 x = Rs 2000 quadratic equation is in the form of ax2 +
Thus selling price = Rs 2000. bx + c = 0, then
Ex. 54: What will be the percentage profit after
selling an article at a certain price if  b  b 2  4ac
1 x =
ther e is a loss of 12 % when the 2a
2 In the above equation (*),
article is sold at half of the previous a = 1, b = 100 and c = –3125
selling price?
Soln: Suppose the previous selling price = Rs x
 100  (100 )2  4  1  ( 3125 )
 x =
x 2 1
Now, the later selling price = Rs
2
Profit and Loss 289

or, (x – 40) (x + 240) = 0

=
1
2
 100  10000  12500   x = 40 or –240
 Cost price of watch = Rs 40.
Ex. 58: A man sold a chair and a table together
=
1
2

 100  22500  for Rs 1520 thereby making a profit of
25% on chair and 10% on table. By
1 selling them together for Rs 1535 he
=  100  150 would have made a profit of 10% on
2
the chair and 25% on the table. Find
1 the cost price of each.
=  100  150 or 1  100  150 Soln: Let the cost price of one chair be Rs x and
2 2
that of one table be Rs y.
= 25 or –125 Profit on a chair = 25%
For detail see the chapter “Elementary  selling price of one chair
Algebra”.
Ex. 56: A person sold an article for Rs 9 and 25 125
= x x  x
got a percentage of loss equal to the 100 100
cost price. Find the cost price of the Profit on a table = 10%
article.  selling price of one table
Soln: Let the cost price of the article be Rs x.
 percentage loss = x% 10y 110
= y  y
 loss = x% of Rs x 100 100
According to the given condition, we have
x x2
=x = Rs 125 110
100 100 x y = 1520
But, Loss = Cost price – Selling price 100 100
= (x – 9) or, 125x + 110y = 152000
Now, according to the question, or, 25x + 22y = 30400 ....(i)

K KUNDAN
If profit on a chair is 10% and on a table
x2 is 25%, then total selling price is Rs 1535.
= x – 9
100
 10   25 
or, x2 = 100x – 900  x  x   y  y  = 1535
 100   100 
or, x2 – 100x + 900 = 0
or, x2 – 90x – 10x + 900 = 0 110 125
or, x(x – 90) – 10(x – 90) = 0 or, x y  1535
or, (x – 10) (x – 90) = 0 100 100
 x = 90 or 10 or, 110 x  125 y  153500
 Cost price of the article = Rs 90 or Rs 10. or, 22x + 25y = 30700 ....(ii)
Ex. 57: A person sold his watch for Rs 48, and Subtracting (ii) from (i), we get
got a percentage of profit equal to the 3x - 3y = –300
half of the cost price. Find the cost or, x – y = –100 ....(iii)
price of watch. Adding (ii) to (i), we get
Soln: Suppose cost price of the watch = Rs x. 47x + 47y = 61100
x = x + y = 1300 ....(iv)
 percentage profit = % Solving (iii) and (iv), we get
2
x = 600 and y = 700.
x Hence, the cost price of a chair is Rs 600
x x 2 and that of a table is Rs 700.
 profit = % of Rs x  2  x
2 100 200 Ex. 59: On selling a tea-set at 5% loss and a
lemon-set at 15% gain, a crockery seller
But, Profit = Selling price – Cost price gains Rs 7. If he sells the tea-set at 5%
= (48 – x) gain and the lemon-set at 10% gain, he
Now, according to the question, gains Rs 13. Find the actual price of
x2 the tea-set and the lemon-set.
= 48 – x Soln: Let the cost prices of the tea-set and the
200
lemon-set be Rs x and Rs y respectively
or, x2 = 9600 – 200x Case-I: When tea-set is sold at 5% loss
or, x2 + 200x – 9600 = 0 and lemon-set at 15% gain.
or, x2 + 240x – 40x – 9600 = 0
or, x(x + 240) – 40(x + 240) = 0
290 Concept of Arithmetic

Now, if the difference is Rs 15, CP of the

 5x   x 
Loss on tea-set = Rs   = Rs   horse = Rs 100
 100   20  If the difference is Rs 600, CP of the horse
 15y   3y   100 
Gain on lemon-set = Rs   = Rs   =   600  = Rs 4000
 100   20   15 
 CP of the tonga = Rs 7500 – Rs 4000
 3y x 
 Net gain = Rs    = Rs 3500
 20 20   CP of the horse = Rs 4000 and the CP
of the tonga = Rs 3500
3y x
or,  = 7 Alternative Method:
20 20 CP of tonga + CP of horse = Rs 7500
or, 3y – x = 140 Total selling price at a profit of 19%
or, x – 3y + 140 = 0 .... (i)
119
Case II: When tea-set is sold at 5% gain = Rs 7500 
and the lemon-set at 10% gain. 100
Let the CP of tonga be Rs x.
 5x   x 
Gain on tea-set = Rs   = Rs   Then the CP of horse = Rs (7500 – x)
 100   20   SP of tonga at 11% profit
 10y   y   100  11  111x
Gain on lemon-set = Rs   = Rs   = x  = Rs
 100   10   100  100
SP of horse at 26% profit
 x y 
 Total gain = Rs   
 20 10   100  26 
= (7500  x )   
 100 
x y
or,   13 Now according to the question,

K KUNDAN
20 10
or, x + 2y = 260 111x 126 119
 (7500  x ) = 7500 
or, x + 2y – 260 = 0 ....(ii) 100 100 100
Subtracting (ii) from (i), we get or, 111x + (7500 – x)126 = 7500 × 119
–5y + 400 = 0 or, 111x –126x
or, y = 80 = –7500 × 126 + 7500 × 119
Putting y = 80 in (i), we get or, –15x = 7500 (–7)
x – 240 + 140 = 0
7500  7
or, x = 100  x = = Rs 3500
Hence, cost prices of tea-set and lemon- 15
set are Rs 100 and Rs 80 respectively.  CP of tonga = Rs 3500 and the
Ex. 60: A man bought a tonga and a horse for CP of horse = Rs (7500 – 3500)
Rs 7500. He sold the t onga at 11% = Rs 4000
profit and the horse at 26% profit, Ex. 61: A scooter dealer bought two scooters
making 19% profit on the whole. Find for Rs 13000. By selling one at a profit
the cost price of the tonga and the of 20% and the other at a loss of 25%,
horse separately. he found that selling prices of the two
Soln: CP of tonga + CP of horse = Rs 7500 are same. Find the cost price of each
Gain on the whole transaction = 19% scooter.
Soln: Let the cost price of the first scooter be Rs
7500  119
 total SP = Rs = Rs 8925 x.
100 Then the cost price of the second scooter
If he had sold both at a profit of 11% , = Rs (13000 – x)
then SP of both would have been Profit of first scooter = 20%
Selling price of the first scooter
7500  111
Rs = Rs 8325 x  120
100
= Rs
Difference in two SP’s 100
= Rs 8925 – Rs 8325 = Rs 600
6x
This difference is due to the SP of the = Rs ....(i)
horse at 26% prof it inst ead of 11% 5
(26 – 11)% or 15% higher profit. Loss on second scooter = 25%
Profit and Loss
 SP of the second scooter
 (13000  x )75 
= Rs   or, 39x = 195000
 100 
 39000  3x 
= Rs   ...(ii)
 4 
As the two SP’s are equal, we have from
equations (i) and (ii)
6x 39000  3x

5 4
Practice Exercise
1. A shopkeeper buys a cycle for Rs 450 and
sells it for Rs 495. Find his profit per cent.
2. A man bought a scooter for Rs 8500 and sold
it for Rs 8720. Find his loss per cent.
3. Sohan bought a house for Rs 65000. He spent
Rs 10000 on its repairs. Then he sold it for
Rs 90000. Find his gain per cent.
4. A man buys a colour TV for Rs 6800. For how
much should he sell it so as t o
(i) gain 10% (ii) lose 5% on it.
5. A shopkeeper sold a fridge for Rs 4850 at a
K KUNDAN
loss of 3%. Find his cost price.
6. By selling a radio for Rs 528, Ramesh gains
10% . Find his cost price.
7. A shopkeeper buys 144 eggs at Rs 3 each. On
the way 20 eggs are spoiled. He sells the
remainder at Rs 4 each. Find his gain or loss
per cent.
8. Subramaniam bought 100 eggs for Rs 50. Out
of these, 4 eggs were found to be broken and
he sold the remaining eggs at the rate of Rs
8.50 per dozen. Find his gain or loss per cent.
9. A grocer buys eggs at 10 for Rs 8 and sells at
8 for Rs 10. Find his gain or loss per cent.
10. Toffees are bought at the rate of 6 for Re 1
and sold at the rate of 5 for Re 1. What is the
gain per cent?
11. Selling price of 9 articles is equal to the cost
price of 15 articles. Find the gain or loss per
cent in the transaction.
12. Shashi sold a radio to Kanta at gain of 10%
and Kanta sold it to Shama at a gain of 15%.
Shashi had bought it for Rs 500, what did it
cost to Shama?
13. A sells a goods to B at a profit of 20% and B
sells it to C at a profit of 25%. If C pays Rs
225 for it, what was the cost price of A?
14. A shopkeeper loses 20% by selling tea at Rs
32 per kg. How should he sell it to gain 10%?
15. A television manufacturer earns 20% profit
by selling each TV set for Rs 14400. If the
production cost is increased by 15% , what
should be the new selling price of a set so as
to gain 15% .
291
or, 24x = 195000 – 15x
or, 24x + 15x = 195000
195000
 x = = 5000
39
 CP of the first scooter = Rs 5000 and
the CP of the second scooter
= Rs 13000 – Rs 5000
= Rs 8000.
16. Rama sells an article at a loss of 10%. If she
had sold it for Rs 30 more, she would have
gained 5%. Find the cost price of the article.
17. A machine was sold at a profit of 10%. Had it
been sold for Rs 400 less, there would have
been a loss of 10%. Find the cost price of the
machine.
18. The expenditure on transportation of goods
is 5% of the cost price. Find the cost price of
the goods sold for Rs 9450 at a gain of 20%.
19. A manufacturer sells a battery to a wholesaler
at a profit of 18%, the wholesaler sells it to a
retailer at a profit of 20%. The retailer sells it
to a customer at a profit of 25%. If the customer
pays Rs 30.09 for it, find the cost of the
manufacturer.
2 0 . A dishonest dealer professes to sell his goods
at cost price but uses a false weight of 800
gm instead of 1 kg. Find his profit per cent.
21. Kundan sold a watch at a profit of 15%. Had
he bought it at 10% less and sold it for Rs 28
less, he would have gained 20% . Find the
cost price of the watch.
2 2 . An article is sold at a profit of 20% . If both
the cost price and the selling price were to
be Rs 20 less, the profit would be 10% more.
Find the cost price of the article.
23. On selling a watch for Rs 280, a man earns
1
of the cost price. Determine the cost price
3
of the watch and his gain per cent.
24. A man sold two articles at Rs 375 each. On
one he gains 25% and on the other he loses
25% . How much does he gain or lose in the
whole transaction? Also find his gain or loss%
in the whole transaction.
25. A t r adesman by means of f alse balance
defrauds to the extent of 8% in buying goods
and also defrauds to the extent of 8% in
selling. Find his gain per cent.
26. A person sells a table at a profit of 25% and a
2
chair at a loss of 16 % and on the whole he
3
292
gains Rs 50. On the other hand, if he sells
2
the table at a loss of 16 % and the chair at
3 2000. He sold the table at a profit of 20% and
a profit of 25% , he neither gains nor loses.
Find the cost price of the table and that of
the chair.
27. A man purchases 5 horses and 10 cows for
Rs 10000. He sells the horses at 15% profit
and the cows at 10% loss. Thus he gets Rs
375 as profit. Find the cost of 1 horse and 1
cow separately.
28. Two articles were purchased for Rs 1000. One
was sold at a loss of 12% and the other at a
gain of 8% . If there was no loss or gain in
the transaction, find the selling price of the
two articles separately.
29. A person bought a horse and a carriage for Rs
10000. He sold the horse at a gain of 20%
and the carriage at a loss of 10%, thus gaining
2% on the whole transaction. Find the cost
price of the horse.
30. A shopkeeper sells 100 kg of sugar partly at
10% profit and the remaining at 20% profit.
If he gains 12% on the whole transaction,
how much sugar does he sell at 20% profit?
31. A owned an article worth Rs 10000. He sold
K KUNDAN
it to B at a profit of 10% based on the worth
of the article. B sold the article back to A at a
loss of 10% . How much did A make in these
transactions?
32. By selling an article for Rs 144, a merchant
gains such that gain per cent equals the cost
price. Find the cost price of the article.
33. A shopkeeper has two varieties of tea. One
quality costs him Rs 24 per kg and the other
Rs 28 per kg. He mixes them in the ratio of 3
: 2 and sells the blended tea at Rs 26.88 per
kg. Find his gain per cent.
34. 450 pens each of the same cost were classified
into three categories for the purpose of sale.
They were sold at 9% , 10% and 12% profit
respectively. The first two categories gave an
3 5% more. Find the original cost price of the
overall profit of 9 % . All the three categories
7 wat ch.
gave an overall profit of 10%. Determine the
number of pens put in the first category.
35. A dealer bought 80 cricket bats for Rs 50 each.
He sells 20 of them at a gain of 5%. At what
Concept of Arithmetic
gain% must he sell the remainder so as to
gain 10% of the whole?
36. A man purchased a table and a chair for Rs
the chair at a profit of 30%. His total profit
was 23% . Find the cost price of the table.
1
37. A person purchased some goods. He sold rd
3
3
goods at 14% profit, th goods at 17.5%
5
profit and rest at 20% profit. Find his gain in
this transaction.
38. Three tables are purchasd for Rs 2500 each.
First is sold at a profit of 8%, the second is
sold at a loss of 3%. If their average selling
price is Rs 2575, find the profit per cent on
the third.
39. A sells his goods 20% cheaper than B and
20% dearer than C. A man buys goods worth
Rs 9600 from A. Would it have been more
profitable or less profitable and by how much
to have bought half the goods from B and half
from C?
40. A man sells a TV at a profit of 25% of the
cost. Had he sold it at a profit of 25% of the
selling price, his profit would have increased
by 5% of the cost price plus Rs 100. Find the
cost of TV.
41. A bought an article X for Rs 8000 and an
article Y for Rs 2000. He sold them to B and
B sold them to C, each making a profit of
25% on X and each incurring a loss of 10%
on Y. If A were to sell them to C directly at
the same selling price as that at which B had
sold to C, what per cent would A have gained
on the whole?
42. A man sold an article at a loss of 5%. Had he
sold it at a gain of 10%, he would have fetched
Rs 525 more. Find the cost of the article.
43. A watch is sold at a profit of 20%. If both the
cost price and the selling price of the watch
are decreased by Rs 100, the profit would be
44. A sells his goods 10% cheaper than B and
10% dear er t han C. How much would a
customer of B save by purchasing an article
of worth Rs 100 from C?
Profit and Loss 293

Answers and explanations

1. Cost price of the cycle = Rs 450  If selling pirce is Rs 97, then cost price is
Selling price of the cycle = Rs 495 Rs 100.
Profit = Selling price – Cost price  If selling price is Rs 4850, then cost price
= Rs 495 – Rs 450 = Rs 45
 100 
45 = Rs   4850  = Rs 5000
Profit per cent =  100 = 10%  97 
450
6. Let the cost price of radio be Rs 100
2. Cost price of the scooter = Rs 8500 Gain = 10%
Selling price of the scooter = Rs 7820 Selling price = Rs 100 + Rs 10 = Rs 110
Loss = Cost price – Selling price
 When selling price is Rs 110, cost price is
= Rs 8500 – Rs 7820 = Rs 680
Rs 100.
680  When selling price is Rs 528, cost price is
Loss per cent =  100 = 8%
8500 100
3. Cost price of the house Rs  528 = Rs 480
110
= Rs 65000 + Rs 10000 = Rs 75000
7. Cost price of 144 eggs = Rs 144 × 3 = Rs 432
Selling price of the house = Rs 90000
Selling price of (144 – 20 =) 124 eggs
 Gain = Rs 90000 – Rs 75000 = Rs 15000
= Rs 124 × 4 = Rs 496
15000 Gain = Rs 496 – Rs 432 = Rs 64
 Gain per cent =  100 = 20%
75000 64
4. ( i ) Cost price of TV = Rs 6800 Gain per cent =  100 = 14.8%
432
Gain = 10% of Rs 6800
8. We have, CP of 100 eggs = Rs 50.
 10  It is given that 4 eggs were found to be broken.
= Rs   6800  = Rs 680

K KUNDAN
So, the number of remaining eggs which were
 100 
sold in the market = 100 – 4 = 96.
 Selling price = Rs 6800 + Rs 680 It is given that the remaining eggs were sold
= Rs 7480 at the rate of Rs 8.50 per dozen.
( i i) Loss = 5% of Rs 6800 Therefore, SP of 12 eggs = Rs 8.50
6800  5 8.50
= Rs = Rs 340  SP of 1 egg = Re
100 12
 Selling price in this case
= Rs 6800 – Rs 340 = Rs 6460  8.50 
Hence, SP of 96 eggs = Rs   96 
Alternative Method:  12 
( i ) Let the cost price be Rs 100
= Rs 68.
Gain = Rs 10
Clearly, SP > CP. So, there is gain given by
Selling price = Cost price + Gain (profit)
Gain = SP - CP = Rs 68 - Rs 50 = Rs 18.
= Rs 100 + Rs 10 = Rs 110
If the cost price is Rs 100, then the selling  Gain 
price of TV is Rs 110. Hence, gain per cent =   100 %
 CP 
If the cost pr ice is Rs 6800, then the
110  18 
selling price of TV =  6800 = Rs 7480 =   100 % = 36%
100  50 
( i i) Let the cost price be Rs 100. 9. We have, LCM of 10 and 8 = 40. So, let the
 Loss is Rs 5. number of eggs bought be 40.
Selling price = Rs (100 – 5) = Rs 95 Now, CP of 10 eggs = Rs 8.
 If cost price is Rs 100, then the selling
price is Rs 95.  8 
 CP of 40 eggs = Rs   40  = Rs 32.
 If cost price is Rs 6800, then the selling  10 
95 Again, SP of 8 eggs = Rs 10
price is Rs  6800 = Rs 6460
100  10 
5. Suppose cost price of the TV = Rs 100  SP of 40 eggs = Rs   40  = Rs 50.
 8 
Loss = 3%
 Selling price = Rs 100 – Rs 3 = Rs 97 Now, CP = Rs 32 and SP = Rs 50.
294 Concept of Arithmetic

Clearly, SP > CP. So, there is gain given by 13. CP of the goods for C = 225
Gain = SP - CP = Rs 50 - Rs 32 = Rs 18. SP of the goods for B = CP of the goods for C
= Rs 225
 Gain 
Hence, Gain per cent =   100 %  100 
 CP  CP of the goods for B = Rs    225
 100  25 
 18  225 1
=   100 % = % = 56 %  100 
 32  4 4 = Rs   225 
 125 
10. See the solution of Q.No. 9. This question
= Rs 180
can also be solved by the above mentioned
CP of the goods for B = SP of the goods for A
method. Let us see how?
= Rs 180
100 50
Cost price of 1 toffee = = paise  100 
6 3  CP of the goods for A = Rs    180
 100  20 
100
Selling price of the 1 toffee = = 20 paise  100 
5 = Rs  180 
 120 
 50   60  50  10 = Rs 150
Profit =  20   =   = paise 14. Selling Price = Rs 32 per kg
 3   3  3
Loss = 20%
10  100 
10 3  Cost price = Rs   32  per kg
3  100  20 
 Profit per cent = 50  100    100
3 50
3 100
= Rs  32 = Rs 40 per kg
= 20% 80

K KUNDAN
11. Let the cost price of each article be Rs x. Again,
Then, cost price of 9 articles = Rs 9x. Gain = 10%
Selling price of 9 articles = Cost price of 15
 100  10 
articles = Rs 15x Selling price = Rs   40  per kg
 Gain on the purchase of 15 articles  100 
= Rs 15x – Rs 9x = Rs 6x
110
= Rs  40 = Rs 44 per kg
 Gain  100
Hence, Gain per cent =   100 %
 CP   He should sell tea at Rs 44 per kg to gain
10% .
 6x  200 2 15. SP of TV set = Rs 14400
=   100 %  %  66 % Profit = 20%
 9x  3 3
 CP of the TV set
12. CP of the radio set for Shashi = Rs 500
Gain = 10% of Rs 500  100 
=   14400  = Rs 12000
 100  20 
 10 
= Rs   500  = Rs 50 Now, accor ding t o t he quest ion, t he
 100  production cost is increased by 15%
SP of the radio set for Shashi  New CP = 115% of Rs 12000
= CP + Gain = Rs 500 + Rs 50 = Rs 550
 115 
 CP of the radio set for Kanta = Rs  12000  = Rs 13800
= SP of the radio set for Shashi  100 
= Rs 550  Selling price of the TV set to gain 15%
Since Kanta sold the radio to Shama at a gain
 100  15 
of 15% =   13800 
 Gain = 15% of Rs 550  100 

 15   115 
= Rs   550  = Rs 82.5 =  13800 
 100   100 
SP of radio set for Kanta = Rs 15870
= CP + Gain = Rs 550 + Rs 82.5 16. Let the cost price of the article be Rs 100.
= Rs 632.50 Loss = 10% = Rs 10
 CP of the radio set for Shama = Rs 632.50
Profit and Loss 295

 Selling price of the article
= Rs 100 – Rs 10 = Rs 90
Selling price of the article to gain 5%
= Rs 100 + Rs 5 = Rs 105
Difference in two selling prices
= Rs 105 – Rs 90 = Rs 15
 When difference in SP is Rs 15, CP of the
article is Rs 100.
When difference in SP is Rs 30, CP of the
article
100
=  30 = Rs 200
15
 Cost price of the article = Rs 200
17. Let the cost price of the machine be Rs 100.
Profit = 10% = Rs 10
 Selling price of the machine
= Rs 100 + Rs 10 = Rs 110
Selling price of the machine at a loss of 10%
= Rs 100 – Rs 10 = Rs 90
Difference in two selling prices
= Rs 110 – Rs 90 = Rs 20
 When difference in SP is Rs 20, CP of the
machine is Rs 100.
 When difference in SP is Rs 400, CP of the
100
machine =  400 = Rs 2000
25
 If the customer pays Rs 177, the cost of
the manufacturer is Rs 100.
 If the customer pays Rs 30.09, the cost of
100
the manufacturer =  30.09 = Rs 17
177
2 0 . Suppose goods costs the dealer Re 1 per kg.
He sells for Re 1 what costs him Re 0.80.
 Gain on Re 0.80 = Re 1 – Re 0.80 = Re 0.2
0.2
 Gain on Rs 100 =  100 = Rs 25
0.80
 Gain per cent = 25%
21. Let the actual cost price of watch be Rs 100.
Actual selling price of watch at the profit of
15%
= Rs 100 + Rs 15 = Rs 115
Supposed cost price of the watch at 10% loss
= Rs 100 – Rs 10 = Rs 90
Supposed selling price of the watch at 20%
gain
 120 
= Rs  90   = Rs 108
 100 
 the difference in selling prices
= Rs 115 – Rs 108 = Rs 7
 If the difference is Rs 7, the CP is Rs 100.
 If the difference is Rs 28 the CP is Rs

K KUNDAN
 Cost price of the machine = Rs 2000.
18. Let the cost price of goods be Rs x.  100 
  28  = Rs 400
 effective cost price = x + 5% of x  7 
5x x 21x  Cost price of the watch = Rs 400
= x x = Rs 2 2 . Suppose the cost price (CP) of the article is
100 20 20
Rs x.
Selling price = Rs 9450 To get a profit of 20%, selling price (SP) must
Now, according to the question,
 100  20 
21x  100  20  be Rs   x = 1.2x.
  = 9450  100 
20  100 
New cost price = Rs (x – 20)
21x 120 Also, the new selling price = Rs (1.2x – 20)
or,  = 9450 Now, according to the question
20 100
(x – 20) × 130% = (1.2x – 20)
9450  20  100 130
or, x = = Rs 7500 or, (x – 20) × = (1.2x – 20)
21  120 100
19. Let the cost of the manufacturer be Rs 100.
or, (x – 20)1.3 = 1.2x – 20
Gain of the manufacturer = 18%
or, 1.3x – 1.2x = –20 + 26
Then CP of the wholesaler
or, x = 60
= Rs 100 + Rs 18 = Rs 118
Thus, the required cost price of the article is
Gain of the wholesaler = 20%
Rs 60.
New, SP of the wholesaler = CP of the retailer
23. Let the cost price of the watch be Rs 100.
 120 
= Rs 118   = Rs 141.60 1 100
 100  Profit = rd of the cost price = Rs
3 3
Gain of the retailer = 25%
 CP of the customer 100 400
Selling price = Rs 100 + Rs = Rs
3 3
 125 
= Rs 141 .60   = Rs 177 400
 100 
 If selling price is Rs , cost price is Rs
3
100.
296 Concept of Arithmetic

 If selling price is Rs 280, cost price is 26. Let the cost price of table and chair be Rs T
and C respectively.
 100  3 
Rs   280  = Rs 210 Total CP of a table and a chair = Rs (T + C)
 400  In First Case:
Proft = Selling Price – Cost Price
= Rs (280 – 210) = Rs 70  25  5T
SP of a table = T 1   = Rs
 100  4
70 1
Profit per cent =  100 = 33 %
210 3  50  5C
24. For the first article, we have SP of a chair = C 1   = Rs
 100  6
SP = Rs 375 and Gain = 25%
100 5 T 5C
 SP Total SP of a table and chair = 
 CP = 4 6
100  Gain%
On the whole, there is a gain of Rs 50,
 100 
or, CP = Rs   375  = Rs 300  5 T 5C 
 100  25  ie     (T  C)  50
For the second article, we have,  4 6 
SP = Rs 375 and Loss = 25%
T C
or,   50
100 4 6
 CP =  SP
100  Loss% or, 3T – 2C = 600 ....(i)
In Second Case:
 100 
or, CP = Rs   375  = Rs 500
 100  25   50  5T
SP of a table = T 1   = Rs
 Total cost paid in buying the two articles  300  6
= Rs (300 + 500) = Rs 800.
 25  5C

K KUNDAN
Total SP = Rs 375 + Rs 375 = Rs 750. SP of a chair = C 1   = Rs
 100  4
 CP > SP. So, there is a loss
 Total loss = CP – SP 5 T 5C
= Rs 800 – Rs 750 = Rs 50 Total SP of a table and chair = 
Hence, loss per cent 6 4

 Loss   50  1 5 T 5C
=   100 % =   100   6 % Also,   TC
 CP   800  4 6 4
25. In normal case, suppose the tradesman buys 5C 5T
x kg of the goods in Rs x. or, C  T
4 6
By using f alse balance t r adesman buys,
according to the question, (x + 8% of x) kg of C T
goods in Rs x. or, 
4 6
1
 Cost price per kg = Rs 3C
1.08 or, T 
2
Again, from the question
Selling price per kg of goods Now, putting the value of ‘T’ in equation (i),
we get,
x 1
= Rs x  8% of x = Rs 3  3C
0.92  2C  600
2

 1 1  9C  4C
   or,  600
 0.92 1.08   100 2
Profit % = 1
 
  5C
 1.08   600
or,
2
 1.08  0.92  16
   100   100 600  2
 0.92  92 or, C = = Rs 140 and
5
400 9 3C 3  240
  17 % T =  = Rs 360
23 23 2 2
Profit and Loss 297

27. Let the cost of 1 horse be Rs x, then total

120x  900000  90x  1000000
selling price =
100
 115   90 
= 5x    ( 10000  5 x)   30 x  100000
 100   100   ..... (ii)
100
Now, according to the question,
From equations (i) and (ii), we have,
 115   90  30x  100000
5x    (10000  5x )   = 10375  200
 100   100  100
or, 575x + 90 × 10000 – 450x = 10375 × 100 or, 30x  100000  20000
or, 125x
or, 30x  120000
137500
 x = = Rs 1100 120000
125
or, x = = Rs 4000
Therefore, the cost of one horse = Rs 1100 30
 The CP of the horse = Rs 4000 and CP of
10000  5  1100
and the cost of one cow = the carriage = Rs (10000 – 4000) = Rs 6000.
10 30. Let the shopkeeper sell x kg of sugar at 20%
= Rs 450 profit.
28. Let the CP of first article be Rs x. Then, the shopkeeper sold (100 – x) kg of
 the CP of second article be Rs (1000 – x). sugar at 10% profit.
Loss on first article = 12% of x SP of x kg of sugar at 20% profit
12 3x  20  6x
=  x = Rs
100 25 = x 1  
 100  5
Profit on second article = 8% of (1000 – x)
SP of (100 – x) kg of sugar at 10% profit
8 2

K KUNDAN
=  (1000  x )  (1000  x ) 10 
100 25
= 100  x  1  
As there is no loss or gain in the transaction,  100 
 Loss on first article = Profit on second
article 10
= 100  x  10  x 
3x 2 100
 (1000  x )
25 25 11x
or, 3x = 2(1000 – x) = 110 
10
or, 3x = 2000 - 2x SP on the whole transaction
or, 5x = 2000
or, x = Rs 400  12 
 CP of first article = Rs 400 = 1001    112
 100 
CP of second article = Rs (1000 – 400)
= Rs 600 6x 11x
SP of first article = 88% of 400 = Rs 352 Then,  110   112
5 10
SP of second article = 108% of 600 = Rs 648.
29. Let the CP of the horse be Rs x 6x 11x
or,  = 112 - 110 = 2
 The CP of the carriage be Rs (10000 – x) 5 10
120x 12x  11x
SP of the horse = or, 2
100 10
9010000  x  x
SP of the carriage = or, 2
100 10
Total gain in the transaction or, x = 20 kg
= 2% of Rs 10000 = Rs 200 ... (i) 31. Worth of article = Rs 10000
But total gain CP for B = 110% of Rs 10000
= SP of both things – CP of both things
 110  10000 
120 x 9010000  x  = Rs   = Rs 11000
=   10000  100 
100 100
B sells the article back to A at a loss of 10%.
298 Concept of Arithmetic

 CP for A = 90% of Rs 11000 From equation (i),

 90  3x
= Rs  11000  = Rs 9900 3x   900
 100  2
 Gain for A = Rs 11000 – Rs 9900 = Rs 1100
9x
32. Let the cost price of the the article be Rs x. or,  900
 gain per cent = x% 2
 x = 200
 x2  Hence, t he number of pens in t he f ir st
 
 gain = x% of x = Rs  100  category = 200
 
35. We have CP of one bat = Rs 50
Gain = Selling Price – Cost Price  CP of 20 bats = Rs (50 × 20) = Rs 1000
= Rs (144 – x) Gain on these bats = 5%
Now, according to the question,
 100  Gain% 
x2  SP of 20 bats = Rs    CP
= 144 – x  100 
100
2
or, x = 14400 – 100x  100  5 
= Rs   1000 
or, x2 + 100x – 14400 = 0  100 
or, x(x + 180) – 80(x + 180) = 0 = Rs 1050
or, x2 + 180x – 80x – 14400 = 0 Now, CP of 80 bats = Rs (80 × 50) = Rs 4000.
or, (x – 80) (x + 180) = 0 Desired gain = 10%
or, x = –180 or 80
Value of x cannot be negative, hence x = 80.  100  Gain% 
 Required SP = Rs    CP
Hence, cost price of the article is Rs 80.  100 
33. Suppose he buys 3x kg of tea of first quality
and 2x kg of tea of second quality.  100  10 
= Rs   4000 

K KUNDAN
Then, CP of 5 kg of tea  100 
= Rs 24 × 3x + Rs 28 × 2x = Rs 4400
= Rs 72x + Rs 56x = Rs 128x Thus, desired SP of 60 bats
SP of 5x kg of tea = Rs 26.88 × 5x = Rs 134.40x = Rs 4400 – Rs 1050 = Rs 3350.
 Profit = Rs 134.40x – Rs 128x = Rs 6.40x CP of 60 bats = Rs (60 × 50) = Rs 3000.
6.40x Desired gain on 60 bats
 Profit per cent =  100% = 5% = Rs 3350 – Rs 3000 = Rs 350.
128x
Hence, desired gain%
34. Let the number of pens in the first and the
second categories be x and y respectively.  350  2
=   100 % = 11 %
 Number of pens in third category  3000  3
= (450 – x – y) 36. Let the cost price of the table be Rs x
Let the cost of each pen be Re 1. Cost price of the chair will be Rs (2000 – x)
According to the question, Selling price of the table at 20% profit
x  109 y  110  66  x (100  20) 6x
  x  y  1  % 
100 100  7  =
100 5
109 x 110y  66  Selling price of the chair at 30% profit
or,   x  y  1  
100 100  700  100  30
= 2000  x 
109 x 110 y  766  100
or,   x  y   
100 100  700 
130
or, 7(109x + 110y) = 766x + 766y = 2000  x  
100
or, 763x + 770y = 766x + 766y
or, 3x = 4y ...(i) 13
Again, = 2600  x
10
109x 110y 112 450  110 His total SP at the total profit of 23% is
  450  x  y   
100 100 100 100 100  23
or, 109x + 110y + 450 × 112 – 112x – 112y = 2000 
100
= 450 × 110
or, 3x + 2y = 450(112 – 110) 123
or, 3x + 2y = 900 = 2000  = Rs 2460
100
Profit and Loss 299

Now, accroding to the question, Second Case:

He purchased goods worth Rs 4800 from B.
6  13x 
x   2600    2460 As A sells his goods 20% cheaper than B.
5  10  If the cost price of A is Rs 80, CP of B is Rs
100.
6x 13x
  2460  2600 Now if the cost of A is Re 1, the CP of B is
5 10
100
12x  13x Rs
or,  140 80
10 If the cost price of A is 4800, the CP of B is
or, –x = –140 × 10
or, x = 1400 100  4800
= = Rs 6000
The cost price of the table is Rs 1400. 80
37. Suppose the value of the commodity was Rs He purchases goods worth Rs 4800 from C
x. As A sells his goods 20% dearer than C.
x 3x
Then, was sold at 14% profit, was If the CP of A is Rs 120, the CP of C is 100
3 5
100
 x 3x  x If the CP of A is Re 1, the CP of C is
120
sold at 17.5% profit and x    
3 5  15 If the CP of A is Rs 4800, the CP of C is
was sold at 20% profit.
 100  4800 
Now, profit =    Rs 4000
 120 
x  14  3x  17 .5  x  20 
=       Total cost price of man when he purchases
3  100  5  100  15  100  half from B and half from C
= Rs 6000 + Rs 4000 = Rs 10000.
14x 10.5x 4x
=   Thus it can be seen that it is profitable for a

K KUNDAN
300 100 300 person to buy the whole amount from A as it
will cost him. Rs 400 cheaper in comparison
14x  31.5x  4x 49.5 x
= = to second case.
300 300 40. Let the cost price be Rs x
49.5x 25 x
300  100 = 16.5% Profit = of x = Rs
Gain per cent = 100 4
x
x 5x
38. The cost price of each table = Rs 2500 Selling price = x  = Rs
4 4
 100  8 
 Selling price of first table = 2500    5x 1
 100  25% profit on selling price = Rs 
= Rs 2700 4 4
 Selling price of second table 5x
= Rs
 100  3  16
= 2500    = Rs 2425
 100  According to the question,
Selling price of three tables Profit in second case – Profit on first case
= Rs 2575 × 3 = Rs 7725 = 5% of cost price + 100
Selling price of third table 5x x 5
= Rs (7725 – 2700 – 2425) or,  x  100
16 4 100
= Rs 2600
Profit on third table = Rs 2600 – Rs 2500 5 x  4x x
or,   100
= Rs 100 16 20
 % Profit on the third table
x x
or,   100
100 16 20
=  100  4%
2500
x
39. First Case: or,  100
The man purchased goods worth Rs 9600 80
from A. or, x = 8000
 Cost price = Rs 8000.
300 Concept of Arithmetic

41. In case of A Case I:

Cost price of article X = Rs 8000 Cost price = Rs (x – 100)
Cost price of article Y = Rs 2000
 6x 
Now, according to the question in case of B Selling price = Rs  100 
Cost price of article X  5 
8000  125 Profit = Selling Price – Cost Price
= Rs = Rs 10000
100  6x 
Cost price of article Y =   100  x  100 
 5 
2000  90
= Rs = Rs 1800  6x  x
100 = Rs   x  = Rs
 5  5
Also in case of C
Cost price of article X According to the question,

10000  125  x 
= Rs = Rs 12500  
100  5   100
Cost price of article Y  100  = 25
 
 
1800  90
= Rs = Rs 1620
100 20x
Total cost price of X and Y for A or, = 25
x  100
= Rs 8000 + Rs 2000 = Rs 10000
Total selling price of B to C 4x
= Rs 12500 + Rs 1620 = Rs 14120 or, = 5
x  100
Profit for A in case he sells to C at the same or, 5x – 500 = 4x
price as B = Rs 14120 – Rs 10000 = Rs 4120 or, x = 500

K KUNDAN
4120  CP of the watch = Rs 500
Profit % =  100  41.2% 44. Let B sell an article for Rs 100.
10000
 SP of A = Rs (100 – 10) = Rs 90 and
Hence, the required answer is 41.2% .
42. Let the cost price of the article be Rs x then,  100   100 
SP of C =   90  =   90 
according to the question,  100  10   110 
 100  10   100  5  900
 x   x = Rs 525
 100   100  = Rs
11
110 95
or, x x = Rs 525 900
100 100  When C sells an article for Rs , B
11
22 19
or, x x = Rs 525 sells it for Rs 100.
20 20  If C sells an article for Rs 100, B will sell it
22x  19 x 100  11 1100
or, = Rs 525 for Rs  100 = Rs
20 900 9

 525  20  1100
 x = Rs   = Rs 175 × 20 = Rs 3500  Required savings =  100
 3  9
43. See the solution of Q.No. 22.
1100  900
Let the CP of the watch be Rs x. =
Case I: 9

 100  20  120 x 6x 200

Selling price =  x  = Rs = Rs
 100  100 5 9
 Chapter-16

Discount
Marked Price First discount = 20%
Amount of first discount
You might have seen while buying goods that on
every article there is a price marked. This price is 100  20
= Rs = Rs 20
known as the marked price. Marked price is also 100
called list price or printed price. Marked price is  Net amount = Rs 100 – Rs 20 = Rs 80
abbreviated as MP. Second discount = 5%
Amount of second discount
List Price
80  5
Elect rical goods, electr onics and ot her t hings = Rs = Rs 4
which are manufactured in a factory are marked 100
accroding to the price list supplied by the factory,  Price to be paid by the customer
at which the retailer is supposed to sell them. = Rs 80 – Rs 4 = Rs 76
This price is known as the list price. For books ( i ) Maruti Suzuki
etc, the printed price is marked price. Discount series = 5% , 20%
First discount = 5%
Discount Amount of first discount
In order to clear the stocks or to increase sales, 100  5
sometimes shopkeepers offer a certain per cent of = Rs = Rs 5
100
rebate on the marked price for cash payments. This
 Net amount = Rs 100 – Rs 5 = Rs 95
rebate is known as discount.
Second discount = 20%
The customer or buyer pays t he diff er ence
Amount of second discount
between the marked price and discount. Thus,
Selling Price = Marked Price – Discount 95  20
It should be noted that discount is given on = Rs = Rs 19
100
the marked price only.
 Price to be paid by the customer
Successive Discounts = Rs 95 – Rs 19 = Rs 76
Thus, selling prices of both the companies are
When two or more discounts are allowed one after equal. There is no difference in selling price and
the ot her , then such discounts are known as the customer may buy goods from any one.
successive discounts. Note: We have seen in the above example that it
In successiv e discount s, f ir st discount is makes no difference if we change the order
subtracted from the marked price to get net price of the discount series. By cummulative law
after the first discount. Taking this price as the of multiplication discount series 30% and
new mar ked pr ice, t he second discount is 10% is equal to the discount series 10%
calculated and it is subtracted from it to get net and 30% . Similarly series 25% , 15% and
price after the second discount. Continuing in this 15%, 25% are also equal.
manner, we finally obtain the net selling price. In the abov e example, selling pr ices of
The following examples will illustrate the above  80 95 
procedure. t wo f ir ms are Rs 100    and
 100 100 
“Hyundai Motors offers a series of discounts
20% and 5% and Maruti Suzuki offers a  95 80 
Rs 100    are equal.
discount series 5% and 20% . Which of the  100 100 
two offers is beneficial to the customer?”
Let us see how we can calculate the single Cash Discount
discount equivalent to successive discounts. When a retailer purchases some goods from a
( i ) Hyundai Motors manufacturer or wholesaler, he gets an invoice.
Discount series = 20% , 5% The meaning of invoice is ‘a list of goods sold or
302 Concept of Arithmetic

services provided together with the prices charged’. included the tax known as Value Added Tax (VAT).
The terms of the payment of the bills are written For example, Samir bought the following articles
on it. If the retailer makes the payment according from a departmental store:
to them, then he gets some discount for cash
payment. This discount is called cash discount. Rate per Rate of
Item Quantity
item (Rs) sales tax
2 1 n
The terms are like this: , , , ..... ie a Shirts 4 200.00 8%
10 20 30
discount of 2% if the payment is made within 10 Pair of shoes 2 350.00 10%
days, a discount of 1% if the payment is made Television 1 10900.00 10%
between 10th and 20th days and the payment must Tea Set 1 750.00 8%
be made within 30 days. The buyer thinks whether Calculate the total bill paid, including sales tax,
he should make the payment early or not—as on by Samir to the departmental store.
one side he gets 2% discount for cash payment— Here, We have,
on the other he can have interest on the money CP of 4 shirts = Rs 200 × 4 = Rs 800
for 1 month. Rate of sales tax = 8%
For example, an invoice is given below, what  Sales tax = 8% of Rs 800
will be payment if the payment is made in 2 days?
Quantity Article Rate  8 
= Rs   800  = Rs 64
4 dozen Pencils Rs 6 per dozen  100 
3 dozen Pens Rs 36 per dozen So, amount paid for 4 shirts
4 dozen Erasers Rs 12 per dozen = Rs (800 + 64) = Rs 864
CP of 2 pairs of shoes = Rs 350 × 2 = Rs 700
3 n Rate of sales tax = 10%
Terms : ,
10 30  Sales tax = 10% of Rs 700
First of all, we will find the amount of the bill  10 
for the goods mentioned in the invoice. = Rs   700  = Rs 70
 100 
Now, cost of 4 dozen pencils So, amount paid for 2 pairs of shoes
= Rs 6 × 4 = Rs 24 = Rs (700 + 70) = Rs 770

K KUNDAN
cost of 3 dozen pens CP of television set = Rs 10900
= Rs 36 × 3 = Rs 108 Rate of Sales tax = 10%
cost of 4 dozen erasers Sales tax = 10% of Rs 10900
= Rs 12 × 4 = Rs 48
 10 
Total amount = Rs 24 + Rs 108 + Rs 48 = Rs 180 = Rs  10900  = Rs 1090
Accor ding to t he t er ms ment ioned in t he  100 
invoice, 3% discount will be given if the payment So, amount paid for television set
is made withing 10 days. = Rs (10900 + 1090) = Rs 11990
 Discount for payment in 2 days CP of tea set = Rs 750
Rate of sales tax = 8%
 3   Sales tax = 8% of Rs 750
= Rs 180   = Rs 5.40
 100 
 8 
 Amount of payment = Rs 180 – Rs 5.40 = Rs   750  = Rs 60
 100 
= Rs 174.60
So, amount paid for tea set
Sales Tax and Value Added Tax (VAT) = Rs (750 + 60) = Rs 810
Hence, total amount of the bill
We know that the government imposes different = Rs (864 + 770 + 1190 + 810) = Rs 14434
types of taxes. Sales tax is one of these taxes. It is See another example, Waheeda bought an air
levied at the specified rate on the sale price of the cooler for Rs 3300 including a tax (VAT) of 10% .
items and it differs from item to item and state to Find the price of the air cooler before VAT was
state. Sales tax is calculated on selling price added.
(SP). Thus, if discount is given,first discount is The price includes the VAT, ie, the Value Added
calculated and then sales tax is calculated on the Tax. Thus, a 10% VAT means if the price without
selling price of the article. If there is no discount, VAT is Rs 100 then price including VAT is Rs
then sales tax is calculated on the marked (list) 110.
price of the article. Thus, the sales tax is charged Now, when pr ice including VAT is Rs 110,
by the government on the sale of an item. It is original price is Rs 100.
collected by the shopkeeper from the customer and Hence, when price including tax is Rs 3300,
given to the government. This is, therefore, always
on the selling price of an item and is added to the  100 
the original price = Rs   330  = Rs 3000.
value of the bill. These days, however, the prices  110 
Discount 303

Solved Examples
Ex. 1: At a clearance sale, all goods are on Ex. 5: A trader marks his goods at 20% above
sale at 45% discount. If I buy a skirt the cost price. If he allows a discount
marked Rs 600, how much would I need of 5% for cash payment, what profit
to pay? per cent does he make?
Soln: We have, Soln: Let the CP of the article be Rs 100.
MP = Rs 600, Discount = 45%  Marked price of the article = Rs 120.
 Discount = 45% of Rs 600 The trader allows a discount of 5% .
 SP = (100 – 5)% of Rs 120
 45 
= Rs   600  = Rs 270
 100   120  95 
= Rs   = Rs 114
 SP = MP – Discount  100 
= Rs 600 – Rs 270 = Rs 330 Since CP of the goods is Rs 100, hence
Thus, t he amount I need t o pay is the profit per cent = (114 – 100 =) 14%.
Rs 330. Ex. 6: A shopkeeper offers his customers 10%
Ex. 2: A fan marked at Rs 540 is offered at discount and still makes a profit of
Rs 496.80 due to off season. Find the 26%. What is the actual cost to him of
rate of discount offered. an article marked Rs 280?
Soln: Marked price of the fan = Rs 540 Soln: We have, marked price = Rs 280.
Off season price = Rs 496.80 Discount = 10% on marked price
Amount of off season discount
 10 
= Rs 540 – Rs 496.80 = Rs 43.20 = Rs   280  = Rs 28
 100 
43.20
 Rate of discount =  100 = 8%  SP = MP – Discount = Rs (280 – 28 )
540 = Rs 252
Ex. 3: List price of a Video cassette is Rs 100. Now, SP = Rs 252 and Gain = 26%
A dealer sells three Video cassettes for

K KUNDAN
100
Rs 274.50 after allowing discount at  CP =  SP
certain rate. Find the rate of discount 100  Gain%
allowed.
 100 
Soln: We have, = Rs   252 
List price of one Video cassette = Rs 100  100  26 
 List price of three Video cassettes
 100 
= Rs 300 = Rs   252  = Rs 200
SP of three Video cassettes = Rs 274.50  126 
 Discount = Rs (300 – 274.50) = Rs 25.50 Hence, the actual cost of the article is Rs
200.
 25.50 
 Rate of discount =  100  = 8.5% Ex. 7: The marked price of a watch is Rs 400.
 300  After allowing a discount of 25% on
Ex. 4: After allowing a discount of 12% on the the marked price, there was a loss of
marked price of an article, it is sold Rs 20. Determine the loss per cent.
for Rs 880. Find its marked price. Soln: Marked price of watch = Rs 400
Soln: Let the marked price be Rs 100. Discount of 25% of the marked price
Discount = 12% on Marked Price
 25 
= 12% of Rs 100 = Rs 12 = Rs  400   = Rs 100
 SP = MP – Discount = Rs (100 – 12 )  100 
= Rs 88 Selling price of the watch
Now, = Rs (400 – 100 =) 300
When SP is Rs 88, MP = Rs 100 Cost price of the watch = Selling price of
the watch + Loss
100
When SP is Re 1 MP = Rs = Rs 300 + Rs 20 = Rs 320
88
When SP is Rs 880, MP  20 
 required loss per cent =  100 
 320 
 100 
= Rs   880  = Rs 1000
 88   25  1
=  6 %
Hence, the marked price of the article is  4  4
Rs 1000.
304 Concept of Arithmetic

Ex. 8: A shopkeeper marks his goods at such SP of the article = MP – Discount

a price that after allowing a discount
 x 7x
of 12.5% for cash payment, he still = Rs  x   = Rs
m akes a pr ofi t of 10%. Fi nd t he  8 8
marked price of an article which costs
 7x 
him Rs 245. Profit = SP – CP = Rs   245 
Soln: We have,  8 
CP of the article = Rs 245
Gain = 10%   7x  
  8  245  
 
100  Gain %
 CP Profit % =  245
 100 
 SP =  
100  
 100  10  Now, according to the question,
= Rs   245 
 100 
  7x  
 110    8  245  
 245  = Rs 269.50  
= Rs    100  = 10
 100   245 
Now, let the marked price be Rs 100.  
Then, discount allowed
= 12.5% of MP = Rs 12.5 70x
or,  2450 = 245
 SP of the article = MP – Discount 8
= Rs 100 – 12.5 = Rs 87.5
Thus,  (2450  245 )  8 
When SP is Rs 87.5, MP = Rs 100 or, x = Rs  
 70 
100
When SP is Re 1, MP = Rs  2695  8   21560 
87.5 = Rs   = Rs  
 70   70 
When SP is Rs 269.50, MP
= Rs 308

K KUNDAN
 100  Hence, the marked price of the article is
= Rs   269 .50  = Rs 308
 87 .5  Rs 308.
Ex. 9: A cycl e m erchant al lows 25%
Hence, marked price of the article is Rs
commission on his advertised price and
308.
still makes a profit of 20%. If he gains
Alternative Method I:
Rs 60 over the sale of one cycle, find
Let the Marked Price (MP) be Rs 100.
his advertised price.
Then, Discount = 12.5
Soln: Let the advertised price be Rs 100.
 SP = Rs (100 – 12.5) = Rs 87.5
Commission on advertised price = 25%
 SP  100   8.75  100  = Rs 25
 CP =  100  Profit %  = Rs  100  10   SP = Advertised price – Commission
   
= Rs 100 – Rs 25 = Rs 75
 875  We have, profit = 20%
= Rs  
 11  100
 CP =  SP
875 100  Gain%
 If CP is , then marked price is Rs
11
 100 
100. = Rs   75 
 100  20 
 If CP is Rs 245, then marked price is
 100  11  245   100 
=   75  = Rs 62.5
Rs   = Rs 308
 120 
 875 
Hence, the marked price of the article is  Gain = SP – CP = Rs 75 – 62.5
Rs 308. = Rs 12.5
Alternative Method II: Now,
Let the Marked Price of the article be Rs If the gain is Rs 12.5, advertised price
x, we have, = Rs 100
CP of the article = Rs 245 If the gain is Re 1, advertised price

 12 .5  x 100
Discount = Rs   x  = Rs = Rs
 100  8 12 .5
Discount 305

If the gain is Rs 60, advertised price

 100  10 
100 Soln: Selling price = 480   = Rs 432
 60 = Rs 480  100 
= Rs
12.5
Hence, advertised price of the cycle is Rs  100 
Cost price = 432   = Rs 400
480.  100  8 
Ex. 10: A cycl e m erchant al lows 25% If there is no discount, SP = Rs 480
commission on his advertised price and
480  400
still makes a profit of 20%. If he gains  % profit =  100 = 20%
Rs 60 over the sale of the one cycle, 400
find his cost price. Ex. 13: A deal er bought a hor se at 20%
Soln: Let the advertised price be Rs 100. discount on its original price. He sold
Commission on advertised price = 25% it at a 40% increase on the original
= Rs 25 price. What percentage of profit did he
 SP = Advertised price – Commission get?
= Rs 100 – Rs 25 = Rs 75 Soln: Let the original CP = Rs 100
We have, profit = 20% Dealer’s CP = 100 – 20% of 100 = Rs 80
Dealer’s SP = 100 + 40% of 100 = Rs 140
100
 CP =  SP
100  Gain% 140  80
Dealer’s profit % = = 75%
80
 100 
= Rs   75  Ex. 14: If a discount of 10% is given on the
 100  20  m arked pr i ce of an ar t i cl e, t he
shopkeeper gets a profit of 20%. Find
 100 
= Rs   75  = Rs 62.5 hi s per cent profi t i f he offers a
 120  discount of 20% on the same article.
 Profit = SP – CP Soln: Suppose the marked price = Rs 100
= Rs 75 – Rs 62.5 = Rs 12.5 Then selling price at 10% discount
Now, = Rs (100 – 10) = Rs 90

K KUNDAN
 If the gain is Rs 12.5, then CP is Rs Since he gets 20% profit, his cost price
62. 5.
 100 
 If the gain is Rs 60, then CP is Rs = 90   = Rs 75
 120 
 62.5  Now, at 20% discount, the selling price
  60  = Rs 300.
 12.5  = Rs (100 – 20) = Rs 80
Ex. 11: Sat ish marks his goods 25% abov e Thus his % profit
cost price but allows 12.5% discount 80  75 500 20 2
for cash payment. If he sells the article =  100   6 %
for Rs 875, find his cost price. 75 75 3 3
Soln: Let the cost price of goods be Rs 100. Ex. 15: An article is marked at a price which
 Marked price = Rs (100 + 25) = Rs 125 gives a profit of 25%. After allowing a
 Selling price = Rs (125 –12.5% of 125) certain discount, the profit reduces to

 125  1
= Rs 125   125  12 %. Find the discount per cent.
 1000  2
Soln: Let the CP of an article be Rs 100. Then,
 125  875 to attain a profit of 25% , marked price
= Rs 125   = Rs
 8  8 must be 25% more than the cost price.
 marked price = Rs 100 + Rs 25
875 = Rs 125
 If the selling price is Rs 8
, then
After allowing a certain discount the profit
cost price = Rs 100 1
 If the selling price is Rs 875, then cost reduces to 12 %.
2
 8  100  875  1
price = Rs   = Rs 800
Therefore, Profit = 12 % of CP
 875  2
Ex. 12: The marked price of a radio is Rs 480.
1 1
The shopkeeper allows a discount of = 12 % of Rs 100 = Rs 12
10% and gains 8%. If no discount is 2 2
allowed, find his gain per cent.
306 Concept of Arithmetic

1  200 
 SP = CP + Profit = Rs 100 + 12  
2 7 100  = 40%
 increase per cent = 
 500 
1  
= Rs 112  7 
2
Ex. 17: If a shopkeeper marks the price of goods
Now, MP = SP + Discount
50% more than their cost price and
 Discount = MP – SP
allows a discount of 40%, what is his
1 1 gain or loss per cent?
= Rs 125 – Rs 112 = Rs 12 Soln: Let the cost price be Rs x.
2 2
 Marked price = Rs (x + 50% of x)
 Discount 
 Discount % =  100   50x  3x
 MP  = Rs  x   = Rs
 100  2
 1  Discount = 40% of the marked price
 12 
=  2 100  = 10 3x
 125  = 40% of Rs
  2
 
 3x 40  3x
Hence, discount = 10% =    = Rs
Ex. 16: A tradesman allows a discount of 15%  2 100  5
on the written price. How much above Selling Price = Marked Price – Discount
the cost price must he mark his goods
 3x 3x  9x
to make a profit of 19%? =    = Rs
Soln: Let the CP be Rs 100  2 5  10
We have, Gain = 19% of CP = Rs 19 Since Selling Price < Cost Price, there is
 SP = CP + Gain = Rs 100 + Rs 19 a loss and it is given by
= Rs 119 9x 
 x
The trader allows a discount of 15%. This Loss = CP – SP = Rs  x   = Rs

K KUNDAN
 10  10
means that when marked price is Rs 100,
then SP is Rs 85.
Now,  x 
 
If Rs 85 is the SP, then marked price  Loss % =  10 100  = 10%
= Rs 100  x 
 
If Re 1 is the SP, then marked price  
100 Hence, there is a loss of 10% .
= Rs
85 Ex. 18: A shopkeeper offers 5% discount on all
If Rs 119 is the SP, then his goods t o al l hi s cust om er s. He
offers a further discount of 2% on the
 100 
Marked Price = Rs  119  = Rs 140 reduced price to those customers who
 85  pay cash. What will you actually have
Hence, the trader must mark his goods to pay for an article in cash if its MP
40% above the cost price. (Marked Price) is Rs 4800?
Alternative Method: Soln: We have, MP of the article = Rs 4800
Let the marked price be Rs 100. First discount = 5% of MP
Discount = 15% = 5% of Rs 4800
 Selling Price = Rs 100 – Rs 15 = Rs 85
Profit = 19%  5 
= Rs   4800 
 100 
 100 
 Cost Price =   SP  = Rs 240
 100  Profit %  Net price after discount
= Rs 4800 – Rs 240 = Rs 4560
 100  500 Second discount = 2% of Rs 4560
=   85  = Rs
 119  7
 2 
Increase in marked price with respect to = Rs   4560 
cost price  100 
= Rs 91.20
500 200 Net price after discount
= Rs 100 – Rs = Rs
7 7 = Rs 4560 – Rs 91.20 = Rs 4468.80
Discount 307

Alternative Method: ( By Rule of Soln: Marked price of the scooter = Rs 18000

Fraction) First discount = 10% of Rs 18000
Marked Price = Rs 4800
 10 
First discount = 5% = Rs  18000 
Second discount = 2%  100 
Net selling price of the goods is the actual = Rs 1800
price you have to pay Net price after first discount
 Selling Price = Rs 18000 – Rs 1800 = Rs 16200
Second discount = 5% of Rs 16200
 100  First discount 
= Marked Price  
 5 
 100  16200 
= Rs 
 100 
 100  Second discount 
  = Rs 810
 100  Net price after second discount
= Rs 16200 – Rs 810 = Rs 15390
  100  5   100  2   Third discount = 2% of Rs 15390
= Rs 4800    
  100   100  
 2 
= Rs  15390 
 4800  95  98   100 
= Rs  
 100  100  = Rs 307.80
= Rs 4468.80 Net price after third discount
Ex. 19: Find the single discount equivalent to = Rs (15390 – 307.80) = Rs 15082.20
successive discounts of 15% and 20%. Hence, net selling price is Rs 15082.20
Soln: Let the marked price be Rs 100. Alternative Method: (By Rule of Fraction)
Then, first discount = 15% of Rs 100 Net selling price
= Rs 15  100  10   100  5 
Net price after first discount = Rs 18000   
= Rs 100 – Rs 15 = Rs 85  100   100 
Second discount = 20% of Rs 85

K KUNDAN
 100  2 
 20   
= Rs   85   100 
 100 
= Rs 17 90 95 98
= Rs 18000   
Net price after second discount 100 100 100
= Rs 85 – Rs 17 = Rs 68
Total discount = Rs (15 + 17) = Rs 32 18  9  95  98
= Rs
Hence, the equivalent single discount 100
= Rs 32 on MP of Rs 100 = 32% = Rs 15082.20
Alternative Method: ( By Rule of Ex. 21: Two successive discounts of 20% and
Fraction) 5% are allowed on an article whose
Let the marked price be 100 net selling price is Rs 380. Find its
First discount = 15% and marked price.
Second discount = 20% Soln: Let the marked price be Rs 100.
Net selling price of the goods is the actual Then, first discount = 20% of Rs 100
price you have to pay = Rs 20
 Selling Price Net price after first discount
= Rs (100 – 20) = Rs 80
  100  15   100  20   Second discount = 5% of Rs 80
= Rs 100    
  100   100  
 5 
= Rs   80 
100  85  80   100 
= Rs   = Rs 68
 100  100  = Rs 4
 Equivalent discount Net price after second discount
= Marked Price – Selling Price = Rs (80 – 4) = Rs 76
= 100 – 68 = 32% Thus, net selling price after two discounts
Ex. 20: An ol d scoot er i s sol d at t hr ee = Rs 76
successive discounts of 10%, 5% and Now,
2%. If the marked price of the scooter If SP of Rs 76, MP = Rs 100
is Rs 18000, find its net selling price.
308 Concept of Arithmetic

100 Ex. 23: A dealer buys an article listed at Rs

If SP is Re 1, MP = Rs 100 and gets successive discounts of
76
10% and 20%. He spends 10% of the
 100  cost price on transportation etc. At
If SP is Rs 380, MP = Rs   380 
 76  what price should he sell the article to
= Rs 500 earn a profit of 15%?
Hence, marked price = Rs 500. Soln: List price of the article = Rs 100
Alternative Method: (By Rule of Fraction) First discount = 10% of Rs 100 = Rs 10
Selling Price = Rs 380 Net price after first discount
Let the marked price be Rs x. = Rs (100 – 10) = Rs 90
Now, according to the question, Second discount = 20% of Rs 90

 100  20   100  5   20 
= Rs   90  = Rs 18
380 = x     100 
 100   100 
Net price after second discount
80 95 = Rs (90 – 18) = Rs 72
or, 380 = x  
100 100 Transportation cost = 10% of Rs 72

380  100  100  10 

 x = = Rs 500 = Rs   72 
80  95  100 
Ex. 22: The list price of a watch is Rs 160. = Rs 7.20
After two successive discounts, it is  CP of the article = Rs (72 + 7.20)
sold for Rs 122.40. If the first discount = Rs 79.20
i s 10%, what i s the rat e of second Profit = 15%
discount? 100  Profit %
Soln: List price of watch = Rs 160.  SP =  CP
First discount = 10% of Rs 160 100

 10   100  15 
160  = Rs   79 .20  = Rs 91.08
= Rs 

K KUNDAN
 100   100 
= Rs 16 Ex. 24: An invoice for a machinery plant is
 Net price after first discount stated as follows: Cost of machinery
= Rs (160 – 16) = Rs 144 plant = Rs 18575.
SP of watch = Rs 122.40 2 1 n
Second discount = Rs (144 – 122.40) Terms: Cash 3, , , . Find
10 20 30
= Rs 21.60
Since second discount is on Rs 144 ie the discount if,
price after first discount. (i) the bill is paid immediately.
 Rate of second discount (ii) the bill is paid on the 9th day.
(iii) the bill is paid on the 17th day.
 21.60  (iv) the bill is paid on the 28th day.
=   100 % = 15%
 144  Soln: Cost of the plant = Rs 18575
Alternative Method: (By Rule of Fraction) (i) As the bill is paid immediately, cash
List price = Rs 160, discount of 3% is allowed.
The first discount = 10% and  18575  3 
the selling price = Rs 122.40  discount = Rs  
 100 
Let the rate of second discount be x% .
Now, according to the question, = Rs 557.25
(ii) As the payment is made of 9th day,
 100  10   100  x  2% discount is allowed.
122.40 = 160     
 100   100 
 18575  2 
 discount = Rs  
90 (100  x )  100 
or, 122.40 = 160  
100 100 = Rs 371.50
(iii) When the payment is made on 17th
12240  100 day, 1% discount is allowed.
or, 100 – x = = 85
160  90
 18575  1 
 x = 100 – 85 = 15%  discount = Rs  
Hence, the second discount is 15% .  100 
= Rs 185.75
Discount 309

(iv) In case the payment is made after 20 Hence, the basic price of the TV set is Rs
days, no discount is given. 12300.
 When the payment is made on the Ex. 27: Sam i r bought a shir t for Rs 336,
28th day, there is no discount. including 12% sales tax and a necktie
Ex. 25: George bought a VCR at the list price for Rs 110 including 10% sales tax.
of Rs 18500. If the rate of sales tax Find the printed price (without sales
was 8%, find the amount he had to tax) of shirt and necktie together.
pay for purchasing the VCR. Soln: Let the printed price of the shirt be Rs x
Soln: List price of VCR = Rs 18500 and that of necktie be Rs y. Then,
Rate of sales tax = 8% Sales tax on shirt = 12% of Rs x
 Sales tax = 8% of Rs 18500
12x 3x
8 = Rs = Rs
 18500 = Rs 1480 100 25
=
100 Sales tax on necktie = 10% of Rs y
So, total amount which George had to pay
10y y
for purchasing the VCR = Rs = Rs
= Rs 18500 + Rs 1480 = Rs 19980 100 10
Ex. 26: The price of a TV set inclusive of sales  Selling price of shirt
tax is Rs 13530. If the rate of sales 3x 
 28x
tax is 10%, find its basic price. = Rs  x   = Rs and,
Soln: Let the basic price of TV set be Rs x.  25  25
Th en , Selling price of necktie
Sales tax at the rate of 10% on Rs x y 
 11y
= Rs  y   = Rs
 10   x   10  10
= Rs   x  = Rs  
 100   10  But selling prices of shirt and necktie are
Thus, the sale price of the TV set Rs 336 and Rs 110 respectively.

 x  11x 28x 11y

= Rs  x   = Rs  = 336 and = 110

K KUNDAN
 10  10 25 10
It is given that the sale price of the TV set 336  25 110  10
is Rs 13530. or, x = and y =
28 11
11x
 = 13530 or, x = 300 and y = 100
10 Hence, the total printed price of the shirt
13530  10 and necktie
or, x = = 12300 = Rs (300 + 100) = Rs 400
11

Practice Exercise

1. List price of a Video cassette is Rs 100. A
dealer sells three Video cassettes for Rs 274.50
after allowing discount at certain rate. Find
the rate of discount allowed.
2. A shopkeeper marks his goods 20% above his
cost price. He gives 15% discount on the
marked price. Find his gain per cent.
3. A shopkeeper allows a discount of 10% on
the marked price of an item but charges a
sales tax of 8% on the discounted price. If a
customer pays Rs 680.40 as the price of the
item including sales tax, find the marked
price of the item.
4. A shopkeeper marks his goods at such a price
1
that after allowing a discount of 12 % on
2 on the marked price. Find his gain per cent
the marked price, he earns a profit of 20% .
Find the marked price of the article which
costs him Rs 1400.
5. A trader marks his goods at 25% above the
cost price. If he allows a discount of 8% for
cash payment, what profit per cent does he
make?
6. A dealer marks his goods 20% above the cost
price. He then allows some discount on it
and earns a profit of 14%. What is the rate of
discount offered by the dealer?
7. On selling an article at a discount of 20% ,
the profit is 20% . Find the profit per cent if
the article is sold at a discount of 10%.
8. By selling an umbrella f or Rs 300, a
shopkeeper gains 20% . During a clearance
sale, the shopkeeper allows a discount of 10%
during the sale season.
310
9. How much per cent above the cost price must
a person mark his goods so that even after
giving a discount of 10% , a profit of 10% is
made?
10. A trader bought some goods at a discount of
20% of the list price. He wants to mark them
at such a price that he can give a discount of
20% on the marked price and still make a
profit of 25% . Find the per cent of the list
price at which he should mark the goods.
11. In a shop, the prices of all goods are marked
15% above the cost price and 5% discount is
allowed on all sales. In a certain month, the
business expenses of the shop amounted to
Rs 6,500 and the owner realised a profit of
6%. Find the cost prices of goods sold by the
shop during the month.
12. A company gives discount to its customers at
15% on the list price and thus makes a profit
of 19% . If the cost of production goes up by
12% , company issues a new price list in
which cost of all goods have been increased
by 10%. If company continue to give discount
of 15% on t he list pr ice, f ind the pr ofit
percentage.
13. Which is the profitable bargain for a consumer
(i) The successive discount s of 20% and
15% .
(ii) The successive discount s of 10% and
K KUNDAN
25% .
14. Two dealers offer an article at the same list
price. The first allows discount 20% , 10%
and 5% , the other of 15% , 12% and 8% .
Which is a better offer for the customer?
15. The marked price of an article is Rs 800. A
retailer purchases it after two successive
discounts for Rs 540. The first discount of it
was 25%. Find the rate of second discount.
16. By how much above the cost should the goods
be marked for sale, so that after allowing a
trade discount of 20% and a cash discount of
6.25%, a net gain of 20% on the cost is made?
17. A dealer buys a table listed at Rs 1500 and
gets successive discounts of 20% and 10% .
He spends Rs 20 on transportation and sells
it at a profit of 10%. Find the selling price of
the table.
18. A manufacturer marks his goods at 40% above
the cost price. He allows a discount of 10%
for the cash customers and 5% to the credit
3
customers. th of the goods are sold for cash
5 remaining goods at 50% of the marked price.
and rest on credit. What is the percentage of
Concept of Arithmetic
profit when all the goods are sold and the
amount realised?
19. Reena goes to a shop to buy a radio, costing
Rs 2568. The rate of sales tax is 7% . She
tells the shopkeeper to reduce the price of
the radio to such an extent that she has to
pay Rs 2568, inclusive of sales tax. Find the
reduction needed in the price of the radio.
20. David purchased a pair of shoes for Rs 441
including sales tax. If the sales price of the
shoes is Rs 420, find the rate of sales tax.
21. Amit purchases a motorcycle, having marked
price Rs 46000 at a discount of 5%. If sales
tax is charged at the rate of 10% , find the
amount Amit has paid to pur chase the
motorcycle.
22. The list price of an air-conditioner is Rs
25630. The rate of sales tax is 10% . The
cust omer r equest s the dealer t o allow a
discount to such an extent that the cost of
the air-conditioner amount s to Rs 25630
inclusiv e of sales t ax. Find the rat e of
discount.
23. Shilpa buys a washing machine quoted at Rs
4 2 n
16800 on the terms of cash 5, , , .
10 20 30
Find the amount she will have to pay if the
payment is made on the 7th day.
24. A shopkeeper fixed selling price of his goods
at 20% above cost price. He sells half the
stock at this price, one quarter of the stock at
the discount of 15% and the remaining at
the discount of 50% on the marked selling
price. What is his gain or loss per cent?
25. A sells an item at Rs 100 less than the list
price and receives 10% of his selling price
as commission. B sells the same item at Rs
200 less than the list price and receives 20%
of his selling price as his commission. If they
both get the same commission. What is the
list price of the item?
26. Two retailers A and B purchase one computer
each from a wholesaler at the r ate of Rs
40000. First retailer A sells the computer at a
profit of 20% while t he second ret ailer B
enhances t he rat e by 30% and sells the
computer at 8% rebate. Find the profit of each
A and B.
27. A shopkeeper marks his goods at 20% above
his cost price. He sells three-fourth of his
goods at t he mar ked pr ice. He sells t he
Determine his profit per cent on the whole
transaction.
Discount 311

Answers and explanations

1. We have, 5. Let the cost price be Rs x.
List price of one Video cassette = Rs 100 Marked price = Rs (x + 25% of x)
 List price of three Video cassettes = Rs 300
 25x  5x
SP of three Video cassettes = Rs 274.50 = Rs  x   = Rs
 Discount = Rs (300 – 274.50) = Rs 25.50  100  4
Discount = 8% of the marked price
 25.50 
 Rate of discount =  100  = 8.5%
 300   5x 8  x
= Rs    = Rs
2. Let the cost price be Rs 100.  4 100  10
100  120  Selling Price = Marked Price – Discount
 Marked Price = Rs = Rs 120
100  5x x   25 x  2x 
Rate of discount = 15% = Rs    = Rs  
 4 10   20 
120  85
 Selling Price = Rs = Rs 102 23x
100 = Rs
20
 Gain % = Rs 102 – Rs 100 = 2%
3. Let the marked price of the item be Rs 100.  23 x  3x
Discount = 10%  Gain = SP – CP = Rs   x  = Rs
 20  20
 Discounted price for the shopkeeper
= Rs (100 – 10) = Rs 90
Sales tax = 8% of the discounted price  3x 
 
= 8% of Rs 90 Gain % =  20 100  = 15%
 x 
 8   
 90  = Rs 7.20  
= Rs 
 100 
Alternative Method:
 Selling price for the shopkeeper

K KUNDAN
Let the CP of the article be Rs 100.
= Rs 90 + Rs 7.20 = Rs Rs 97.20  Marked price of the article = Rs 125
Now, The trader allows a discount of 8% .
 If selling price is Rs 97.20, then marked  SP = (100 – 8)% of Rs 125
price is Rs 100.
 If selling price is Rs 680.40, then marked 125  92
= Rs = Rs 115
100
 680 .40  100 
price is Rs   = Rs 700. Since the CP of the article is Rs 100, hence
 97 .20  the profit per cent = (115 – 100 =) 15%
 Marked Price = Rs 700. 6. Let the cost price be Rs x.
4. We have, CP of the article = Rs 1400  Marked price = Rs (x + 20% of x)
Gain = 20%
 20x  6x
 100  Gain%  = Rs  x   = Rs
  CP  100  5
 SP = 
 100  Gain % = 14%
 100  20 
= Rs   1400   100  Gain% 
 100  Selling Price =   CP 
 100 
 120  1400 
= Rs   = Rs 1680  100  14  57x
 100  = Rs   x  = Rs
 100  50
Now, let the marked price be Rs 100.
Then, discount allowed = 12.5% of MP Discount = Marked Price – Selling Price
= Rs 12.5  6x 57 x  3x
 SP of the article = MP – Discount = Rs    = Rs
 5 50  50
= Rs (100 – 12.5) = Rs 87.5
Thus, 3x
 When SP is Rs 87.5, MP = Rs 100
50  100  3x  5  100
Rate of discount =
 100  6x 50 6x
 When SP is Rs 1680, MP = Rs  1680 
 87.5  5
= Rs 1920 = 5%
312 Concept of Arithmetic

7. Suppose the marked price = Rs 100 He wants to make a profit of 25% on this cost
Then selling price at 20% discount price.
= Rs (100 – 20) = Rs 80
 25  80 
Since he gets 20% profit, his cost price  Selling price = Rs  80  
 100 
 100   80  5  200
= Rs 80   = Rs   = Rs = Rs (80 + 20) = Rs 100
 100  20   6  3 This becomes final selling price of the goods
Now, at 10% discount, the selling price after discount of 20% .
= Rs (100 – 10) = Rs 90 Now, let the marked price of goods be Rs x.
Profit = Selling Price – Cost Price Now, according to the question,
 200  70 20  x
= Rs  90   = Rs x  100
 3  3 100
Thus, his per cent profit
100 x  20 x
or,  100
70 100
3  100  70  3  100 or, 80x  10000
= = 35%
200 3 200
3 10000
or, x =  125
8. Selling price of the umbrella = Rs 300 80
Gain% = 20%  The marked price of the goods should be
Rs 125.
 100  Hence the trader should mark the price of
Cost price = Rs 300    = Rs 250
 100  20  the goods (125 – 100 =) 25% above the list
Here, marked price is the selling price price.
= Rs 300. 11. Let the cost price of the goods sold during
 New selling price (during the sale season) the month be Rs 100x.
Marked price, 15% above the cost price
 100  10  = Rs 115x
= Rs 300    = Rs 270

K KUNDAN
 100  Sales price after 5% discount on marked price
 Gain = Selling Price – Cost Price
95  115 x
= Rs (270 – 250) = Rs 20 
100
20 Expenses during the month = Rs 6500
 Gain % =  100 = 8%
250 Owners’ profit = 6%
9. Let the CP be Rs 100. So, according to the question,
We have, Gain = 10% of CP = Rs 10 95  115x
SP = CP + Gain = Rs 100 + Rs 10 = Rs 110  6500  106x
The person allows a discount of 10% . This 100
means that when marked price is Rs 100, or, 95 × 115x – 106x × 100 = 650000
then SP is Rs 90. or, 10925x – 10600x = 650000
Now, or, 325x = 650000
If Rs 90 is the SP, then marked price is Rs 650000
100. or, x = = Rs 2000
325
If Rs 110 is the SP, then marked price is
But CP is 100x = 100 × 2000 = Rs 200000.
 100  1100 12. Let the marked price be Rs 100
Rs  110  = Rs
 90  9  Selling price = Rs (100 – 15) = Rs 85
Hence, the person must mark his goods 100
Cost price at 19% profit = 85  (100  19)
 1100  200 2
  100    22 % above the cost
 9  9 9
85  100 500
price. = = Rs
119 7
10. Let the list price be Rs 100.
Cost price after 20% discount New cost of production after increase of 12%

 20  500 112
=  = Rs 80
= Rs 100   100 
7 100
 100 
= Rs (100 – 20) = Rs 80 New list price is Rs (100 + 10) = Rs 110
Discount 313

New selling price after discount of 15% Cost price after 8% discount
 100  15  110  85 8  74.80
= 110    = = Rs 93.50 = 74.80  = Rs 68.816
 100  100 100
Profit = Selling Price – Cost of Production It can be seen from the above that the first
= Rs (93.50 – 80) = Rs 13.50 discount series is more favourable.
15. Marked price of an article = Rs 800
13.50
Profit % =  100 = 16.875% First discount = 25% of Rs 800
80
 25 
13. ( i ) Let the list price be Rs 100 = Rs  800   = Rs 200
In first case,  100 
Net price after first discount
20
First discount of 20% = Rs 100  = Rs (800 – 200) = Rs 600
100 SP of article = Rs 540
= Rs 20 Second discount = Rs (600 – 540) = Rs 60
Price after first discount = Rs (100 – 20) Since second discount is on Rs 600 ie price
= Rs 80 after first discount.
Now, second discount of 15%  60 
 Rate of second discount =   100 %
 15  80   600 
= Rs   = Rs 12 = 10%
 100 
16. Let the marked price be Rs 100
Net price = Rs (80 – 12) = Rs 68 Price after discount of 20%
( i i) First discount 10%
 20  100 
10 = Rs 100   = Rs 80
= Rs 100  = Rs 10  100 
100
Price after discount of 6.25%
Price after first discount = Rs (100 – 10)
= Rs 90  6.25  80 
Now, = Rs  80   = Rs 75
 100 

K KUNDAN
Second discount of 25% =
25  90
100
= Rs 22.50
Net price = Rs 90 – 22.50 = Rs 67.50
This way it can be seen that the second
offer is more beneficial to the consumer.
14. Let the marked price be Rs 100
First discount series 20%, 10% and 5%
 Single equivalent discount

 SP = Rs 
= (100 – 75) = 25%
Again, let the CP be Rs 100.
We have gain % = 20%
 100  20 
 100 
  100 = Rs 120

Now a discount of 25% is allowed. This means

that when marked price is Rs 100, then SP
Cost price after 20% discount
is Rs (100 – 25) = Rs 75
20  100 Now,
= 100  = Rs 80
100  If Rs 75 is the SP, then maked price is
Cost price after 10% discount Rs 100.
 If Rs 120 is the SP, then maked price is
10  80
= 80  = Rs 72  100 
100 Rs  120  = Rs 160
 75 
Cost price after 5% discount
Hence marked price will be (160 – 100) = 60%
5  72 more than the cost price.
= 72  = Rs 68.40
100 17. Marked Price = Rs 1500
Second discount series 15%, 12% and 8% Successive discounts = 20% and 10%
Cost price after 15% discount After 20% discount,
Price = 80% of Rs 1500
15  100
= 100  = Rs 85  80 
100 = Rs  1500  = Rs 1200
Cost price after 12% discount  100 
After 10% discount,
12  85 Price = 90% of Rs 1200
= 85  = Rs 74.80
100
 90 
= Rs  1200  = Rs 1080
 100 
314 Concept of Arithmetic

Transportation cost = Rs 20  Selling price of the radio

 Effective cost price = Rs 1080 + Rs 20
 7x  107x
= Rs 1100 = Rs  x   = Rs
Profit = 10%  100  100
But the selling price of the set is Rs 2568.
 100  Profit% 
 Selling Price =    Cost Price 107x
 100   = 2568
100
 100  10 
= Rs   1100  2568  100
 100  or, x = = Rs 2400.
107
 110  Hence, the reduction needed in the price of
= Rs  1100  = Rs 1210
 100  the radio = Rs (2568 – 2400) = Rs 168
18. Let the cost price for manufacturer be Rs 100 2 0 . Let the rate of sales tax be x%. Then
Marked price of the goods Sales tax = x% of Rs 420

40  100  x  21x
= Rs   420  = Rs
= 100  = Rs (100 + 40) = Rs 140  100  5
100
According to the question,  21x 
 Selling price of shoes = Rs  420  
3  5 
He sells th of his goods on cash at 10% But selling price of shoes is Rs 441.
5
discount 21x
 420  = 441
5
3
 Marked price of th goods
5 21x
or, = 21
5
3
=  140 = Rs 84  x = 5
5
Hence, the rate of sales tax is 5%.

K KUNDAN
10% discount = Rs 8.40 21. Marked price of motorcycle = Rs 46000
3 Discount = 5% of Rs 46000
Selling price of th goods  5 
5  46000  = Rs 2300
= Rs 
= Rs 84 – Rs 8.40 = Rs 75.60  100 
 Net price of motorcycle
2 = Rs 46000 – Rs 2300 = Rs 43700
He sells th of the goods on credit at 5%
5 Sales tax = 10% of Rs 43700
discount.  10 
= Rs   43700  = Rs 4370
2  100 
So, marked price of th goods  SP of motorcycle = Rs (43700 + 4370)
5
= Rs 48070
2 Hence, Amit has paid Rs 48070 to purchase
=  140 = Rs 56 the motorcycle.
5
2 2 . The list price of air-conditioner = Rs 25630
5 Rate of sales tax = 10%
5% discount = 56  = Rs 2.80 Selling price of air-conditioner with sales tax
100
25630  110
2 = Rs = Rs 28193
Selling price of th goods 100
5
Let the rate of discount given = x%
= Rs (56 – 2.80) = Rs 53.20
According to the question,
Selling price of goods under both category
= Rs (75.60 + 53.20) = Rs 128.80 28193  x
28193 – = 25630
Profit = Selling price – Cost price 100
= Rs (128.80 – 100) = Rs 28.80 or, 2819300 – 28193x = 100 × 25630
Profit = 28.80%
19. Let the reduced price, excluding the sales 2819300  2563000 100 1
or, x =  9
tax, of the radio be Rs x. Then, 28193 11 11
7x 1
Sales tax = 7% of Rs x = Rs Hence, the rate of discount = 9 %
100 11
Discount 315

23. Cost price of washing machine = Rs 16800.

 20 
As the payment is made on the 7th day, cash B’s commission = Rs   ( x  200 )
discount of 4% is allowed. 100 

 16800  4   x  200 
 Discount = Rs   = Rs 672 = Rs  
 100   5 
 Required amount paid by her Now, according to the question,
= Rs (16800 – 6782) = Rs 16128
x  100 x  200
24. Let the shopkeeper sell 100 articles of cost 
price Rs 100 each. 10 5
The shopkeeper fixes the marked price at 12% or, 10x – 2000 = 5x – 500
above the CP. or, 10x – 5x = 2000 – 500
 Marked price of each article or, 5x = 1500
= Rs (100 + 20) = Rs 120
1500
He sells half the stock at marked price.  x = = 300
 SP of 50 articles = Rs (120 × 50) = Rs 6000 5
Total marked price of 25 articles Hence, the marked price of the article
= Rs (25 × 120) = Rs 3000 = Rs 300
26. Cost price of first retailer A = Rs 40000
 15  He sells it at a profit of 20%.
Discount (at 15%) = Rs  3000   = Rs 450
 100 
20
 Selling price = Rs (3000 – 450) = Rs 2550  His profit = 40000  = Rs 8000
100
Remaining 25 ar t icles ar e sold at 30%
discount. CP of second retailer ie B = Rs 40000
 Marked price (total) = Rs 3000 He marks it at 30% profit.

 30  100  30
 Discount = Rs  3000   = Rs 900  His marked price = 40000 
 100  100
SP = Rs (3000 – 900) = Rs 2100 = 400 × 130 = Rs 52000

K KUNDAN
Hence, total SP = Rs (6000 + 2550 + 2100) B’s SP after giving 8% rebate becomes
= Rs 10650 (100  8)
Total CP = Rs (100 × 100) = Rs 10000 = Rs 52000 
100
Profit = Rs (10650 – 10000) = Rs 650
= Rs (520 × 92) = Rs 47840
650  100  B’s profit = Rs (47840 – 40000) = Rs 7840
 Gain % = = 6.5% 27. Let the shopkeeper have 100 articles and the
10000
25. Let the marked price of article be Rs x. cost of each article be Rs 100.
For salesman A,  Total CP = Rs (100 × 100) = Rs 10000
SP of article = Rs (x – 100) Now, CP of each article be Rs 120.
According to the question,
 10 
A’s commission = Rs   (x  100 ) 3 1 
100  Total SP = Rs   100  120   100  60 
4 4 
 x  100  = Rs (9000 + 1500) = Rs 10500
= Rs  
 Gain = Rs (10500 – 10000) = Rs 500
 10 
For salesman B, 500
SP of article = Rs (x – 200)  Gain % =  100 = 5%
10000
Ratio & Proportion and k-Method 359

Chapter-17

Ratio & Proportion and k-Method

Important Definitions and Related Concepts

1. Some Useful Results on Proportion Subtracting one from each side, we have,

If four quantities a, b, c and d are in proportion, then a c a b c d

1  1  
we can see that the following results are true: b d b d
( i ) Invertendo  a – b : b :: c – d : d.
If four quantities be in proportion they keep in This operation is called Dividendo.
proportion even when they are taken inversely. (v) Componendo and Dividendo
If a : b :: c : d, then b : a :: d : c
When four quantities are in proportion, the sum
a c of the first and second is to their difference as
Since  dividing unity by each of these equal
b d the sum of third and fourth is to their difference.
sides, we have, If a : b :: c : d, then a + b : a – b :: c + d : c – d

a c a c a b c d
Since,  ,   ....(i)

K
1: = 1 : b d b d
b d
[By Componendo]
b d
   b : a :: d : c a b c d
a c And  ....(ii)
b d
This result is called Invertendo.
[By Dividendo]
( i i) Alternendo
If four quantities be proportionals, they remain a b c d
Dividing (i) by (ii), we get 
proportionals when they are taken alternately. a b c d
If a : b :: c : d, then a : c :: b : d This operation is known as Componendo and
Dividendo.
a c b
Since  , multiplying both sides by , we
b d c a c a b c d
Also, if  , then 
get, b d a b c d

KUNDAN
This oper at ion is known as Dividendo and
a b c b a b
     Componendo.
b c d c c d
 a : c :: b : d. This result is called Alternendo. 2. The k-Method
( i ii ) Componendo This method requires that each of the given ratios be
When four quantities are in proportion, the first put equal to constant k, the values of the numerators
together with the second is to second as the third (antecedents) found in terms of k and denominators
together with the fourth is to the fourth. (consequent s) and such v alues as ar e obt ained
If a : b :: c : d, then a + b : b :: c + d : d substituted in the two sides of the equality to be proved.
As the method becomes almost mechanical after a
a c little practice, the students will find it very convenient
Given, 
b d and helpful, though not much instructive in solving
Adding one to each side, we have, problems concerning equal ratios.
Note:
a c a b c d ( i ) Ther e is simple method popular ly known as
1  1  
b d b d ‘k-method’ to solve problems on equal ratios.
 a + b : b :: c + d : d. ( i i) In this method, we assume each of the given ratios
This operation is said to be Componendo. equal to k.
( iv) Dividendo 3. Theorem On Equal Ratios
When four quantities are in proportion, the excess
of the first over the second is to the second as a c a a b c
(i) If  , then   .
the excess of the third over the fourth is to the b d b b d d
fourth.
a b c d a c e
 ( i i) If  = , then each of these ratios is equal
If a : b :: c : d, then b d f
b d
a c
Given,  a c e
b d to b  d  f .
360 SSC Advanced Maths
( vi) Three or more quantit ies are said to be in
a c e
( i ii ) If  = = ......, then each ratio is equal to continued proportion when the ratio of the first
b d f and the second is equal to the ratio of second
and t hir d and so on. Thus, a, b, c are in
a  c  e  ...... Sum of antecedent s
= . a b
b  d  f  ...... Sum of consequent s  .
continued proportion if
b c
4. Important Points a b
(vii) When  , we get b2 = a × c. If three quantities
(i) Four quantities a, b, c, d are said to be in b c
proportion (or proportional) if a : b :: c : d. In a, b, c are in continued proportion, then b is
short, proportion means equality of two ratios. said to be the mean proportional between a and
( i i) Proportion is often expressed as a : b :: c : d c. c is called the third proportional to a and b.
and is read as “a is to b as c is to d”. ( vi ii) The concept of proportion need not be restricted
( i ii ) The terms ‘a’ and ‘b’ are called extremes (end to only two equal ratios. It may be extended
terms) and ‘b’ and ‘c’ are called means (middle
terms). a c e
thus. If  = = ........, then a, b, c, d, e, f
( iv) The f our t h ter ms ‘d’ is called t he f ourth b d f
proportional to a, b and c. ...... are said to be in proportion.
(v) The f our quantit ies, a, b, c and d ar e in ( ix ) The concept of continued proportion may be
proportion if and only if the product of the extended as given below:
extremes is equal to the product of the means.
Thus, if a : b :: c : d, then ad = bc and conversely, a b c
If    ......, then a, b, c, d, .... are said to

K
b c d
a c
let ad = bc, then  . be in continued proportion.
b d

Solved Examples

a c 4a  9b 4c  9d (a  2b  3c  4d )  (a  2b  3c  4d )
Ex. 1: (a) If = , show that  . =
b d 4a  9b 4c  9d (a  2b  3c  4d )  (a  2b  3c  4d )

a c 2(a  2b ) 2(a  2b )
( b) If = , pr ov e t hat ( 2a + 3b) ( 2c – 3d)  
b d 2(3c  4d ) 2(3c  4d )
= (2a – 3b)(2c + 3d).
a  2b a  2b
 

KUNDAN
a c 3c  4d 3c  4d
Soln. (a) We have, 
b d By alternendo, we get,
4a 4c 4
  [Multiplying both sides by ] a  2b 3c  4d
9b 9d 9 
a  2b 3c  4d
4a  9b 4c  9d By componendo and dividendo, we get,
 
4a  9b 4c  9d
a  2b  a  2b 3c  4d  3c  4d
[By Componendo and Dividendo] 
a  2b  a  2b 3c  4d  3c  4d
a c
(b) We have,  2a 6c a 3c
b d    
4b 8d 2b 4d
2a 2c 2  4ad = 6bc  2ad = 3bc
  [Multiplying both sides by ]
3b 3d 3
x a x b 2ab
2a  3b 2c  3d Ex. 3: Find the value of  , when x = .
  x a x b a b
2a  3b 2c  3d
[By Componendo and Dividendo] 2ab
Soln. When x =
 (2a + 3b)(2c – 3d) = (2a – 3b)(2c + 3d) a b
[By cross-multiplication] Dividing both sides by a, we have,
Ex. 2: If (a – 2b – 3c + 4d)(a + 2b + 3c + 4d) = (a + 2b – x 2b
3c – 4d) (a – 2b + 3c – d), prove that 2ad = 3bc. 
a a b
a  2b  3c  4d a  2b  3c  4d
Soln.  x  a 3b  a
a  2b  3c  4d a  2b  3c  4d  
x a b a
By componendo and dividendo, we get,
[By componendo and dividendo]
(a  2b  3c  4d )  (a  2b  3c  4d )
x a 3b  a
(a  2b  3c  4d )  (a  2b  3c  4d )   .....(i)
x a a b
Ratio & Proportion and k-Method 361

2ab 1  px 1  qx
Again, x = (e) 1  px 1
a b 1  qx
Dividing both sides by b, we get,
x 2b x 3  3x
341
 Soln. (a) We have, 
b a b 3x 2  1 91
By componendo and dividendo, we get,
x  b 3a  b
  .....(ii)
x b a b x 3  3x  3x 2  1 341  91

[By componendo and dividendo] x 3  3x  3x 2  1 341  91
Adding (i) and (ii), we get,
x a x b 3b  a 3a  b (x  1)3 432 216
 =    
3 250 125
x a x b a b a b (x  1)

3b  a  3a  b 2a  2b 2(a  b ) 3 3
= = = = 2.  x 1 6 x 1 6
a b (a  b ) (a  b )      
 x 1  5 x 1 5

 p  2x p  2y  By componendo and dividendo, we get,

4 xy
Ex. 4: If p = x  y , find the value of  p  2x  p  2y  . x  1  x 1 6  5

x 1 x 1 6  5
4xy p 2y
Soln: p = x  y  2x  x  y 2x 11

K
   x = 11
2 1
By componnendo and dividendo, we get,
p  2x 2y  (x  y ) x  4  x  10 5
 (b) We have, 
p  2x 2y  ( x  y ) x  4  x  10 2
By componendo and dividendo, we get,
p  2x 3y  x
  ....(i) x  4  x  10  x  4  x  10 52
p  2x yx 
x  4  x  10  x  4  x  10 52
4xy p 2x
Again, p = x  y  
2y x  y x 4 7
 
By componendo and dividendo, we get, x  10 3
p  2y 2x  (x  y ) On squaring both sides, we get,

KUNDAN

p  2y 2x  (x  y ) x 4 49

x  10 9
p  2y 3x  y
  ....(ii)  9x + 36 = 49x – 490
p  2y x y
 –40x = –526
Adding (i) and (ii), we get,
526 263
p  2x p  2y 3y  x 3x  y  x 
+ = + 40 20
p  2x p  2y yx x y
x  1  x  1 4x  1
3y  x 3x  y 3y  x  3x  y (c) We have, 
= – = x  1  x 1 2
yx yx yx
By componendo and dividendo, we get,
2y  2x 2(y  x ) x  1  x  1  x  1  x  1 4x  1  2
= = = 2. 
yx yx x  1  x  1  x  1  x  1 4x  1  2
Ex. 5: Find the value of x in the following equations: 2 x  1 4x  1
 
3 2 x  1 4x  3
x  3x 341
(a) 
3x 2  1 91 x  1 4x  1


x  1 4x  3
x  4  x  10 5 On squaring both sides, we get,
(b) 
x  4  x  10 2
x  1 16x 2  8 x  1

x  1  x 1 4 x 1 x  1 16x 2  24x  9
(c) 
x 1  x 1 2 By componendo and dividendo, we get,

a x  a x x 1 x 1 (16x 2  8x  1)  (16x 2  24x  9)

(d) k =
a x  a x x 1 x 1 (16x 2  8 x  1)  (16x 2  24x  9)
362 SSC Advanced Maths
Note: x = 0, also satisfies the given equation.
2x 32x 2  16 x  10
  Ex. 6: Show that 3nx2 – 2mx + 3n = 0, if
2 32x  8
32x – 8x = 32x2 – 16x + 10
2 m  3n  m  3n
x
 –8x + 16x = 10 m  3n  m  3n
5
8x = 10  x m  3n  m  3n
4 Soln. x 
m  3n  m  3n
a x  a x By componendo and dividendo, we get,
(d) We have, k
ax  ax
x 1 ( m  3n  m  3n )  ( m  3n  m  3n )
By componendo and dividendo, we get, =
x 1 ( m  3n  m  3n )  ( m  3n  m  3n )
a  x  a  x  a  x  a  x k 1

a  x  a  x  a  x  a  x k 1 x 1 m  3n
 =
x 1 m  3n
a  x k 1 On squaring both sides, we get,
 
a  x k 1
On squaring both sides, we get, x 2  2x  1 m  3n

x 2  2x  1 m  3n
a  x k 2  2k  1
 By componendo and dividendo, we get,
a  x k 2  2k  1
(x 2  2x  1)  (x 2  2x  1)

K
By componendo and dividendo, we get, m  3n  m  3n

(x 2  2x  1)  (x 2  2x  1) m  3n  m  3n
a  x a  x k 2  2k  1  k 2  2k  1
= 2
a  x a  x k  2k  1  k 2  2k  1 x2 1 m
 
2x 3n
2a 2k 2  2
  3n(x2 + 1) = 2mx  3nx2 + 3n = 2mx
2x 4k
3nx2 – 2mx + 3n = 0.

a k2 1 2ak
   x 15 a 2  4 b 2 47
x 2k k2 1 Ex. 7: If  , find the values of
15a 2  4 b 2 7
1  px 1  qx
(e) 1  px 1  qx  1 a a 3  3b 3

KUNDAN
(i) (ii)
b 3b 3
1  px 1  qx
 1  px  1  qx 15a 2  4b2 47
Soln. (i) 
15a 2  4b 2 7
On squaring both sides, we get,
By componendo and dividendo, we get,
1  p2x 2  2 px 1  qx
 (15a 2  4b 2 )  (15a 2  4b 2 ) 47  7
1  p 2x 2  2 px 1  qx
2 2 2 2

(15a  4b )  (15a  4b ) 47  7
By componendo and dividendo, we get,
30a 2 54 54 8 9 a2
(1  p 2x 2  2 px )  (1  p 2x 2  2 px )      
2
2 2 2 2 8b 40 b 2 40 30 25
(1  p x  2 px )  (1  p x  2 px )
Taking the positive square roots of both the
1  qx  1  qx sides, we get,
=
1  qx  1  qx a 9 3
  
b 25 5
1  p 2x 2 1 2p
   1 + p2x2 =
2 px qx q a 3 a3 27
(ii)   3 
b 5 b 125
2p 2p  q
 p2x2 = – 1 =
q q
a327 9
  
2 2p  q 3b 3 375 125
 x 
p2q Using componendo, we get,

a 3  3b 3 9  125 a 3  3b 3 134
1 2p  q 3 =  =
 x p q 3b 125 3b 3 125
Ratio & Proportion and k-Method 363

x2  y2 xy x y p q x2  y2  z2  px  qy  rz 
2
Ex. 8: If  , prove that x  y  p  q . (ii)  
p2  q2 pq a 2 2
b c 2
 pa  qb  rc 

x 2  y2 xy x 2  y2 p2  q 2 x y z
Soln.    Soln. (i) Since   = k (say)
2 2 pq xy pq a b c
p q
 x = ak, y = bk, z = ck
x 2  y2 p2  q2 3
 
2xy 2 pq  a 2x 2  b 2y 2  c 2z 2  2
LHS =  
By componendo and dividendo, we get,  a 3 x  b 3y  c 3z 
x 2  y 2  2xy p 2  q 2  2 pq
 3
x 2  y 2  2xy p 2  q 2  2 pq  a 2 . a 2k 2  b 2 . b 2k 2  c 2 . c 2k 2  2
=  
 a 3 . ak  b 3 . bk  c 3 . ck 
(x  y )2 ( p  q )2
 
2
(x  y ) ( p  q )2 3
3
 k 2 (a 4  b 4  c 4 )  2
x y pq =    k2
Hence,   k (a 4  b 4  c 4 ) 
x y p q
xyz ak . bk . ck
a c e a 3  c3  e3 ace RHS = =

K
Ex. 9: If b  d  f , prove that 3  . abc abc
b  d 3  f 3 bdf
k 3 . abc 3
a c e = =
Soln. Let    k (say) abc k3  k 2
b d f
Hence, LHS = RHS
Then, a = bk, c = dk, e = fk
x y z
( i i) Since   = k (say)
a3  c 3  e3 b3k 3  d 3k 3  f 3k 3 3 a b c
LHS = = k ..(i)
b3  d 3  f 3 b3  d 3  f 3  x = ak, y = bk, z = ck

ace bk . dk . fk x 2  y2  z 2 a 2k 2  b 2k 2  c 2k 2
RHS = =  k3 ..(ii) LHS = =
bdf bdf a 2  b2  c 2 a 2  b2  c 2

KUNDAN
From (i) and (ii), we get,
LHS = RHS k 2(a 2  b 2  c 2 )
=  k2
3 3 3 a2  b2  c 2
a c e ace
 3 3 = 2 2
b d f3 bdf  px  qy  rz   p . ak  q . bk  r . ck 
RHS =   = 
 pa  qb  rc  pa  qb  rc 
x y z x3 y3 z3 xyz
Ex. 10: If   , show that    . 2
a b c a 3 b 3 c 3 abc  k ( pa  qb  rc ) 2
=   k
 pa  qb  rc 
x y z
Soln. Let   = k Hence, LHS = RHS
a b c
 x = ak, y = bk, z = ck x y z
Substituting these values of x, y and z in LHS. Ex. 12: If   , then show that
b c c a a b
We have,
(i) x + y + z = 0 and (ii) ax + by + cz = 0
a 3k 3 b 3k 3 c 3k 3
LHS =    k3  k3  k3  k3 x

y

z
3 3
a b c3 Soln. Let
b c c a a b
= k (say)

ak . bk . ck  x = k(b – c), y = k(c – a), z = k(a – b)

RHS =  k3 (i) LHS = x + y + z
abc
LHS = RHS [ Each side = k3] = k(b – c) + k(c – a) + k(a – b)
= k(b – c + c – a + a – b)
x y z = k(0) = 0.
Ex. 11: If   , show that
a b c (ii) LHS = ax + by + cz
3 = a{k(b – c)} + b{k(c – a)} + c{k(a – b)}
 a 2 x 2  b2y 2  c2z 2  2 xyz = k(ab – ac + bc – ab + ac – bc)
(i)  3 3 3
 
 a x  b y  c z  abc = k(0) = 0.
364 SSC Advanced Maths

a b c a b c
Ex. 13: If   , prove that each is equal Ex. 15: If  
b c c a a b x  2 y  3z y  2 z  3 x z  2 x  3 y , show

1 a b c
to or –1. that each ratio is equal to 2 ( x  y  z ) .
2

a b c a b c
Soln. Let   = k ....(i)  
b c c a a b Soln.
x  2y  3z y  2z  3x z  2x  3y
Then, a = k(b + c), b = k(c + a), c = k(a + b) Then by the theorem on equal ratios, we get,
 a + b + c = k(b + c + c + a + a + b) Sum of antecedents
= 2k(a + b + c) Each given ratio =
Sum of consequents
 a + b + c – 2k(a + b + c) = 0
a b c
(a + b + c) (1 – 2k) = 0 =
( x  2y  3z )  (y  2z  3x )  (z  2x  3y )
1 a b c a b c
 Either a + b + c = 0 or 1 – 2k = 0  k = = =
2 2x  2y  2z 2(x  y  z )
If a + b + c = 0, then b + c = –a
a a Hence,
so that   1
b  c a a b c b c
= =
b c x  2y  3z y  2z  3x z  2x  3y

K
Similarly,  1 ;  1
c a a b a b c
= .
2(x  y  z )
1 1
If k = , then from (i), each fraction = Ex. 16: Find the third proportional to (x – y), (x2 – y2).
2 2
Soln. Let the third proportional be p, then
1
Hence, each fraction is equal to or –1. x – y : x2 – y2 : : x2 – y2 : p
2
 p (x – y) : (x2 – y2)(x2 – y2)
ay  bx cx  az bz  cy
Ex. 14: If   , then prove that  p (x – y) = (x2 – y2)(x + y)(x – y)
c b a
( x 2  y 2 )(x  y )( x  y )
x y z p =
  . (x  y )

KUNDAN
a b c
 p = (x + y)(x2 – y2)
ay  bx cx  az bz  cy
Soln. We have,  
c b a Ex. 17: Find the fourth proportional to 2xy, x2, y2 .
Sum of the antecedents Soln. Let the fourth proportional be p, then
Each ratio =
Sum of the consequents 2xy : x2 : : y2 : p

ay  bx  cx  az  bz  cy Since, product of extremes = product of means

=
a b c  2xy × p = x2 × y2

x (c  b )  y(a  c )  z (b  a ) x 2y 2 xy
= p = p=
a b c 2xy 2
x y z
Let   = k  x = ak, y = bk, z = ck Ex. 18: Find the mean proportional between (x – y),
a b c
(x3 – x2y2).
ak (c  b )  bk (a  c )  ck (b  a )
Each ratio = Soln. Let the mean proportional be p, then
a b c

0
p = ( x  y )(x 3  x 2y ) = ( x  y ) x 2 (x  y )
=
a b c
= (x  y )2 x 2 = x (x – y) = x2 – xy
x y z
   is true.
a b c
Ratio & Proportion and k-Method 365

Exercise
12. Solve:
6 pq x  3 p x  3q
1. If x  p  q , find the value of x  3 p  x  3q .
4x  1  2x 1

a) 0 b) –1 c) 2 d) 1 4x  1  2x 5
a) –1 b) 5 c) 0 d) 2
4 6 x 2 2 x 2 2
2. If x  , find the value of  .
2 3 x 2 2 x 2 2 7 x  4x  3
13. If  6 , then find the value of x.
a) 2 b) 0 c) 1 d) None of these 7x  4x  3
3. Solve the following equation for x: a) 6 b) 5 c) 7 d) None of these

x  7  x 1 2 (2x  1)2  (2x  1)2 17

 
x  7  x 1 1 14. If 18 , then find the value of x.
(2x  1)2  (2x  1)2
a) 1 b) 0 c) –2 d) 2 Where x > 0.
x 2 x3 1
4. If  5 , then find the value of x. a) 2 b)
x 2 x 3 8
a) 2 b) 7 c) 8 d) 6 c) Both (a) and (b) d) None of these

a  a 2  2ax x 3  y3 91

K
 b , then find the value of x.  2x 2  3y 2
5. If 15. If 37 , determine the value of .
2
a  a  2ax x 3  y3 3y 2

2ab 2ab 5 1 27
2a 2 2b 2 a) b) c) d) 3
a) b) c) d) 27 5 5
(b  1)2 b 1 a b (a  b )2

x2  x 1 x 2  x 1
p2  q 2  p 2  q 2 16. If  and x  y, x  0, y  0, then
2
6. If x  , then find the value of y  y 1 y2  y 1
p 2  q 2  p2  q 2
find the value of xy.
q2x2 – 2p2x + q2. a) 0 b) 2 c) –1 d) 1
a) 0 b) 1 c) –1 d) 2
1 1

KUNDAN
a 9 5a 2  6b 2 ( p  1) 3  ( p  1) 3
7. If  , find the values of . 17. If y = 1 1 , then f ind t he value of
b 5 5a 2  6b 2
( p  1) 3  ( p  1) 3
17 37 13 37
a) b) c) d) y3 – 3py2 + 3y – p.
37 17 37 13 a) 1 b) 0 c) –1 d) None of these

d
8. If a + b = 1; c + d = 1 and a – b = , then find the y 2  xy  y 2  xy
c 18. If p = , then find the value of
value of c – d. y 2  xy  y 2  xy

b a xp2 – 2yp + x.
a) b) c) a + b d) ab a) 0 b) –1 c) 2 d) 1
a b

8ab x  4a x  4b x y z
9. If x = , find the value of  . 19. If   , then find the value
a b x  4a x  4b b c a c a b a b c
a) 4 b) 3 c) 2 d) 1 of (b – c)x + (c – a)y + (a – b)z.
a) 1 b) –1 c) 0 d) None of these
12 pq x  6 p x  6q 2 0 . If a + b : b + c = c + d : d + a, then find the value of
10. If x  p  1 , find the value of x  6 p  x  6q .
a + b + c + d.
a) 1 b) 0 c) –2 d) 2 b
a) 0 b) –1 c) d) None of these
a
a  b 1 a 2  ab  b 2
11. If  , find the value of .
a  b 2 a 2  ab  b 2 x y z
21. If   , then find the value of
r 2  pq p 2  qr q 2  pr
91 73 71 93
a) b) c) d) px + qy + rz.
73 91 93 71
a) –1 b) 1 c) 0 d) 2
366 SSC Advanced Maths

x y z a b c a b c
2 2 . If bc (b  c )  ca (c  a )  ab (a  b ) , then find the value 32. If   , then
c
is equal to
3 4 7
of a(b + c)x + b(c + a)y + c(a + b)z. a) 0 b) 1 c) 2 d) 3
a) 0 b) 1 c) 2 d) –2
xy  y 2
33. If x : y = 7 : 3, then the value of is
2x  y 3x  z z y x2  y2
23. If  
3y  z 2y  x x  z , then f ind t he value of
3 4 3 7
x + y + z. a) b) c) d)
4 3 7 3
2
a) 1 b) 3a  5b
3 34. If  5 , then a : b is equal to
3a  5b
c) 0 d) Cann’t be determined a) 2 : 1 b) 5 : 3 c) 3 : 2 d) 5 : 2

x y z ax  by 35. If p : q = r : s = t : u = 2 : 3, then (mp + nr + ot) : (mq +

24. If   , then find the value of
a b c (a  b )(x  y ) . ns + ou) equals
a) 3 : 2 b) 2 : 3 c) 1 : 3 d) 1 : 2
a) 1 b) 0 c) –1 d) 2
36. If x : y = 3 : 4, then (7x + 3y) : (7x – 3y) is equal to
a) 5 : 2 b) 4 : 3 c) 11 : 3 d) 37 : 19
a b c a 3  b3  c 3
25. If   , then find the value of 3 .
b c d b  c 3  d3 x 3 6 yx
37. If y  4 , then the value of 7  y  x is

K
b c a b
a) b) c) d)
d d d c 2 3 3
a) 1 b) c) d) 1
7 7 7
x y z
26. If   , then find the value of 38. If x : y = 2 : 1, then (5x2 – 13xy + 6y2) is equal to
a b c
3 4 55
ax  by by  cz cz  ax a) b) c) 0 d)
  . 4 3 4
(a  b )(x  y ) (b  c )(y  z ) (c  a )(z  x )
a) 0 b) 2 c) 1 d) 3 a c e 2a 2  3c 2  4e 2
39. If    3 , then ?.
x y z b d f 2b 2  3d 2  4 f 2
27. If   ,
(b  c )(b  c  2a ) (c  a )(c  a  2b ) (a  b )(a  b  2c ) a) 2 b) 3 c) 4 d) 9

KUNDAN
then find the value of x + y + z.
a) 0 b) –1 c) –2 d) 1 y2  x2
40. If 1.5x = 0.04y, then the value of is
y 2  2xy  x 2
ax  by bx  az ay  bz
28. If   and x + y + z  0, then
xy xz yz 730 73 73 74
find the value of each of the ratios. a) b) c) d)
77 77 770 77
a b a b a b a b
a) b) c) d) a b c a b c
2 3 2 3 41. If   , then is equal to
2 3 5 c
a) 2 b) 4 c) 5 d) 6
x 2  y2  p2 z 2  2xy 2z 2  p 2
29. If 2
 2
 , then f ind t he
x yz y zx z 2xy 5 x  2y
42. If x : y = 3 : 4, then the value of is
value of each of the ratios. 7 x  2y

1 1 1 1 1 1 7 7 7 7
a) xy  yz  zx b) x 2  y 2  z 2 a) b) c) d)
25 23 29 17

1 1 1 a b 2a  3b
43. If  , then the value of is
c) x  y  y  z  z  x d) None of these 3 2 3a  2b
12 5 12
30. If x : y = 3 : 2, then the ratio 2x2 + 3y2 : 3x2 – 2y2 is a) b) c) 1 d)
equal to 5 12 7

a) 12 : 5 b) 6 : 5 c) 30 : 19 d) 5 : 3 4ab x  2a x  2b
44. If x  (a  b ) , then the value of  is
a b x  2a x  2b
2a  5b 4
31. If  , then a : b is equal to a) a b) b c) 2ab d) 2
3a  6b 7
a) 21 : 36 b) 2 : 59 c) 59 : 2 d) 36 : 21
Ratio & Proportion and k-Method 367
45. If x varies inversely as (y 2 – 1) and is equal to 24
when y = 10, then the value of x when y = 5 is 3 x  3 x
51. If = 2, then x is equal to
a) 99 b) 12 c) 24 d) 100 3 x  3x

2x  y 1 3x  y 5 12 5 7
46. If  , then the value of is a) b) c) d)
x  2y 2 3x  y 12 5 7 5

1 3 4
a) b) c) d) 1  1 x  1 x 
5 5 5 3  
52. If x  , then the value of   is
2  1 x  1 x 
x y xy
47. If x – y = = , then the numerical value of xy a)  3 b) –1 c) 1 d) 3
7 4
is 53. If a : b : c = (y – z) : (z – x) : (x – y), then the value of ax
+ by + cz is
4 3 1 1
a) b) c) d) a) 1 b) 3 c) 0 d) –1
3 4 4 3
x 4  x 4
 x  y 54. If = 2, then x is equal to
x 4 x 4
48. If y : x = 4 : 15, then the value of  x  y  is
a) 2.4 b) 3.2 c) 4 d) 5
11 19 4 15 55. Find the fourth proportional to x3 – y3, x4 + x2y2 + y4,
a) b) c) d) x – y.
19 11 11 19
a) x2 – xy b) x3 – y2

K
49. If ( 3x – y) : (x + 5y) = 5 : 7, then the value of (x + y) : c) x2 + y2 – xy d) x2 – y2 + xy
(x – y) is
a) 2 : 3 b) 3 : 2 c) 3 : 1 d) 1 : 3 a b
56. Find the third proportional to  , a2  b 2 .
b a
x
50. If (5x2 – 3y2) : xy = 11 : 2, then the positive value of a
y
a) ab b) a + b c) a2 + b2 d)
is b

22 7 3 7 57. Find the mean proportional between (a + b) (a – b)3,

a) b) c) d) (a + b)3 (a – b).
7 2 2 2
a) (a2 + b2)2 b) (a + b)2 c) (a2 – b2)2 d)(a – b)2

Answers and explanations

1. c;

KUNDAN
x 

x  3p
6 pq x
p  q  3p


2q  p  q

Again, x 
6 pq
pq
2q
p q
By componendo and dividendo, we get,
x  3p
=
2q  p  q
=


3q  p
qp

x

2q
3q p  q
By componendo and dividendo, we get,
....(i)
By componendo and dividendo, we get,
x 2 2 2 3 2 3 3 3 2

x2 2 2 3 2 3

Again, x =

2 3
x

4 6
2 3

3 2

2 3

.
4 6

2 3
1
...(i)

x  3q 2p  p  q 3p  q x 2 2
 
= = ...(ii) 2 3 2 3
x  3q 2p  p  q p q
Adding (i) and (ii), we get, By componendo and dividendo, we get,

x  3p x  3q 3q  p 3p  q x 2 3 2 2 2 3 3 2 3
+ = –   ...(ii)
x  3p x  3q qp p q x2 3 2 2 2 3 2 3
From (i) and (ii), we get,
3q  p  3 p  q 2q  2 p q  p 
= = = 2  q  p  = 2. x 2 2 x 2 3 3 3 2 3 2 3
qp qp   + = –
x2 2 x2 3 3 2 3 2

4 6 3 3  2 3 2 3 2 3 2 2
2. a; x = =
2 3 3 2 3 2
 3 2
x 4 6 1 x 2 3  
 = .  = = 2  = 2.
2 2 2 2 2 3 2 2 2 3  3 2
368 SSC Advanced Maths

x  7  x 1 2 2ab – 2bx = b2x + x

3. d; We have, 
x  7  x 1 1 2ab = b2x + 2bx + x
By componendo and dividendo, we get, 2ab = x(b2 + 2b + 1)

( x  7  x  1)  ( x  7  x  1) 2  1 2ab
 2ab = x(b + 1)2  x 
( x  7  x  1)  ( x  7  x  1) 2  1 (b  1)2

2 x7 3 x7 3
    x p2  q 2  p2  q 2
2 x 1 1 x 1 1
6. a; We have, 1 
Squaring both sides, we get, p  q  p2  q2
2 2

x 7 9

x 1 1 x  1 2 p2  q 2 p2  q 2
 x  1  
 1(x + 7) = 9(x – 1) [By cross-multiplication] 2 p2  q 2 p2  q 2
 x + 7 = 9x – 9
 9x – x = 7 + 9 Squaring both sides, we get,
 8x = 16  x = 16 ÷ 8 = 2
(x  1)2 p2  q 2
Hence, x = 2.  
(x  1)2 p2  q2
4. b; Applying componendo and dividendo, we get,
Applying componendo and dividendo, we get,
x 2  x 3  x 2  x 3 5 1


K
x 2  x 3  x 2  x 3 5 1 (x  1)2  (x  1)2 2p2
 
2 2
(x  1)  (x  1) 2q 2
2 x2 6 x 2 3
 

2 x 3 4
or
x 3 2 2(x 2  1) p 2
 
4x q2
x 2 9
Squaring both sides, we get, 
x 3 4 x 2  1 p2
4(x + 2) = 9(x – 3) (By cross-multiplication)   q2x2 + q2 = 2p2x
2x q2
4x + 8 = 9x – 27
4x – 9x = –27 – 8  –5x = –35 q2x2 – 2p2x + q2 = 0
 5x = 35  x = 35 ÷ 5 = 7.
a 9 a2 81

KUNDAN
7. b;    
a  a  2ax 2 b 5 b2 25
5. a; Since, b
a  a 2  2ax
5a 2 5 81 5
Applying componendo and dividendo, we get,    [Multiplying both sides by ]
6b 2 6 25 6

a  a 2  2ax  a  a 2  2ax b 1
 5a 2
27
b 1  
a  a 2  2ax  a  a 2  2ax 6b 2 10
2a b 1 a b 1  By componendo and dividendo, we get,
   
2 a  2ax2 b 1 a  2ax b  1
2 5a 2  6b 2 27  10 37
= =
Squaring both sides, we get, 5a 2  6b 2 27  10 17

a2 b 2  2b  1 d
 8. a; a + b = 1 and a – b =
2
a  2ax b 2  2b  1 c

a b 1 c
a 2  2ax b 2  2b  1   
  [By invertendo] a b d d
a2 b 2  2b  1 c
Applying componendo and dividendo, we get, By componendo and dividendo, we get,
a 2  2ax  a 2 b 2  2b  1  b 2  2b  1 (a  b )  (a  b ) c d

2
a  2ax  a 2 2 2
b  2b  1  b  2b  1 (a  b )  (a  b ) = c  d

2a 2  2ax 2b2  2 2a (a  x ) 2(b 2  1) 2a


1
     (  c + d = 1)
2ax 4b 2ax 4b 2b c  d

b
(a  x ) b 2  1 a  x b2  1   c d (By invertendo)
    a
x 2b x 2b
Ratio & Proportion and k-Method 369

8ab x 2b a  b 1
9. c; x=   
a b 4a a b 11. a; We have,
a  b 2
By componendo and dividendo, we get,
By componendo and dividendo, we get,
x  4a x  4b 2b  (a  b )
 = ( a  b ) ( a  b ) 1 2
x  4a x  4b 2b  (a  b ) 
( a  b)( a  b ) 1 2
x  4a 3b  a
  ...(i)
x  4a b a 2 a 3 a 3
   =
2 a 1 b 1
8ab x 2b
Again, x =  
a b 4b a  b a
By componendo and dividendo, we get, Squaring both sides, we get, = 9
b
x  4b 2a  (a  b )
 2
x  4b 2a  (a  b ) a  a 
2 2      1
a  ab  b b  b 
x  4b 3a  b Now, = 2
  ..(ii) a 2  ab  b 2 a  a 
x  4b a b      1
b  b 
Adding (i) and (ii), we get,
[Dividing numerator and denominator by b2]
x  4a x  4b 3b  a 3a  b
+ =  +
x  4a x  4b b a a b (9)2  9  1 81  9  1 91
= = = .

K
(9)2  9  1 81  9  1 73
3b  a 3a  b 3b  a  3a  b
= – =
b a b  a b a
4x  1  2x 1
2b  2a 2(b  a ) 12. d; We have, 
=  2 4x  1  2x 5
b a b a
By componendo and dividendo, we get,
12pq x 2q
10. d; Since, x    ( 4x  1  2x )  ( 4x  1  2x ) 1  5
pq 6p p  q 
( 4x  1  2x )  ( 4x  1  2x ) 1  5
By componendo and dividendo, we get,
x  6 p 2q  ( p  q ) 2 4x  1 6 4x  1 3
    
x  6 p 2q  ( p  q ) 2 2x 4 2x 2

KUNDAN
x  6 p 3q  p 4x  1 9
 Squaring both sides, we get, 
 ....(i) 2x 4
x  6p qp
4(4x + 1) = 9 × 2x [By cross-multiplication]
12pq x 2p  16x + 4 = 18x
Again, x   
pq 6p p  q 2x = 4  x = 4 + 2 = 2.
By componendo and dividendo, we get,
7 x  4x  3
x  6q 2 p  ( p  q ) 13. c; 6
 7x  4x  3
x  6q 2 p  ( p  q )
Applying componendo and dividendo, we get,
x  6q 3 p  q
  ....(ii) ( 7 x  4x  3)  ( 7x  4x  3) 6  1
x  6q pq 
( 7 x  4x  3)  ( 7x  4x  3) 6  1
Adding (i) and (ii), we get,
x  6p x  6q 3q  p 3p  q 2 7x 7 7x 7
   
+ = + 2 4x  3 5 4x  3 5
x  6p x  6q qp p q
Squaring both sides, we get,
x  6p x  6q 3q  p 3p  q
 + = + 7x 49
x  6p x  6q qp qp  
4x  3 25
3q  p  3 p  q 2q  2 p 2(q  p )  25(7x) = 49(4x – 3) [By cross-multiplication]
= qp = qp = qp 2  175x = 196x – 147
 196x – 175x = 147
x  6p x  6q 21x = 147  x = 147 ÷ 21 = 7
Hence, + = 2. Hence, x = 7.
x  6p x  6q
370 SSC Advanced Maths
x2y + y – xy2 – x = 0
(2x  1)2  (2x  1)2
17 x2y – xy2 – x + y = 0
14. c; We have, 
(2x  1)2  (2x  1)2 18 xy(x – y) – 1(x – y) = 0
(x – y)(xy – 1) = 0
By componendo and dividendo, we get,
x – y = 0 or xy – 1 = 0
[(2x  1)2  (2x  1)2 ]  [(2x  1)2  (2x  1)2 ] 17  8 x = y or xy = 1
 But, x  y (given),  xy = 1.
2 2 2 2 17  8
[(2x  1)  (2x  1) ]  [(2x  1)  (2x  1) ]
1 1
2(2x  1)2
25 (2x  1)2 25 ( p  1) 3  ( p  1) 3
    17. b; We have, y = 1 1
2 9 2 9
2(2x  1) (2x  1)
( p  1) 3  ( p  1) 3
2x  1 5 2x  1 5
    y 1
2x  1 3 2x  1 3 Applying componendo and dividendo, we get,
y 1
6x + 3 = 10x – 5  6x + 3 = – 10x + 5
–4x = –8  16x = 2
 1 1  1 1
1 ( p  1)3  ( p  1)3   ( p  1)3  ( p  1)3 
x = 2 or x =    
8
   
=
 1 1  1 1
x 3  y3 91 ( p  1)3  ( p  1)3   ( p  1)3  ( p  1)3 
15. a; We have, 
x 3  y3 37 ,    

K
   
Using componendo dividendo, we get,
1
(x 3  y 3 )  (x 3  y 3 ) 91  37 3
 y  1 ( p  1)3  y  1 p 1
3 3 3 3 91  37     
(x  y )  (x  y ) y 1 1  y  1 p 1
( p  1)3
2x 3 128 x3 64
   
3 3 27
2y 54 y y 3  3y 2  3y  1 p 1
 
y 3  3y 2  3y  1 p 1
x 4 x2 16
    Using componendo and dividendo, we get,
y 3 y2 9
y 3  3y 2  3y  1  (y 3  3y 2  3y  1)

KUNDAN
2 

2x

32 y 3  3y 2  3y  1  (y 3  3y 2  3y  1)
3y 2 27
( p  1)  ( p  1)

2
2x  3y 2
32  27 ( p  1)  ( p  1)
  [By dividendo]
3y 2 27
2y 3  6y 2p y 3  3y
    p
6y 2  2 2 3y 2  1
2x 2  3y 2 5
 
3y 2 27 y3 + 3y = p(3y2 + 1)
y3 – 3py2 + 3y – p = 0
18. a; We have,
x2  x 1 x 2  x 1
16. d; We have, 2
 2
y  y 1 y  y 1 p y 2  xy  y 2  xy

By alternendo 1 y 2  xy  y 2  xy
x2  x 1 y2  y  1 By componendo and dividendo, we get,

2
x  x 1 y2  y  1
p 1 ( y 2  xy  y 2  xy )  ( y 2  xy  y 2  xy )
By componendo and dividendo, we get, =
p 1 ( y 2  xy  y 2  xy )  ( y 2  xy  y 2  xy )
(x 2  x  1)  (x 2  x  1) (y 2  y  1)  (y 2  y  1)

(x 2  x  1)  (x 2  x  1) (y 2  y  1)  (y 2  y  1) 2 p 1 y 2  xy
p  1 2 y  xy 
  
p  1 2 y 2  xy p 1 y 2  xy
2x 2  2 2y 2  2
 
2x 2y Squaring both sides, we get,

p 2  2p  1 y 2  xy
x 2  1 y2  1 
   y = (x2 + 1) = x(y2 + 1) 2
p  2p  1 y 2  xy
x y
Ratio & Proportion and k-Method 371
By componendo and dividendo, we get, yz + y2 – x2 – xz = 0
2 2 2 2 z(y – x) + (y2 – x2) = 0
( p  2 p  1)  ( p  2 p  1) (y  xy )  (y  xy )
 z(y – x) + (y – x)(y + x) = 0
( p2  2 p  1)  ( p 2  2 p  1) (y 2  xy )  (y 2  xy ) (y – x) (x + y + z) = 0
Either y – x = 0 or x + y + z = 0
2( p 2  1) 2y 2 p2  1 y x = y or x + y + z = 0.
   
4p 2xy 2p x
x y z
x(p2 + 1) = 2yp xp2 – 2yp + x = 0. 24. a; Let   k
a b c
x y z x = ak, y = bk, z = ck
19. c; Let   k
b c a c a b a b c The given expression
 x = (b + c – a)k
 y = (c + a – b)k ax  by a(ak )  b(bk )
 z = (a + b – a)k = (a  b )(x  y ) =
(a  b )(ak  bk )
Now, the given expression
= (b – c)x + (c – a)y + (a – b)z
k (a 2  b 2 ) k (a 2  b2 )
= (b – c)(b + c – a)k + (c – a)(c + a – b)k = = = 1.
+ (a – b)(a + b – c)k k (a  b )(a  b ) k (a 2  b2 )
= (b2 + bc – ab – bc – c2 + ca)k + (c2 + ac – bc – ac – a2
+ ab)k + (a2 + ab – ac – ab – b2 + bc)k a b c
25. c; Let   = k
= (b – ab – c + ca)k + (c2 – bc – a2 + ab)k
2 2
b c d
+ (a2 – ac – b2 + bc)k Then c = dk, b = dk2 and a = dk3
= (a2 – ab – c2 + ca + c2 – bc – a2 + ab The given expression
+ a2 – ac – b2 + bc)k

K
=0×k=0 a 3  b3  c 3 (dk 3 )3  (dk 2 )3  (dk )3
= =
a b c d
3
b c d3 3
(dk 2 )3  (dk )3  d 3
20. a; Let  k
b c d a
a + b = (b + c)k ....(i) d 3k 9  d 3k 6  d 3k 3
=
c + d = (d + a)k ....(ii) d 3k 6  d 3k 3  d 3
Adding (i) and (ii), we get,
a + b + c + d = (b + c + d + a)k d 3k 3(k 6  k 3  1) a
=  k3 
(a + b + c + d) – (a + b + c + d)k = 0 d 3(k 6  k 3  1) d
(a + b + c + d) (1 – k) = 0
Now either a + b + c + d = 0 or 1 – k = 0
x y z
x y z 26. d; Let   k
a b c

KUNDAN
21. c; Let  2  2 = k
r 2  pq p  qr q  pr Then, x = ak, y = bk, z = ck, we have
x = k(r – pq); y = k(p – qr); z = k(q2 – pr)
2 2

px + qy + rz = pk(r2 – pq) + qk(p2 – qr) + rk(q2 – pr) ax  by a(ak )  b(bk )

= k{pr2 – p2q + p2q – q2r + q2r – r2p} (a  b )(x  y ) = (a  b )(ak  bk )
=k× 0 = 0
x y z k (a 2  b 2 ) k (a 2  b2 )
22. a; Let bc (b  c )  ca (c  a )  ab (a  b ) = k =
(a  b )k (a  b )
=
k (a 2  b2 )
= 1

x = bc(b – c)k, y = ca(c – a)k, z = ab(a – b)k

by  cz cz  ax
 a(b + c)x = abc(b + c)(b – c)k = abc(b2 – c2)k Similarly, = 1 and = 1
Similarly, b(c + a)y = abc(c2 – a2)k; c(a + b)z (b  c )(y  z ) (c  a )(z  x )
= abc(a2 – b2)k Hence,
Adding up, we get,
ax  by by  cz cz  ax
a(b + c)x + b(c + a)y + c(a + b)z + + = 3.
= abc(b2 – c2)k + abc(c2 – a2)k + abc(a2 – b2)k (a  b )(x  y ) (b  c )(y  z ) (c  a )(z  x )
= abc . k(b2 – c2 + c2 – a2 + a2 – b2)
= abc × k(0) = 0. x y
27. a; Let =
(b  c )(b  c  2a ) (c  a )(c  a  2b )
2x  y 3x  z z y z
23. c; 3y  z  2y  x  x  z = = k
(a  b )(a  b  2c )
By the theorem on equal ratios, we get, Then, x = k(b – c)(b + c – 2a) ....(i)
2x  y  3x  z  z  y 5x x y = k(c – a)(c + a – 2b) ....(ii)
Each given ratio =   z = k(a – b)(a + b – 2c) ....(iii)
3y  z  2y  x  x  z 5y y
Adding (i), (ii) and (iii), we get,
z y x x + y + z = k{(b – c)(b + c – 2a) + (c – a)(c + a – 2b) +
 x  z  y (a – b)(a + b – 2c)}
= k[(b – c)(b + c) + (c – a)(c + a) + (a – b)(a + b)]
y(z + y) = x(x + z) [By cross-multiplication] – 2[a(b – c) + b(c – a) + c(a – b)] = 0.
yz + y2 = x2 + xz
372 SSC Advanced Maths

ax  by bx  az ay  bz a b c
28. c; We have,   32. c; Let   = k
x y x z yz 3 4 7
By the theorem on equal ratios, a = 3k, b = 4k, c = 7k

(ax  by )  (bx  az )  (ay  bz ) a b c 3k  4k  7k 14k

Each ratio =  = = = 2
( x  y )  ( x  z )  (y  z ) c 7k 7k

ax  bx  ay  by  az  bz x 7
= 33. a; We have, y  3
x y x z y z
Now,
x  (a  b )  y (a  b )  z (a  b )
= 2x  2y  2z xy  y 2 y(x  y ) y 1
 = 
x2  y2 ( x  y )( x  y ) x y x
1
(a  b )( x  y  z ) a b y
= =
2(x  y  z ) 2
1 1 3
[  x + y + z  0] =  
7 73 4
1
a b 3 3
 Each ratio =
2
3a  5b 5
34. d; We have, 
x 2  y 2  p2 z 2  2xy 2z 3  p 2 3a  5b 1
29. a; We have, = = By componendo and dividendo, we get,

K
x 2yz y 2zx z 2xy
By the theorem on equal ratios, we have, 3a  5b  3a  5b 5  1

3a  5b  3a  5b 5  1
(x 2  y 2  p 2 )  (z 2  2xy )  (2z 2  p 2 )
Each ratio = 6a 6 a 6 10 5
x 2yz  y 2zx  z 2 xy      
10b 4 b 4 6 2
x 2  y 2  2xy  z 2 ( x  y )2  z 2 5 : 2
= 
xyz ( x  y  z ) xyz (x  y  z ) p r t 2
35. b; We have,   
(x  y  z )(x  y  z ) x y z q s u 3
= = (If x  y  z) p q
xyz (x  y  z ) xyz    k p = 2k and q = 3k
x y z 1 1 1 2 3
= xyz  xyz  xyz  yz  zx  xy Similarly, r = 2k, s = 3k, t = 2k, u = 3k

KUNDAN
mp  nr  ot
Now, mq  ns  ou
x 3
30. c; Here y  2
m.2k  n .2k  o.2k 2k (m  n  o ) 2
= = =
2 2 m.3k  n .3k  o.3k 3k (m  n  o ) 3
x 3 9
 2
   2 : 3
y 2
  4
x 3 7x 7 3 7
 x2  36. c; Since,      
2 2 2 2   3 y 4 3y 3 4 4
2x  3y y 
  By componendo and dividendo, we get,
Now, =
3x 2  2y 2  x2 
3 2   2 7x  3y 7  4 11
y  =  11 : 3
  7x  3y 74 3
[On dividing numerator and denominator by y2]
x 3
37. a; We have, 
 9 9 96 y 4
2   3 3
 4 2 2 15 4 x
= = 27 = 27  8 =  1
 9 2 2 19 6 yx 6 y
3    2 Now,  = 
 4 4 4 7 yx 7 1 x
y
30
= = 30 : 19 [Dividing numerator and denominator by y]
19

2a  5b 4 3
31. c; We have,  6 1 4 6 43
3a  6b 7 =  = 
7 1 3 7 43
 14a – 35b = 12a + 24b  2a = 59ab 4
a 59 6 1
 = = 59 : 2 =  = 1
b 2 7 7
Ratio & Proportion and k-Method 373

x x  2a x  2b 3b  a 3a  b
38. c; We have, y = 2 x = 2y x – 2y = 0   =  +
x  2a x  2b b a a b
5x2 – 13xy + 6y2 = 5x2 – 10xy – 3xy + 6y2
= 5x (x – 2y) – 3y (x – 2y) 3b  a  3a  b 2b  2a 2(b  a )
=  = = 2
= (x – 2y)(5x – 3y) b a b a b a
= 0 × (5x – 2y) = 0
1
a c e 45. a; We have, x 
39. d; We have, b  d  f  3 y2 1
a = 3b; c = 3d; e = 3f k
2  9b 2  3  9d 2  4  9 f 2  x  ; where k is a constant.
2a 2  3c 2  4e 2 y2 1
 
2
2b  3d  4 f2 2 2b 2  3d 2  4 f 2
When y = 10, x = 24, then
9(2b 2  3d 2  4 f 2 ) k k
= 9
2b 2  3d 2  4 f 2 24 =  24 =
102  1 9
40. b; We have, 1.5x = 0.04y k = 24 × 99
x 0.04 4 2 When y = 5, then
   
y 1.5 150 75 k 24  99 24  99
y 75 x =    99
  y2 1 52  1 24
x 2
y2  x2 (y  x )(y  x ) 2x  y 1
46. b; We have, x  2y  2

K
Now, 2 2
= 2
y  2xy  x (y  x )
4x – 2y = x + 2y
y 75 3x = 4y
1 1
yx 2 73
=  x = 75  x 4
yx y 77  
1  1 y 3
x 2

 x   4 
a b c y  3  1 3   1
41. a; Let   k 3x  y  y   3  4 1 3
2 3 5   = = 
3x  y  x   4  4 1 5
a = 2k; b = 3k; c = 5k y  3  1  3   1
 y  3
a b c 2k  3k  5k 10k
 = = 2 x y xy
c 5k 5k 47. a; x – y = = k

KUNDAN
7 4
x 3
42. c; We have, y  4 x – y = k; x + y = 7k
 (x + y)2 – (x – y)2 = 49k2 – k2
4xy = 48k2
x 3 15  8
5 2 5 2  16k = 48k 2
5x  2y y 4 4 7
 = x = 3 = 21  8  1
7x  2y 7 2 29 k=
7 2 3
y 4 4
1 4
 xy = 4k = 4 × =
a b a 3 3 3
43. a; We have,   
3 2 b 2 48. a; Since, y : x = 4 : 15  x : y = 15 : 4
x 15
a 3  
2a  3b 3 2 23 y 4
b 2 6 12
 = = =  By componendo and dividendo, we get,
3a  2b a 3 94 5
3 2 3 2 x y 15  4 11
b 2 2 = =
x y 15  4 19
4ab x 2b
44. d; Since, x     3x  y 5
a b 2a a b 49. c; We have, 
x  5y 7
By componendo and dividendo, we get, 21x – 7y = 5x + 25y
x  2a 2b  a  b 3b  a 21x – 5x = 25y + 7y
   16x = 32y
x  2a 2b  a  b b a
x 32 2
Again,   
y 16 1
x 2a
 x  y 2 1
2b a  b  x  y  2  1 = 3 : 1
x  2b 2a  a  b 3a  b
   [By componendo and dividendo]
x  2b 2a  a  b a b
374 SSC Advanced Maths

5x 2  3y 2 11 a b c
50. b; Since,
xy

2 53. c; Let y  z  z  x  x  y  k

11 a = k(y – z); b = k(z – x); c = k(x – y)

 5x2 – 3y2 = xy ax + by + cz = k(xy – xz + yz – xy + xz – yz) = 0
2
2 2
 10x – 6y – 11xy = 0
x 4  x 4 2
 10x2 – 15xy + 4xy – 6y2 = 0 54. d; We have, =
5x(2x – 3y) + 2y(2x – 3y) = 0 x 4 x 4 1
(2x – 3y) (5x + 2y) = 0 By componendo and dividendo, we get,
 2x = 3y
2 x4 3
x 3 
 2 x 4 1

y 2 On squaring both sides, we get,
x 4 9
3 x  3x 2 
51. b; We have,  x 4 1
3 x  3x 1
9x – 36 = x + 4
By componendo and dividendo, we get, 9x – x = 36 + 4
2 3  x 2 1 8x = 40
  3  x = 5
2 3  x 2 1
Squaring on both sides, we get, 55. c; Let the fourth proportional be p, then
x3 – y3 : x4 + x2y2 + y4 : : x – y : p

K
3x p(x3 – y3) = (x4 + x2y2 + y4) (x – y)
9
3x
3 + x = 27 – 9x (x 4  x 2y 2  y 4 )(x  y )
 p
9x + x = 27 – 3 = 24 x 3  y3
24 12
x =  [( x 2  y 2 )  ( xy )2 ](x  y )
10 5 =
(x  y )(x 2  y 2  xy )

3 1 2
52. d; Since, x    (x 2  y 2  xy )(x 2  y 2  xy )(x  y )
2 x 3 =
( x  y )(x 2  y 2  xy )
By componendo and dividendo, we get,
= x2 + y2 – xy

KUNDAN
1 x 2  3 56. a; Let the third proportional be x, then

1 x 2  3
a b
   : a2  b 2 : : a2  b 2 : x
2 2 b a

1 x
=
 
2 3
=
2  3 
a b 2
1 x 2  3 2  3 43
 x    =
b a a 2  b 2 
1 x 2
 = 2  3
1 x  a 2  b2 
 x  ab  = a2 + b2
1 x 2  3  
 
1 x 1  x = ab
By componendo and dividendo, we get, 57. c; Let the mean proportional be x, then
1 x  1 x 2  3 1 x = (a  b )(a  b )3 (a  b )3 (a  b )

1  x  1  x 2  3 1
= (a  b )4 (a  b )4 = (a + b)2 (a – b)2
=
3 3

3  3 1  3 = [(a + b)(a – b)]2 = (a2 – b2)2
3 1 3 1
316
Chapter-17
Simple Interest
Lender and Borrower
K KUNDAN
Generally in transactions involving large sums of
money such as buying a house or a car etc we
borrow money either from a bank or an individual
or some other agency. The bank or an individual
or some other agency from which we borrow money
is called the lender and the person or a company
who borrows money is called the borrower. The
money borrowed is known as the loan. The amount
of loan may be big or small depending upon the
requirement of the borrower.
When a borrower borrows some money from a
lender, he or she also makes a promise to return it
after a specified period of time. At the end of the
specified period, the borrower has not only to pay
the money which he had borrowed but also to pay
some additional money for using lender’s money.
Some Important Terms
In borrowing and lending money the following
terms are commonly used:
(i) Principal: The money borrowed by a borrower
from the money-lender is known as the principal.
(ii) Interest: The additional money paid by the
borrower to the lender for having used his (her)
money is called interest.
(iii) Amount: The total money paid by t he
borrower to the lender at the end of the specified
period is called the amount.
Thus, Amount = Principal + Interest
K KUNDAN
or, A = P + I;
where, A stands for the Amount, P for Principal
and I for Interest.
(iv) Rate: The interest paid for keeping Rs 100
for one year is known as the rate per cent per
annum.
If the money is borrowed at the rate of 12% per
annum, then the interest paid for keeping Rs 100
for one year is Rs 12.
Clearly, the interest we pay is proportionate to
the money that we borrow and also to the period of
time for which we keep the money ie the more the
money and the time, the more the interest. Interest
is also proportionate to the rate of interest agreed
upon by the lending and the borrowing parties.
Thus, interest varies directly as principal, time
and rate.
(v) Simple Interest: If interest is calculated
Concept of Arithmetic
uniformly on the original principal throughout the
loan period, it is called simple interest.
To explain the meaning of simple interest let
us suppose that you have borrowed a sum of Rs
100 at 10% per annum for 2 years from Mr X. This
means that at the end of 2 years you would pay Rs
20 as interest in addition to the principal. Now
suppose you had borrowed Rs 100 for 1 year only
from Mr X. Then you would have to return Rs 100
+ Rs 10 = Rs 110 at the end of the year. Mr X has
Rs 110 now. If Mr X lends this sum again to you
for 1 more year at the same rate, then at the end of
one year he would get his Rs 110 back together
with the interest on this sum. The interest on Rs
110 at the rate of 10% per annum would be Rs
 10 
 110  = Rs 11. Hence, Mr X would be having
 100 
Rs 110 + Rs 11 = Rs 121 at the end of 2 years.
Clearly, this amount differs from the amount in
the first case. This happens because in the second
case the interest is charged on the interest which
he got from you at the end of first year. When the
interest is charged in this manner, it is known as
compound interest (We will discuss ‘Compound
Interest’ in detail in the next chapter). If t he
interest is calculated on principal only, it is known
as simple interest.
In this chapter the term interest will be used
in the sense of simple interest only.
Methods for Finding Simple Interest
(i) By Unitary Method:
In this method, by using rate per cent per annum
(interest on Rs 100 for 1 year) we calculate simple
interest on the given sum for given period of time.
For example, suppose a man lends Rs 500 at
10% per annum for 2 years. If we want to find the
interest he earns we shall proceed as follows:
Principal = Rs 500, Rate = 10%, Time = 2 years.
 Interest on Rs 100 for one year = Rs 10
10
 Interest on Re 1 for one year = Rs
100
 Interest on Rs 500 for one year
10
= Rs  500
100
Simple Interest 317

 Interest on Rs 500 for two years we proceed as follows:

We have, Principal (P) = Rs 7300, Rate
500  10  2
= Rs = Rs 100 (R) = 10% per annum and Time (T) = 15th
100 May 2000 to 8th October 2000.
Thus, we say that Rs 100 is the interest on Rs Number of days
500 for 2 years at 10% per annum. This interest = May + June + July + August +
is called Simple Interest. It is abbreviated as SI. Septermber + October
= 16 + 30 + 31 + 31 + 30 + 8
(ii) By Formula: = 146 days
We shall find the simple interest on the sum of Rs
 146  2
P invested at R% per annum for T years, from the  Time (T) =   year = year
above method as given below:  365  5

K KUNDAN
 Interest on Rs 100 for 1 year = Rs R
PRT  7300  10 2 
Now, SI = = Rs   
R 100  100 5
 Interest on Re 1 for 1 year = Rs
100 = Rs 292
In this context, you should remember the
RT following:
 Interest on Re 1 for T years = Rs  
 100  73, 146, 219 and 292 days are respectively
 Interest on Rs P for T years
1 2 3 4
R , , and of a year.
   P  R T  5 5 5 5
= Rs  P  T  = Rs  
 100   100  ( i i) From the above example, it is clear that one
Thus, the simple interest (SI) on Rs P at the should know the number of days in each
rate of R% per annum for T years is given by month.
Mo n t h Number of Days
PRT January 31
SI = ie
100 February 28 or 29*
March 31
Principal  Rate  Time
Simple Interest = Apr il 30
100 May 31
For example, in the above example, we have June 30
P = Rs 500, R = 10% and T = 2 years July 31
August 31
PRT 500  10  2
 SI = = = Rs 100 September 30
100 100 October 31
From this formula, we have November 30
100  SI December 31
(i) P = * February is always of 28 days except the
RT Leap Year. In the Leap Year the month
100  SI February contains 29 days.
(ii) R = Leap Year: Every year which is exactly

K KUNDAN
PT
100  SI
(iii) T =
PR
Important Points
( i ) In the above formulae, time T is in years. If
the time is given in months or days, then
we convert it into years by dividing by 12
or 365 according as the time is given in
months or days.
Note that for counting the number of
days we do not count the day on which
the money is deposited but we count the
day of withdrawal.
For example, if we have to find the simple
interest on Rs 7300 from 15th may 2000 to
8th October 2000 at 10% per annum, then
divisible by 4 such as 1988, 1992, 1996
etc. is called a leap year.
Also every 4th century is a leap year. The
other centuries, although divisible by 4, are
not leap years. Thus, for a century to be a
leap year, it should be exactly divisible by
400. For example,
(1) 400, 800, 1200, etc are leap years since
they are exactly divisible by 400.
(2) 700, 600, 500 etc are not leap years
since they are not exactly divisible by
400.
( i ii ) To find Amount, we can also use formula
as given below:
 Amount = Principal + Interest
PRT  RT
 A= P = P 1  
100  100 
318 Concept of Arithmetic

per rupee per annum and time = 219 days.

 Rate  Time 
or, Amount = Principal 1   we have,
 100  P = Principal = Rs 1000
For example, suppose we hav e to f ind R = Rate = 10 paise per rupee per
Amount if the Principal is Rs 800, rate is annum
6% per annum and the time is 4 years. = 100 × 10 paise per cent per
 64 annum
Amount = Rs 800 1   = Rs 10 per cent per annum
 100 
= 10 per cent per annum
 6  and T = Time = 219 days
= Rs 800 1  
 25   219  3

K KUNDAN
=   year = year
 31   365  5
= Rs  800   
 25 
 3 
= Rs (32 × 31) = Rs 992 PRT  1000  10  
 SI = = Rs  5 
( iv) If the interest is paise per rupee not rupees 100  100 
per cent, then we convert it into per cent  
 
by multiplying it by 100.
The following example will illustrate the = Rs 60
computation of simple interest. Now, Amount = Principal + SI
Find the simple int er est and amount = Rs 1000 + Rs 60
when, principal = Rs 1000, rate = 10 paise = Rs 1060

Solved Examples

Ex. 1(i): Find the simple interest on Rs 2400 at Ex.1(iii): A man borrowed Rs 8500 at 12% per
the rate of 10% per annum for 3 years. annum for 3 years. Find the amount he
had to pay after 3 years.
PRT
Soln: Simple Interest = Soln: Principal = Rs 8500
100 Rate = 12% per annum
Time = 3 years
2400  10  3
= = Rs 720
100 PRT  8500  12  3 
 SI = = Rs  
Ex.1(ii): Ajay deposited Rs 6000 in post office 100  100 
for 6 months. If the post office pays = Rs 3060
1  Amount to be paid after 3 years
interest at 5 % per annum, find the = Rs 8500 + Rs 3060 = Rs 11560
2
Alternative Method:
interest Ajay got after 6 months.

K KUNDAN
Soln: Here, Principal = Rs 6000  RT
Amount = A = P 1  
1  100 
Time = 6 months = year
2 12  3 

1 = Rs 8500 1  
 100 
Rate = 5 % per annum
2
 8500  34 
11 = Rs   = Rs 11560
= % per annum  25 
2
Ex.2(i): Find the simple interest on Rs 800 at
PRT  6000  11  1  t he r ate of 5% per annum fr om 2
 SI = = Rs  
100  100  2  2  January 1980 to 26 May 1980.
= Rs 165 Soln: Here Principal (P) = Rs 800;
 Ajay got Rs 165 as int er est on his Rate (R) = 5% per annum
deposit. Time (T) = From 2 January 1980 to 26
Note: The rate of interest is per annum. May 1980.
Therefore, the time must be expressed in = January + February + March
years. + April + May
Simple Interest 319

= 29 + 29 + 31 + 30 + 26  When amount is Re 1, principal

 146  100
= 146 days =   years = Rs
 365  136
 When amount is Rs 9520, principal
2
= years  100 
5  9520  = Rs 7000
= Rs 
Since, the year 1980 is exactly divisible  136 
by 4, it is a leap year. Therefore, the month Note: From the above example, we see that
of February will be of 29 days.
A  100
PRT 800  5  2 Principal =
100  R  T
 SI = = Rs

K KUNDAN
100 100  5 Ex. 4(i):At what rate per cent per annum will
= Rs 16 Rs 300 produce Rs 18 as interest in 2
Ex.2(ii): Find the simple interest on Rs 500 at years?
t he r ate of 4% per annum fr om 21
100  SI 100  18
January 1900 to 4 April 1900. Soln: Rate = = = 3%
Soln: P = Rs 500, R = 5% per annum PT 300  2
T = From 21 January 1900 to 4 April Ex.4(ii): At what rate per cent per annum will
1900 Rs 800 amounts to Rs 1000 in 2 years?
= January + February + March + April Soln: Let the required rate per cent be R% per
= 10 + 28 + 31 + 4 annum.
We have,
 73  1 Principal (P) = Rs 800,
= 73 days =   year = year
 365  5 Amount = Rs 1000
Since 1900 is div isible by 4 but not  SI = Amount – Principal
divisible by 400, therefore, it is not a leap = Rs 1000 – Rs 800 = Rs 200.
year . Hence, t he mont h of Febr uar y Time (T) = 2 years.
consists of 28 days.
SI  100
Now, R 
PRT  500  4  1  PT
 SI = = Rs   = Rs 4
100  100  5 
200  100 25
Ex. 3(i):What sum lent out at 10% per annum  R = % %  12.5%
800  2 2
simple interest would produce Rs 150
as interest in 5 years? Hence, required rate per cent = 12.5% per
Soln: We have, SI = Rs 150, R = Rate per cent = annum.
10% per annum and T = Time = 5 years. Ex.5(i): In what time will Rs 250 produce Rs
We have to find the principal. 125 as interest at the rate of 10% per
annum?
SI  100
Now, Principal = 100  SI 125  100
RT Soln: Time = = = 5 years
PR 250  10
 150  100 

K KUNDAN
Ex.5(ii): In what time will Rs 8500 amount to
 Principal = Rs  
 10  5  Rs 15767.50 at 9% per annum simple
= Rs 300. interest?
Hence, required sum = Rs 300. Soln: Amount = Rs 15767.50
Ex. 3(ii): What sum will amount to Rs 9520 at Principal = Rs 8500
9% per annum in 4 years at simple SI = Rs 15767.50 – Rs 8500 = Rs 7267.50
interest? Rate = 9% per annum
Soln: Rate = 9% , Time = 4 years and Amount 100  SI 7267.50  100
= Rs 9520. Time = =
PR 8500  9
Let principal be Rs 100.
Then simple interest 1
= 9 years
 100  9  4  2
= Rs   = Rs 36
Ex. 6: A person deposits Rs 4200 in a bank
 100 
at the rate of 8% per annum interest
 Amount = Rs 100 + Rs 36 = Rs 136
and Rs 1400 in a post office at the rate
Now,
of 6% per annum interest. At what rate
 When amount is Rs 136, principal per cent will he get interest on his total
= Rs 100
deposits?
320 Concept of Arithmetic

Soln: Let the time be equal and he deposits his  Amount in 5 years = Rs (100 × 2)
money with the bank and the post office = Rs 200
for 1 year.  Interest = Rs (200 – 100) = Rs 100
PRT SI  100 100  100
 Interest of bank = Rate = = = 20%
100 PT 100  5
Now in T years Amount = Rs (3 × 100)
 4200  8  1 
= Rs   = Rs 336 = Rs 300
 100   Interest in T years = Rs 300 – Rs 100
= Rs 200
PRT
and interest of post office = SI  100 200  100
100
 Time = T = =

K KUNDAN
PR 100  20
 1400  6  1 
= Rs   = Rs 84 = 10 years
 100  Ex. 8: What sum lent out at 6.25% per annum
 Total interest = Rs 336 + Rs 84 produces the same simple interest in 2
= Rs 420 and years as Rs 1500 lent out at 5% produce
Total deposits = Rs 4200 + Rs 1400 in 1 year and 4 months?
= Rs 5600 Soln: Let t he r equired sum of money be
Rs P.
100  SI  420  100  1
 Rate = =   = 7 % When this sum is lent out at 6.25% per
PT  5600  1  2 annum for 2 years, we have,
Ex.7(i): In how many years will a sum of money
doubl e i tself at 18.75% per annum  25 
P 2
simple interest?  4 
SI = Rs
Soln: Let the principal be Rs P. Then, Amount  100 
 
= Rs 2P.  
We have, Principal = Rs P,
Amount = Rs 2P P
 SI = Rs .....(i)
 SI = Amount – Principal 8
= Rs 2P - Rs P = Rs P
R = rate per cent  PRT 
= 18.75% per annum. Using : SI  100 , where 
 
Let the required time be T years. Then, R  6.25%  25 
% and T  2 years
SI  100  4 
T =
PR For the computation of SI on Rs 1500 at
5% per annum lent out for 1 year 4
P  100
 T = years months, we have,
P  18.75 P = Rs 1500, R = 5% per annum and
16 16 4
= years = 5 years 4 months Time (T) = years = years
3 12 3

K KUNDAN
Ex.7(ii): At what rate per cent per annum will a

Soln:
sum treble itself in 16 years?
Let the sum be Rs P. Then,
amount = Rs 3P.
 SI = Rs (3P – P =) Rs 2P.
We have, Time (T) = 16 years.
We have to find the value of R.

Now, R =
100  SI

 1500  5 
 SI = Rs 



= Rs 100
100
4
3






.....(ii)
As given in the question that SI is the
same in both the cases.
PT P
 = 100
 100  2P  8
 R =   % = 12.5%
or, P = 800.
 P  16 
Ex.7(iii): A sum of money doubles itself in 5 Hence, the required sum = Rs 800.
years. In how many years will it treble Ex. 9: The simple interest on a sum of money
itself? 1
Soln: Suppose the sum of money is Rs 100. is of the principal and the number
4
Simple Interest 321

of years is equal to the rate per cent  When the amount is Rs 150, then the
per annum. Find the rate per cent. sum = Rs 100
Soln: Let the Principal be Rs 100.  When the amount is Re 1, the sum
1 100
 Interest = of Rs 100 = Rs 25 = Re
4 150
 When the amount is Rs 7500, the sum
Suppose rate per cent = x%
 time = x years  100  7500 
= Rs   = Rs 5000
PRT  150 
Now, SI = Alternative Method:
100
Let the sum be Rs x.
100  x  x

K KUNDAN
or, 25 = x
100  Interest = Rs
2
or, x2 = 25
 Amount = Principal + Interest
 x = 5%
Ex. 10: A sum of money lent out at si mple  x 3x
interest amounts to Rs 2200 in one year = Rs  x   = Rs
 2 2
and Rs 2800 in 4 years. Find the sum
Now, according to the question,
of money and the rate of interest.
Soln: We have, Amount in 4 years 3x
= 7500
= (Principal + SI for 4 years) = Rs 2800 2
Amount in 1 year 7500  2
= (Principal + SI for 1 year)  x = = Rs 5000
3
= Rs 2200
On subtracting, we get  Principal = Rs 5000 and Interest
SI for 3 years = Rs (2800 - 2200) = Rs 600 5000
= Rs = Rs 2500
600 2
 SI for 1 year = Rs = Rs 200.
3 SI  100 2500  100 1
But, Principal  Rate = = = 12 %
PT 5000  4 2
= Amount in 1 year - SI for 1 year
 Principal = Rs 2200 – Rs 200 Ex. 12: A sum of money invested at 20% per
= Rs 2000. annum simple interest amounts to Rs
Now, Principal (P) = Rs 2000, 1
650 in 1 years. What will it amount
SI = Rs 200 and Time (T) = 1 year. 2
to in 2 years at 12% per annum simple
SI  100 interest?
R =
PT Soln: Let the given sum of money be Rs 100.
When it is invested at 20% per annum
200  100
 R = % = 10%
2000  1 1
for 1 years, we have
2

K KUNDAN
Hence, Principal = Rs 2000 and rate
= 10% per annum.
Ex. 11: A sum of money amount to Rs 7500 in  3 
100  20 
4 years. If the simple interest is half PRT  2

SI =    = Rs 30
of the sum, then find the sum of money 100  100 
 
and the rate of interest.  
Soln: Suppose the sum of money is Rs 100.
 Amount = Principal + SI
 Simple interest = Half of the sum
= Rs 100 + Rs 30 = Rs 130.
= Rs 50
Now,
 Interest on Rs 100 for 4 years = Rs 50 If amount is Rs 130, then principal
 Interest on Rs 100 for 1 year
= Rs 100
50 1
= Rs = Rs 12 100
4 2 If amount is Re 1, then principal = Re
130
1 If amount is Rs 650, then principal
 Rate = 12 %
2
Now, Rs 100 in 4 years amounts to 100
= Rs  650 = Rs 500.
Rs (100 + 50) = Rs 150 130
322 Concept of Arithmetic

Thus, the giv en sum of money is  Other amount = Rs (3100 - x)

Rs 500. = Rs (3100 - 1600)
When this sum of money is invested at = Rs 1500
12% per annum for 2 years, we have Hence, ratio of money lent
= 1600 : 1500 = 16:15
PRT
SI = Ex. 15: Divide Rs 1550 into two parts such that
100 if one part be lent out at 15% per annum
and the other at 24% per annum, the
 500  12  2 
 SI = Rs   = Rs 120. total yearly income is Rs 300.
 100  Soln: Let the first part be Rs x.
 Amount = Principal + SI Then the second part = Rs (1550 – x).
= Rs 500 + Rs 120 = Rs 620. Now, SI on Rs x at 15% per annum for 1

K KUNDAN
Hence, the given sum of money amounts year
to Rs 620.
Ex. 13: A money-lender lends Rs 3600 to Ram  x  15  1  3x
= Rs   = Rs
for 2 years and Rs 2400 to Shyam for  100  20
3 years. If he gets Rs 864 as interest SI on Rs (1550 - x) at 24% per annum for
find the rate of interest per annum. 1 year
Soln: Let the rate of interst be x% per annum
 Interest on Rs 3600 for 2 years  1550  x   24  1 
= Rs  
 100 
 3600  x  2 
= Rs   = Rs 72x
1550  x   6
 100 
= Rs
and the interest on Rs 2400 for 3 years 25

 2400  x  3   9300  6x 
= Rs   = Rs 72x = Rs  
 100   25 
 Total interest = Rs (72x + 72x)
 3x 9300  6x 
= Rs 144x  Total SI = Rs   
Now, according to the question,  20 25 
144x = 864 But, total SI = Rs 300. (Giv en in t he
question)
864
 x = = 6% 3x 9300 – 6x
144   300

Ex. 14: A sum of Rs 3100 was lent partly at 20 25
5% and partly at 8% interest. Total or, 15x + 4 (9300 – 6x) = 300 × 100
interest received after 3 years was Rs [Multiplying both sides by the
600. Find the ratio of the money lent LCM of 20 and 25 ie 100]
at 5% and 8%. or, 15x + 37200 – 24x = 30000
Soln: Suppose money lent at 5% = Rs x or, –9x = 30000 –37200
 Money lent at 8% = Rs (3100 - x) or, –9x = –7200
Time (T) = 3 years
7200

K KUNDAN
Interest in the first case or, x = = 800
9
x 53 15x
= = Rs So the first part = Rs 800 and the second
100 100 part = Rs (1550 – 800) = Rs 750.
Interest in the second case Ex. 16: Divide Rs 4350 in two parts so that
3100  x   8  3 the simple interest on the first when
= Rs deposited for one year at 9% per annum
100
and that on the second when deposited
24 (3100  x ) for two years at 10% per annum in a
= Rs
100 bank are the same.
Now according to the question, Soln: Let the first part be Rs x.
Then the second part = Rs (4350 - x).
5x 243100  x  For the f irst part, we hav e Principal
  600
100 100 = Rs x, rate of interest = 9% per annum
or, 15x + 74400 – 24x = 60000 and Time = 1 year
or, 9x = 14400
 x  9 1 9x
14400  SI = Rs   = Rs
or, x = = Rs 1600  100  100
9
Simple Interest 323

For the second part, we have Am an, find the rat e of interest per
Principal = Rs (4350 - x), rate of interest annum.
= 10% per annum and Time = 2 years. Soln: We have, sum borrowed by Amit = Rs 3000
Sum borrowed by Aman = Rs 2500
(4350  x )  10  2
 SI = Rs  Difference of sum
100 = Rs 3000 - Rs 2500 = Rs 500
It is given that Amit paid Rs 175 more
204350  x 
= Rs interest than Aman. Therefore,
100
It is given that the interest earned on two 1
SI on Rs 500 for 2 years is Rs 175
parts are same. 2
9x 204350  x  Now, Principal = Rs 500,

K KUNDAN
 
100 100 5
Time = years and SI = Rs 175
or, 9x = 20 (4350 - x) 2
[Multiplying both sides by 100]
or, 9x = 87000 – 20x 100  SI 100  175
 Rate =  % = 14%
or, 20x + 9x = 87000 PT 5
500 
[Transposing 20x on LHS] 2
or, 29x = 87000 Hence, rate of interest is 14% per annum.
87000 Ex. 18: If Rs 640 amounts to Rs 784 in 2 years
or, x = = 3000. 6 months, what will Rs 860 amount to
29
in 4 years at the same rate per cent
 First part = Rs 30000 per annum?
Second part = Rs (4350 - 3000) Soln: Let the rate per cent be R% per annum.
= Rs 1350. We have, Principal P = Rs 640
Hence, the two parts are of Rs 3000 and Amount = Rs 784 and
Rs 1350. Time = T = 2 years 6 months
Alternative Method:
Let SI in each case be Re 1. Then, 1 5
= 2 years = years.
P1 = Principal in first case 2 2
 100  1  100  SI = Amount - Principal
= Rs   = Rs = Rs 784 – Rs 640 = Rs 144
 9 1  9
SI  100
 100  SI  Now, R =
PT
Using : P  R  T 
 
P2 = Principal in second case 144  100
 R = % = 9%
5
 100  1  640 
= Rs   = Rs 5 2
 10  2 
Now, if Rs 860 are invested at the same
100 rate for 4 years. Then,

K KUNDAN
 P1 : P2 = : 5 = 20 : 9
9  860  9  4 
SI = Rs   = Rs 309.60
 100 
 20 
So, first part = Rs  4350  
 29   PRT 
= Rs 3000 and Using : SI  100 , P  Rs 860, 
 
 20  R  9% and T  4 years 
second part = Rs  4350  
 29   Amount = Principal + SI
= Rs 1350. = Rs 860 + Rs 309.60
Hence, the two parts are of Rs 3000 and = Rs 1169.60.
Rs 1350. Ex. 19: The simple interest on a certain sum
Ex. 17: Aman and Amit borrowed Rs 2500 and for 2.5 years at 12% per annum is Rs
Rs 3000 respectively at the same rate 40 less than the simple interest on the
same sum for 3.5 year s at 10% per
1 annum. Find the sum.
of simple interest for 2 years. If
2 Soln: Let the required sum be Rs P.
Amit paid Rs 175 more interest than Case: I. W hen, Pr incipal = Rs P,
324 Concept of Arithmetic

Rat e = 12% per annum and Time Soln:  Yearly interest on Rs 1500 at the rate
= 2.5 years. of 10% per annum
In this case, we have SI
PRT  1500  10  1 
 P  12  2.5  3P = = Rs  
100  100 
= Rs   = Rs
 100  10 = Rs 150
Case: II. W hen, Pr incipal = Rs P, and the yearly interest on Rs 1000 at the
Rat e = 10% per annum and rate of 8% per annum
Time = 3.5 years.
In this case, we have  1000  8  1 
= Rs   = Rs 80
 100 
 P  10  3.5  7P
SI = Rs   = Rs  Total yearly interest received by both

K KUNDAN
 100  20 the sums = Rs 150 + Rs 80 = Rs 230
It is given that the SI in the first case is Both sums = Rs 1500 + Rs 1000 = Rs 2500
Rs 40 less than the SI in the second case.  Remaining sum = Rs 4000 – Rs 2500
7P 3P = Rs 1500
   40 Now,
20 10 Yearly interest on Rs 4000 at the rate of
7P  6P 9.125%
or,  40
20  4000  9.125  1 
= Rs   = Rs 365
 100 
P
or, = 40  Remaining interest
20
= Rs 365 – Rs 230 = Rs 135
or, P = 40 × 20 = 800  He wants Rs 135 as a interest on the
Hence, the required sum = Rs 800. remaining sum Rs 1500.
Alternative Method:
Let the principal be Rs 100. SI  100 135  100
 Rate = = = 9%
Case I: When, Rate = 12% per annum and PT 1500  1
Time = 2.5 years. In this case, we have
2
P Ex. 21: A man lends of his capital at the
SI = Rs = Rs 30 5
20
Case II: When, Rate 10% per annum and 3
rate of 8% per annum, of his capital
Time = 3.5 years. In this case we have 8
 100  12  3.5  at the rate of 10% per annum and the
SI = Rs   = Rs 35 r em ai ni ng at the rat e of 12% per
 100 
annum. If his annual income is Rs 965,
Difference in the simple interests in the then find his capital.
two cases = Rs (35 - 30) = Rs 5 Soln: Suppose the capital = Rs 100
Now,
If the difference is Rs 5, the principal 2
of Rs 100 = Rs 40

K KUNDAN
= Rs 100 5
 If the difference is Re 1, the principal
3 75
100 of Rs 100 = Rs = Rs 37.50
= Rs 8 2
5  Remaining capital
If the difference is Rs 40, the principal = Rs (100 – 40 – 37.50) = Rs 22.50
Annual interest on Rs 40 at the rate of
 100 
= Rs   40  = Rs 800
 5   40  8  1 
8% = Rs   = Rs 3.20
Hence, the required sum = Rs 800  100 
Ex. 20: A person has Rs 4000. He lends Rs Annual interest on Rs 37.50 at the rate of
1500 at the rate of 10% per annum and
Rs 1000 at the rate of 8% per annum  37.50  10  1 
10% = Rs   = Rs 3.75
interest. At what rate of interest would  100 
he lend the remaining amount so that Annual interest on Rs 22.50 at the rate of
his t ot al yearl y income shoul d be
9.125% of the total sum.  22.50  12  1 
12% = Rs   = Rs 2.70
 100 
Simple Interest 325

 Total annual income on Rs 100

y  t  r 100  y
= Rs (3.20 + 3.75 + 2.70) = Rs 9.65 or,   z x
100 r t
 When annual income is Rs 9.65, then
capital = Rs 100 [Putting the value of x
 W hen annual income is Re 1, then from equation (i)]
00  y2 = zx (proved)
capital = Rs Ex. 24: Divide Rs 2379 into three parts so that
9.65
their amount after 2, 3 and 4 years
 When annual income is Rs 965, then
may be equal, the rate of interest being
 00  5% per annum.
capital = Rs   965  = Rs 10000
 9.65  Soln: Let t he sum in f irst , second and
t hir d case be Rs x, Rs y and Rs z
Ex. 22: Divide Rs 2000 into two sums such that,

K KUNDAN
respectively.
if the first be put out at simple interest
Now, according to the question,
1 The amount in first case of Rs x.
for 6 years at 3 per cent, and the
2
 x  25  11x
1 = Rs  x   = Rs
second for 3 years at 4 per cent, the  100  10
2
i nter est of t he fi rst sum woul d be The amount in second case of Rs y
double that of the second.
 y  35  23y
Soln: Let the first part be Rs x, then = Rs  y   = Rs
second part be Rs (2000 – x).  100  20
The amount in third case of Rs z
x 67 21x
Interest on first part = = Rs  z 45  6y
100  2 100
= Rs  z   = Rs
Interest on second part  100  5
Again, according to the question,
2000 – x   3  9
2000  x   27
= = 11x 23y 6y
100  2 200   k
According to the question, 10 20 5
21x 2  2000  x   27 10k 20k 5k
 x = ; y = ; and z =
100 200 11 23 6
or, 21x + 27x = 2000 × 27
10k 20k 5k
x: y : z= : :
2000  27 11 23 6
or, x 
48
20k 20k 20k 1 1 1
 x = 1125 = : : = : :
Hence, first part = Rs 1125 and 22 23 24 22 23 24
the second part = Rs (2000 – 1125) 22  23  24 22  23  24 22  23  24
= Rs 875. = : :
Ex. 23: x, y, z are three sums of money such 22 23 24

K KUNDAN
that y is the simple interest on x, and = 276 : 264 : 253
z is the simple interest on y for the  Dividing Rs 2379 into three parts in
same time and rate. Show that y2 = zx. the ratio 276 : 264 : 253, we get
Soln: Let the rate be r per cent per annum and 276
the time be t years. x=  2379
276  264  253
Now, according to the question,
x t r 276
y =  2379 = Rs 828
100 793
100y 264
or, x  ....(i) y =  2379 = Rs 792
t r 793
Again,
y t r 253
z z =  2379 = Rs 759
100 793
Hence, t he t hr ee par t s ar e Rs 828,
y t r
or, x  zx Rs 792 and Rs 759.
100
[Multiplying both sides by x]
326 Concept of Arithmetic

Ex. 25: What annual payment will discharge a = Rs 480x + Rs 600(x + 1)

debt of Rs 770 due in 5 years, the rate = Rs 480x + Rs 600x + Rs 600
of interest being 5 per cent per annum? = Rs 1080x + Rs 600
Soln: Let Rs P be the annual payment. Total interest paid = Rs 9240 (Given in
The amount of Rs P in 4 years at 5% the question)
 1080x + 600 = 9240
 4  5  120P
= P 1   or, 1080x = 9240 – 600 = 8640
 100  100
8640
The amount of Rs P in 3 years at 5% or, x = = 8
1080
 5  3  115P
= P 1    First rate is 8% and second is 9%.
 100  100 Ex. 27: A sum of money was lent at simple

K KUNDAN
The amount of Rs P in 2 years at 5%
1
5  2  110P int erest at 11% per annum for 3
 2
= P 1  
 100  100
1
The amount of Rs P in 1 year at 5% years and 4 years respectively. If the
2
 5  1  105P difference in interest for two periods
= P 1  
 100  100 was Rs 412.50, then find the sum?
These four amounts together with the last Soln: Suppose the Principal (P) = Rs 100;
annual payment of Rs P will discharge Rate = 11%
the debt of Rs 770. 1
If the Time (T) = 3 years
120P 115P 110P 105P 2
     P  770
100 100 100 100
100  11  7 77
Then SI = Rs = Rs
550P 100  2 2
or,  770
100
1
If the time (T) = 4 years
770  100 2
or, P = = 140.
550
100  11  9 99
Hence annual payment = Rs 140. Then, SI = Rs = Rs
100  2 2
Note: W e hav e a separ ate chapter on
‘Instalment’ in which various types of  99 77 
questions have been discussed in detail.  Difference in SI = Rs   
 2 2 
Ex. 26: A man borrowed Rs 16000 at certain
rate of interest and Rs 20000 at 1% 22
= Rs = Rs 11
higher than the first. He paid Rs 9240 2
as interest in 3 years. Find the two If the difference is Rs 11, Principal
rates at which he borrowed the money. = Rs 100
Soln: Interest on Rs 20000 at 1% for 3 years If the difference is Rs 412.50, Principal

K KUNDAN
 20000  1  3  100
= Rs   = Rs 600 = Rs  412.50 = Rs 3750.
 100  11
 Interest on Rs 16000 + Rs 20000 at Ex. 28: A sum of money amounts to Rs 944 in
equal rate for 3 years 3 years at a simple interest. If the rate
= Rs 9240 – Rs 600 = Rs 8640 of interest be raised by 25 per cent, the
sum am ount s t o Rs 980 duri ng t he
8640  100 same period. Find the sum and the rate
 Rate = = 8%
36000  3 of interest.
 First rate = 8% and Soln: Let the rate be R
second rate = (8 + 1) = 9% The amount in 3 years = Rs 944
Alternative Method: Let the Principal be P
Let the first rate be x% and the second be Then interest = Rs (944 - P)
(x + 1)%. PRT
Then total interest on Rs 16000 and Rs But SI =
100
20000 in 3 years
PR3
 16000  x  3   20000  (x  1)  3  or, 944 – P = .... (1)
= Rs   + Rs   100
 100   100 
Simple Interest 327

In the second case or, (5450 + 3000 – 7000)

The rate per cent is increased by its 25%
7000  3  r 4000  2  r
Then the rate per cent = 
100 100
25 5R
=R R  or, 1450 = 210r + 80r
100 4
1450
Amount after three years = Rs 980  r = = 5%
 Interest after three years 290
= Rs (980 - P) Ex. 31: A person invested some amount at the
rate of 12% simple interest and some
R other amount at the rate of 10% simple
P 5 3
980 – P = 4 ..... (2) interest. He received yearly interest of

K KUNDAN
100 Rs 130. But if he had interchanged the
Dividing equation (1) by equation (2), we am ount s i nvest ed, he woul d hav e
get received Rs 4 more as interest. How
much amount did he invest at different
4 944 – P rates?

5 980 – P Soln: Suppose the person invested Rs x at the
or, 3920 – 4P = 4720 – 5P rate of 12% simple interest and Rs y at
or, 5P – 4P = 4720 – 3920 the rate of 10% simple interest.
or, P = 800
12x 10y
Putting the value of P in equation (1) Then, yearly interest =  .
We get, 100 100

800  R  3 12x 10y

944 – 800 =   = 130
100 100 100
or, 14400 = 2400R or, 12x + 10y = 13000
or, 6x + 5y = 6500 .... (i)
14400 If the invested amounts are interchanged,
or, R = = 6%
2400 then yearly interest increases by Rs 4.
 Rate = 6% 10 x 12y
Ex. 29: The simple interest on a sum of money   = 134
100 100
will be Rs 300 after 5 years. In the next
5 years principal is trebled, what will or, 10x + 12y = 13400
be the total interest at the end of the or, 5x + 6y = 6700 .... (ii)
10th year? Subtracting (ii) from (i), we get
Soln: Simple interest for 5 years = Rs 300 x – y = –200 .... (iii)
Now, when pr incipal is tr ebled, t he Adding (ii) to (i), we get
simple interest for 5 years will also be 11x + 11y = 13200
t reble t he simple int er est on original or, x + y = 1200 .... (iv)
principal for the same period. Thus SI for Adding (iii) and (iv), we get
last 5 years when principal is trebled 2x = 1000

K KUNDAN
= 3 × 300 = Rs 900
 Total SI for 10 years = Rs (300 + 900)
= Rs 1200
Ex. 30: Ramesh borrows Rs 7000 from a bank
at SI. After 3 years he paid Rs 3000 to
the bank and at the end of 5 years from
the date of borrowing he paid Rs 5450
to the bank to settle the account. Find
the rate of interest.
Soln: Any sum that is paid back to the bank
before the last instalment is deducted from
the principal and not from the interest.
Thus,
Total interest = Interest on Rs 7000 for 3
years + Interest on (Rs 7000 - Rs 3000 =)
Rs 4000 for 2 years.
 x = 500.
Putting x = 500 in (iii), we get y = 700.
Thus, the person invested Rs 500 at the
rate of 12% per year and Rs 700 at the
rate of 10% per year.
Ex. 32: The rate of interest for the first 2 years
is 3% per annum, for the next 3 years
is 8% per annum and for the period
beyond 5 years 10% per annum. If a
man gets Rs 1520 as a simple interest
for 6 years, how much money did he
deposit?
Soln: Let the deposit be Rs 100.
Interest for first 2 years at 3% simple
 100  3  2 
interest = Rs   = Rs 6
 100 
328 Concept of Arithmetic

Interest for next 3 years at 8% simple  Total interest = Rs 6 + Rs 24 + Rs 10

= Rs 40
 100  8  2 
interest = Rs   = Rs 24  When inter est is Rs 40, deposited
 100  amount is Rs 100.
Interest for the last year at 10% simple  When interest is Rs 1520, deposited
 100  10  1   100 
interest = Rs   = Rs 10 amount = Rs  1520  = Rs 3800
 100   40 

Practice Exercise

K KUNDAN
1.

2.
Rishi deposit ed Rs 20000 in a f inancial
institution on 28th March, 2000 and closes
his account on 21st August, 2000. If the
institution pays an interest of 9% per annum,
what amount does Rishi get?
One can borrow money from a bank for setting
up a dairy or a poultry farm. Vijay set up a
poultry farm and had to invest Rs 8888 for
this purpose. Under the rules for loan, the
bank loans at the most 75% of the tot al
investment and the person concerned has to
inv est t he r emaining 25% of t he t ot al
investment. The rate of simple interest is
1 year s and 5 year s respect ively. If t he
12 % per annum. Vijay borrowed as much
2 difference between their interests is Rs 144,
money from the bank as he could under the
1
rules. After 1 years, he cleared the loan.
2 is Rs 2.5. Find the difference between their
How much money did he return to the bank?
3. In how much time will the simple interest
on a certain sum be 0.125 times the principal
at 10% per annum?
1
4. The simple interest on a sum of money is
9 simple interest and in 8 years the interest
of the principal, and the number of years is
equal to the rate per cent per annum. Find
9. The simple interest on Rs 1650 will be less
than the interest on Rs 1800 at 4% simple
interest by Rs 30. Find the time.
10. If simple interest on Rs 1800 exceeds the
interest on Rs 1650 in 3 years by Rs 45. Find
the rate per cent per annum.
11. A farmer borrowed Rs 2400 at 12% interest
1
per annum. At the end of 2 year s, he
2
cleared his account by paying Rs 1200 and a
cow. Find the cost of the cow.
12. Two equal amounts of money are deposited
in two banks each at 15% per annum for 3.5
find each sum.
13. The difference between the interest received
from two different banks on Rs 500 for 2 years
rates.
14. A sum was put at SI at a certain rate for 2
years. Had it been put at 3% higher rate, it
would have fetched Rs 300 more. Find the
sum.
15. A person lent a certain sum of money at 4%
amounted to Rs 340 less than the sum lent.
Find the sum lent.

K KUNDAN
the rate per cent.
5. A sum of money doubles itself in 4 years at a
simple interest. In how many years will it
amount to 8 times itself?
1 2% of the total amount returned. How much
6. A money lender wants of t he amount
5
loaned every year as interest. What is the rate
of interest? If a farmer borrows Rs 5000 for 1
year f rom the money lender, what is t he
amount that he has to pay back altogether?
7. If Rs 450 amounts to Rs 540 at 10% simple
interest, find the principal that amounts to
Rs 708 at 9% simple interest in the same
period.
8. A sum of money lent out at simple interest
amounts to Rs 1440 in 2 years and Rs 2040 in
7 years. Find the rate of interest per annum.
16. Arun and Ramu are friends. Arun borrowed a
sum of Rs 400 at 5% per annum simple interest
fr om Ramu. He ret urns the amount with
interest after 2 years. Ramu returns to Arun
did Arun receive?
17. A person wants to divide a sum of Rs 375000
between his son and daughter aged 12 years
and 14 years respectively so that when they
attain the age of 18 years, the amounts to be
received by each at 5% simple interest per
annum will be the same. Find the share of
each.
18. Divide Rs 7053 into three parts so that the
amount after 2, 3 and 4 years respectively
may be equal. The rates of interest being 4%
per annum.
19. A sum of money at simple interest amounts to
Simple Interest 329

Rs 9440 in 3 years. If the rate of interest is
increased by 25% , the same sum of money
amounts to Rs 9800 in the same time. Find
the sum and the rate of interest.
20. A person deposited Rs 8000 in a bank. After
2 years he withdrew Rs 3000 and at the end
of 4 years he received an amount of Rs 6800.
Find the rate of simple interest.
21. When the rate of interest in a bank is increased
from 5% to 6% per annum, a person deposits
Rs 1000 more into his account. If the annual
interest now received by him is Rs 110 more
was the original sum borrowed?
24. A boy aged 10 years is left with Rs 50000
which is under trust. The trustees invest the
money at 4% per annum and pay the minor
boy a sum of Rs 1200 for his pocket money at
the end of each year. The expenses of trust
come out to be Rs 300 per annum. Find the
amount that will be handed over to the minor
boy after he attains the age of 18 years.
25. A man deposits some money in a savings bank
and at the end of one year earns Rs 15 as
interest. He put in another Rs 85 and deposits

K KUNDAN
than that before, find his original deposit.
22. A man derives his income from the investment
of Rs 4150 at a certain rate of interest and Rs
3500 at 1 per cent higher than the first. His
whole income for 4 years is Rs 1211. Find
the rates of interest.
23. A sum of money was borrowed at 6% per
annum simple interest. At the end of first
year Rs 6800 was paid off and the rate of
interest on the balance was reduced to 5%
per annum. If the interest for the second year
11
was of the interest for the first year, what
20
the money for another one year. After the
expiry of this period he gets Rs 420 as the
sum total of the principal and the interest.
What amount was originally deposited and
what rate of interest the bank paid?
26. Naresh borrowed Rs 28000 from a bank at
simple interest. After three years he paid back
Rs 12000 to bank and after two more years
he paid back 21800 and settled the account.
Find the rate of interest charged by the bank.
27. At what rate per cent per annum of simple
interest, will a sum of money double itself in
12 years?

Answers and explanations

1. Here Principal P = Rs 20000 and 2. Total investment = Rs 8888
Rate R = 9% per annum. Total loan received by Vijay = 75% of Rs 8888
In calculating the time, we count the number
 75 
of days, excluding t he date on which the = Rs   8888  = Rs 6666.
money was deposited and including the date  100 
on which the money was withdrawn.
1
Thus, we have Now, Principal (P) = Rs 6666, Rate (R) = 12 %
Number of days = 3 days (March) + 30 days 2
(April) + 31 days (May) + 30 days (June) + 31
1
days (July) + 21 days (Aug) = 146 per annum and Time (T) = 1 years
2
146 2
 Time = 146 days = year = year.

K KUNDAN
365 5 25 3
PRT 6666  
Now, interest on Rs 100 for one year = Rs 9  SI = = Rs 2 2
100 100
2  2
Interest on Rs 100 for year = Rs  9   6666 3
5  5
= Rs = Rs 1249.875
16
2  Amount = Principal + SI
Interest on Rs 20000 for year
5 = Rs 6666 + Rs 1249.875
= Rs 7915.875.
 2 1 
= Rs  9    20000  = Rs 720. Hence, Vijay returned Rs 7915.875 to the
 5 100  bank.
 Interest = Rs 720. 3. Let the principal be Rs P.
Now, Amount = Principal + Interest We have, Principal = Rs P, SI = 0.125 P and
= Rs 20000 + Rs 720 R = 10% per annum.
= Rs 20720. We have to find the time T.
Thus, the man receives Rs 20720 on 21st
SI  100
August 2000. Now, T =
PR
330 Concept of Arithmetic

7. Amount in the first case = Rs 540

0.125P  100
 T = years Principal = Rs 450
P  10 SI = Rs 540 – Rs 450 = Rs 90
Rate = 10%
12.5P 2.5
= years = years = 1.25 years. SI  100 90  100
10P 2
 Time = = = 2 years
4. Let Principal = P, time = R years, rate = T PR 540  10
PTT P Now, in second case, amount = Rs 708
Then  Rate = 9% and Time = 2 years
100 9 Let the principal be Rs 100
2 100 PRT 100  9  2
 T  Then, SI = = = Rs 18

K KUNDAN
9 100 100
10 1  Amount = Principal + Simple Interest
 T = 3 = Rs 100 + Rs 18 = Rs 118
9 3
 When amount is Rs 118, principal
1 = Rs 100
 rate = 3 %
3 100
 When amount is Re 1, principal = Rs
5. Let the sum of money be Rs 100. 118
 Amount in 4 years = 100 × 2 = Rs 200  When amount is Rs 708, principal
 Simple interest = Rs 200 – Rs 100
100  708
= Rs 100 = Rs = Rs 600
118
SI  100 100  100 Note: When, amount, rate per cent per annum
 Rate = = = 25% and time is given, to find sum we can apply
PT 100  4
Now, amount in T years = Rs 100 × 8 the formula as given below:
= Rs 800 100  Amount
 Interest in T years Sum = 100  R  T
= Rs (800 – 100) = Rs 700
In the above case,
SI  100 700  100
 Time = T = = = 28 years  100  708  100  708 
PR 100  25
Sum = Rs   = Rs  
Alternative Method: 100  (2  9)   100  18 
A sum of money doubles in 4 years.
3 times in 4 × 2 = 8 years 100  708 
= Rs   = Rs 600
4 times in 4 × 3 = 12 years  118 
... ... ... ... ... ... 8. According to the question,
... ... ... ... ... ... Principal + SI for 2 years = 1440 ....... (i)
... ... ... ... ... ... Principal + SI for 7 years = 2040 ....... (ii)
8 times in 4 × 7 = 28 years Subtracting (i) from (ii), we have
1 SI for 5 years = Rs 600
 SI for 1 year = Rs 120

K KUNDAN
6. Since t he money lender wants of the
5
From (i), we have
amount loaned every year as interest. So, if Principal + 120 × 2 = 1440
money lender gives a loan of Rs 100, then or, Principal = 1200
1  100  SI 100  120
interest after one year = Rs  100  = Rs 20.  Rate of interest =   10%
5  PT 1200  1
Thus, the rate of interest is 20% per annum. 9. We may consider that Rs (1800 - 1650) gives
Now, interest on Rs 100 for one year = Rs 20. interest of Rs 30 at 4% per annum.
20 30  100
Interest on Re 1 for one year = Re  Time = = 5 years.
100 150  4
Hence, interest on Rs 5000 for one year 10. First principal = Rs 1800
Second principal = Rs 1650
 20 
= Rs   5000  = Rs 1000 Difference = Rs 1800 – Rs 1650 = Rs 150
 100   Rs 45 in SI on Rs 150 in 3 years.
Amount to be paid = Principal + Interest
= Rs 5000 + Rs 1000 = Rs 6000 SI  100 45  100
 Rate % = = = 10%
PT 150  3
Simple Interest 331

11. We have, Principal P = Rs 2400, or, xy + 3x – xy = 15000

Rate of Interest R = 12% per annum and or, x = 5000
Thus, the sum = Rs 5000
1 5
Time T = 2 years = years 15. Let the sum be Rs x.
2 2 Now, according to the question,
ie Interest on Rs 100 for one year = Rs 12 x 84
 x  340
5 100
 Interest on Rs 100 for years
2 8x
or,  x  340
5 25
= Rs 12 × = Rs 30. or, 8x = 25x – 25 × 340
2
or, 17x = 25 × 340

K KUNDAN
5  30  340  25
Interest on Re 1 for years = Re  
 x = = Rs 500
2  100  17
5  Sum lent = Rs 500
Hence, interest on Rs 2400 for years 16. Here, borrowed sum = Rs 400
2
Rate of interest = 5% per annum
30 Time = 2 years
= Rs  2400 = Rs 720
100  400  5  2 
 Amount = Principal + Interest SI = Rs   = Rs 40
 100 
= Rs 2400 + Rs 720 = Rs 3120.
After 2 years amount returned to Ramu
It is given that the farmer cleared his account
= Principal + SI
by paying Rs 1200 and a cow.
= Rs (400 + 40) = Rs 440
Therefore, Amount = Rs 1200 + Cost of the
Amount returned to Arun = 2% of Rs 440
cow
or, Rs 3120 = Rs 1200 + Cost of the cow 2
or, Cost of the cow = Rs 3120 – Rs 1200 =  440 = Rs 8.80
100
= Rs 1920.
17. The son aged 12 years will attain the age of
12. Let the sum be Rs x, then
18 years after (18 – 12 =) 6 years.
x  15  5 x  15  7 The daughter aged 14 years will attain the
  144
100 200 age of 18 years after (18 – 14 =) 4 years.
Let the sum allotted to the son be Rs x
or, 150x – 105x = 144 × 200
 Sum allotted to the daughter
144  200 = Rs (375000 – x)
 x = = Rs 640 Then, according to the question,
45
Amount of Rs x for 6 years at 5% rate of
500  2  r1 interest
13. I1   10 r1
100 = Amount of Rs (375000 – x) for 4 years at 5%
rate of interest.
500  2  r2

K KUNDAN
I2   10 r2 x 65 (375000  x )  4  5
100  x  (375000  x ) 
100 100
I1  I 2  10 r1  10 r2 = 2.5 3x 1

or, x   (375000  x ) 1  
2.5 10  5
or, r1  r2 = 0.25%
10 13x 6
or,  (375000  x )
14. Let the sum be Rs x and the original rate be 10 5
y% per annum. Then, new rate = (y + 3)%
per annum. 13x
or,  6 (375000  x )
Now, according to the question, 2
x (y  3)  2 x (y )  2 or, 13x = 4500000 – 12x
  300 or, 13x + 12x = 4500000
100 100
2xy  6x  2xy 4500000
or,  300 or, x = = 180000
100 25
 Sum allotted to the son = Rs 180000 and
xy  3x  xy the sum allotted to the daughter
or,  300
50 = Rs (375000 – 180000) = Rs 195000
332 Concept of Arithmetic

18. Let the sum in first, second and third case be Dividing equation (1) by equation (2), we get
Rs x, y and z respectively.
4 9440  P
Now, according to the question, 
The amount in first case of Rs x 5 9800  P
 P = 8000
 x  2 4   27x 
= Rs  x   = Rs   Putting the value of P in equation (1), we get
 100   25  R = 6%.
The amount in second case of Rs y Alternative Method:
Let the principal be Rs P and the rate of
 y  3 4   28y 
= Rs  y   = Rs   interest be R%
 100   25  In first case, applying the SI formulae
The amount in third case of Rs z
RT

K KUNDAN

 z 44  29z  A = P 1  
 100 
= Rs  z   = Rs  
 100   25 
 3R 
Again, according to the question, 9440 = P 1  
 100 
27x 28y 29z
  k 9440  100
25 25 25 or, P
100  3R
25k 25k 25k In second case
x= , y = and z =
27 28 29
 5R  3 
25k 25k 25k 1 1 1 9800 = P 1  
: : : :  4  100 
x: y : z = =
27 28 29 27 28 29
or, x : y : z  400  15R 
or, 9800  P  
 400 
27  28  29 27  28  29 27  28  29
= : :
27 28 29 9800  400
or, P
or, 812 : 783 : 756 400  15R
But the principal in both the cases is same.
812
Now x =  7053 = Rs 2436 So computing the principal in both the cases,
812  783  756 we get
783 9440  100 9800  400
y =  7053 = Rs 2349 
812  783  756 100  3R 400  15R
756 944 980  4
z =  7053 = Rs 2268. or, 
812  783  756 100  3R 400  15R
19. Let the rate be R.
or, 944 400  15R   980  4100  3R 
The amount in 3 years = Rs 9440.
Let the principal be P. or 944  400  944  15R  980  400  980  12R
Then, interest = Rs (9440 – P)

K KUNDAN
or, 377600  14160R  392000  11760R
PRT or, 14160R  11760R  392000  377600
But SI =
100
or, 2400R  14400
PR3
or, (9440 – P) = ....(1) 14400
100 or, R =  6%
2400
In the second case,
 The required rate percentage is 6% .
The rate per cent is increased by its 25%.
2 0 . Let the rate of interest be R% per annum.
25 5R Since Rs 8000 were with the bank for 2 years
Then, the rate per cent = R  R 
and the balance ie Rs (8000 - 3000) = Rs 5000
100 4
Amount after three years = Rs 9800 were with the bank for 4 years. Therefore,
 Interest after three years = Rs (9800 – P) Total SI earned = SI on Rs 8000 for 2 years +
SI on Rs 5000 for 4 years
5R
P 3 8000  R  2 5000  R  4
or, (9800 – P) = 4 ....(2) = Rs + Rs
100 100
100
= Rs 160R + Rs 200R = 360 R
Simple Interest 333

Also, SI earned = Rs (3000 + 6800 - 8000) 23. Let the sum be Rs x.

= Rs 1800 Simple Interest at 6% for one year
 360 R = 1800 6 1  x 6x
 
1800 100 100
 R = = 5
360
6x 106x
Hence, required rate of interest = 5% per Amount = x  
annum. 100 100
Alternative Method: Principal for second year after return of Rs
We have, interest received 6800
= Rs (3000 + 6800 - 8000) = Rs 1800 106x
(SI on Rs 8000 for 2 years) + (SI on Rs 5000   6800
for 4 years) = Rs 1800 100

K KUNDAN
or, (SI on Rs (8000 × 2) for 1 year) + (SI on Rs Simple interest at 5% on this amount
(5000 × 4) for 1 year) = Rs 1800  106 x  5
or, (SI on Rs 16000 for 1 year) + (SI on Rs   6800  
20000 for 1 year) = Rs 1800  100  100
or, SI on Rs 36000 for 1 year = Rs 1800 Now according to the question,
or SI on Rs 100 for 1 year 6x 11  106 x  5
   6800  
 1800  100 20  100  100
= Rs  100  = Rs 5
 36000 
66x 106x 6800  5
Hence, required rate of interest or,  5
2000 10000 100
= 5% per annum.
21. Let the original deposit be Rs P. 6800  5 106x  5 66x
Then, simple interest on Rs P for one year at or,  
100 10000 2000
(6 – 5)% = 1% per annum + SI on Rs 1000 for
one year at 6% per annum = Rs 110. 530x 66x 530x  330x
or, 340   =
P  1  1 1000  6  1 10000 2000 10000
or,   110
100 100 200x
P or, 340 
 60  110 10000
or,
100
340  10000
P or, x   17000
or,  110  60 200
100
 the required amount is Rs 17000.
P 24. Principal in this case = Rs 50000
or, = 50 Rate of interest per annum = 4%
100
So, interest for one year
or, P = 50 × 100 = 5000
Hence, original deposit = Rs 5000. 4
=  50000 = Rs 2000
2 2 . Let the first rate be x% and the second be 100
(x + 1)%.

K KUNDAN
Expenditure per annum = Pocket money of
Then total interest on Rs 4150 and Rs 3500 the boy + expenses of trust
in 4 years = Rs (1200 + 300) = Rs 1500
 4150  x  4   3500  (x  1)  4   Net earnings per annum
= Rs   + Rs   = Rs 2000 – Rs 1500 = Rs 500
 100   100 
Time after which boy will attain the age of 18
= Rs 166x + Rs 140 (x + 1) years = 8 years
= Rs (306x + 140) Total income at the end of 8 years
Total income = Rs 1211 = 8 × 500 = Rs 4000
 306x + 140 = 1211 Total amount given to the boy at the end of 18
or, 306x = 1211 – 140 = 1071 years = Rs 50000 + Rs 4000 = Rs 54000.
1071 7 1 25. Let the Principal be P and the Rate R%
or, x =  3 %
306 2 2 P  R 1
 15 
1 100
 First rate is 3 % and the second rate is
2 PR
or, = 15
 1  1 100
 3 %  1  4 % .  PR = 1500
 2  2
334 Concept of Arithmetic

Changed principal = P + 15 + 85 26. Let the rate of simple interest be x% per

= Rs (P + 100) annum.
After 3 years
 R 
 Amount = (P + 100) 1   Principal = Rs (28000 – 12000) = Rs 16000
 100  Interest charged by the bank
= Rs (12000 + 21800 – 28000)
PR
or, 420 = P + + 100 + R = Rs 5800
100 According to the question,
1500 28000  3  x 16000  2  x
or, 420 = P + + 100 + R  = 5800
100 100 100
= P + 15 + 100 + R [  PR = 1500] or, 840x + 320x = 5800

K KUNDAN
or, P + R = 305 or, 1160x = 5800
or, (P  R)2  (P  R)2  4PR  (305) 2  4  1500 5800
or, x = = 5
2
or, (P  R)  93025  6000  87025 1160
 Rate of interest = 5% per annum.
or, (P  R)2  87025  295 27. Let the principal be Rs P
Now, P + R = 305 .....(i)  Amount = Rs 2P
P – R = 295 .....(ii)  SI = Rs (2P – P) = Rs P
Now, on adding equations (i) and (ii), we have, SI  100 P  100
2P = 600  Rate = Principal  Time  P  12
600
or, P = = 300 25 1
2 = 8
On putting the value of P in either equation 3 3
(i) or in equation (ii), we have, 1
R = 5 Hence the required rate per cent = = 8 %.
3
 Principal = Rs 300 and Rate = 5%.

K KUNDAN
Compound Interest 335

Chapter-18

Compound Interest

K KUNDAN
Introduction
You know that, if Principal = Rs P, Rate = R% per
annum and Time = T (in years), then the Simple
Interest (SI) in Rs is given by

SI =
PRT
100
Clearly, compound interest at the end of certain
specified period is equal to the difference between
the amount at the end of the period and the original
principal ie CI = Amount – Principal.

Conversion Period
The fixed interval of time at the end of which the
interest is calculated and added to the principal at
For example, if Principal = Rs 5000 and
rate of interest = 10% per annum, then t he beginning of t he inter v al is called t he
conversion period.
 5000  10  1  In other words, the period at the end of which
SI for 1 year = Rs   = Rs 500
 100  the interest is compounded is called the conversion
period.
 5000  10  2  When the interest is calculated and added to
SI for 2 years = Rs   = Rs 1000
 100  the principal every six months, the conversion
period is six months. Similarly, the conversion
 5000  10  3  period is thr ee mont hs when t he int er est is
SI for 3 years = Rs  
 100  calculated and added quarterly.
= Rs 1500 and so on. Note: If no conversion period is specified, the
Clearly, in computing SI the principal remains conversion period is taken to be one year.
constant throughout. But the above method of
computing interest is generally not used in banks,
Computation of Compound Interest
insurance corporations, post offices and other
money lending and deposit taking companies. They (i) By the method when the interest is
use a different method for computing interest. In calculated and added to the principal
this method, the borrower and the lender agree to every interval
fix up a certain time interval, say a year or a half-
For example, the compound interest on Rs 1000
year or a quarter of a year for the computation of
for 2 years at 4% per annum is Rs 81.60. Let us
interest and amount. At the end of first interval
see. How?
the interest is computed and is added to the original

K KUNDAN
Principal for the first year = Rs 1000
principal. The amount so obtained is taken as the
Interest for the first year
pr incipal for the second inter val of time. The
amount of this principal at the end of the second  1000  4  1 
interval of time is taken as the principal for the = Rs   = Rs 40
 100 
third interval of time and so on. At the end of
certain specified period, the difference between  P  R  T
the amount and the money borrowed ie the original Using : Interest  100 

principal is computed and it is called the compound
Amount at the end of first year
interest (abbreviated as CI) for that period. Thus,
= Rs 1000 + Rs 40 = Rs 1040
we may define the compound interest as follows:
Principal for the second year = Rs 1040
If the borrower and the lender agree to fix up a
Interest for the second year
certain interval of time (say, a year or a half-year
or a quarter of a year etc) so that the amount ( =  1040  4  1 
Principal + Interest) at the end of an interval = Rs   = Rs 41.60
 100 
becomes the principal for the next interval, then
Amount at the end of second year
the total interest over all the intervals calculated
= Rs 1040 + Rs 41.60
in this way is called the compound interest and
= Rs 1081.60
is abbreviated as CI.
336 Concept of Arithmetic

 Compound interest = Rs (1081.60 – Rs 1000) 2

= Rs 81.60  R   R 
= Rs P 1   1  
 100   100 
(ii) By the Formula
3
We have seen in the above example that it takes a  R 
= Rs P 1  
lot of time to find compound interest. Hence, we  100 
explore below a formula for finding compound
interest.  2 
 R 
Let principal be Rs P.  P 1   becomes a common factor 
Rate = R%   100  

K KUNDAN
Time = T years Proceeding in the same manner, amount at the
 Interest for first year end of T years
 P  R 1  PR  T
= Rs   = Rs    R 
 100   100  = Rs P 1  
 100 
 Principal for second year
CI (Compound Interest) for T years
 PR   R 
= Rs P + Rs   = Rs P 1   T
 100   100   R 
= Rs P 1   – Rs P
 Interest for second year  100 

 R    T 
 R 
 P  1  100   R  1  = Rs P 1  100   1
= Rs       
 100 
  Thus, we get the formula for finding the amount
in case of compound interest as
PR  R  Time
= Rs 1    Rate 
100  100  A = P 1  
 100 
 Amount at the end of second year or principal
Now, we solve the above example, by using the
for third year
above formula
 R  PR  R  2
= Rs P 1   + Rs 1    4 
 100  100  100  A = Rs 1000 1  
 100 
 R  R   1000  104  104 
= Rs P 1   1   = Rs   = Rs 1081.60
 100   100   100  100 
2  CI = Rs 1081.60 – Rs 1000 = Rs 81.60
 R 
= Rs P 1  
 100  Computation of Compound Interest when
Interest is Compounded Half-Yearly or
  R  
 P 1  100  becomes a common factor Quarterly

K KUNDAN
   
In compound interest, the time from one specified
Interest for the third year period to the next is known as the conversion
2
period as stated earlier. If time is one year, there
  R   is one conversion period a year. If the time is six
 P  1    R  1
  100   months, there are two conversion periods a year.
= Rs   If t he t ime is t hr ee mont hs, t her e ar e four
100
  conversion periods a year.
 
As stated earlier the rate of interest is usually
quoted as per cent per annum. Thus when the
2
PR  R  interest is calculated :
= Rs 1   ( i ) quarterly, the rate of interest per conversion
100  100 
 Amount at the end of third year 1
period is of the rate stated yearly.
4
2 2
 R  PR  R  ( i i) half-yearly, the interest rate per conversion
= Rs P 1   + Rs 1  
 100  100  100  1
period is of the rate stated yearly.
2
Compound Interest 337

For example, we have to find the compound Computation of Compound Interest, when
1 Time is not an Exact Number of Years
interest on Rs 12000 for 1 years at 16% per
2
annum, interest being compounded (a) quarterly Suppose we have to find Compound Interest (CI)
and (b) half-yearly. We proceed as follows: 1
(a) Principal = Rs 12000 for 2 years on a certain sum at a certain rate per
2
Rate of Interst = 16% per annum
1
16 cent. The Compound Interest for 2 years will be
= = 4% per quarter 2
4

K KUNDAN
equal to the Compound Interest for 2 years at the
1 3  given rate together with Compound Interest for 1
Time = 1 years =   4  = 6 quarters
2 2  1
year at of the given rate. Thus interest for any
T 2
 R  fraction of a year is the same as the interest for
 A = P 1  100 
  full year at the rate equal to the same fraction of
6 the rate.
 4  For example, if we have to find the compound
= Rs 12000 1  
 100 
1
interest on Rs 25000 at 13% per annum for 2
6 2
 104 
= Rs 12000   = Rs 15183.83 years, we proceed as follows:
 100 
Principal = Rs 25000
 CI = Rs 15183.83 – Rs 12000 Rate = 12%
= Rs 3183.83
(b) Principal = Rs 12000 1
Time = 2 years
Rate of Interest = 16% per annum 2
T
 16   R
=   8% per half-year
 2   A = P 1  100 
 
1 3   12 
Time = 1 years =   2  = 3 half-years 12  
2 
2 2  25000

1  1  2 
= Rs  
 100   100 
T  
 R   
 A = P 1  100  1
 
[  Interest for year at 12%
3 2
 8 
= Rs 12000 1    12 
 100    6%]
= Interest for 1 year at 
 2 
12000  108  108  108
= Rs
100  100  100  12 
2
6 

K KUNDAN
 
= Rs 15116.54 = Rs 25000 1  100  1  
100 
   
 CI = Rs 15116.54 – Rs 12000
= Rs 3116.54
 112 112 106 
Thus, if Principal = P, Time = T years and Rate = Rs  25000    
= R% per annum  100 100 100 
(i) Amount (when int erest compounded = Rs 33241.60
quarterly)  CI = Rs 33241.60 – Rs 25000 = Rs 8241.60
4T Thus, let P be the principal and the rate of
 R 
  R 
4T int er est be R% per annum. If t he interest is

 P 1  4   P 1   compounded annualy but time is the fraction of a
 100   400 
  1
(ii) Amount (when interest compounded half- year say 2 years, then amount A is given by
2
yearly)
2T  R 
 R 
R   
2T 2
   R   2  and CI = A – P
 P 1  2   P 1  A = P 1   1 
 100   200   100  

100 

   
338 Concept of Arithmetic

Alternative Method Here, P = Rs 4000,

R1 = 5% per annum and
In this method, we calculate Compound Interest
R2 = 15% per annum.
for the exact number of years by the formula and
 Amount after 2 years
Simple Interest for the remaining time. And this
Simple Interest should be added to the Compound  R1   R 
= P 1   1  2 
Interest.  100   100 
For example, solve the above example.
Principal = Rs 25000  5  15 
= Rs 4000  1   1  
Rate = 12%  100   100 

K KUNDAN
1
Time = 2 years  1  3 
2 = Rs 4000  1   1  
 20   20 
Compound Interest for the first 2 years = A – P
T
21 23
 R  = Rs 4000  
 A = P 1  100  20 20
  = Rs 4830.
2
Thus, the refrigerator will cost Rs 4830 to Ram
  12  Singh.
= Rs 25000 1  100  
   
General Formula for Computing Amount
 25000  112  112  Let P be the principal, the rate of interest be R%
= Rs   = Rs 31360 per annum and time be T years and the interest is
 100  100 
 Compound Interest for the first 2 years compounded after each month.
= Rs 31360 – Rs 25000 = Rs 6360  Interest on Rs 100 for 1 year = Rs R
For the next year, Rs 31360 will be Principal  Interest on Rs 100 for x months

1 R 
= Rs  x
 Interest for next year  12 
2
 Interest on Rs P for x months
 1 
PRT  31360  12   P R  x 
= = Rs  2  = Rs  
100  100   100  12 
  Amount at the end of x months
 
= Rs 1881.60  Rx 
 Total Compound Interst PRx  
= Rs 6360 + Rs 1881.60 = Rs 8241.60 = P = P 1  12 
100  12  100 
 
Computation of Compound Interest, when
Interest is Compounded Annually but This amount is considered as principal for the
next x months.
Being Different for Different Years

K KUNDAN
 According to the above,
Let P be the principal and the rate of interest be Amount at the end of next x months
R1% for the first year, R2% for second year, R3% = Principal for the first x months +
for third year and so on and in the last Rn% for the Interest of the next x months
nth year. Then the amount A and the compound
interest (CI) at the end of the n years is given by  Rx   Rx 
    Rx

= P 1 12   P 1  12  

 R1   R   R 
A = P 1   1  2  .......1  n  and  100   100  100  12
 100   100   100     
   
CI = A – P
For example, Ram Singh bought a refrigerator 2
for Rs 4000 on credit. The rate of interest for the  Rx   Rx   Rx 
    
first year is 5% and of the second year is 15% . P 1  12  1  12   P 1  12 
=
How much will it cost him if he pays the amount  100   100   100 
    
after two years?     
To solve this, we proceed as follows:
Compound Interest 339

Similarly, amount for the next x months (e) If the rate of interest is calculated annually,
then x = 12
3
 Rx 
  12T
= P 1  12   R  12  12
T
 100     R 



  Amount = P 1  12  = P 1  
 100   100 
 
Now,  
12 Thus, we can conclude that the above formula
 Number of x months in 1 year = x

K KUNDAN
is the General Formula and it is very useful in
computing Amount (Principal + Compound Interest)
12T and Compound Interest, whether rate is calculated
 Number of x months in T years =
x quarterly, four-monthly, half-yearly, nine-monthly
etc.
12T For example, to find the Compound Interest on
 Rx  x
  1
 Amount (A) for T years = P 1  12 
 Rs 12000 for 1 years at 12% per annum, interest
 100  4
 
  being compounded five-monthly, we proceed as
follows:
(a) If the rate of interest is calculated quarterly, Here, P = Rs 8000,
then x = 3 R = 12%,
12T 1 5
4T
 R3  3  R  T = 1 = and
    4 4
 Amount = P 1  12
  = P 1 4 

x = 5
 100   100 
   
    12T
 Rx  x
(b) If the rate of interest is calculated half-  
12
yearly, then x = 6  Amount (A) = P 1  100 
2T
 
12T
 R   
 R6  6  
  P 1  2 
 Amount = P 1  12
  =  100   125 
 100      12  5  45 
     
   12 
8000 1  
= Rs   100 

(c) If the rate of interest is calculated nine-    
monthly, then x = 9    
 
12T 4T
 R9  9  3R  3  3
     5  
= Rs 8000 1   

K KUNDAN
P 1  12  P 1  4 
 Amount = =   100  
 100   100 
   
   
 21 21 21 
= Rs 8000   
(d) If the rate of interest is calculated four-  20 20 20 
monthly, then x = 4
= Rs 9261
12T  Compound Interest = Rs 9261– Rs 8000
3T
 R4  4  R  = Rs 1261
   
 Amount = P 1  12  = P 1  3 
 100   100 
   
   
340 Concept of Arithmetic

Solved Examples
Ex. 1: Find the com pound i nt er est on Rs 3
12000 for 3 years at 10% per annum  25 
= Rs 64000 × 1  
compounded annually.  1000 
Soln: We know that the amount A at the end of
T years at the rate of R% per annum when 3
 1 
the interest is compounded annually is = Rs 64000 × 1  
 40 
given by

K KUNDAN T 3
 R   41 
A = P 1   = Rs 64000 ×  
 100   40 
Here, P = Rs 12000, R = 10% per annum 41 41 41
and T = 3 years = Rs 64000 ×  
40 40 40
3 = Rs 68921
 R 
 Amount A after 3 years = P 1   Hence, compound interest payable after 3
 100 
years = Rs 68921 - Rs 64000 = Rs 4921.
3 Ex. 3: Find the compound interest at the rate
 10 
= Rs 12000 × 1   of 10% per annum for four years on
 100  the principal which in four years at the
rate of 4% per annum gives Rs 1600
3
 1  as simple interest.
= Rs 12000 × 1  
 10  Soln: Let Rs P be the principal.
This principal gives Rs 1600 as SI in four
3 years at the rate of 4% per annum.
 11 
= Rs 12000 ×  
 10  SI  100
 P =
RT
11 11 11
= Rs 12000 ×  
10 10 10 1600  100
or, P = Rs = Rs 10000
= Rs (12 × 11 × 11 × 11) 4 4
= Rs 15972 Now, we have P = Rs 100000
Now, R = 10% and T = 4.
Compound Interest = A – P
T
 Compound Interest  R 
 Amount after 4 years = P 1  
= Rs 15972 – Rs 12000  100 
= Rs 3972.
Ex. 2: Vij ay obt ai ns a l oan of Rs 64000 4
 10 
against his fixed deposits. If the rate = Rs 10000 × 1  
 100 
of interest be 2.5 paise per rupee per
annum, calculate the compound interest

K KUNDAN
4
payable after 3 years.  1 
= Rs 10000 × 1  
Soln: Here, P = Rs 64000, T = 3 years, and  10 
R = 2.5 paise per rupee per annum
4
= (2.5 × 100) paise per hundred rupees  11 
per annum = Rs 10000 ×  
 10 
 2.5  100 
= Rs   per hundred rupees 11 11 11 11
  
 100  = Rs 10000 ×
10 10 10 10
per annum
= Rs 14641.
= 2.5% per annum.
 Compound interest
 R 
3 = Rs 14641 – Rs 10000
 Amount A after 3 years = P 1   = Rs 4641.
 100  Ex. 4: Compute the compound interest on Rs
3 12000 for 2 years at 20% per annum
 2.5  when compounded half-yearly.
= Rs 64000 × 1  
 100  Soln: Here, Principal P = Rs 12000,
Compound Interest 341

Rate = R = 20% per annum Soln: Here, Principal = P = Rs 320000

Rate = R = 20% per annum
20
= = 10% per half-year 20
2
= = 5% per quarters
T = 2 years = 2 × 2 = 4 half-years 4
T
T = 1 year = 1 × 4 = 4 quarters
 R 
 A = P 1  100   R 
T
  Amount (A) after 1 year = P 1  
 100 
 4
10  

K KUNDAN

= Rs 12000 1  100     5  
4
     320000 1   
= Rs 100  
 
 4
 1  
= Rs 12000 1  10     1  
4
     320000 1   
= Rs 20  
 
 4
 11  
= Rs 12000   10    4
 21  
     320000   
= Rs
  20  
 11 11 11 11 
= Rs 12000    
 10 10 10 10   320000  21  21  21  21 
= Rs  
 20  20  20  20 
14641
= Rs 12000  = Rs 388962
10000  Compound interest
= Rs 17569.20 = Rs 388962 – Rs 320000 = Rs 68962.
 Compound interest Alternative Method:
= Rs 17569.20 – Rs 12000
= Rs 5569.20 12T
 Rx  x
Alternative Method:  
We can solve this question by General Amount (A) for T years = P 1  12 
Formula also.  100 
 
 
12T
 Rx  x Here,
  P = Rs 320000
Amount (A) for T years = P 1  12 
 100  R = 20% per annum
  T = 1 year and
 
x = 3
Here,
P = Rs 12000  121 
R = 20% per annum   20  3  3 

K KUNDAN
   
T = 2 years and = Rs 320000 1  12
  
x = 6   100  
 
   
 122   
  20  6  6 
    4
= Rs 12000 1  12  
  5  
 100  = Rs 320000 1   
     100  
    
  Now, do as the above.
Ex. 6: What sum of m oney at com pound
 4
 1   interest will amount to Rs 2249.52 in 3
= Rs 12000 1    years, if the rate of interest is 3% for
  10  
the first year, 4% for the second year
Now, do as the above. and 5% for the third year?
Ex. 5: Find the com pound i nt er est on Rs Soln: The general formula for such question is:
320000 for one year at the rate of 20%
 R1   R  R   R 
per annum . I f t he i nt er est i s A= P 1   1  2  1  3  ... 1  n 
compounded quarterly.  100   100   100   100 
342 Concept of Arithmetic

Where A = Amount, P = Principal and R1,  Compound interest

R2, R3, ...., Rn are the rates of interest for = Rs (133.10 - 100) = Rs 33.10
different years. Now,
In the above case, If compound interest is Rs 33.10, principal
= Rs 100
 3  4  5 
2249.52 = P 1   1   1   If compound interest is Re 1, principal =
 100   100   100 
100
2249.52 = P (1.03) (1.04) (1.05) Rs
33.10
2249 .52
If compound interest is Rs 331, principal

K KUNDAN
 P = (1.03)  (1.04 )  (1.05 ) = Rs 2000
 100 
Ex. 7: Find the com pound i nt er est on Rs = Rs   331  = Rs 1000
 33.10 
1 Hence, principal = Rs 1000.
24000 at 15% per annum for 2
3 Alternative Method:
years. Rate = 10% per annum
Soln: Here, P = Rs 24000 Time = 3 years
R = 15% per annum and Amount = Rs 331
1 T
 R 
Time = 2 years.  A = P 1  
3  100 
1
 Amount after 2 3 years A 331
 P = T
 3
 R   10 
1   1  
 1   100   100 
R 
R  
2
 3
= P 1    1  
 331  10  10  10 
 100   100  =   = Rs 1000
   11  11  11 
 
Ex. 9: What sum will become Rs 9826 in 18
 1  months if the rate of interest is 5%
 15 
15  
2 per annum and t he i nt er est i s

= Rs 24000 1    1  3  compounded half-yearly?
 100   100 
  Soln: Let the required sum ie the principal, be
 
Rs P.
We have,
 2
 3   1  Principal = Rs P,
= Rs 24000 1    1  
  20   20   Amount = Rs 9826,
R = 5% per annum
 2
 23   21   5
% per half-year and
= Rs 24000      =
  20   20   2

K KUNDAN
= Rs 33327 18 3
T = 18 months = years = years.
 Compound interest = Rs (33327 – 24000) 12 2
= Rs 9327.
Ex. 8: Find the principal, if the compound 3 
=   2   3 half-years
interest compounded annually at the 2 
rate of 10% per annum for three years T
is Rs 331.  R 
 A = P 1  
Soln: Let the principal be Rs 100. Then,  100 
Amount after three years
3
 5 
 3  
 10  
= Rs 100  1  100   or, 9826 = P 1  2 
     200 
 
 
 3
 11  
= Rs 100   100    1 
3
    or, 9826 = P 1  
 80 
= Rs 133.10.
Compound Interest 343

3 T
 81  882  21 
or, 9826 = P   or,  
 80  800  20 

3 2
 80  441  21 
or, P = 9826 ×   = 9466.54 or,  
 81  400  20 
Hence, required sum = Rs 9466.54. T 2
Alternative Method:  21   21 
or,    
Let the required sum be Rs 100. Then,  20   20 

K KUNDAN 3  T = 2.
the amount after 18 months ie years at Hence, required time is 2 years.
2
Ex. 11: In what time will Rs 64000 amount to
the rate of 5% compounded half-yearly, is
Rs 68921 at 5% per annum, interest
given by
being compounded half-yearly?
3 Soln: Here, Principal (P) = Rs 64000
 2 
  5  2 Amount (A) = Rs 68921
    Rate (R) = 5% per annum.
Amount = Rs 100  1  2  
  200   5
  = % per half-year
    2
 
Let the time be T years = 2T half-years
 3 Therefore,
 81  
= Rs 100     T
  80    R 
A = P 1  
 100 
531441
= Rs 2T
5120  5 
Now,  
68921  64000 1  2 
531441  100 
 
If amount is Rs ,  
5120
then principal = Rs 100 2T
If the amount is Re 1, then principal 68921  1 
or,  1  
64000  40 
 100  5120 
= Rs  
 531441   41 
3
 41 
2T

If the amount is Rs 9826, then principal or,    

 40   40 
 100  5120  or, 2T = 3
= Rs   9826  = Rs 9466.54
 531441  3 1
years = 1

K KUNDAN
Hence, required sum = Rs 9466.54.  T = years.
2 2
Ex. 10: In what time Rs 800 amount to Rs 882
Ex. 12: At what r ate per cent per annum
at 5% per annum compounded
compound i nt er est wil l Rs 10000
annually?
amount to Rs 13310 in three years?
Soln: Here, Amount (A) = Rs 882,
Soln: Let the rate be R% per annum.
Principal (P) = Rs 800 and
We have, P = Principal = Rs 10000,
Rate (R) = 5% per annum.
A = Amount = Rs 13310 and
T T = 3 years.
 R 
 A = P 1  
 100   R 
T
 A = P 1  100 
T  
 5 
or, 882 = 800 1  
 100   R 
3
or, 13310  10000 1  
T  100 
882  1 
or,  1  
800  20  13310  R 
3
or,  1  
10000  100 
344 Concept of Arithmetic

1331  R 
3 11 R
 1   or,  1
or, 10 200
1000  100 

3
R 11 1
113  R  or,  1 
or,  1   200 10 10
10 3  100 
200
R 11  R = = 20%
or, 1   10
100 10
Hence, the rate of interest

K KUNDAN
R 11 = 20% per annum.
or,  1 Ex. 14: Determine the rate of interest for a sum
100 10
216
R 1 that becomes times of itself in 3
or,  125
100 10
years, compounded annually.
100 Soln: Let the principal be Rs P and the rate of
or, R = = 10 interest be R% per annum compounded
10
annually.
Hence, rate = 10% per annum.
It is given that the amount at the end of 3
Ex. 13: Nikhil invested Rs 6000 in a company
at com pound i nter est compounded 216
semi-annual ly. He recei ves Rs 7986 years must become P. Therefore,
125
after 18 months from the company.
Find the rate of interest per annum. 3
216  R 
Soln: We have, P = Principal = Rs 6000 P  P 1  
125  100 
A = Amount = Rs 7986 and
 T
3  R  
T = 18 months = years. Using A  P 1   
2   100  

3 
=   2   3 half-years 216  R 
3
2  or,  1  
Let the rate of interest be R% per annum 125  100 

R 3 3
= % per half-year. 6  R 
2 or,    1  
5  100 
(Since the interest is compounded semi-
annually) 6 R
or,  1
T 5 100
  R
 A = P 1  100  R 6
  or,  1
100 5

K KUNDAN
3
 R  R 1
  
or, 7986  6000 1  2  or,
100 5
 100 
  or, R = 20
 
Hence, the rate of interest is 20% per
3 annum.
 R 
or, 7986  6000 1   Ex. 15: The difference between the compound
 200  interest and simple interest on a certain
3 sum of money at 10% per annum for 2
7986  R 
or,  1   years is Rs 500. Find the sum when
6000  200  the interest is compounded annually.
3 Soln: Let the sum be Rs 100.
1331  R 
or,  1   Computation of compound interest: We
1000  200  have, Principal = Rs 100,
3 3 R = 10% per annum, and
 11   R  T = 2.
or,    1  
 10   200 
Compound Interest 345

 2 15
 10    R 
Amount = Rs 100  1  100   or, 2  1   ....(i)
     100 

 2 Putting A  2P and T  15 in 
 11   
= Rs 100   10   = Rs 121. T
     R  
  A  P 1  
  100  
 CI = Rs 121 – Rs 100 = Rs 21.
Computation of simple interest : We have, Suppose the money becomes 8 times ie
Principal = Rs 100, R = 10% and 8P in T years. Then,

K KUNDAN
Time = 2 years. T
 R 
 100  10  2  8P  P 1  
 SI = Rs   = Rs 20.  100 
 100 
T
Thus, Difference in CI and SI  R 
or, 8  1  
= Rs (21 – 20) = Re 1  100 
Now, T
 If difference between CI and SI is Re 1, 3  R 
or, 2  1  
Sum = Rs 100  100 
 If difference between CI and SI is Rs 3
 15 T
500, Sum = Rs (100 × 500) = Rs 50000. R    R 
Alternative Method: or, 1     1  
 100    100 
Let the sum be Rs P.
[Using (i)]
PRT 45 T
Simple Interest =  R   R 
100 or, 1    1  
 100   100 
 P  10  2  P  or, T = 45
=  = Rs   Hence, the money will become 8 times in
 100  5
45 years.
Compound Interest = Amount – Principal Ex. 17: A farmer wants to divide Rs 390300
 2  between his two daughters who are 16
  10   years and 18 years old respectively in
= Rs  P  1  100   P 
    such a way that the sum invested at
the rate of 4% per annum, compounded
 2 
  11   annually will give the same amount to
= Rs  P   10   P  each, when they attain the age of 21
   
years. How should he divide the sum?
 P  11  11  Soln: Suppose the farmer gives Rs P to 16 years
= Rs   P
 10  10  old daughter and the remaining Rs
(390300 – P) to 18 years old daughter.
 21P  At the age of 21 years, each daughter gets
= Rs  

K KUNDAN
 100  the same amount. This means that the
amount of Rs P invested for 5 years is
Now, according to the question,
same as the amount of Rs (390300 – P)
21P P invested for 3 years ie
 = Rs 500
100 5 5 3
 4   4 
P 1    390300  P  1  
21P - 20P  100   100 
or, = Rs 500 2
100  4 
or, P 1    390300  P 
 P = Rs (500 × 100) = Rs 50000  100 
Ex. 16: A sum of money doubl es i t sel f at
2
compound interest in 15 years. In how  1 
or, P 1    390300  P 
many years will it become eight times?  25 
Soln: Let the sum of money be Rs P invested at
2
the rate of R% per annum. It is given that  26 
or, P    390300  P 
the money doubles itself in 15 year s.  25 
Therefore,
 26  2 
15
 R  or, P  25   1  390300
2P  P 1     
 100 
346 Concept of Arithmetic

 676  625  2
 R 
or, P    390300 9680  P 1   ...(i) and
 625   100 
1301  3
or, P    390300  R 
 625  10648  P 1   ...(ii)
 100 
390300  625
or, P = = 187500 Now, dividing equation (ii) by equation (i),
1301 we have
Therefore, the daughter aged 16 years gets 3
Rs 187500 and the daughter aged 18 years  R 
P 1  

K KUNDAN
gets Rs (390300 – 187500) = Rs 202800. 10648  100 
 2
Alternative Method: 9680  R 
Let the equal amount in each case be Rs P 1  
 100 
100 and P1, P2 be the principals for the
two daughters. 10648 R
or,  1
In case of the first daughter, 9680 100
A = Rs 100, T = 5 years, R = 4%
5 5 R 10648
 4   26  or,  1
 100  P1 1    P1   100 9680
 100   25 
R 968
100 100  (25 )5 or, 
or, P1   100 9680
5
 26  (26)5
  968
 25  or, R =  100 = 10
9680
In case of the second daughter,
A = Rs 100, T = 3 years, R = 5% R 
2

3
Putting R = 10 in 9680  P 1   , we
 5   100 
 100  P2 1  
 100  get
2
 10 
100
3 9680  P 1  
 25   100 
or, P2  3
 100  
 26   26 
  2
 1 
 25  or, 9680  P 1  
 10 
 Ratio between their parts is
2
3  11 
100  (25)5  25  or, 9680  P  
P1 : P2 = : 100 
(26)5  26   10 
2
 10 
 25 
2 or, P = 9680   
=   :1  11 
 26 
100
or, P = 9680 

K KUNDAN
= 252 : 262 = 625 : 676 = 8000
121
 We shall divide Rs 390300 in the ratio
of 625 : 676 Hence, principal = Rs 8000 and rate of
 Daughter aged 16 years old gets interest = 10% per annum.
Ex. 19: A sum of money is put at compound
 390300 
Rs   625  interest for 2 years at 20% per annum.
 625  676  I t would fet ch Rs 482 m or e, if the
390300  625 interest were payable half-yearly than
= Rs = Rs 187500
1301 if it were payable yearly. Find the sum.
and the daughter aged 18 years old gets Soln: Let t he r equired sum of money be
= Rs (390300 – 187500) = Rs 202800. Rs P.
Ex. 18: A sum amounts to Rs 9680 in 2 years Case I: When interest is payable yearly.
and to Rs 10648 in 3 years compounded In this case, let the amount be A1. Then,
annually. Find the sum (principal) and
2 2
the rate of interest per annum.  20  6 36P
A1  P 1    P  
Soln: Let the sum (principal) be Rs P and the  100  5 25P
rate of interest be R% per annum. Then,
Case II: When interest is payable half-
yearly.
Compound Interest 347

In this case, Principal = P,

 2 
R = 20% per annum R 
or, 110  P 1  100   1 and PR = 5000
20   
= = 10% per half-year
2
 2R R2 
T = 2 years = 2 × 2 = 4 half-years or, 110  P 1  100  10000  1 and
Let A2 be the amount at the end of 2 years.  
Th en , PR = 5000
T
 R  2PR PR 2

K KUNDAN
A 2  P 1   or, 110   and PR = 5000
 100  100 10000

 10 
4 PR PR
or, A 2  P 1   or, 110    R and PR = 5000
 100  50 10000

4 5000 5000
 11  or, 110   R
or, A 2  P   50 10000
 10  [Putting PR = 5000]
It is given that A2 – A1= 482 R
or, 110 = 100 +
 11 
4
6
2 2
or, P    P    482
 10  5 R
or, 10 =
2
 11  4 2
6 or, R = 20.
or, P  10    5    482
Putting R = 20 in PR = 5000, we get 20P
    
= 5000
4 2  P = 250.
 11   12  Hence, principal = Rs 250 and rate
or, P  10    10    482
     = 20% per annum.
Alternative Method:
  11  2 12    11 2 12   Difference between Compound Interest
      482 and Simple Interest
or, P   10   10   
  10  10  
    = Rs 110 – Rs 100 = Rs 10
 Simple Interest for 2 years = Rs 100
 241   1 
or, P     482 100
 100   100   Simple Interest for 1 year = Rs
2
482  100  100 = Rs 50
 P = = 20000 Because inter est is r eckoned year ly
241
Compound Int erest and t he Simple
Hence, the sum of money was Rs 20000.
Interest for the first year will be the same.
Ex. 20: Reena borrowed from Kamal certain
 Rs 10 is the interest on Rs 50 for 1

K KUNDAN
sum for two years at simple interest.
year.
Reena lent this sum to Hamid at the
 Principal = Rs 50, T = 1 year and
same rate for two years at compound
SI = Rs 10
interest. At the end of two years she
received Rs 110 as compound interest SI  100 10  100
but paid Rs 100 as simple interest. Find  Rate = PT =
50  1
the sum and rate of interest.
Soln: Let the principal be Rs P and the rate of = 20% per annum
interest be R% per annum. Now, SI = Rs 100, R = 20% and
We have, CI = Rs 110, SI = Rs 100 and T = 2 years
Time = 2 years. SI  100  100  100 
2  P = RT =   = Rs 250
 R   20  2 
 110  P 1    P and
 100  Hence, principal = Rs 250 and
PR2 rate = 20% per annum.
100  Ex. 21: The simple interest on a sum at 4% per
100
annum for 2 years is Rs 80. Find the
 2  compound interest on the same sum for
R  PR
or, 110  P 1    1 and 100  the same period.
 100   50
348 Concept of Arithmetic

Soln: Let the sum be Rs P. 43 3

 R  5 125
PRT Now, 1     
SI =  100  4 64
100
12
SI  100 80  100  R  125  75 9375
or, 1    
 P = RT = = Rs 1000  100  64  75 4800
2 4
T 12
 R   R 
CI = P 1   P or, 4800 1    9375
 100   100 

K KUNDAN
 2  The above equation shows that Rs 4800
 4 
= Rs 1000 1  100   1000  becomes Rs 9375 after 12 years.
    Ex. 24: Find the present value of Rs 40960 due
2
 1000  26  26  3 year s hence at 6 % per annum
= Rs   1000  3
 25  25 
compound interest.
  676  3
= Rs 1000  1  20 
  625  Soln: Present value 1   = Rs 40960
 3  100 
1000  51
= Rs = Rs 81.6 40960
625  Present value = Rs 3
Ex. 22: The compound interest on a certain sum  20 
1  
of money for 2 years at 10% per annum  3  100 
is Rs 420. Find the simple interest at
the same rate and for the same time.  15 15 15 
= Rs  40960    
Soln: Let the sum be Rs P.  16 16 16 
T = Rs 33750
  R
 CI = P 1  100   P Ex. 25: What annual payment will discharge a
  debt of Rs 8116 due in 3 years at 8%
per annum compound interest?
2
 10  Soln: Let Rs x be the amount of each instalment.
or, 420  P 1   P
 100  Then the instalments of Rs x are paid at
the end of 1 year, 2 years and 3 years
 11  11  respectively.
or, 420  P  P
Present values of these instalments are
 10  10 

21    





 
or, 420  P
 x   x   x 
100  
2 and  3 
 8 , 8   8 
 1   1   
420  100  100     
100    1  100  
 P = = Rs 2000   
21  Total present value of these instalments

K KUNDAN
PRT  25 625 15625   50725x 
 Simple Interest = = Rs x     = Rs  19683 
100  27 729 19683   
Also, present value of Rs 8116 due 3 years
 2000  10  2 
= Rs   hence
 100 
= Rs 400  
 
Ex. 23: Rs 4800 becomes Rs 6000 in 4 years  8116 
at a certain rate of compound interest.  3 
= Rs   8  
What will be the sum after 12 years?
 1  100  
Soln: Let the rate of interest be R%.   
Now, we have
 8116  15625 
R 
4 = Rs  
  19683 
4800 1    6000
 100  50725x 8116  15625
 =
4 19683 19683
 R  6000 5
or, 1      x = Rs 2500
 100  4800 4
Compound Interest
Practice Exercise
1. Abhay lent Rs 8000 to his friend for 3 years at
the rate of 5% per annum compound interest.
What amount does Abhay get after 3 years?
2. Find the compound interest on Rs 1000 at
the rate of 10% per annum for 18 months
when interest is compounded half-yearly.
K KUNDAN
3. What will be compound interest of Rs 24000
1 annually. The amount which A gets at the
for 2 years at the rate of 15% per annum?
3
4. Ramesh deposited Rs 7500 in a bank which
pays him 12% int er est per annum
compounded quarterly. What is the amount
which he receives after 9 months?
5. At what rate per cent per annum of compound
interest will Rs 1600 amount to Rs 1852.20
in 3 years?
6. Find the sum of money which will amount to
Rs 26010 in 6 months at the rate of 8% per
annum when the interest is compounded
quarterly.
7. Govardhan deposited Rs 7500 in a bank for 6
months at the rate of 8% per annum, interest
compounded quarterly. Find the amount he
received after 6 months.
8. A certain sum invested at 4% per annum
compounded semi-annually amounts to Rs
7803 at the end of one-year. Find the sum.
9. Rs 16000 inv ested at 10% per annum
compounded semi-annually amounts to Rs
18522. Find the time period of investment.
10. The dif f erence in simple and compound
interest on a certain sum for 2 years at 5%
per annum compounded annually is Rs 75.
Find the sum.
11. The simple interest on a sum of money at
some rat e for 3 years is Rs 225 and t he
compound interest on the same sum of money
and at the same rate for 2 years is Rs 153.
K KUNDAN
Find the sum and the rate per cent per annum.
12. A principal sum of money is lent out at
compound interest compounded annually at
the rate of 20% per annum for 2 years. It
would give Rs 2410 more if the interest is
compounded half-yearly. Find the principal
sum.
13. A money-lender borrows a certain sum of
money at 3% per annum simple interest and
lends it at 6% per annum compound interest
compounded half-yearly. If he gains Rs 618
in a year, find the sum of money borrowed by
him.
14. The compound interest on a certain sum of
money for 2 years at 5% per annum is Rs
102.50. What will be the compound interest
on the same sum of money for the same period
at 4% per annum.
349
15. Two partners A and B together lend Rs 2523
at 5% compound int er est compounded
annually. The amount A gets at the end of 3
years is the same as B gets at the end of 5
years. Determine the share of each.
16. Two partners A and B together lends Rs 84100
at 5% compound int er est compounded
end of 3 years is the same as what B gets at
the end of 5 years. Determine the ratio of the
shares of A and B.
17. A sum of money put at compound interest
amounts to Rs 8820 in two years and to Rs
9261 in three years. Find the sum and the
annual rate of interest.
18. Find the present value of Rs 4913 due 3 years
1
hence at 6 % per annum compound interest.
4
19. A person borrowed Rs 4000 at 5% per annum
compound interest compounded annually.
After 2 years, he repaid Rs 2210 and then
after 2 more years, he repaid the balance with
interest. Find the total interest paid by him.
2 0 . A sum of money lent out at compound interest
increases in value by 50% in 5 years. A person
wants to lend three different sums of money
X, Y and Z for 10, 15 and 20 years respectively
at the above rate in such a way that he gets
back equal sums of money at the end of their
respective periods. Find the value of X : Y : Z.
21. A person closes his account in a bank by
withdrawing Rs 110000. One year earlier,
he had withdr awn Rs 65000. Two year s
earlier, he had withdrawn Rs 125000. How
much money had he deposited in the bank at
the time of opening the account three years
ago if t he annual interest r at e was 10%
compounded annually?
2 2 . Compound interest and simple interest on a
certain sum for 2 years are Rs 104 and Rs
100 respectively. Find the rate per cent and
the principal.
23. The difference between compound and simple
interests on a certain sum of money at the
1
interest rate of 10% per annum for 1 years
2
is Rs 183, when the interest is compounded
semi-annually. Find the sum of money.
24. In how many years will a sum of Rs 800 at
10% per annum compound inter est ,
compounded semi-annually, becomes Rs
926.10.
25. If the difference between compound interest,
compounded half-yearly and simple interest
on a sum of money at 8% per annum for 1
year is Rs 30. Find the sum.
350 Concept of Arithmetic

Answers and explanations

1. Here, P = Rs 8000, R = 5% per annum and R 3. Here, Principal (P) = Rs 24000
= 3 years. Rate (R) = 15%

 R 
3 1
 Amount after 3 years = P 1   Time (T) = 2 years
 100  3

3  R 

K KUNDAN
 5 
R   
2
= Rs 8000  1    3 
 100  A = P 1   1 
 100   100 
 
3  
1 
= Rs 8000  1  
 20 
 15 
15   
2

 21 
3
= 24000 1   1 3 
= Rs 8000     100   100 
 20   
 
21 21 21
= Rs 8000    = Rs 9261. 2
 23   21 
20 20 20 = 24000     
Thus, Abhay gets Rs 9261 at the end of 3  20   20 
years.
23 23 21
2. Here, P = Rs 1000, = 24000    = Rs 33327
R = 10% per annum 20 20 20
 Compound Interest = Rs 33327 – Rs 24000
10
= % = 5% per half-year = Rs 9327
2 Alternative Method:
Principal (P) = Rs 24000
 18  3
T = 18 months =   years Rate (R) = 15%
 12  2
1
Time (T) = 2 years
3  3
=   2   3 half-years Compound Interest for the first 2 years
 2 
= Amount – Principal
Now, from the formula
T
T  R 
 R   A = P 1  
A = P 1    100 
 100 
 2
 3
5    15  
 = Rs 24000 1   
= Rs 1000 1      100  

K KUNDAN
  100   

 3  24000  23  23 
 1   = Rs   = Rs 31740
= Rs 1000 1     20  20 
  20  
 Compound Interest for the first 2 years
3 = Rs 31740 – Rs 24000 = Rs 7740
  21  
= Rs 1000    For the next year Rs 31740 will be principal

  20   1
 Interest for next years
3
 1000  21  21  21 
= Rs  
 20  20  20  PRT  31740  15  1 
= = Rs   = Rs 1587
= Rs 1157.625 100  3  100 
Hence,  Total Compound Interest
Compound Interest = Amount – Principal = Rs 7740 + Rs 1587
= Rs 1157.625 – Rs 1000 = Rs 9327
= Rs 157.625
Compound Interest 351

4. Here, Principal = Rs 7500

Rate = 12% per annum  
 
 12  A  26010 
=    3% per quarter and  P = T
= Rs  2
 4   R   1  2  
1  
 9  3  100    100  
Time = 9 months =   year
 12  4
3   26010  50  50 
=   4   3 quarters = Rs   = Rs 25000
 51  51 
4 

K KUNDAN T 7. Principal (P) = Rs 7500

 R 
A = P 1  
 100   6 1
Time (T) = 6 months =   year
Amount after 9 months  12  2

3
  3   =  1  4   2 quarters
 
= Rs 7500 1  100   2 
   
Rate (R) = 8% per annum
7500  103  103  103
= Rs 8 
100  100  100 =    2% per quarter
4 
= Rs 8195.45
5. Let the rate be R% per annum. T
We have  R 
 Amount = P 1  
Principal (P) = Rs 1600  100 
Amount (A) = Rs 1852.20 and
Time (T) = 3 years  2
 2  
 
T = Rs 7500 1  100  
 R     
 A = P 1  
 100 
 2
3  51  
R   

or, 1852.20 = 1600 1   = Rs 7500   50  
100     

3
 R  1852.20  7500  51  51 
or, 1   = = 1.157625 = (1.05)3 = Rs   = Rs 7803
 100  1600  50  50 
R 8. A = Rs 7803
or, 1  = 1.05 R = 4% per annum
100
R 4 
or, = (1.05 – 1) = 0.05 =    2% per half-year
2 

K KUNDAN
100
T = 1 year = (1 × 2 =) 2 half-years
 R = 0.05 × 100 = 5%
(Since t he interest is compounded semi-
6. Here, Amount (A) = Rs 26010
annually)
Rate (R) = 8% per annum
T
8   R 
=    2% per quarter  A = P 1  
4   100 
 6 1  
Time (T) = 6 months =   year  
 12  2 A  7803 
 P = T
= Rs  2
 R   1  2  
=  1  4   2 quarters 1  
 
 100  100  
2 
Now,
 7803  50  50 
T = Rs   = Rs 7500
 R   51  51 
 A = P 1   ;
 100  Thus, the sum invested is Rs 7500.
where P = Principal or required sum
352 Concept of Arithmetic

9. We have, Principal (P) = Rs 16000

41x x
Amount (A) = Rs 18522 Difference in CI and SI = 
Rate (R) = 10% per annum 400 10

41x  40 x x
=  10   5% per half-year = 
 2  400 400
But it is given that the difference of CI and SI
Let the time be T years = (2 × T) half-years
is Rs 75.
Now,
T
x
 R    75

K KUNDAN
 A = P 1   400
 100  or, x = 75 × 400 = Rs 30000.
 The sum is Rs 30000.
2T
 5  11.  Simple interest for 3 years is Rs 225
or, 18522  16000 1  
 100  225
 Simple interest for 1 year is = Rs 75
2T
3
18522  21 
or,   225
16000  20   Simple interest for 2 years is 2
3
2T = Rs 150
9261  21 
or,   and, compound interest for 2 years is Rs 153.
8000  20 
Difference between compound interest and
3 2T simple interest for 2 years = 153 – 150 = Rs 3.
 21   21  As we know t hat, diff er ence bet ween
or,    
 20   20  compound interest and simple interest for 2
or, 2T = 3 years = Interest on simple interest for 1 year.
Let the rate of interest be R%.
3 1
 T = = 1 years 75  R
2 2 Then,  3 or R = 4%
100
Therefore, time period of investment is one-
and-a-half year. PR P4
10. Let the sum be Rs x and  75 or  75
100 100
Simple interest on Rs x for 2 years at 5%
75  100
x  2 5 x or, P = = Rs 1875
= = Rs 4
100 10
Sum = Rs 1875 and rate per cent = 4% per
 Time  annum.
Rate 
 Compound Interest = P 1    1 12. Let the sum be Rs P.
 100    Compound interest when it is compounded
annually,
 Compound interest on Rs x for 2 years at

K KUNDAN
5% 20 
2

= P 1   P
 5 
2   100 
 
= x 1  100   1 Compound interest when it is compounded
   half-yearly,
22
 21 2   20 
   
= x  20   1 2 
   = P 1  P
 100 
 
 
 441  4
= x 1  10 
 400  = P 1   P
 100 
x  441  400  Now, according to the question, we have
=
400
  4    2 
10  20 
41x P 1    P   P 1    P  = 2410
=   100     100  
400    
Compound Interest 353

4 2
  10609  
or, P 1  10   P 1  20  = 2410 = Rs P    1
 100   100    10000  

 4 2 609P
10   20   = Rs
or, P 1    1    = 2410 10000
 100   100  
 Now, according to the question,

 11  4  12 2 
or, P      = 2410  609P 3P 

K KUNDAN
 10   10      = Rs 618
  10000 100 

 2
2 2  609P - 300P 
  11   12   or,   = Rs 618
or, P         = 2410  10000 
10   10  
    or, 309P = Rs (618 × 10000)
 P = Rs 20000
  11 2 12   11 2 12  14. Let the principal be Rs P. Then,
     
or, P          = 2410 Compound Interest
  10  10   10  10 
   2
 5 
= Rs P 1   P
   100 
or, P  121  12   121  12   = 2410
  100 10   100 10   2
 21 
= Rs P   P
 241 1   20 
or, P    = 2410
 100 100  2
 441 
= Rs P   P
2410  100  100  400 
or, P = = 100000
241
Hence, the required sum = Rs 100000 41P
= Rs
13. Let the required sum of money be Rs P. 400
Now, according to the question,
PRT
Case I: Simple Interest = 41P
100
= Rs 102.50
400
 P  3  1  3P 
= Rs   = Rs  
 102.50  400 
 100   100  or, P = Rs   = Rs 1000
Case II: Compound Interest  41 
= Amount – Principal Now,

K KUNDAN
T 2
 R   4  
= P 1   P Compound Interest = Rs 1000 1    1
 100   100  
 
Here, R = 6% per annum

6   26  2 
=    3% per half-year = Rs 1000    1
2   25 



T = 1 year = 2 half-years
(Since the interest is compounded half-yearly)  676 
= Rs 1000   1
 Compound Interest  625 
  2 
3   676 - 625 
= Rs P 1    P = Rs 1000  
  100    625 
 

  103 2  51
= Rs 1000 
= Rs P    P 625
  100  
  = Rs 81.60
354 Concept of Arithmetic

15. Let the share of A be Rs x and share of B be

5
Rs (2523 – x).  21 
According to the question,  
x 20 
Amount received by A after 3 years at 5% or,  
y  21 3
interest  
3 3
 20 
 5   21 
 x 1    x 
100  2
  20  x  21  441
or,   
Similarly, amount received by B after 5 years y  20  400

K KUNDAN  5 
5  The required ratio = 441 : 400.
= 2523  x   1   17. Let the Principal be Rs P and the rate be R%
 100 
per annum.
5 2
 21   R 
= 2523  x     8820  P1   ......... (i)
 20   100 
Again, according to the question, 3
 R 
 21 
3
 21 
5 and 9261  P 1   ......... (ii)
x   2523  x     100 
 20   20  Now, equation (ii)  equation (i) gives
5
9261 R
 21   1
  8820 100
x 20 
or,   R 441
2523  x   21 3 or, 
  100 8820
 20 
441 100
2 or, R = = 5
x  21  441 8820
or,     R = 5%
2523  x   20  400
Using equation (i)
or, 400x  2523  441  441x
2 2
 5   21 
or, 400x  441x  2523  441 8820  P 1     P
 100   20 
or, 841x  2523  441
441
2523  441 or, 8820  P
or, x =  1323 400
841
or, P = Rs 8000
 The share of A = Rs 1323
 Principal = Rs 8000 and Rate = 5%
The share of B = Rs 2523 – 1323 = Rs 1200
18. We know that
16. Solve as the Q.No. 15. Try yourself.
T
Alternative Method:  R 
A  P 1  

K KUNDAN
Let the amount lent by A be Rs x and amount  100 
lent by B be Rs y.
Now, according to the question, 3
 25 
Amount received by A after 3 years at 5%  
interest or, 4913  P 1  4  ;
 100 
3 3
 
 5   21   
= x 1   = x  
 100   20  [where P is the present worth]
Similarly, amount received by B after 5 years 3
 25 
at 5% interest or, 4913  P 1  
 400 
5 5
 5   21 
= y  1   = y  
   
 100   20 
   
Again, according to the question,  4913   4913 
or, P =  3
 3
 21 
3
 21 
5  1  1     17  
x   y    16     16  
 20   20 
Compound Interest 355

4913  16  16  16 3Y 9Z
or, P = = 4096 Suppose X   k
17  17  17 2 4
Hence the present worth is Rs 4096.
2 4
19. After 2 years amount at CI  X = k, Y = k and Z = k
3 9
2 2
 5   1 
= 4000 1    4000 1   2 4
 100   20   X : Y : Z = k: k: k
3 9
21 21

K KUNDAN
= 4000   = Rs 4410 2 4
20 20 or, X : Y : Z = 1 : :
3 9
After 2 years the person repaid Rs 2210,
 X : Y : Z = 9 : 6 : 4
hence the amount borrowed
(multiplying each term by 9)
= Rs (4410 – 2210) = Rs 2200
21. The person withdraws Rs 110000.
Now, compound interest on Rs 2200 for 2
One year earlier the person had
years at 5% per annum is
 10 
 5 
2
Rs 110000    100000
Rs 2200 1    2200  11 
 100 
Two years earlier the person had
 21 21  10
= Rs  2200    2200  (100000  65000)  = Rs 150000
 20 20  11
= Rs (2425.50 – 2200) At the time of opening the account, the person
= Rs 225.50 had
Total interest paid by him
10
= Rs (225.50 + 410) = Rs 635.50 (150000  125000)  = Rs 250000
2 0 . Rate of interest = 50% in 5 years 11
Now, according to the question, 2 2 . Difference between CI and SI
X is lent for 10 years, Y for 15 years and Z for = Rs 104 – Rs 100 = Rs 4
20 years.  SI for 2 years = Rs 100
X 3X 100
After 5 years X becomes = X  SI for 1 year = Rs = Rs 50
2 2 2
This becomes the principal for next years and Because interest is reckoned yearly, CI and
after 10 years the X will be SI for the first year will be the same.
2
 Rs 4 is the interest on Rs 50 for 1 year.
3  3X   3   Principal = Rs 50, T = 1 year and
    X
2  2  2 SI = Rs 4
Similarly, after 15 years Y will be 4  100
3  Rate = % = 8%
3  3  3   3  50  1

K KUNDAN
       Y Now, SI = Rs 100
2  2  2   2 
 R = 8% and
and after 20 years Z will be T = 2 years
4
3  3  3  3  3  100  100 
    Z    Z  P = Rs   = Rs 625
2  2  2  2  2  82 
Now, according to the question, 23. Let the principal be Rs P.
2 3 4 Rate = R = 10% per annum
3 3 3
  X  Y  Z
2  2  2 10
= = 5% per half-year
9X 27Y 81Z 2
or,  
4 8 16 1 3
Time = T = 1 years = years
9 2 2
(dividing each term by )
4 3
=  2 = 3 half-years
3Y 9Z 2
or, X  
2 4
356 Concept of Arithmetic

T 2T
 R   5 
Compound Interest (CI) = A = P 1   P or, 926.10 = 800 1  
 100   100 
  T 
R  2T
or, CI = P 1    1 926.10  1 
  100   or, = 1  
  800  20 

  3  2T
5  9261  21 
= P 1    1 or, =  
  100   8000  10 

K KUNDAN
 
3 2T
  9261    21   21 
= P  - 1  or,   =  
 10   10 
  8000  
or, 2T = 3
 1261 
= Rs P   and 3 1
 8000   T = 1
2 2
3 1
P  10  Hence the required time = 1 years.
PRT 2 3P 2
SI = = = Rs
100 100 20 25. Let the sum of money be Rs P and rate of
Now, according to the question, interest = 8% per annum.
1261P 3P Rate of interest compounded half-yearly = 4%
 = Rs 183  Difference between CI and SI
8000 20
  2  PR2
1261P  1200P R 
 
or, = Rs 183 = P 1  100   1  100
8000    
 183  8000   2 
or, P = Rs   = Rs 24000
1 
2R  R  2R
 61  = P      1
 100  100  100 
 required sum = Rs 24000  
24. Here, principal (P) = Rs 800
2
Rate (R) = 10% per annum  R 
= P 
10  100 
= = 5% per half-year
2 2
 4 
Amount (A) = Rs 926.10 or, Rs 30 = P   
Let the time be T years.  100 
 Time = 2T half-years
P 1
Time or, Rs 30 =
 Rate  625

K KUNDAN
 Amount = Principal 1  
 100   P = Rs (30 × 625) = Rs 18750
 Quadratic Equations

1. Quadratic Equations
Let p(x) be a quadratic polynomial. Then, the equation p(x) = 0 is
called quadratic equation. The values of x satisfying p(x) = 0 are
called its roots or zeros. For example, 25x2 – 30x + 9 = 0 is a
3
quadratic equation. And the value of x  is the solution of
5
3
the given equation. Since, if we put x  in 25x2 – 30x + 9 = 0,
5
2
 3 3
we have LHS = 25     30   9 = 9 – 18 + 9 = 0 = RHS.
 5 5
The general form of a quardratic equation is ax2 + bx + c = 0;
where a, b and c are real numbers and a  0 .

2. Roots of a Quadratic Equation

(i) If  and  are the two roots of ax2 + bx + c = 0, then
b  b 2  4ac b  b 2  4ac
 and  
2a 2a
b
(ii) Sum of the roots (  )  
a
c
(iii) Product of the roots () 
a
(iv) A quardratic equation whose roots are  and  is given by
x 2  (  )x    0 , ie x 2 –(sum of roots)x + pr oduct
of roots = 0
(v) In ax2 + bx + c = 0 the expression D = b2 – 4ac is called its
discriminant.
3. Nature of Roots of ax2 + bx + c = 0
Let D = b2 – 4ac be the discriminant of the given equation. Then
roots of the equation ax2 + bx + c = 0 are
(i) real and equal, if D = 0.
(ii) real, unequal and rational, when D > 0 and D is a perfect
square.
(iii) real, unequal and irrational, when D > 0 and D is not a
perfect square.
(iv) imaginary, if D < 0.
70 Magical Book on Arithmetical Formulae
(v) integers, when a = 1, b and c are integers and the roots are
rational.
4. Methods of Solving Quadratic Equations
(i) By Factorization
This can be understood by the examples given below:
Ex. 1: Fi nd t he s olut ions of the quad rati c eq uati on
x 2 + 6x + 5 = 0 and check the solutions.
Soln: The quadratic polynomial x 2  6x  5 can be factorized as
follows:
= x2 + 6x + 5 = x2 + 5x + x + 5
= x (x  5)  1(x  5)
= (x  5)(x  1)
Therefore the given quadratic equation becomes
(x  5)(x  1)  0
This gives x = – 5 or, x = – 1
Therefore, x = – 1, – 5 are the required solutions of the
given equation.
Check: We substitute x = – 1 and x = – 5 in the given
equation and get

K KUNDAN
(a) (–1)2 + 6(–1) + 5
=1–6+5=0
(b) (–5)2 + 6(–5) + 5
= 25 – 30 + 5 = 0
Therefore, the solutions are correct.
(ii) By Using Method of Completing Square
It is not always easy to factorise polynomials and solve qua-
dratic equations as discussed above. For example, consider
the quadratic equation x2 + 5x + 5 = 0. If we want to factorise
the left-hand side of the equation using the method of split-
ting the middle term, we must determine two integral factors
of 5 whose sum is 5. But, the only factors of 5 are 1 and 5 or
–1 and –5. In both the cases, the sum is not 5. Therefore,
using factorisation, we are unable to solve the quadratic equa-
tion x2 + 5x + 5 = 0. Here, we shall discuss a method to solve
such quadratic equations. Let us consider the following ex-
ample:
Ex. 2: Solve: x2 + 3x + 1 = 0.
Soln: We have
x2 + 3x + 1 = 0
1
We add and subtract ( coefficient of x)2 in LHS and get
2
Elementary Algebra 71
2 2
 3  3
x 2  3x  1        0
 2  2
2 2
2  3  3  3
 x  2  x       1  0
 2  2  2
2
 3 5
 x     0
 2 4
2 2
 3  5 3 5
  x      or x  
2  2  2 2

This gives x 

 3 5
or x 

3  5
2 2
3  5 3  5
Therefore, x   , are the solutions of the
2 2
given equation.
(iii) By Using Quadratic Formula
If the equation is ax2 + bx + c = 0, then

b  b 2  4ac
x 
2a

K KUNDAN
or, x 
b  b 2  4ac
2a
and
to as quadratic formula.

2
b

2
 b
2a
2
 4ac
is often referred

(a) When b – 4ac = 0, ie b = 4ac, then   

b
and
2a
b
 where  and  are the two roots of the above
2a
equation ie both the roots are equal.
(b) When b2 – 4ac > 0 ie b2 > 4ac, then the equation has
two distinct real roots ,  given by
b  b 2  4ac b  b 2  4ac
 and  
2a 2a
Ex. 3: Solve the following equation:
2x2 + 5x – 6 = 0.
Soln: Here, the given equation :
2x2 + 5x – 6 = 0
ie a = 2, b = 5, c = –6
b  b 2  4ac
x =
2a
72 Magical Book on Arithmetical Formulae

5  (5)2  4  2  (6) 5  25  48
= =
22 4
5  73 5  73 5  73
= = ,
4 4 4

5. Finding Roots of a Quadratic Equation Having Rational

Roots
Suppose we have to find the roots of 10 x 2  x  21  0 .
Note the following steps:
10 x 2  x  21

Step I: –21 × 10 = –210 (Multiply the coefficient of x2

and the constant term)
Step II: 14 –15 (Find the factors of –210 which give
coefficient of x ie (–1) in any
possible way: 14 × (–15) = –210 and
14 + (–15) = –1))
 
14 7 15 3
Step III:   (Divide the factors obtained in
10 5 10 2

K KUNDAN
Step IV:

7
5

3
2
step II by coefficient of x2)

(Change the sign of values

obtained in step III)
7 3
Hence the roots are and
5 5
Now see the examples given below:
Ex. 4: Find he roots of 12x2 + 25 x – 117 = 0
Soln:

52 13 27 9
 
12 3 12 4
 
13 9
3 4
Elementary Algebra 73
13 9
Therefore, the roots are and .
3 4
Ex. 5: Find the roots of 35x2 + x – 12 = 0
Soln: 35x2 + x – 12 = 0

35   12

21 –20
 
21 3 20 4
 
35 5 35 7
 
3 4
5 7
3 4
Therefore, the roots are and
5 7
Ex. 6: Find the roots of 91x2 + 20x + 1 = 0.
Soln: 91x2 + 20x + 1 = 0

K KUNDAN
91
7 13
 
7 1 13 1
 
91 13 91 7
 
1 1
13 7
1 1
Therefore, the roots are and .
13 7
Ex. 7: I. 6x2 – x – 35 = 0
II. 6y2 + 41y + 63 = 0
Compare the roots of the quadratic equations in I and
II. Which of the following is true?
1) x > y
2) x < y
3) x > y
4) x < y
5) x = y
Soln: 3;
I. 6x 2  x  35  0 II. 6y 2  41y  63  0
74 Magical Book on Arithmetical Formulae
–35 × 6 6 × 63

–15 14 27 14
   
15 14 27 9 14 7
 
6 6 6 2 6 3
   
5 7 9 7
2 3 2 3
Comparing the pair of values obtained from quadratic
equations (I) and (II), we get x > y.
6. Condition for Common Roots
Let a1x 2  b1x  c1  0 and a 2x 2  b2x  c 2  0 be two quadratic equa-
tions such that a1, a1  0 and a1b2  a2b1.
Let  be the common root of these two equations.
Then, a1 2  b1  c1  0

and a 2 2  b2  c 2  0
Solving these two equations by cross-multiplication, we get

K KUNDAN
2



1
b1c 2  b2c1 c1a 2  c 2a1 a1b2  a 2b1

 2 
b1c 2  b2c1
a1b2  a 2b1 and
c a  c 2a1
 1 2
a1b2  a 2b1
Eliminating , we get
2
 b1c 2  b2c1   c1a 2  c 2a1 
 a b  a b    a b  a b 
1 2 2 1 1 2 2 1

2
 b1c 2  b2c1 a1b2  a2b1   c1a 2  c 2a1 
The above is the required condition for the two quadratic equa-
tions to have a common root.
The common root is given by
c1a2  c 2a1 b c  b2c1
  1 2
a1b2  a 2b1 or c1a 2  c 2a1
Note: (i) To find the common root of two equations, make the
coefficient of second degree terms in two equations
equal and subtract. The value of x so obtained is the
required common root.
(ii) If the two equations have both roots common, then
Elementary Algebra 75

a1 b1 c1
 
a2 b2 c 2

Ex. 8: Fin d th e v a lue of K , so tha t th e eq uati ons

x 2  x  12  0 and Kx 2  10 x  3  0 may have one root
common. Also find the common root.
Soln: Let  be the common root of the two equations.
Hence, 2 – – 12 = 0 and
K2 + 10+ 3 = 0
Solving the two equations,
2  1
 
117 12K  3 10  K
2
  12K  3  117 10  K 
2
 9  4K  1  117 10  K 
 16K 2  8K  1  130  13K
 16K 2  5K  129  0
 16K2 – 48K + 43K – 129 = 0

K KUNDAN
 16K (K – 3) + 43(K – 3) = 0
 (16K + 43) (K – 3) = 0
43
K =  or 3
16
12K  3
 = = –3 or 4
10  K
7. Maximum or Minimum Value of a Quadratic Expression
As we have already seen, equation of the type ax2 + bx + c = 0
(where, a  0) is called a quadratic equation. An expression of
the type ax2 + bx + c is called a “quadratic expression”.
The quadratic expression ax2 + bx + c takes different values as x
takes different values.
As x varies from – to +, the quadratic expression ax2 + bx + c
(i) has a minimum value whenever a > 0. The minimum value of
 4ac  b 2 
the quadratic expression is  and it occurs at
 4a 
b
x  .
2a
(ii) has a miximum value whenever a < 0. The miximum value of
 4ac  b 2 
the quadratic expression is  and it occurs at
 4a 
76 Magical Book on Arithmetical Formulae

b
x  .
2a
Ex. 9: Fi nd t he m axim um o r mi nimu m v a lue of
–5x2 + 20x + 40.
Soln. A quadratic expression of the form ax2 + bx + c, will have
a minimum value when a > 0 and maximum value when
a < 0. Its maximum or minimum value is given by
4ac  b 2 b
and it occurs at x   .
4a 2a
Given, a = –5, b = 20 and c = 40
Since, a < 0, the expression has a maximum value.
4(5)(40)  202
 the maximum value = = 60
4(5)
Ex. 10: In the prev ious exa mple , fi nd t he v alue of
x for which the maximum value occurs.
Soln. The maximum vlaue of the expression occurs at
b 20
x   2
2a 2(5)

K KUNDAN
 Chapter-41

Inequality

1. Quadratic Expression
An expression of the form ax2 + bx + c (a  o); where a, b, c are
real numbe rs is called a quadratic expre ssion in x. The
corresponding equation of the expression ax 2 + bx + c is
ax2 + bx + c = 0
2. Real Number Line

On the real number line, as we move right the value becomes

greater.
Therefore, 2 < 3, –3 < –2. [Since on the real number line as
–2 is in the right side of –3, therefore, –2 is greater than –3]
Also, –2 < 0, –2 < 1, –1.5 < –0.5, –1.999 > –2 and so on.
3. Sign Scheme For the Quadratic Expression ax2 + bx + c
The sign scheme for the quadratic expression is always meant
for the real values of x. We cannot compare any two imaginary
numbers. Therefore, to say that ri > 2i or 4i < wi is absolutely
incorrect.
A given quadratic expression in one variable, say x, could be
either positive or negative depending on the values of x. For a
quadratic expression ax2 + bx + c, all such real values of x can
be found for which the given expression in x would be positive
or negative. To find the sign scheme of the quadratic expression
ax2 + bx + c, find the roots of the corresponding equation
ax2 + bx + c = 0 and do the following:
(a) If roots are real and equal or imaginary, then ax2 + bx + c
will have same sign as that of the coefficient of x2 for all
real values of x. Conversely, if a quadratic expression has
same sign for all re al value s of x, the n roots of its
corresponding equation must be imaginary or real and
unequal, ie the discriminant of the corresponding equation
must be < 0.
(b) If roots of the equation ax2 + bx + c are  and , such that ,
 are real and unequal, ie real and distinct, then sign
scheme for ax2 + bx + c is obtained using the number line
as given below:
324 Magical Book on Arithmetical Formulae

It is to be noted that a is the coefficient of x2 and  is the

smaller root and  is the greater root.
For example, find for what real values of x, (a) the expression
x2 + 2x – 3 > 0 and (b) the expression x2 + 2x – 3 < 0.
To solve the above example let us see the following:
Given quadratic expression is x2 + 2x – 3.

K
Corresponding equation is x2 + 2x – 3 = 0.
Now, we find the roots of the above corresponding equation,
x2 + 2x – 3 = 0
x2 + 2x – 3 = 0
x2 + 3x – x – 3 = 0
x(x + 3) – 1(x + 3) = 0

KUNDAN
(x – 1) (x + 3) = 0
x = 1 or – 3
Therefore, = –3 and = 1
Since the roots are real and distinct and coefficient of x2 in
x2 + 2x – 3 is positive, the sign scheme for the expression
x2 + 2x – 3 is as given below:

(a) x2 + 2x – 3 > 0, ie expression x2 + 2x – 3 is either zero or

positive when, x < –3 and x > 1.
(b) x2 + 2x – 3 < 0, ie expression x2 + 2x – 3 is either zero or
negative when, –3 < x < 1.
Note: To answer such questions quickly, always remember
the following:
When the inequality is less than zero (ie < 0),
the value of x is in the smaller range (ie  < x < )
and when the inequality is more than zero (ie > 0)
the value of x is in the larger range (ie – < x <  or
 < x < + ). Try to solve the above example by applying
this quicker method. (Always Remember)
4. Wavy Curve Method to Solve Inequation
Let f (x) = (x + 2) (2x – 5)2 (x – 6)3 be any function. We have to find
the set of values of x for which
(i) f (x) > 0
(ii) f (x) < 0
(iii) f (x) > 0
(iv) f (x) < 0
Inequality 325
Procedure to Solve Such Type of Problems
Step I: Factorize the given algebraic function and make the
coefficient of x positive in each of the factors.
Step II: Find the roots of the given function.
Step III: Arrange the roots in ascending order.
Step IV: Put the roots on Real Number Line.
Step V: Notice whether powers of the factors are even or
odd.
Step VI: Draw the diagram as given below.

K
For drawing a diagram, we begin from the greatest root. The
greatest root will lie in the extreme right on the Real Number
Line. Hence, we start drawing the line from the upper part of
the right-hand side (see the diagram given below) and come to
the point where the greatest root of the given function lies on
the Real Number Line. Check the power of the factor containing
the greatest root, whether it is even or odd. If the power is

KUNDAN
odd, cross the number line and come to the next root (just
next to the greatest root) lying on the Real Number Line, other-
wise don’t cross the number line but remain on the same side
of the number line and come to the next root. Following fig-
ures will illustrate our points.
Case I: If the power of the factor containing the greatest root
is odd:

Case II: If the power of the factor containing the greatest root
is even:
326 Magical Book on Arithmetical Formulae
At point B on the number line, again we have to check the
power of the factor containing root B whether it is odd or even
and follow the same above-discussed procedure.
Convention: We take the upper part of the Real Number Line
as positive (+ve) and the lower part of it as negative (–ve). (See
the above diagram.)
Note: +(ve) and (–ve) are the signs of f(x).
Now, let us see the solution of the sample question given
above.
Roots of f(x) = –2, 5/2, 6

K
Putting the roots on Real Number Line, we get the following
diagram:

KUNDAN
(i) f  x   0 , when x   , 2   6, 
In another way
f  x   0 , when

   x  2  6  x  
(ii) f  x   0 , when

 2  x  5 2   5 2  x  6
(iii) f  x   0 , when

   x  2   6  x  
(iv) f  x   0 , when

 2  x  5 2  5 2  x  6 .
For illustration see the examples given below:
Ex. 1: Solve (3x – 1) (x – 2) < 0.
Soln: Dividing by 3 on both sides (because the term 3x is
there, so to get x we have to divide it by 3),
Inequality 327

 1
then  x    x  2  0
3

1
  x  2
3
1
 3x 2

K Alternative Method: (Wavy Curve Method)

1
Roots of the equation  3x  1 x  2  0 are
3
and 2.

Now, put these roots on the Real Number Line and draw
a curve as given below.

KUNDAN
1
We have crossed the number line at 2 and , because
3
powers of  3x  1 and  x  2 are 1, ie odd.
We have to find the set of solutions of the inequation
 3x  1 x  2  0 . From the above diagram we can eas-
1
ily find the required set of solutions =  x  2.
3
Ex. 2: Solve (2 – x) (x – 5) < 0.
Soln: Multiply by (–1) on both sides and that is why ‘<’ sign
will change to ‘>’
ie (–1) (2 – x) (x – 5) > 0(–1)
  x  2 x  5  0
 

2 5
 x  2   x  5 ie x  R   2, 5 
Alternative Method: (Wavy Curve Method)
Making the coefficient of x + ve,
 2  x  x  5  0   x  2 x  5  0
328 Magical Book on Arithmetical Formulae

(Both the powers are odd, hence we cross the Real Num-
ber Line at 5 and 2).
 2  x  x  5  0 if  x  2 x  5  0

K
Required set of solutions is
 ,2   5,   or,  x  2   x  5
Ex. 3: Solve 3x2 – 7x – 6 > 0.
Soln: 3x 2  9 x  2x  6  0
 3x  x  3  2  x  3  0   x  3 3x  2  0

KUNDAN




2
  x  3  x    0 (dividing both sides by 3)
3

 x  3 x   
2 
  0
3 


 2
 x      x  3
 3
Alternative Method: (Wavy Curve Method)
Roots of the equation 3x 2  7 x  6  0
2
 x = 3 and 
3
Putting the roots on the Real Number Line and drawing
a curve, we get the following:

We have to find the set of solutions of the inequation

3x 2  7 x  6  0 . From the above diagrams required set

 2
of solutions = x      x  3
 3
Inequality 329
Ex. 4: Solve 5x2 + 6x + 1 < 0
Soln: 5x 2  6x  1  0  5x 2  5x  x  1  0
 5x(x + 1) + x + 1 < 0
 (x + 1) (5x + 1) < 0
1 
  x  1  x    0  1  x  
5 5
Alternative Method: (Wavy Curve Method)

K
1
Roots of the equation 5 x 2  6x  1  0 are –1 and  .
5
Putting these roots on the Real Number Line and draw-
ing the diagram, we have the following:

KUNDAN
We have to solve 5 x 2  6x  1  0
From the above diagram it is clear that the required set
1
of solutions = 1  x  
5
Ex. 5: Solve x3 – 6x2 + 11x – 6 < 0.
Soln: Putting x = 1, we get x 3  6 x 2  11x  6  0
Hence (x – 1) is a factor of given equation.

x 3  6 x 2  11x  6 =  x  1 x  5x  6
2

  x  1 x  2 x  3
We have to solve,  x  1 x  2 x  3  0

Required set of solutions is

 x  1   2  x  3 or,  , 1   2, 3
330 Magical Book on Arithmetical Formulae
5. Maximum or Minimum Value of a Quadratic Expression
We know that the equation of the type ax2 + bx + c = 0 (where
a  o) is called a quadratic equation. An expression of the type
ax2 + bx + c is called a “quadratic expression”. The quadratic
expression ax2 + bx + c takes different values as x takes different
values.
As x varie s from –  to +, the quadratic e xpre ssion
ax2 + bx + c
(a) has a minimum value whenever a > 0. The minimum value

K
 4ac  b 2 
of the quadratic expression is  and it occurs at x
 4a 
b
=  .
2a
(b) has a maximum value whenever a < 0. The maximum value
 4ac  b 2 

= KUNDAN
of the quadratic expression is 
b
2a
.
 4a 

Ex. 6: Find the maximum or minimum value of the

and it occurs at x

expression –5x2 + 20x + 40. Also find the value of x

for which maximum or minimum value occurs.
Soln: From the above discussion we know that the quadratic
equation of the form ax2 + bx + c will have a minimum
value when a > 0 and a maximum value when a < 0. Its
 4ac  b 2 
maximum or minimum value is given by 
 4a 
b
and it occurs at x =  .
2a
Here, a = –5, b = 20 and c = 40.
Since, a < 0, the expression –5x2 + 20x + 40 has a
maximum value.

4(5)(40)  202
 the maximum value =  60.
4(5 )
The maximum value of the given expression occurs at
b 20 20
x= = = = 2.
2a 2(5) 10
 Simplification
We must learn to do the basic calculations faster. It saves few 11. VBODMAS Rule:
seconds from each question. And at the end, we find that at V stands for Vinculum or bar
least 5-10 minutes have been saved. B Stands for brackets and operation of brackets in
the order (), {}, []
What to do for faster basic calculation: O stands for “of”
1. Remember the tables upto30-40. D stands for division (÷)
2. Learn the method of multiplication. M stands for multiplication (×)
3. Learn the method of addition - substraction in a single A stands for addition (+)
line or column. S stands for substraction (-)
4. Learn the method of approximation. 12. Some algebraic formulae:
5. Learn to compare two fractions.
1. (a + b)2 = a2 + b2 + 2ab
6. Remember square roots, squares, cubes and cube
roots. 2. (a – b)2 = a2 + b2 – 2ab
7. Remember fractional value of percentage. 3. (a + b)2 + (a – b)2 = 2(a2 + b2)

K
8. Remember decimal values of reciprocals.
9. Do calculations mentally. Don’t write unnecessary
steps.
10. Learn the laws of surds and indices.
4. (a + b)2 – (a – b)2=4ab
5. (a + b) (a – b) = a2 – b2
6. (a + b)3 = a3 + 3a2b + 3ab2 + b3
7. (a – b)3 = a3 – 3a2b + 3ab2 – b3
8. a3 + b3 = (a + b) (a2 – ab + b2 )
9. a3 – b3 = (a – b) (a2 + ab + b2)

Exercise

KUNDAN
Directions (Q. 1-51): What will come in place of the
6. 17 7.5  17 3.5  17 4.5  17 ?
question mark(?) in the following equations?
1) 6 2) 8.5 3) 7.5
5 4 3 4) 8.5 5) None of these
1. of of of 222  ?
8 9 5 7. 125% of 320 + ?% of 125 = 440
1) 42 2) 43 3) 39 1) 46 2) 42 3) 50
4) 37 5) None of these 4) 32 5) None of these
2. 56% of 450 + ? = 300 3 4 5
1) 52 2) 48 3) 42 8. of of of ?  36
5 9 8
4) 56 5) None of these
1) 200 2) 328 3) 216
3. 271.5  27 3.5  27 ? 4) 260 5) None of these
1) 5 2) 7 3) 3
4) 2 5) None of these
1
4. 27.06 × 25 – ? = 600 9. 84  3
 85  8 2  8 ?
8
1) 76.3 2) 76.7 3) 76.5
4) 76.2 5) None of these 1) 7 2) 2 3) 3
4) 4 5) None of these
7 4 10. –(a – b) × ? = b – a
5. 4 2  ?
8 13 1) –1 2) 1 3) -a
4) a 5) None of these
1 1 4
1) 11 2) 11 3) 11 11. (a + b) = ? × (– a – b)
3 13 13 1)1 2) –a 3) –1
3 4) –b 5) None of these
4) 11 5) None of these 12. |? + 14| = 11
8
1) –3 2) –25 3) 25
4) 3 5) Either –3 or –25
13. 16 + 26 × 2 = ? 25. 14 × 18.6 ÷ 12 + 19.3 = ?
1) 84 2) 44 3) 40 1) 41 2) 33.5 3) 291.9
4) 832 5) None of these 4) 8.32 5) None of these
26. 84.2  64 2.1  7 8.4  563.5  56?
14. 2567 ÷ 17 × 3 = ? + 180
1) 18.2 2) 9.8 3) 11.9
1) 51 2) 271 3) 273
4) 12.6 5) None of these
4) 73 5) None of these
15. 7.5% of 140 + 2.5% of 80 = ? 27. 4 2  32  ?
1) 125 2) 18.5 3) 145 1) 25 2) 5 3) 125
4) 14.5 5) None of these 4) 425 5) None of these
3 4 7 28. 53% of 120 + 25% of 862 = ?% of 500
16. of of of 1375  ? 1) 42.50 2) 55.82 3) 63.68
5 7 12
1) 185 2) 175 3) 285 4) 38.89 5) None of these
4) 275 5) None of these
17. 32.05 × 15 + ? = 500 29. 872.905 ÷ 9.013 ÷ 1.898 = ?
1) 19.75 2) 19.25 3) 20.75 1) 194 2) 50 3) 102

K
4) 20.25 5) None of these 4) 55 5) 72

18. 10 7.5  52.5  2 2.5  10? 30. 3

86300  ?
1) 10 2) 12.5 3) 9.5 1) 51 2) 35 3) 53
4) 11.5 5) None of these 4) 38 5) 44
31. 0.493 × 1.864 × 3.554 = ?
1) 3.5 2) 6.5 3) 4.8
8 2 1 1 4) 5.2 5) 6.9
19. 1  3  2  11  ?
9 7 7 6
? 55.985
32.   2.167
12 25 25 2.951 13.010
1) 7 2) 14 3) 14
223 223 126

KUNDAN
1) 35 2) 40 3) 16
11 4) 26 5) 18
4) 7 5) None of these 33. 948.991 - 621.052 + ? = 723.486
126
20. 56% of 958 + 67% of 1008 = ?% of 2000 1) 305 2) 416 3) 396
1) 60.592 2) 47.622 3) 42.86 4) 348 5) 443
4) 91.455 5) None of these
34. (3158 + 4602 + ?) ÷ 39 = 347
21. 7 2.3  49 4.7  633.4  815.85  63? 1) 5483 2) 5883 3) 5783
1) 16.25 2) 15.1 3) 13.4 4) 5913 5) None of these
4) 18.9 5) None of these 35. (0.08% of 363 + 0.6% of 241) × 500 = ?
22. ?2  1642  3072  272 1) 846.2 2) 868.2 3) 84.62
4) 86.82 5) None of these
1) 151 2) 189 3) 211
18696 11916
4) 259 5) None of these 36.  ?
20853 28728
915849  795664  ?
2
23.
181 164 155
1) 1849 2) 79 3) 33 1) 2) 3)
331 441 246
4) 37 5) None of these
161
4) 5) None of these
3 5 4 1 241
24. 1  1  2   ?
4 8 5 2 37. 3
328509  ?
7 7 3 1) 63 2) 59 3) 73
1) 2 2) 1 3) 2
40 40 40 4) 69 5) None of these
3 38. (47045 ÷ 9.7) + (2035 ÷ 3.7) = ?
4)1 5) None of these 1) 5400 2) 5445 3) 54
40
4) 54.45 5) None of these
 50. 1984 + 523 - ? = 1899
39. 1965 ÷ 17161 ÷ 3 = ?
1) 718 2) 608 3) 708
1) 15 2) 9 3) 5 4) 12 4) 618 5) None of these
5) None of these 51. 3 + 33 + 333 + 3.33 = ?
40. 4225  1225  6  ? 1) 362.3 2) 372.33 3) 702.33
4) 702 5) None of these
1) 1156 2) 1600 3) 1444
4) 1296 5) None of these
52. What should come in place of the question mark in the
41. (31% of 260) × ? = 12896
following question ?
1) 150 2) 140 3) 160
4) 180 5) None of these ? 72

 2 1 4 24 ?
42. 16  12   3  ? 1) 12 2) 16 3) 114
 5 15  81
4) 144 5) None of these
9 2 8 [SBI-PO Exams-1999]
1) 1 2) 3 3) 2 53. What should come in place of the question mark (?) in
19 19 13
the following equation ?

K
9
4) 1 5) None of these 28 ?
13 
? 112
43. 183  43.2 = ? 1) 70 2) 56 3) 48
1) 135 2) 136 3) 137 4) 64 5) None of these
4) 138 5) None of these
54. Which of the following are in descending order of their
value?
3
44. 19683  ?  3
5 7 8 11 5 8 11 7
1) 90 2) 27 3) 3 1) 9 , 11 , 15 , 17 2) 9 , 15 , 17 , 11
4) 18 5) None of these

KUNDAN
11 7 8 5 11 7 5 8
45. 15152  ?  1515 3) 17 , 11 , 15 , 9 4) 17 , 11 , 9 , 15
1) 3030 2) 2295225 3) 4485 5) None of these
4) 5115 5) None of these
46. 60 = ?% of 400 55. Which of the following has fractions in ascending order?
1) 6 2) 12 3) 20 2 3 7 9 8 3 2 7 9 8
4) 15 5) None of these 1) , , , , 2) , , , ,
3 5 9 11 9 5 3 9 11 9
47. 1400 × ? = 1050
1) 1 4 2) 3 4 3) 3 5 8 9 7 3 2 3 2 9 7 8
3) , , , , 4) , , , ,
9 11 9 5 3 5 3 11 9 9
4) 2 3 5) None of these
48. 40% of ? = 240 8 9 7 2 3
5) , , , ,
1) 60 2) 6000 3) 960 9 11 9 3 5
4) 600 5) None of these
49. 35 + 15 × 1.5 = ?
1) 75 2) 25.25 3) 57.5
4) 51.5 5) None of these
 Answers and explanations
or, ? + 14 = 11
5 4 3
1. 4; ? =    222  37 or, -11
8 9 5
 ? = -25
2. 2; Let the number be x. or, -3
56 13. 5; 16 + 26 × 2 = 16 + 52 = 68
  450  x  300 14. 3; 2567 ÷ 17 × 3 = ? + 180
100
or, 151 × 3 = ? + 180
or, x = 300 – 252 = 48
or, 453 = ? + 180
3. 1; 271.5  213.5  27 ?  ? = 453 - 180 = 273
15. 5; 7.5% of 140 + 2.5% of 80
or, 27?  27 1.53.5
75  140 25  80

 x
 ? = 5 a  a  a
y x  y   =
10  100 10  100
= 10.5 + 2 = 12.5

4. 3; Let the number be x. 16. 4

K
 27.06 × 25 – x = 600 17. 2
or, x = 676.5 – 600 = 76.5 18. 1; 10 7.5  5 2.5  2 2.5 = 10 7.5  10 2.5  1010
39 30 45 1 Hence, the question mark (?) should be replaced by
5. 5; ?     11 10.
8 13 4 4
6. 2; 17 7.5  17 3.5 17 4.5  17 ? 8 2 1 1
19. 3; 1  3  2  11
9 7 7 6
or, 17 7.5 17 3.5  17 4.5  178.5
or, ? = 8.5 8 2 1 1
 1  3  11  2       
7. 4; 125% of 320 + ?% of 125 = 440 9 7 6 7

KUNDAN
?  125 125
or,  440   320 8 1 1 25
100 100  13      = 14
 9 7 6  126
100 20. 1; 56% 958 + 67% of 1008
 ? = 40   32
125 = 536.48 + 675.36 = 1211.84
Now, 1211.84 = ?% of 2000
3 4 5
8. 3; of of of ? = 36  ? = 60.592
5 9 8
21. 2; 7 2.3  49 4.7  633.4  815.85
5 8 9
or, ?  36    or ? = 216 = 7 2.3  7 4.7  7 4.7  633.4  95.85  95.85
3 5 4
= 7 2.3 4.7  4.7  9 (5.855.85)  633.4
4 1 1
9. 4; 8   85  2 = 8 4  3 5 2  8 4
83 8 = 6311.7  633.4 = 6315.1
 ?=4 Hence, ? = 15.1
10. 2; -(a - b) . x = b - a 22. 4; ? 2  164 2  307 2  272
Put x replacing ‘?’ (question mark)
or -[-(a - b)x] = -[b - a] or (a - b)x = a - b  ?  2  3072  272  1642
ab = 94249  272  26896 = 67081
or x  1
ab
11. 3; a + b = ? × (-a - b) Hence, ? = 67081  259
or a + b = x . (-a - b)
23. 5; 915849  795664
[Put x replacing ‘?’ (question mark)]
or a + b = -x (a + b) = 957 + 892 = 1849
or x = -1 Now, ? 2  1849
12. 5; |? + 14| = 11
 ? = 43
 3 5 4 1 37. 4; 3
328509  69
24. 4; 1  1  2 
4 8 5 2 Go through the given options. First of all look for the
digit at the unit's place. Reject 1) because 3 × 3 × 3 =
3 5 1 4
= 1  1  2       ....7. Reject 3) on the same ground. Reject 2) because
4 8 2 5
603  216000 . Now, check 4).
30  25  20  32 43 3 38. 1 39. 3 40. 4 41. 3
=  1
40 40 40 42. 5; 1 8 19
25. 1 43. 1
26. 3; 84.2  64 2.1  78.4  563.5 44. 5; 3
19683  ?  3
= 84.2  8 2 2.1
 78.4  563.5 3
19683 27
 ?=  9
= 84.2  8 4.2  78.4  563.5 3 3

 
= 88.4  78.4  563.5 45. 5; 15152  ?  1515

K
= 568.4  563.5  56(8.43.5)  5611.9 ? = 15152  1515  15153 = 3477265875

27. 5; ? = 625 46. 4; 60 = ?% of 400
28. 2; 53% of 120 + 25% of 862
60  100
= 63.6 + 215.5 = 279.1  ?  15
Now, x% of 500 = 279.1 400
47. 2; 1400 × ? = 1050
279.1  100
x = 55.82% 1050 3
500  ? 
29. 2; 872.905 ÷ 9.013 ÷ 1.898 1400 4
 872 ÷ 9 ÷ 2  49 48. 4; 40% of ? = 240

KUNDAN
30. 5; Note that 30 3  27,000 240  100
 ?  600
40
40 3  64,000 49. 3; ? = 35 + 15 × 1.5 = 35 + 22.5 = 57.5
50. 2; 1984 + 523 - ? = 1899
50 3  1,25,000
 ? = 1984 + 523 - 1899 = 608
Hence, the value of 3
86300 will be lie between 40 51. 2;
and 50. Hence, we have only one such option. 3
Therefore, opt 5) as answer. 33
31. 1; 0.493 × 1.864 × 3.554 333
 0.5 × 1.9 × 3.5  3.325 + 3.33
372.33
? 55.985 ? 13
32. 4;   2.167    2. 2
2.951 13.010 3 56
52. 4; ? ?  24  72
3  56  2.2 Squaring both the sides,
 ?   28.43
13
(?2  ? ) ?3  (8  3)  (8  9)  (8  9)
33. 3; ? = 723.486 + 621.052 - 948.991
 723 + 621 - 948  396 = (8 )23839 3
34. 5; (3158 + 4602 + ?) ÷ 39 = 347
 ?  2  8  9  144
or, 3158 + 4602 + ? = 347 × 39
or, ? = 13533 - 3158 - 4602 = 5773 28 ?
53. 2; 
35. 2; (0.08% of 363 + 0.6% of 241) × 500 ? 112
= (0.2904 + 1.446) × 500 = 868.2
 ?  28 112  56
18696  11916 164  1358424 164
36. 2; = = 54. 4
20853  28728 441 1358424 441 55. 2
 Approximation
In this type of question you have to find the approximate Ex. 2: 5003 × 550 = ?
value not the exact value. Some times the choices have very 1) 27,51,000 2)27,59,000
small difference and we are confused with our result. Usually 3) 27,50,000 4) 28,00,000
five types of calculations are asked under this section. These Soln.: 5000 × 550 = 2750000
are Sum, Multiplication, Division, Root and Percentage. In
each case we will apply different type of calculations. +3 0 = 1650
27,51,650
Sum (Addition and Substraction)
Req. Ans. = 703100 + 1480 = 704580  704500
1) Replace the large number by the numbers which have If the options differ by a large number like 50,000 we
maximum possible no. of zeros in the end. For example need not do this Calculation.
230818 use 231000 (If the choices are in thousand) Division: In this case the dividend and the divisor should
Use 230800 (If choices are in hundreds) either be incresed or decresed simultaneously. It should
Use 230820 (If choices are in tens) be shifted to their nearest multiple of ten, hundred or
2) If there are two large numbers to be added then try to thousand depending upon the options.

K
increase one and decrease the other.
3) If a large number is to be substracted from another
large number then both the numbers should be either
increased or decresed simultaneously.
Multiplication: At the time of multiplication finding
approximate value is very sensitive. A little change in
the number leads to a very much deviated result. So we
can not adopt the formulae used in addition and
substraction. For example
789 × 893 = 704577
Ex. 2: 810 ÷ 3.9 = ?
1)205 2)207
3)209 4)211
Be carefull about such type of questions. The options
are very close. If we slightly increase the divisor by 0.1 and
keep the dividend constant then we will get the answer 202.5.
But the actual result is 207.692  207. So a slight increase or
dcrease in one side may cause a great deviation. So both the
dividend and divisor should be increased or deeresed. But if
the divisor is increased by 0.1, then Dividend will be increased

KUNDAN
But if we use 790 for 789 and 890 for 893 then the result by how much?
will be 703100. And if the options are 703000, 703500, See the formula
704000 and 704500 then our answer will be 703,000 but The value by which the dividend should be increased
the correct result is 704500. = increase in divisor × approximate value of the quotient
To overcome this problem let us see the formula given Using this formula we well get the the increase in dividend
below. will be (. 1) × 200 = 20.
Ex. 1: Find the aproximate value “789 × 893”. So the dividend will be 830.
Soln.: 790 × 890 = 703100 Thus 830 ÷ 4 = 207.5
Apart from these you have to remember the “BODMAS”
-1 +3 = (-1) 890 + 3(790) = 1480 Rule mentioned in the previous chapter.
Req. Ans. = 703100 + 1480 = 704580  704500

Exercise
Directions (Q. 1-49): What approximate value will come 3. (21 + 99) × (30 – 19.02) = ?
in place of the question-mark (?) in the following questions? 1) 3581 2) 131 3) 1290
(You are not expected to calculate the exact value). 4) 1600 5) 1320
1. 103 × 1003 + 999999999 = 10? + 10?
2 6 2 3
1) 6, 9 2) 9, 9 3) 6, 12 4.    ?
4) 16, 9 5) 6, 18 3 8 3 5
2. 134% of 3894 + 38.94% of 134 = ? 1) 0.45 2) 0.5 3) 1.45
1) 5000 2) 5300 3) 5500 4) 0.2 5) 0.55
4) 5270 5) 4900
5. 1000000.0000001  ?
1) 1000 2) 100 3) 10000 20. 63.9872 × 9449.8780 ÷ 243.0034 = ?2
4) 999 5) 99 1) 2489 2) 2500 3) 50
6. 22.9782 + 0.02 + ? = 23 4) 45 5) 150
1) 0.08 2) 20.08 3) 0.02 21. 5237.897 - 6629.010 + 7153.999 - 2205.102 = ?
4) 0.007 5) 0.80 1) 6340 2) 4688 3) 5240
7. 21 + 3.7 × 2.9 = ? 4) 3558 5) 6290
1) 74 2) 70 3) 27 22. 4985.0346 ÷ 215.987 - 3768.112 ÷ 206.868 = ?
4) 32 5) 44 1) 8 2) 5 3) 18
4) 11 5) 15
8. 447. 75 ÷ 28 × 4.99 = ?
23. 956240  ?
1) 60 2) 70 3) 72
4) 80 5) 75 1) 979 2) 864 3) 1009
4) 647 5) 783
9. 3.52 19.25  ?  275 24. 459% of 849.947 + 266% of 6284.012 - 1486.002 = ?
1) 15 2) 20 3) 30 1) 20330 2) 12640 3) 15000

K
4) 28 5) 40 4) 22160 5) 19130
10. 85% of 225 + 32.91 × 5.01 = ?
1) 340 2) 355 3) 375 25. (9615.36 + 1247.18) ÷ (2435.72 + 1937.92) = ?
4) 345 5) 370 1) 4 2) 9 3) 2
4) 7 5) 8
11. 15.962  75% of 285  ?
1) 435 2) 485 3) 440 26. 5646  3982  39  ?
4) 420 5) 470 1) 77 2) 109 3) 66
12. 1679 ÷ 14.95 × 5.02 = ? 4) 99 5) 119
1) 540 2) 525 3) 545 27. (48 × 296) ÷ (19 × 173) = ?
4) 565 5) 520 1) 2 2) 4 3) 8

KUNDAN
4) 9 5) 3
13. 425 ÷ 16.95 × ? = 225 28. 0.5% of 449 × 8.2% of 674 = ?
1) 11 2) 0.8 3) 9 1) 124 2) 139 3) 146
4) 19 5) 0.9 4) 115 5) 100
14. 198.995 × 12.005 + 16.25 × 6.95 = ? 29. 3784 ÷ 28 + 538 = ?
1) 2580 2) 2550 3) 2400 1) 600 2) 623 3) 651
4) 1450 5) 2500 4) 636 5)673

1 3 98 30. 6,23,898 × 99 = ? × 60,000

15. 12 5  ?  99 1) 1000 2) 1030 3) 1050
99 205 99
1) 40 2) 30 3) 33 4) 1065 5) 1010
4) 45 5) 50 4 3 6 5
16. 145% of 700.05 + 22.99 × 15.05 = ? 31.    ?
5 7 7 9
1) 1300 2) 1425 3) 1395
4) 1280 5) 1360 9 20 18
1) 2) 3)
2
17. 1428.025 ÷ 12.005 + (?) = 240 17 49 25
1) 121 2) 13 4) 123 1 4
4) 15 5) 11 4) 5)
2 7
18. 179.99 ÷ 3.001 × 2.005 = ?
1) 45 2) 120 3) 30 32. 399.982  ?
4) 150 5) 90 1) 160000 2) 15999 3) 1600
4) 1599 5) 16000
625.25  4.01  ?
2
19.
1) 240 2) 480 3) 100
4) 400 5) 320
 47. 399.9 + 206 × 11.009 = ?
1
33. 624.9995  4.9989   ? 
2
1) 2800 2) 6666 3) 4666
4.9900865 4) 2400 5) 2670
1) 6 2) 50 3) 10 2 7 17 6
4) 125 5) 15 48.    ?
5 8 19 5
34. 989.001 + 1.00982 × 76.792 = ? 1 1
1) 1000 2) 1100 3) 1065 1) 1 2) 3) 2
2 2
4) 110 5) 100
3 9
4) 4 5) 11
35. 59.99% of 255.012 + 22.98% of 182.005 = ?
1) 162 2) 146 3) 195 49. (299.99999)³ = ?
4) 225 5) 178 1) 27000000 2) 9000000000 3) 180000
4) 2.7 × 109 5) 2700000
36. 1000  ?
1) 10 2) 24 3) 45 50. What approximate value should come in place of the
4) 18 5) 32 question mark (?) in the following equation?
37. 15.002 × ? × 25.0210 = 7113.918 1

K
1) 19 2) 26 3) 11 33 % of 768.9 + 25% of 161.2 - 68.12 = ?
3
4) 31 5) 35
1) 230 2) 225 3) 235
38. 81.38  81.63  ? 4) 220 5) 240
1) 680 2) 218 3) 726
4) 512 5) 134 51. What approximate value should come in place of the
39. 12 × 958 ÷ 17 = ? question mark (?) in the following equation?
1) 532 2) 676 3) 765 39.05 × 14.95 - 27.99 × 10.12 = (36 + ?) ×5
4) 483 5) 806 1) 22 2) 29 3) 34
4) 32 5) 25
40. (8423 + 3120 + 6543) ÷ (1536 + 377 + 189) = ?

KUNDAN
1) 5 2) 14 3) 9 52. What approximate value should come in the place of
4) 18 5) 3 question mark (?) in the following equation?
41. (13% of 7439) × (3.23% of 537) = ?
3
1) 16243 2) 16135 3) 16674 1325 17  508.24 of 20% – 85.39 of 4 = ?
4) 16824 5) 16774
1) 5500 2) 5200 3) 5800
7 3 4 4) 4900 5) 5900
42. 121 ÷  5  8  5   ?
1) 168 2) 288 3) 208 53. What approximate value will come in place of the question
4) 298 5) 198 mark (?) in the following equation?
43. (96) 2  3 78961  ? 625.04  16.96  136.001  17  ?
1) 215 2) 210 3) 220 1) 418 2) 441 3) 425
4) 224 5) None of these 4) 433 5) 449
44. (15.28 × 3.56) ÷ 3.15 = ?
1) 12 2) 9 3) 21 54. If 3167 is added to 4093 and the sum is divided by 145,
4) 17 5) 24 approximately what will be the outcome?
1) 50 2) 75 3) 60
45. 4) 90 5) 80
45689  ?
1) 180 2) 415 3) 150
55. What approximate value will come in place of the
4) 210 5) 300
questions mark (?) in the following equation?
10008.992  3589  0.4987  ?
2070.50 ÷ 15.004 + 39.001 × (4.999)2 = ?
46. 1) 1005 2) 997 3) 1049
10009.001
4) 1213 5) 1113
1) 3000 2) 300000 3) 3000000
56. What approximate value should come in place of the
4) 5000 5) 9000000
 question mark (?)? 4) 3635 5) 3824
36.0001 ÷ 5.9998 × ? = 108.0005
59. What approximate value should come in place of the
1) 18 2) 16 3) 256 question mark (?) in the following equation?
4) 316 5) 325
2
6.39 × 15.266 + 115.8 of =?
57. What approximate value should come in the place of 5
question mark (?) in the following equation? 1) 145 2) 165 3) 180
98.98 ÷ 11.03 + 7.014 × 15.99 = (?)2 4) 130 5) 135
1) 131 2) 144 3) 12
4) 121 5) 11 60. What approximate value should come in place of the
question mark (?) in the following equation?
58. What approximate value should come in place of the 857 of 14% - 5.6 × 12.128 = ?
question mark (?) in the following equation? 1) 48 2) 36 3) 60
31% of 3581 + 27% of 9319 = ? 4) 52 5) 46
1) 2630 2) 3625 3) 2625

K
1. 2; Here, 10 3  100 3  999999999
3
 
= 10  10 2 3

= 103  106  10 9
= 103 6  109
 10 9
Answers and explanations
8. 4; 447.75 ÷ 28 × 4.99 = ?
or, ?  448  28  5  80
9. 5; 3.52 19.25  ?  275
1 1
or, 12  19  ?  275
4 4
= 109  109

KUNDAN
1 1 1
Therefore, question mark will be replaced by 9. or, 12  19  12   19    ?  275
2. 4; 134% of 3894 + 38.94% of 134 4 4 4
= 134% of 3894 + 38945 of 1.34 or, ?  275  235  40
= 134% of 3894 + 1.34% of 3894 10. 2; ? = 85% of 225 + 32.91 × 5.01
= 135.34% of 3894 85
= 5270.1396   225  33  5
100
= 5270
3. 5; (21 + 99) × (30 – 19.02)  191.25 + 165  356.25
= 120 × 10.98 11. 5; ? = 15.962  75% of 285
= 120 × 11 = 1320
2 75
4. 4;
2 6 2 3
    16   100  285
3 8 3 5
 256 + 213.75  469.75
72 1 12. 4; 1679 ÷ 14.95 × 5.02 = ?
= = = 0.2
72  5 5  ? = 1680 ÷ 15 × 5  112 × 5  560
13. 3; 425 ÷ 16.95 × ? = 225
5. 1; 1000000.0000001
425  ?
or,  225
= 1000000 = 1000 17
6. 3; 22.9782 + 0.002 + ? = 23
225  17
? = 23 – 22.9802 or, ?  9
= 0.0198 = 0.02 425
7. 4; 21 + 3.7 × 2.9 14. 5; 198.995 × 12.005 + 16.25 × 6.95 = ?
= 21 + 3.7 × 3 ?  199 × 12 + 16 × 7  2388 + 112
= 21 + 11.1 = 32. 1 or, ?  2500
15. 1 16. 5 17. 5 36. 5; 1000  10 10 10  10 10
18. 2 19. 4  10 × 3.16
20. 3; 63.9872 × 9449.8780 ÷ 243.0034  31.6
 64 × 9450 ÷ 243 37. 1; 15.002 × ? × 25.0210 = 7113.918
 64 × 39  2496
7113.918
Now, ? 2  2496  ? =
15.002  25.0210
?  50
21. 4; 5237.897 - 6629.010 + 7153.999 - 2205.102 7100
  18.93
= 3557.784  3558 15  25
22. 2; 4985.0346 ÷ 215.987 - 3768.112 ÷ 206.868 38. 4; 81.38  81.63  81.38 1.63
 4985 ÷ 216 - 3768 ÷ 207
 23 - 18  5 = 83.01  83  512
23. 1; 39. 2; 12 × 958 ÷ 17  676
956240  978
40. 3 41. 5 42. 2
24. 5; 459% of 849.947 + 266% of 6284.012 - 1486.002 43. 1 44. 4
 460% of 850 + 265% of 6285 - 1486

K
 3910 + 16655 - 1486 45. 4; ?  45689  213.75  210
 19079
25. 3 10008.992 
46. 2; ?  3589  0.4987
26. 4 10009.001
27. 2
28. 1  100092  3600  0.50
29. 5  10009  60  0.50  300000
30. 2; We have 47. 5; ? = 399.9 + 206 × 11.009
6,23,898 × 99 = ? × 60,000  400 + (200 + 6) × 11
= 400 + 2200 + 66  2670
6,23,898  99

KUNDAN
 ?
60,000 2 7 17 6
48. 1; ?    
5 8 19 5
623898 100  623898
=  1030 2 7 17 5
60,000    
31. 3; We have 5 8 19 6

4 3 6 5 4 3 7 9 18 2 595
   =    =   0.40  0.60  1.0
5 7 7 9 5 7 6 5 25 5 912
49. 1; ? = (299.99999)³
32. 1; 399.982  400 2  160000  (300)³ = 27000000
33. 3; We have 1
1
50. 1; ? = 33 % of 768.9 + 25% of 161.2 - 68.12
3
624.9995  4.9989 2 ?
4.9900865
1 1
1
= of 768.9 + of 161.2 - 68.12
3 4
 625  52 = ?
5 = 256.3 + 40.3 - 68.12  230
51. 5
1
 ?25  25  10 3
5 52. 1; ? = 1325 17  508.24 of 20% – 85.39 of
34. 3; 989.001 + 1.00982 × 76.792 4
 990 + 1 × 76.8  1066.8  1325 17  500 of 20% – 85 × 0.75
35. 3; 59.99% of 255.012 + 22.98% of 182.005
= 5460 + 100 – 60 = 5500
 60% of 255 + 23% of 182
 153 + 41.86 53. 4; ?  625.04  16.96  136.001  17  25 × 17 + 8
 194.86 = 425 + 8 = 433
 57. 5; 98.98 ÷ 11.03 + 7.014 × 15.99 = (?)2
3167  4093 7260
54. 1; Reqd no. =   50 Suppose ? = x
145 145 Then 100 ÷ 11 + 7 × 16  121 (taking approximate
55. 5; 2070.50 ÷ 15.004 + 39.001 × (4.999)2= ? value)
or, ?  2070 ÷ 15 + 39 × 5 × 5  x = 11
= 138 + 975 = 1113 58. 2; ? = 31% of 3581 + 27% of 9319
36 = 1110.11 + 2516.13  3625
56. 5;  ?  108
6 2
59. 1; ? = 6.39 × 15.266 + 115.8 of
3
108
or, ? 60. 4; ? = 857 of 14% - 5.6 × 12.128
6  857 of 14% - 5.6 × 12  120 - 67  52
or, ?  18
or, ? = 324  325.

K
KUNDAN
654 Arithmetic

Chapter-34

Permutation and Combination

Introduction 1 1 x
or, 9!  109!  11  10  9!
In this section, we shall introduce the term and
notation of factorial which will be often used in 1 1   x 1
this chapter. or, 1   
9!  10   11  10  9!
Factorial  1  x
or, 1  
The continued product of first n natural numbers  10  11  10
is called the “n factorial” and is denoted by n! or 11 x
or, 
n 10 11  10
ie n! = 1 × 2 × 3 × 4 × 5 × ... × (n – 1) × n.  x = 11 × 11 = 121
Thus, 3! = 1 × 2 × 3 = 6 Ex. 3: Find the value of n, if
4! = 1 × 2 × 3 × 4 = 24 (i) (n + 2)! = 2550 × n!
5! = 1 × 2 × 3 × 4 × 5 = 120 (ii) (n + 1)! = 12 × (n – 1)!
6! = 1 × 2 × 3 × 4 × 5 × 6 = 720 etc. Soln: (i) (n + 2)! = 2550 × n!
Clearly, n! is defined for positive integers only. or, (n + 2) (n + 1) × n! = 2550 × n!
or, (n + 2) (n + 1) = 2550

K KUNDAN
Zero Factorial or, n2 + 3n – 2548 = 0
As we will require zero factorial in the later sections or, (n + 52) (n – 49) = 0
of this chapter and it does not make any sense to or, n = 49 [ n  0]
define it as the product of the integers from 1 to (ii) (n + 1)! = 12 × (n – 1)!
zero. So, we define 0! = 1. or, (n + 1) × n × (n – 1)! = 12 × (n – 1)!
or, n(n + 1) = 12
 Factorials of proper fractions or negative or, n2 + n – 12 = 0
integers are not defined. or, (n + 4) (n – 3) = 0
 Factor ial n is defined only for whole or, n = 3 [ n  0]
numbers. n! n!
Ex. 4: If 2! (n  2)! and 4 ! (n  4 )! are i n t he
Property of Factorial n!
ratio of 2 : 1, find the value of n.
We know that n! = 1 × 2 × 3 × 4 × ... × (n – 1) × n
= [1 × 2 × 3 × 4 × ... × (n – 1) × n n! n!
= n[(n – 1)!] Soln: We have 2! (n  2)! : 4! (n  4)! = 2 : 1
Thus n! = n[(n – 1)!]
n! 4! (n  4)! 2
For example, 8! = 8(7!), 6! = 6(5!), 4! = 4(3!) etc. or, 2! (n  2)!  
The following examples will illustrate the use n! 1
of this property of factorial n. 4! (n  4)! 2
Ex. 1: Find the LCM of 4!, 5! and 6!. or, 2! (n  2)  (n  3)  (n  4)!  1
Soln: We have 5! = 5 × 4!
6! = 6 × 5 × 4!
4  3  2! 2
 LCM of 4!, 5!, 6! or, 2!  (n  2)  (n  3)  1
= LCM of [4!, 5 × 4!, 5 × 6 × 4!]
= (4!) × 5 × 6 = 6! = 720 or, (n – 2) (n – 3) = 6
1 1 x or, n2 – 5n = 0
Ex. 2: If   , find the value of x. or, n(n – 5) = 0
9 ! 10 ! 11!
or, n = 0, 5
1 1 x But for n = 0, (n – 2)! and (n – 4)! are not
Soln:  
9! 10! 11! meaningful. So n = 5
Permutation and Combination 655

Ex. 5: Prove that (n! + 1) is not divisible by any  25  33 < 26

natural number between 2 and n.  s = 5
Soln: Let m be divisible by k and r be any natural So, E2 (33!)
number between 1 and k. If (m + r ) is
divided by k, t hen we obtain r as the  33   33   33   33   33 
=      
remainder.  2   22   23   24   25 
Since n! = 1 × 2 × 3 × 4 × ... × (n – 1) × n, = 16 + 8 + 4 + 2 + 1 = 31
it follows that n! is divisible by ev ery Hence, the exponent of 2 in 33! is 31 ie
natural number bet ween 2 and n. So 33! is divisible by 231. But 231 is divisible
(n! + 1), when divided by any nat ural by 215 also. Hence, 33! is divisible by 215
number between 2 and n, leaves 1 as the and the largest integer n such that 33! is
remainder. Hence (n! + 1) is not divisible divisible by 2n is 31.
by any natural number between 2 and n. Ex. 8: Find the exponent of 15 in 100!
Soln: We have 15 = 3 × 5
Exponent of Prime p in n!
[On prime factorizing 15, we get 3 × 5]
Let p be a prime number and n be a positive integer, Now, E3(100!) = 48 [See Ex. 6]
n  100  100 
then   denotes the greatest integer less than E5(100!) =   
p  5   52 
[ 52 < 100 < 53  s = 2]
n = 20 + 4 = 24
or equal to p
 Exponent of 15 in 100!
= min(24, 48) = 24
10   12  15  Ex. 9: Find the exponent of 6 in 33!
For example,   = 3,   = 2,   = 5 etc.
3 5  3 Soln: We have 6 = 2 × 3
Let Ep(n) denote the exponent of the prime p in E2(33!) = 31 [See Ex. 7]
the positive integer n. Then,  33   33   33 
  

K KUNDAN
E3(33!) = 
n   n   n   3   32   33 
Ep(n!) =  p    2   ...   s  ; [ 33 < 33 < 34  s = 3]
    p 
  p 
= 11 + 3 + 1 = 15
Where s is the largest positive integer such that Hence, exponent of 6 in 33!
ps  n  ps + 1. = min(15, 31) = 15
The following examples will illustrate the above. Ex. 10: Find the number of zeros at the end
Ex. 6: Find the exponent of 3 in 100!. 100!?
Soln: Let Ep(n) denote the exponent of p in n. Soln: In t erms of pr ime f act or s 100 can be
written as 2a 3b 5c 7d ...
n   n   n 
Then, Ep(n!) =  p    2   ...   s  ; Now, E2(100!)
   p   p 
100  100  100  100 
Where s is the largest positive integer =     
such that ps  n  ps + 1  2   22   23   24 
Here, n = 100, p = 3 and
 34 < 100 < 35  s = 4 100  100 
 5  6 
2   2 
100  100  100  100 
So, E3(100!) =      [ 26 < 100 < 27]
 3   32   33   3 4 
= 50 + 25 + 12 + 6 + 3 + 1 = 97
= 33 + 11 + 3 + 1 = 48
Ex. 7: Prove that 33! is divisible by 215. What 100  100 
  [ 52 < 100 < 53]
 5   52  
is the largest integer n such that 33! is E5(100!) = 
divisible by 2n? = 20 + 4 = 24
Soln: Let Ep(n) denote the exponent of prime p Therefore,
in n. 100! = 297 × 3b × 524 × 7d × ...
Then, we know that = 273 × (2 × 5)24 × 3b × 7d × ...
n   n   n   n  = 1024 × 273 × 3b × 7d × ...
Ep(n!) =  p    2    3   ...   s  ; Thus, the number of zeros at the end of
   p   p   p  100! is 24.
Where s is the largest integer such that
ps  n  ps + 1
Here, n = 33, p = 2
656
Fundamental Principles of Counting
In this section we shall discuss two fundamental
principles viz. principle of addition and principle
of multiplication. These t wo pr inciples will
enable us to under st and per mut ation and
combination. In fact these two principles form the
basis of permutation and combination.
Fundamental Principle of Multiplication: If
there are two jobs such that one of them can be
completed in m ways, and when it has been
completed in any one of these m ways, second job
can be completed in n ways; then the two jobs in
succession can be completed in m × n ways.
Ex. 11: In a class there are 10 boys and 8 girls.
The teacher wants to select a boy and
a gi r l t o repr esent t he cl ass in a
function. In how many ways can the
teacher make this selection?
Soln: Here the teacher is to perform two jobs:
(i) selecting a boy among 10 boys, and
(ii) selecting a girl among 8 girls.
The first of these can be performed in
10 ways and t he second in 8 ways.
Therefore by the fundamental principle
of multiplication, the required number of
ways is 10 × 8 = 80
In general, the above principle can be
extended for any finite number of jobs as
K KUNDAN
stated below:
If there are n jobs J1, J2, ..., Jn such that
job Ji can be performed independently in mi
ways; where i = 1, 2, 3, ..., n. Then the total
number of ways in which all the jobs can be
performed is m1 × m2 × m3 × ... × mn.
Fundamental Principle of Addition: If there
are two jobs such that they can be performed
independently in m and n ways, then either of the
two jobs can be performed in (m + n) ways.
Ex. 12: In a class there are 10 boys and 8 girls.
The teacher wants to select either a
boy or a girl to represent the class in a
function. In how many ways the teacher
can make this selection?
Soln: Here the teacher is to perform either of
the following two jobs:
(i) selecting a boy among 10 boys, or
(ii) selecting a girl among 8 girls
The first of these can be performed in
10 ways and t he second in 8 ways.
Therefore, by fundamental principle of
addition, either of the two jobs can be
performed in (10 + 8 =) 18 ways. Hence,
the teacher can make the select ion of
either a boy or a girl in 18 ways.
Ex. 13: How many different signals can be given
using any number of flags from 5 flags
of different colours?
Soln: The signals can be made by using at a time
one or two or three or four or five flags.
Arithmetic
The total number of signals when r
flags are used at a time from 5 flags is
equal to the number of arrangements of 5,
taking r at a time ie 5Pr. Since r can take
v alues 1, 2, 3, 4, 5. Hence by t he
fundamental principle of addition, the total
number of signals
= 5P1 + 5P2 + 5P3 + 5P4 + 5P5
5! 5! 5! 5! 5!
= (5  1)!  (5  2)!  (5  3)!  (5  4)!  (5  5 )!
5! 5! 5! 5! 5!
=    
4! 3! 2! 1! 0!
= 5 + (5 × 4) + (5 × 4 × 3) + (5 × 4 × 3 × 2)
+ (5 × 4 × 3 × 2 × 1)
= 5 + 20 + 60 + 120 + 120 = 325
Difference Between the Two Principles: As
we have discussed in the pr inciple of
multiplication a job is divided or decomposed into
a number of sub-jobs which are connected to each
other and the job is said to be performed if each
sub-job is performed.
While in the principle of addition, there are a
number of independent jobs and we have to perform
one of them. So, the t otal number of ways of
completing any one of the sub-jobs is the sum of
the number of ways of completing each sub-job.
Ex. 14: There are 3 candidates for a classical,
5 for a Mat hemat i cal , and 4 for a
Natural science scholarship.
(i) I n how m any ways can t hese
scholarships be awarded?
(ii) I n how m any ways one of t hese
scholarships be awarded?
Soln: Clear ly, classical scholarship can be
awar ded t o, any one of t he t hree
candidat es. So, t here are 3 ways of
awarding the classical scholarship.
Similarly, Mathematical and Natural
Science scholarships can be awarded in
5 and 4 ways respectively.
So,
(i) Number of ways of awar ding three
scholarships = 3 × 5 × 4 = 60
[By Fundamental Principle
of Multiplication]
And
(ii) Number of ways of awarding one of the
three scholarships = 3 + 5 + 4 = 12
[By Fundamental Principle
of Addition]
Permutations
A per mut ation is an arr angement in a
definite order of a number of objects taken some or
all at a time. Consider the following examples.
Permutation and Combination
Ex. 15: Write down all the permutations of the
set of three letters A, B, C.
Soln: The permutations of three letters A, B, C
taking all at a time are:
ABC, ACB, BCA, BAC, CBA, CAB
Clearly, there are 6 permutations.
Ex. 16: Write down all the permutations of the
v owels A, E, I , O and U i n Engl ish
alphabet taking three at a time and
starting with A.
Soln: The permutations of vowels A, E, I, O, U
taking three at a time and starting with A
are:
AEI, AIE, AEO, AOE, AEU, AUE, AIO, AIU,
AUI, AOU, AUO
Clearly, there are 12 permutations.
Number of permutations of n distinct things
taken r at a time: If n and r are positive integers
such t hat 1  r  n, t hen t he number of all
permutations of n distinct things, taken r at a time
is denoted by P(n, r) or nPr and and it is equal to
n!
(n  r )!
n!
Thus, nPr or P(n, r) = (n  r )! = Total number of
permutations of n distinct things taken r at a time.
K KUNDAN
From the above we can have, the number of
all permutations n of distinct things, taken all
at a time is n!.
Now, consider the following examples.
Ex. 17: In how many ways three different rings
can be worn in four fingers with at
most one in each finger?
Soln: The total number of ways is same as the
number of arrangements of 4 finger s,
taken 3 at a time. So, required number of
ways
4! 4!
= 4P3 = (4  3)!  1! = 4!
= 4 × 3 × 2 × 1 = 24
Alternative Method:
Let R1, R2, R3 be three rings. Since R1 can
be put in any one of the four fingers. So,
there are four ways in which R 1 can be
worn. Now, R2 can be worn in any one of
the remaining three fingers in 3 ways. In
the remaining 2 fingers ring R 3 can be
worn in 2 ways. So, by the fundamental
principle of counting the total number of
ways in which three different rings can
be worn in four fingers = 4 × 3 × 2 = 24.
Ex. 18: Seven athletes are participating in a
race. In how many ways can the first
three prizes be won?
Soln: The total no. of ways in which first three
pr izes can be won is t he number of
arrangements of seven different things
657
taken 3 at a time.
So, required number of ways
7! 7! 7  6  5  4!
= 7P3 = (7  3)!  4!  = 210
4!
Alternative Method: First prize can be
won in seven ways. Second prize can be
won by any one of t he r emaining six
athletes in 6 ways. Now, five athletes are
left. So, third prize can be won by any
one of the remaining 5 athletes in 5 ways.
Hence by the fundamental principle of
counting, the required number of ways
= 7 × 6 × 5 = 210
Ex. 19: The flag of a newly formed forum is in
the form    of three blocks, each
to be coloured differently. If there are
6 different col ours on t he whole to
choose from, how many such designs
are possible?
Soln: The total number of possible designs is
the number of arrangements of 6 different
colours taking 3 colours at a time.
Hence required number of designs
6! 6! 6  5  4  3!
= 6P3 = (6  3)!  3!  3!
= 6 × 5 × 4 = 120
Alternative Method:
Since there are 6 colours to choose from,
therefore, first block can be coloured in 6
ways.
Now, the second block can be coloured
by any one of the remaining colours in
five ways. So, there are five ways to colour
the second block.
After colouring first two blocks only
four colours are left. The third block can
now be colour ed by any one of t he
remaining four colours. So, there are four
ways to colour the third block. Hence by
fundamental principle of multiplication,
the number of flag-designs = 6 × 5 × 4 =
120
Ex. 20: How many different signals can be made
by 5 flags from 8 flags of different
colours?
Soln: The total number of signals is the number
of arrangements of 8 flags by taking 5 flags
at a time.
Hence the required number of signals
8! 8!
= 8P5 = (8  5)!  3!
8  7  6  5  4  3!
= = 6720
3!
Ex. 21: In how many ways can 6 persons stand
in a queue?
Soln: The number of ways in which 6 persons
can stand in a queue is same as the number
658
of arrangements of 6 different things taken
all at a time.
Hence, the required number of ways = 6P6
6! 6!
= (6  6)!  0! = 6!
= 6 × 5 × 4 × 3 × 2 × 1 = 720
Ex. 22: I t is r equir ed to seat 5 m en and 4
women in a r ow so that the women
occupy the even places. How many such
arrangements are possible?
Soln: In all 9 persons are to be seated in a row
and in the row of 9 positions there are
exact ly f our ev en places viz second,
fourth, sixth and eighth. It is given that
these four even places are to be occupied
by 4 women. This can be done in 4P4 ways
(ways of arr anging 4 women in 4
positions). The remaining 5 positions can
be filled by the 5 men in 5P5 ways. So, by
the fundamental principle of counting the
number of required sitting arrangements
4! 5!
= 4P4 × 5P5 = (4  4)!  (5  5)!
= 4! × 5! = 24 × 120 = 2880
Ex. 23: Three men have 4 coats, 5 waist coats
and 6 caps. In how many ways can they
K KUNDAN
wear them?
Soln: The total number of ways in which three
men can wear 4 coats is the number of
arrangements of 4 different coats taken 3
at a time. So, 3 men can wear 4 coats in
4
P3 ways. Similarly, 5 waist coats and 6
caps can be worn by three men in 5P 3
and 6P3 ways respectively. Hence, by the
fundamental principle of counting, the
required number of ways
= 4P3 × 5P3 × 6P3
4! 5! 6! 4! 5! 6!
= (4  3)!  (5  3)!  (6  3)! =  
1! 2! 3!
= (4 × 3 × 2 × 1) × (5 × 4 × 3) × (6 × 5 × 4)
= 172800
Ex. 24: How many numbers lying between 100
and 1000 can be formed with the digits
1, 2, 3, 4, 5 if the repetition of digits is
not allowed?
Soln: Every number lying between 100 and 1000
is a three-digit number. Therefore, we
have to find the number of permutations
of five digits 1, 2, 3, 4 and 5 taken 3 at a
time.
Hence, the required number of numbers
5! 5! 5  4  3  2!
= P3 = (5  3)!  2! 
5 Ex. 28: How m any wor ds ( wi t h or wi t hout
2!
= 5 × 4 × 3 = 60
Arithmetic
Ex. 25: How many four-digit numbers are there
with distinct digits?
Soln: The total number of arrangements of 10
digits 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9 taking
4 at a time is 10P4. But these arrangements
also include those numbers which have
0 at thousand’s place. Such numbers are
not four-digit numbers.
When 0 is fixed at thousand’s place,
we have to arrange remaining 9 digits by
taking 3 at a time. The number of such
arrangements is 9P3.
So, the total number of numbers having 0
at thousand’s place = 9P3.
Hence, t he t ot al number of four -digit
numbers
= 10P4 – 9P3
10! 9! 10! 9!
= (10  4)!  (9  3)!  6!  6!
= (10 × 9 × 8 × 7 – 9 × 8 × 7)
= 5040 – 504 = 4536
Ex. 26: How many four-letter words with or
without meaning, can be formed out of
the letters of the word ‘LOGARITHMS’,
if repetition of letters is not allowed?
Soln: Ther e ar e 10 let t er s in t he wor d
‘LOGARITHMS’. So, the number of four-
letter words = number of arrangements of
10 letters, taken 4 at a time = 10P4
10! 10!
= (10  4)!  6!
= 10 × 9 × 8 × 7 = 5040
Ex. 27: A room has 6 doors. In how many ways
can a man enter the room through one
door come out through a different door?
Soln: Here a man has to do two jobs:
(i) entering the room and
(ii) coming out through the door.
Clearly, a person can enter the room
through any one of the 6 doors. So there
are 6P1 ways of entering into the room.
After entering into the room, the man
can come out through any one of the
remaining 5 doors. So, he can come out
through a different door in 5P1 ways.
Hence the number of ways in which a
man can enter a room through one door
and come out through a different door
= 6P1 × 5P1
6! 5! 6! 5!
= (6  1)!  (5  1)!  5!  4!
= 6 × 5 = 30
meaning) of three distinct letters of the
English alphabets are there?
Soln: Ther e ar e 26 let t er s in t he English
alphabet. The total number of words (with
Permutation and Combination
or without meaning) of 3 distinct letters
is the number of arrangements of 26 letters
taking 3 letters at a time.
Hence the required number of words
= 26P3
26! 26!
= (26  3)!  23!
= 26 × 25 × 24 = 15600.
Alternative Method:
Here we have to fill up three places by
distinct letters of the English alphabets.
Since there are 26 letters of the English
alphabet, the first place can be filled by
any of these letters. So, there are 26 ways
of f illing up the fir st place. Now, t he
second place can be filled up by any of
the remaining 25 letters. So, there are 25
ways of filling up the second place. After
filling up t he first two places only 24
letters are left to fill up the third place.
So the third place can be filled in 24 ways.
Hence, the r equired number of wor ds
= 26 × 25 × 24 = 15600
Permutations Under Certain Conditions
In this section we shall discuss permutations
where either distinction between some of the items
K KUNDAN
are ignored or repetitions of items are allowed or a
particular item occurs in every arrangement etc.
Such t ype of per mutat ions ar e known as
per mutat ions under cert ain condit ions as
discussed below.
(i) Permutations when all the objects are
not distinct objects.
(ii) Permutations when object can repeat ie
when repetition is allowed.
(iii) Permutations when particular object(s)
occur(s) together or do(es) not occur
together.
(i) Permutations When all the Objects are not
Distinct Objects:
The number of permutations of n objects, where
p1 objects are of one kind, p2 are of second kind
..., pk are of kth kind and the rest, if any, are of
n!
different kind is p ! p !...p ! .
1 2 k
Ex. 29: Find the number of permutations of the
letters of the word ALLAHABAD.
Soln: Here, there are 9 objects (letters) of which
there are 4 A’s, 2 L’s and rest are all
different.
Ther efor e t he r equir ed number of
arrangements
9! 98765
=  = 7560
4!2! 2
659
Ex. 30: How m any di ffer ent words can
be form ed wi t h t he l ett er s of t he
‘MISSISSIPPI’?
Soln: Here, there are 11 objects (letters) of which
there are 4 S’s, 4 I’s, 2 P’s and the rest M
is different.
So, total number of words is the number
of arrangements of 11 things, of which 4
are similar of one kind, 4 are similar of
second kind and 2 are similar of third
11!
kind ie .
4!4!2!
Hence, the total number of words
11!
= = 34650
4!4!2!
(ii) Permutations When Objects Can Repeat:
The number of per mutat ions of n dif ferent
things, taken r at a time, when each may be repeated
any number of times in each arrangement, is nr .
Ex. 31: Find the number of four-letter words,
with or without meaning, which can be
formed out of the letters of the word
ROSE, where the repetition of the letters
is allowed.
Soln: Accor ding to t he abov e r ule, since
repetition is allowed, the required number
of words = 44 = 256
Ex. 32: How many numbers of three digits can
be formed with the digits 1, 2, 3, 4, 5
when digits may be repeated?
Soln: The unit’s place can be filled in 5 ways.
Since, the repetition of digits is allowed,
therefore, ten’s place can be filled in 5
ways and hundred’s place can also be filled
in 5 ways. Therefore, by fundament al
pr inciple of count ing, the requir ed
number of three-digit numbers
= 5 × 5 × 5 = 53 = 125
Ex. 33: Find the number of numbers of five
di gi ts that can be form ed wi th t he
digits 0, 1, 2, 3, 4 if the digits can be
repeated in the same number.
Soln: In a five-digit number 0 cannot be put in
ten thousand’s place. So, the number of
ways of filling up the 10 thousand’s place
4! 4!
= 4P1 = (4  1)!  3! = 4
Since the repetition of digits is allowed,
therefore, each of the other places can be
filled in 5 ways.
Hence, the required number of numbers
= 4 × 5 × 5 × 5 × 5 = 2500
Ex. 34: How many four-digit numbers are there,
when a di gi t may be r epeated any
number of times?
Soln: In a four-digit number 0 cannot be placed
660
at thousand’s place. So, thousand’s place
can be filled with any digit from 1 to 9.
Thus, thousand’s place can be filled in
9
P1 = 9 ways.
Since repetition is allowed, therefore, each
of the remaining 3 places can be filled in
10 ways by using the digits from 0 to 9.
Hence, the required number of numbers
= 9 × 10 × 10 × 10
= 9 × 103 = 9000.
Ex. 35: In how many ways 5 rings of different
types can be worn in 4 fingers?
Soln: The first ring can be worn in any of the 4
fingers. So, there are 4 ways of wearing
it. Similarly, each one of the other rings
can be worn in 4 ways.
Hence the requisite number of ways
= 4 × 4 × 4 × 4 × 4 = 45
Ex. 36: In how many ways can 5 let ters be
posted in 4 letter boxes?
Soln: Since each letter can be posted in any
one of the four letter boxes. So, a letter
can be posted in 4 ways. Since there are
5 letters and each letter can be posted in
4 ways. So, total number of ways in which
all the five letters can be posted
= 4 × 4 × 4 × 4 × 4 = 45
Ex. 37: I n how many ways can 3 pr izes be
K KUNDAN
distributed among 4 boys, when
(i) no boy gets more than one prize?
(ii) a boy m ust get any number of
prizes?
(iii) no boy gets all the prizes?
Soln: (i) The total number of ways is the number
of arrangements of 4 taken 3 at a time.
So, the requisite number of ways
= 4P3 = 4! = 24
Alternative Method:
The first prize can be given away in 4
ways as it may be given to any one of the
4 boys. The second prize can be given
away in 3 ways, because the boy who got
the first prize cannot receive the second
prize. The third prize can be given away
to anyone of the remaining 2 boys in 2
ways.
So, the number of ways in which all
the prizes can be given away = 4 × 3 × 2 =
24
(ii) The first prize can be given away in 4
ways as it may be given to anyone of the 4
boys. The second prize can also be given
away in 4 ways, since it may be obtained
by the boy who has already received a
prize. Similarly, third price can be given
away in 4 ways.
Hence, the number of ways in which
all the prizes can be given away = 4 × 4 ×
4 = 43 = 64
Arithmetic
(iii) Since any one of the 4 boys may get all
the prizes. So, the number of ways in
which a boy gets all the three prizes = 4
So, t he number of ways in which
a boy does not get all the prizes = 64 – 4
= 60.
( i ii ) Permutation when particular object( s)
occur(s) together or do( es) not occur
together:
Ex. 38: In how many ways can the letters of
the word ‘PENCIL’ be arranged so that
(i) N is always next to E?
(ii) N and E are always together?
Soln: (i) Let us keep EN together and consider it
as one letter. Now we have 5 letters which
can be arranged in a row in 5P5 = 5! = 120
ways.
Hence t he t otal number of ways in
which N is always next to E is 120.
(ii) Keeping E and N together and considering
it as one letter, we have 5 letters which
can be arranged in 5P5 = 5! = 120 ways.
But E and N can put together in 2P2
= 2! = 2 ways.
Hence total number of ways
= 5! × 2! = 240
Ex. 39: How m any different wor ds can be
formed with the letters of the word
EQUATION so that
(i) the words begin with E?
(ii) the words begin with E and end
with N?
(iii) the words begin and end with a
consonant?
Soln: Clear ly, the giv en word EQUATION
contains 8 letter out of which 5 are vowels
and 3 are consonants.
(i) Since all words must begin with E. So,
we fix E at the first place. Now, remaining
7 letters can be arranged in 7P7 = 7! ways
So, total number of words = 7!
(ii) Since all words must begin with E and
end with N. So, we fix E at the first place
and N at the last place.
Now, r emaining 6 lett er s can be
arranged in 6P6 = 6! ways.
Hence the required number of words
= 6P6 = 6!
(iii) There are 3 consonants and all words
should begin and end with a consonant.
So, first and last places can be filled with
3 consonants in 3P2 = 3! ways.
Now, the remaining 6 places are to be
filled up with the remaining 6 letters in
6
P6 = 6! ways
Hence the required number of words
= 3! × 6! = 6 × 720 = 4320
Permutation and Combination
Ex. 40: How many words can be formed with
the letters of the word ‘ORDINATE’ so
that vowels occupy odd places?
Soln: There are 4 vowels and 4 consonants in
the word ORDINATE.
We have to arrange 8 letters in a row such
that vowels occupy odd places.
There are 4 odd places 1, 3, 5 and 7.
Four vowels can be arranged in these 4
odd places in 4P4 = 4! ways.
Remaining 4 even places viz 2, 4, 6, 8 are
to be occupied by the 4 consonants.
This can be done in 4P4 = 4! ways.
Hence the total number of words in which
vowels occupy odd places = 4! × 4! = 576
Ex. 41. In how many ways 5 boys and 3 girls
can be seated in a row so that no two
girls are together?
Soln: × B × B × B × B × B ×
The 5 boys can be seated in a row in
(5P5 = )5! ways.
In each of these arrangements 6 places
are created, shown by the cross-mark, as
given above.
Since no two girls are to sit together, so
we may arrange 3 girls in 6 places.
This can be done in 6P 3 ways ie 3 girls
can be seated in 6P3 ways.
K KUNDAN
Hence, t he t ot al number of seating
arrangements
6!
= 5P5 × 6P3 = 5! × (6  3)!
= 5! × 6 × 5 × 4 = 14400
Ex. 42: How many words can be formed from
the letters of the word DAUGHTER so
that
(i) the vowels always come together?
(ii) the vowels never come together?
Soln: Ther e ar e 8 lett er s in the wor d
‘DAUGHTER’, including 3 vowels (A, U,
E) and 5 consonants (D, G, H, T, R).
(i) Considering three vowels as one letter,
we have 6 letters which can be arranged
in 6P6 = 6! ways.
But corresponding each way of these
arrangements, the vowels A, U, E can be
put together in 3P3 = 3! ways.
Hence, the required number of words
= 6! × 3! = 720 × 6 = 4320
(ii) The total number of words formed by using
all the eight letters of the word DAUGHTER
is 8P8 = 8! = 4032
So, the total number of words in which
vowels are never together = Total numbers
of words – Number of words in which
vowels are always together
= 40320 – 4320 = 36000
Ex. 43: When a group photograph is taken, all
the seven teachers should be in the first
row and all the twenty students should
661
be in the second row. If the two corners
of the second row are reserved for the
two tallest students, interchangeable
only between them, and if the middle
seat of the front row is reserved for
the principal how many arrangements
are possible?
[MAT–2006]
Soln: Since the middle seat of the front row is
reserved for the principal, the remaining
6 teachers can be arranged in the front
row in 6P6 = 6! ways
The two corners of the second row are
reserved for the two tallest students. They
can occupy these two places in 2P2 = 2!
ways.
The remaining 18 seats may be occupied
by the remaining 18 student s in 18 P 18
= 18! ways.
Hence, by the fundamental principle of
counting the total number of arrangements
= 6! × (18! × 2!) = 18! × 1440
Ex. 44: How many even numbers are there with
three digits such that if 5 is one of the
digits, then 7 is the next digit?
Soln: We have to determine the total number of
even numbers formed by using the given
conditions.
So, at unit’s place we can use one of the
digits 0, 2, 4, 6, 8. If 5 is at ten’s place
then, as per the given condition, 7 should
be at unit’s place. In such a case the
number will not be an even number. So, 5
cannot be at t en’s and unit’s places.
Hence, 5 can be only at hundred’s place.
Now, two cases arise.
Case-I: When 5 is at hundred’s place.
If 5 is at hundred’s place, then 7 will be
at ten’s place.
Hence unit ’s place can be f illed in
5
P1 = 5 ways by using the five digits 0, 2,
4, 6 and 8.
So, total number of even numbers
= 1 × 1 × 5 = 5
Case II: When 5 is not at hundred’s
place.
Now, hundred’s place can be filled in 8P1
= 8 ways
(  0 and 5 cannot be used at hundred’s
place)
In ten’s place we can use any one of the
ten digits except 5. Hence ten’s place can
be filled in 9P1 = 9 ways.
At unit’s place we have to use one of the
even digits 0, 2, 4, 6, 8. So, unit’s place
can be filled in 5P1 = 5 ways
So, total number of even numbers
= 8 × 9 × 5 = 360
Hence, the total number of required even
numbers = 360 + 5 = 365.
662
Ex. 45: A code word i s t o consi st of two
distinct English alphabets followed by
two distinct numbers from 1 to 9. For
example, DE45 is a code word.
(i) How m any such code words are
there?
(ii) How many of them end with an even
integer?
Soln: (i) There 26 English alphabets.
So, first two places in the code word
can be filled in 26P2 ways.
In last two places we have to use two
distinct numbers from 1 to 9. Hence, last
two places can be filled in 9P2 ways.
Hence, by the fundamental principle
of count ing, the total number of code
words
= 26P2 × 9P2 = 650 × 72 = 46800
(ii) Number of code words ending with an
even integer.
In this case, the code word can have
any of the numbers 2, 4, 6, 8 at t he
extreme right position.
Hence the extreme right position can
be filled in 4P1 = 4 ways.
Now, next left position can be filled
with any one of the remaining 8 digits in
8
P1 = 8 ways and the two extreme left
K KUNDAN
positions can be filled by two English
alphabets in 26P2 ways.
Hence, the total number of code words
which end with an even integer
= 4 × 8 × 26P2 = 4 × 8 × 650
= 20800
Ex. 46: How many numbers between 400 and
1000 can be formed with the digits 0,
2, 3, 4, 5, 6 if no digits is repeated in
the same number?
Soln: Numbers between 400 and 1000 consist
of three digits with digit at hundred’s place
greater than or equal to 4.
Hundred’s place can be filled, by using
the digits 4, 5, 6 in 3P1 = 3 ways.
Now, ten’s and unit’s places can be filled
by the remaining 5 digits in 5P2 ways.
Hence the required number of numbers
= 3 × 5P2
5!
= 3  (5  2)!
5!
= 3 = 3 × 5 × 4
3!
= 60
Ex. 47: How many four-digit numbers divisible
by 4 can be made with the digits 1, 2,
3, 4 and 5 if the repetition of digits is
not allowed?
Soln: Recall that a number is divisible by 4 if
the number formed by the last two digits
Arithmetic
is divisible by 4.
The digits at unit’s and ten’s places can
be arranged as follows:
Thousand’s Hundred’s Ten’s Unit’s
× × 1 2
× × 2 4
× × 3 2
× × 5 2
Now, corresponding to each such way the
remaining three digits at thousand’s and
hundred’s places can be arranged in 3P2
ways.
Hence, the required number of numbers
= 3P2 × 4 = 3! × 4 = 24
Ex. 48: Find the number of ways in which 5
boys and 5 girls be seated in a row so
that
(i) No two girls may sit together.
(ii) All the girls sit together and all
the boys sit together
(iii) All the girls are never together.
Soln: (i) Sitting arrangement of the 5 boys and 5
girls, as per the given condition, will be
as given below.
× B × B × B × B × B ×
5 boys can be seated in a row in 5P5
= 5! ways
Now, in the 6 gaps as shown above, 5 girls
6!
can be arranged in 6P5 = (6  5 )! = 6! ways.
Hence the number of ways in which no
two girls sit together = 5! × 6P5 = 5! × 6!
(ii) The two groups of girls and boys can be
arranged in 2P2 = 2! ways.
5 girls can be arranged among themselves
in 5P5 = 5! ways.
Similarly, 5 boys can be arranged among
themselves in 5P5 = 5! ways
Hence, by the fundamental principle of
counting, the total number of requisite
seating arrangements = 2!(5! × 5!) = 2(5!)2
(iii) The total number of ways in which all
the girls are never together
= Total number of arrangements – Total
number of arrangements in which all the
girls are always together
Hence, total number of arrangements
= 10P10 = 10!
Total number of arrangements in which
all the girls are always together
= 5P5 × 6P6 = 5! × 6!
 required number of arrangements
= 10! – 5! × 6!
Ex. 49: Five boys and five girls form a line with
the boys and girls alternating. Find the
number of ways of making the line.
Soln: 5 boys can be ar r anged in a line in
5
P5 = 5! ways.
Since the boys and girls are alternating,
Permutation and Combination 663

so, the corresponding each of the 5! ways A’s. Also there are 4 even places viz 2nd,
of arrangements of 5 boys we obtain 5 4th, 6th and 8th.
places marked by cross as shown below: So, these 4 even places can be occupied
(i) B1 × B2 × B3 × B4 × B5 ×
4!
(ii) × B1 × B2 × B3 × B4 × B5 by 4 vowels in = =1 way
Clearly, 5 girls can be arranged in 5 places 4!
marked by cross in (5! + 5!) ways. Now, we are left with 5 places in which
Hence, the total number of ways of making 5 letters, of which 2 are alike (2 L’s) and
the line = 5! × (5! + 5!) = 2(5!)2 others are distinct, can be arranged in
Ex. 50: (i) How many different words can be
5!
formed with the letters of the word ways.
HARYANA? 2!
(ii) How many of these begin with H Hence the total number of words in which
and end with N? vowels occupy the even places
(iii) In how many of these H and N are 5! 4! 5!
together? =   = 5 × 4 × 3 = 60
2! 4! 2!
Soln: (i) There are 7 letters in the word HARYANA
of which 3 are A’s and remaining all are (ii) Consider both L together and treat them
each of its own kind. as one letter we have 8 letters out of which
Hence, the total number of words A repeats 4 times and others are distinct.

7! 7  6  5  4  3! 8!
=  These 8 letters can be arranged in
3! 3! 4!
= 7 × 6 × 5 × 4 = 840 ways.
(ii) After fixing H in first place and N in last So, the number of words in which both L
place, we have 5 letters out of which three come together
are alike ie A’s and remaining all are each 8!
of its own kind. = = 1680
4!

K KUNDAN
So, total number of words
Hence the number of words in which both
5! 5  4  3! L do not come together
=  = 20
3! 3! = Total number of words – Number of
(iii) Considering H and N together we have words in which both L come together
(7 – 2 + 1 =) 6 letters out of which three = 7560 – 1680 = 5880
are alike ie A’s and others are each of its Ex. 52: (i) How many arrangements can be
own kind. These 6 letters can be arranged m ade wi t h l et ter s of the wor d
MATHEMATICS?
6! (ii) In how many of them vowels are
in ways.
3! together?
But H and N can be arranged amongst [MAT–2005]
themselves in 2P2 = 2! ways. Soln: (i) Ther e ar e 11 let t er s in t he wor d
Hence, the requisite number of words MATHEMATICS of which t wo are M’s,
two are A’s, two are T’s and all others
6! are dist inct . So, r equir ed number of
=  2! = 120 × 2 = 240
3! arrangements
Ex. 51: How m any different wor ds can be 11!
formed by using all the letters of the = = 4989600
2!2!2!
word ALLAHABAD? (ii) Ther e ar e 4 v owels v iz A, E, A, I.
(i) In how many of them vowels occupy Consider ing t hese f our vowels as one
the even positions? letter we have 8 letters (M, T, H, M, T, C,
(ii) In how many of them both L do not S and one letter obtained by combining
come together? all vowels), out of which M occurs twice,
Soln: Ther e ar e 9 lett er s in the wor d T occurs twice and the rest all are distinct.
ALLAHABAD out of which 4 are A’s, 2 are These 8 letters can be arranged in
L’s and the rest are all distinct. 8!
So, the requisite number of words ways.
2!2!
9! But the four vowels (A, E, A, I) can be put
= = 7560
4!2! 4!
(i) There are 4 vowels and all are alike ie 4 together in ways.
2!
664
Hence, the total number of arrangements
in which vowels are always together
8! 4!
= 
2!2! 2!
= 10080 × 12 = 120960
Ex. 53: If all the letters of the word AGAIN be
arranged as in a dictionary, what is
the fiftieth word?
Soln: In dictionary the words at each stage are
arranged in alphabetical order. Starting
with the letter A, and arranging the other
four letters G, A, I, N we obtain 4P4 = 4!
= 24 words
Thus, there are 24 words which start with
A. These are the first 24 words.
Then, starting with G, and arranging the
other four letters A, A, I, N in different
4! 22
ways, we obtain  = 12 words
2! 2 6!
Thus, there are 12 words which start with
G.
Now, we start with I. The remaining 4
4!
letters A, G, A, N can be arranged in
2!
= 12 ways
Hence, there are 12 words, which start
K KUNDAN
with I.
Thus, we have so f ar constr uct ed 48
words.
The 49th word should be started with the
letter N.
So, the 49th word is NAAGI and hence
the 50th word is NAAIG.
Ex. 54: If the different permutations of the
word EXAMINATION are listed as in a
dictionary, how many items are there
in the list before the first word starting
with E?
Soln: In a dictionary the words at each stage
are arranged in alphabetical order. In the
given problem we have to find the total
number of words starting with A, because
the very next word will start with E.
For finding the number of words starting
with A, we have to find the number of
arrangements of the remaining 10 letters
E, X, M, I, N, A, T, I, O, N, of which there
are 2 I’s, 2 N’s and the others each of its
own kind.
The number of such arrangements
10!
= = 907200
2!2!
Hence, t he required number of it ems
= 907200.
Arithmetic
Ex. 55: How many num ber s gr eat er than a
million can be formed with the digits
2, 3, 0, 3, 4, 2, 3?
Soln: Any number greater than a million will
contain all the seven digits.
Now, we hav e to ar range these sev en
digits, out of which 2 occurs twice, 3
occurs thrice and the rest are distinct.
The number of such arrangements
7!
= = 420
2!3!
These arrangements also include those
numbers which contain 0 at the million’s
place.
Keeping 0 fixed at the millionth place,
we have 6 digits out of which 2 occurs
twice and 3 occurs thrice and the rest are
distinct.
These 6 digits can be arranged in
2!3!
= 60 ways
Hence the number of required numbers
= 420 – 60 = 360.
Circular Permutations
If we arrange the objects along a closed curve viz a
circle etc, the permutations are known as circular
permutations. So f ar , we have discussed
permutations of objects (or things) in a row. This
type of permutations are generally known as linear
permutations.
As we have seen in the earlier sections of this
chapter t hat ev er y linear ar r angement has a
beginning and an end, but there is nothing like
beginning or end in a circular permutation. Thus
in a circular permutation, we consider one object
as fixed and the remaining objects are arranged as
in case of linear arrangements.
The number of circular arrangements (permutations)
of n different things taken all at a time is (n – 1)! if
clockwise and anticlockwise orders are taken as
different arrangements.
Consider the following circular permutations.
We observe that in both, the order of the circular
arrangement is A1, A2, A3, A4.
Figure-1 Figure-2
In Figure 1, the order is anticlockwise whereas
in Figure 2, the order is clockwise. Thus t he
number of circular permutations of n things in
Permutation and Combination
which clockwise and anti-clockwise arrangements
give rise to different permutations is (n – 1)!.
For example, the number of permutations of 6
persons seated around a table is (6 – 1)! = 5!.
Because with respect to table, the clockwise and
anti-clockwise arrangements are distinct.
If anti-clockwise and clockwise order of
arrangements are not distinct e.g. arrangements
of beads in a necklace, arrangement of flowers in
gar land etc. , t hen t he number of cir cular
1 These 18 persons can be arranged around
permutations of n distinct items is (n  1)! .
2 But B 1 and B 2 can be arranged among
Ex. 56: (i) In how many ways can 5 persons
be seated around a circular table?
(ii) I n how m any of t hese ar r ange-
ments will two particular persons
be next to each other?
Soln: (i) 5 persons can be seated around a circular
table in (5 – 1)! = 4! = 24 ways
(ii) Considering two particular persons as one
person, we have 4 persons in all. These
4 persons can be seated around a circular
t able in (4 – 1)! = 3! ways. But two
particular persons can be arranged among
themselves in 2! ways.
Hence, the total number of arrangements
= 3! × 2! = 12
K KUNDAN
Ex. 57: (i) If 20 persons were invited for a
party, in how many ways can they
and t he host be seated at a
circular table?
(ii) I n how m any ways wi l l t wo
particular persons be seat ed on
either side of the host?
Soln: (i) Clearly, there are 21 persons, including
the host to be seated around a circular
table. These 21 persons can be seated
round a circular table in (21 – 1)! = 20!
ways.
(ii) Let P1 and P2 be the two particular persons
and H be the host. Number of arrangements
of these two particular persons can be
seated on either side of the host = 2P2 = 2!
= 2 ways ie (i) P1HP2 and (ii) P2HP1
Consider the two particular persons and
t he host as one person, we hav e 19
persons in all. These 19 persons can be
seated round a circular table in (19 – 1)! =
18! ways.
But two particular persons can be seated
on either side of the host in 2 ways. So,
the number of ways sitting 21 persons at
a circular table with two particular persons
on either side of the host = 18! × 2
Ex. 58: There are 20 persons among whom are
two brothers. Find the number of ways
in which we can arrange them around
a circle so that there is exactly one
person between the two brothers.
665
Soln: Let B1 and B2 be two brothers among 20
persons and let M be a person.
Clearly, person M can be chosen from 18
persons (excluding B1 and B2) in
18!
18
P1 = (18  1)! = 18 ways
Considering the two brothers B 1 and B2
and person M as one person, we have
(20 – 3 + 1 = ) 18 persons in all.
a circle in (18 – 1)! = 17! ways.
themselves in 2P2 = 2! = 2 ways ie (i) B1MB2
and (ii) B2MB1
Hence, by the fundamental principle of
counting, the total number of ways
= 18 × 17! × 2! = 2 × 18!
Ex. 59: In how many ways can a party of 4
m en and 4 wom en be seated at a
circular table so that no two women
are adjacent?
Soln: The 4 men can be seated at the circular
table such that there is a vacant seat
between every pair of men in (4 – 1)! = 3!
ways.
Now, 4 vacant seats can be occupied by 4
women in 4P4 = 4! ways
Hence, the required number of sitting
arrangements
= 3! × 4! = 144
Ex. 60: A round table conference is to be held
between 20 delegates of 2 countries. In
how many ways can they be seated if
two particular delegates are (i) always
together? (ii) never together?
Soln: (i) Let D1 and D2 be two particular delegates.
Considering D1 and D2 as one delegate,
we have (20 – 1 =) 19 delegates in all.
These 19 delegates can be seated round a
circular table in (19 – 1)! = 18! ways.
But t wo part icular delegat es can be
arranged among themselves in
2
P2 = 2! = 2 ways ie D1D2 and D2D1.
Hence, the total number of ways
= 2 × 18! = 2(18!)
(ii) To find the number of ways in which two
particular delegates never sit together, we
subtract the number of ways in which
they sit together from the total number of
sitting arrangements of 20 persons.
Clearly, 20 persons can be seated round a
circular table in (20 – 1 =) 19! ways.
Hence, the required number of sitting
arrangements
= 19! – 2 × 18!
= 19 × 18! – 2 × 18!
= 18! (19 – 2) = 17(18!)
Ex. 61: There are 5 gentlemen and 4 ladies to
dine at a round table. In how many
666 Arithmetic

ways can they seat themselves so that
no two ladies are together?
Soln: Five gentlemen can be seated at a round
table in (5 – 1)! = 4! ways.
Now, 5 places are created (as shown in
figure marked by cross-lines) in which 4
ladies can be arranged in
5!
5
P4 = (5  4)! = 5! ways
Hence, the total number of ways in which
no two ladies sit together
= 4! × 5! = 2880
Ex. 62: In how many ways can seven persons
sit around a table so that all shall not
have the same neighbours in any two
arrangements?
Soln: Clearly, 7 persons can sit at a round table
in (7 – 1)! = 6! ways
But, in clockwise and ant iclockwise
arrangements, each person will have the
Ex. 64: Find the number of ways in which 10
di ffer ent beads can be arr anged to
form a necklace.
Soln: 10 different beads can be arranged in
circular form in (10 – 1)! = 9! ways. Since
t her e is no dist inction bet ween t he
clockwise and ant iclockwise arr ange-
ment s. So, t he r equir ed number of
1
arrangements = (9! )
2
Ex. 65: Find the number of ways in which 8
different flowers can be strung to form
a garland so that 4 particular flowers
are never separated.
Soln: Considering 4 particular flowers as one
flower, we have (8 – 4 + 1 =) 5 flowers
which can be strung to form a garland
= (5 – 1)! = (4!) ways
(Since the moment we fix 4 particular
flowers, the clockwise and anticlockwise
arrangements in the garland are distinct.)
But 4 particular flowers can be arranged
in 4P 4 = 4! ways. Thus t he r equir ed
number of ways = (4!) × 4! = 576
Combination
A combination is a grouping of selection of all or
part of a number of things without reference to the

K KUNDAN
same neighbours. ar rangement of t he things selected. Thus t he
So, the required number of ways number of combinations of the three letters A, B
1 and C taken 2 at a time are AB, AC and BC. Note
= (6! ) = 360
2 t hat AB and BA ar e 1 combinat ion but 2
Ex. 63: Three boys and three girls are to be permutations of the letters A and B.
seated around a table in a circle. Among n 
them, the boy X does not want any girl The symbol nCr or C(n, r) or  r  represents the
 
neighbour and the girl Y does not want number of combinations (selections, groups) of n
any boy neighbour. How many such different things taken r at a time. Thus 9C4 denotes
arrangements are possible? the number of combinations of 9 different things
[MAT– 2002] taken 4 at a time.
Soln: Let B1, B2 and X be three boys and G1, G2 Generally we use the word ‘arrangement’ for
and Y be three girls. Since the boy X does per mutat ion and the wor d ‘ selection’ f or
not want any girl neighbour. Therefore combinations.
boy X will have his neighbours as boys B1
and B2 as shown in the figure. Similarly, Notation and Important Properties
girl Y has her neighbours as girls G1 and
G2 as shown in fig. ( i ) The number of all combinations of n distinct
objects, taken r at a time is given by
n
n! Pr
n
Cr = 
(n  r )! r ! r!
n (n  1)((n  2)...(n  r  1)
=
1.2.3...r
n
( i i) Cn = nC0 = 1
n
But the boys B1 and B2 can be arranged ( i ii ) Cn – r = nCr
n
among themselves in 2! ways and the ( iv) Cr + nCr-1 = n+1Cr
girls G1 and G2 can be arranged among (v) If n and r are non-negative integers such
themselves in 2! ways. n n 1
that 1  r  n, then nCr = . C r -1
Hence, t he r equir ed number of r
n n
arrangements = 2! × 2! = 4 ( vi) If Cx = Cy, then either x = y or x + y = n
Permutation and Combination 667

( vii) If n is even, then the greatest value of nCr (0 Ex. 72: If there are 12 persons in a party, and
r  n) is nCn/2. if each two of them shake hands with
(viii) If n is odd, then the greatest value of nCr (0  each other , how m any handshakes
n n
happen in the party?
C n1 C n1 Soln: It is to note here that, when two persons
r  n) is or .
2 2 shake hands, it is count ed as one
Ex. 66: If nC7 = nC4, find the value of n. handshake, not two. Because if X shaking
Soln: We have, nCx = nCy  x + y = n or x = y hands with Y and Y with X will not be
So, nC7 = nC4  n = 7 + 4 = 11 two different handshakes. Here order is
Ex. 67: Find the value of 10C3. not important. So, this is a question of
n n 1 ‘combination’.
Soln: We have nCr = . C r-1 The total number of handshakes is
r
same as the number of ways of selecting
10 9
 10C3 =  C2 2 persons among 12 persons.
3 12! 12!
10 9 8 = 12C2 = (12  2)!2!  10!2!
=   C1
3 2
12  11  10!
10 9 8 7 = 2  10! = 66
=    C0
3 2 1 Ex. 73: A question paper has two parts. Part
10 9 A and Par t B, each cont ai ni ng 10
=  8  1 [  7C = 1] questions. If the student has to choose
3 2 0

= 120 8 from Part A and 5 from Part B, in

Ex. 68: If nC15 = nC8, find the value of nC21. how m any ways can he choose t he
Soln: n
C15 = nC8  n = 15 + 8 = 23 questions?
[  nCx = nCy  x + y = n] Soln: There are 10 questions in Part A out of
 nC21 = 23C21 = 23C23-21 [  nCr = nCn-r] which 8 questions can be chosen in 10C8
ways.

K KUNDAN
23 22 Similarly, 5 questions can be chosen from
= 23
C2 =  C1
2 Part B containing 10 questions in 10C 5
ways.
23 22 21
=   C0 Hence, by the fundamental principle of
2 1 counting, the total number of ways of
23 22 selecting 8 questions from Part A and 5
=   1 [ nC = 1] from Part B
0
2 1
= 23 × 11 = 253 10! 10!
= 10C8 × 10C5 = (10  8)!8!  (10  5)!5!
Ex. 69: If 10Cx = 10Cx + 4, find the value of x.
10
Soln: Cx = 10Cx + 4  x + x + 4 = 10 10! 10!
 2x = 6  x = 3 =  = 11340
2!8! 5!5!
Ex. 70: From a class of 32 students, 4 are to Ex. 74: In how many ways a committee of 5
be chosen for a competition. In how members can be selected from 6 men
many ways can this be done? and 5 women, consisting of 3 men and
Soln: The required number of ways 2 women?
32 32! Soln: 3 men out of 6 men can be selected in 6C3
C4 
= 28!4! ways. 2 women out of 5 women can be
Ex. 71: Three gentlemen and three ladies are selected in 5C 2 ways. Therefore, by the
candidates for two vacancies. A voter fundamental principle counting, 3 men
has to vote for two candidates. In how out of 6 men and 2 women out of 5 women
many ways can one cast his vote? can be selected in 6C3 × 5C2
Soln: Clearly, there are 6 candidates and a voter  6 5 4 5 4 
has to vote for any two of them. So, the =    = 200 ways
 3  2 1 2 1 
required number of ways is the number of Ex. 75: In how many ways can a cricket eleven
ways of selecting 2 out of 6 ie 6C2. be chosen out of a batch of 15 players
Hence, the required number of ways if
6! 6! (i) t her e is no r est r i ct i on on t he
= 6C2 = (6  2)!2!  4!2! selection?
(ii) a par ti cular pl ayer i s al ways
6  5  4! chosen?
= 4!  2 = 15
(iii) a particular player is never chosen?
668
Soln: (i) The total number of ways of selecting 11
players out of 15 is
15
C11 = 15C15-11 = 15C4
15  14  13  12
= = 1365
4  3  2 1
(ii) If a particular player is a ways chosen.
This means that 10 players are selected
out of the remaining 14 players.
 required number of ways
= 14C10 = 14C14-10 = 14C4 = 1001
(iii) If a particular player is never chosen. This
means that 11 players are selected out of
the remaining 14 players.
 required number of ways
= 14C11 = 14C14-11 = 14C3 = 364
Ex. 76: A committee of 12 is to be formed from
9 women and 8 men. In how many ways
this can be done if at least five women
have to be included in a committee? In
how many of these committees (i) the
women are in majority (ii) and the men
are in majority?
Soln: Ther e ar e 9 women and 8 men. A
committee of 12, consisting of at least 5
women, can be formed by choosing:
(I) 5 women and 7 men
(II) 6 women and 6 men
(III) 7 women and 5 men
K KUNDAN
(IV) 8 women and 4 men
(V) 9 women and 3 men
In (I),
Number of ways of choosing 5 women out
of 9 women = 9C5
Number of ways of choosing 7 men out of
8 men = 8C7
 Number of ways of f or ming t he
committee in this case = 9C5 × 8C7
Similarly, in (II), (III), (IV) and (V), we have,
the number of ways of forming committee
are (9C6 × 8C6), (9C7 × 8C5), (9C8 × 8C4) and
(9C9 × 8C3) respectively.
Since committee is formed in any of the
above ways.
Hence, total number of ways of forming
t he committ ee, by t he f undament al
principle of addition
= ( 9C 5 × 8C 7) + ( 9C 6 × 8C 6) + ( 9C 7 × 8C 5 )
+ (9C8 × 8C4) + (9C9 × 8C3)
= (126 × 8) + (84 × 28) + (36 × 56)
+ (9 × 70) + (1 × 56) = 6062
(i) Clearly, women are in majority in (III), (IV)
and (V) cases as discussed above.
So, total number of committees in which
women are in majority
= (9C7 × 8C5) + (9C8 × 8C4) + (9C9 × 8C3)
= (36 × 56) + (9 × 70) + (1 × 56)
= 2702
(ii) Clearly, men are in majority in only (I)
case as discussed above.
Arithmetic
So, total number of committees in which
men are in majority
= (9C5 × 8C7) = (126 × 8) = 1008
Ex. 77: A committee of 5 is to be formed out of
6 gents and 4 ladies. In how many ways
this can be done, when
(i) at least two ladies are included?
(ii) at most two ladies are included?
Soln: (i) A committee of 5 persons, consisting of at
least two ladies, can be formed in the
following ways
(a) Selecting 2 ladies out of 4 and 3 gents
out of 6. This can be done in 4C2 × 6C3
ways.
(b) Selecting 3 ladies out of 4 and 2 gents
out of 6. This can be done in 4C3 × 6C2
ways.
(c) Selecting 4 ladies out of 4 and 1 get
out of 6. This can be done in 4C4 × 6C1
ways.
Since the committee is formed in any of
t he abov e ways, t her efor e, by t he
fundamental principle of addition, the total
number of forming the committee
= (4C2 × 6C3) + (4C3 × 6C2) + (4C4 × 6C1)
= 120 + 60 + 6 = 186
(ii) A committee of 5 persons, consisting of at
most two ladies can be constituted in the
following ways:
(a) Selecting 5 gents only out of 6.
This can be done in 6C5 ways.
(b) Selecting 4 gents only out of 6 and one
lady out of 4.
This can be done in (6C4 × 4C1) ways.
(c) Selecting 3 gents only out of 6 and two
ladies out of 4.
This can be done in (6C3 × 4C2) ways.
Since the committee is formed in any of
the above ways, so, the total number of
ways of forming the committee
= 6C5 + (6C4 × 4C1) + (6C3 × 4C2)
= 6 + 60 + 120 = 186
Ex. 78: A box contains 5 different red and 6
di ffer ent whi te bal ls. I n how many
ways can 6 balls be selected so that
there are at least two balls of each
colour?
Soln: The selection of 6 balls, consisting of at
least two balls of each colour from 5 red
and 6 white balls, can be made in the
following ways:
Red Ball White Ball
(i) 2 4
(ii) 3 3
(iii) 4 2
(i) By selecting 2 red balls, out of 5 and 4
white balls out of 6, this can be done
in (5C2 × 6C4) ways.
(ii) By selecting 3 red balls out of 5 and 3
Permutation and Combination
white balls out of 6, this can be done
in (5C3 × 6C3) ways.
(iii) By selecting 4 red balls out of 5 and 2
white balls out of 6, this can be done
in (5C4 × 6C2) ways.
Since t he select ion of 6 balls can be
completed in any one of the above ways.
Hence, by the fundamental principle of
addition, the total number of ways to select
the balls
= (5C2 × 6C4) + (5C3 × 6C3) + (5C4 × 6C2)
= (10 × 15) + (10 × 20) + (5 × 15)
= 425
Ex. 79: In how many ways can a cricket team
be selected from a group of 25 players
containing 10 batsmen, 8 bowlers, 5
all rounders and 2 wicket keepers?
Assume that the team of 11 players
requires 5 batsmen, 3 all-rounders 2
bowlers and 1 wicket keeper.
Soln: The selection of team is divided into four
phases:
(i) Selection of 5 batsmen out of 10. This
can be done in 10C5 ways.
(ii) Selection of 3 all-rounders out of 5.
This can be done in 5C3 ways.
(iii) Selection of 2 bowlers out of 8. This
can be done in 8C2 ways.
K KUNDAN
(iv) Selection of one wicket keeper out of
2. This can be done in 2C1 ways.
The selection of team is completed by
completing all the four phases.
 By t he f undament al pr inciple of
multiplication, the team can be selected
in 10C5 × 5C3 × 8C2 × 2C1 = 141120 ways.
Ex. 80: A person wishes to make up as many
different parties as he can out of his
20 fr i ends such t hat each par t y
consi sts of t he same num ber of
persons. How many friends should he
invite?
Soln: Suppose he invites r friends at a time.
Then the total number of parties is 20Cr .
We have to find the maximum value of
20
Cr, which is for r = 10.
We know [See Property (vii) in the section
Notation and Important Properties] that,
n shows available space for the minus (–)
if n is even, then nCr is maximum for r =
2
Hence, he should invite 10 friends at a
time in order to form the maximum number
of parties.
Ex. 81: From a class of 25 students, 10 are to
be chosen for an excursion party. There
are 3 students who decide that either
all of them will join or none of them
will join. In how many ways can they
be chosen?
Soln: We have the following possibilities:
669
(i) Three par t icular student s join t he
excursion party
In t his case, we hav e t o choose 7
st udents f rom the remaining 22
students. This can be done in 22C7 ways.
(ii) Three particular students do not join
the excursion party.
In this case, we hav e to choose 10
st udents f rom the remaining 22
students. This can be done in 22C 10
ways.
Hence, by the fundamental principle of
addition, the required number of ways
= 22C7 + 22C10 = 817190
Ex. 82: A boy has 3 library tickets and 8 books
of his interest in the library. Of these
8, he does not want t o borr ow
Chemistry Part II, unless Chemistry
Part I is also borrowed. In how many
ways can he choose the three books to
be borrowed?
[MAT–1999]
Soln: We have the following two possibilities:
(i) When Chemistry Part I is borrowed.
In t his case, t he boy may bor row
Chemistry Part II. So, he has to select
now two books out of the remaining 7
books of his interest. This can be done
in 7C2 ways.
(ii) When Chemistry Part I is not borrowed.
In this case, the boy does not want to
borrow Chemistry Part II. So, he has to
select three books from the remaining
6 books. This can be done in 6C3 ways.
Hence, by the fundamental principle of
addition, the required number of ways
= 7C2 + 6C3 = 21 + 20 = 41
Ex. 83: In how many ways can 7 plus (+) signs
and 5 minus (–) signs be arranged in a
row so that no two minus (–) signs are
together?
Soln: The plus signs (+) can be arranged in only
one way, because all are identical, as
shown below:
+ + + + + + +
A blank box in the above arrangement
. signs. Since there are 7 plus signs (+),
the number of blank boxes is therefore 8.
The f ive minus signs are now t o be
arranged in the 8 boxes so that no two of
them are together.
Now, 5 boxes out of 8 can be chosen in
8
C 5 ways. Since all minus signs ar e
ident ical, so 5 minus signs can be
arranged in 5 chosen boxes in only one
way.
Hence, t he number of possible
arrangements = 1 × 8C5 × 1 = 56
670 Arithmetic

Ex. 84: In how many ways can 21 identical = Number of ways of selecting 2 out of n
books one English and 19 identical n (n  1)
books on Hindi be placed in a row on a = nC2 =
2
shelf so that two books on Hindi may Out of these lines, n lines are the sides of
not be together? the polygon.
Soln: In order that no two books on Hindi are  Number of diagonals of the polygon
together, we must first arrange all books
on English in a row. Since all English n (n  1) n (n  3)
= n 
books ar e identical, so t hey can be 2 2
arranged in a row in only one way as Ex. 88: A polygon has 44 diagonals. Find the
shown below: number of its sides.
× E × E × E × E × E ..... × E × E × [FMS-DU–2002]
Here, E denotes the position of an English Soln: Let there be n sides of the polygon.
book and (×) that of a Hindi book. We know that the number of diagonals of
Since, there are 21 books on English, the
number places mark (×) are therefore 22. n (n  3)
n-sided polygon is
Now, 19 books on Hindi are to be arranged 2
in these 22 places so that no two of them
are together. n (n  3)
Therefore, = 44
Out of 22 places 19 places for Hindi books 2
can be chosen in 22C19 ways. or, n2 – 3n – 88 = 0
Since, all books on Hindi are identical, or, (n – 11) (n + 8) = 0
so, 19 books on Hindi can be arranged in or, n = 11 and -8 [ n > 0]
19 chosen places in only one way.  n = 11
Hence the required number of ways Hence, there are 11 sides of the polygon.
= 1 × 22C19 × 1 = 1540 Ex. 89: I f m par all el l i nes i n pl ane ar e
Ex. 85: For the post of 5 teachers, there are intersected by a family of n parallel lines.
23 applicants, 2 posts are reserved for Find the num ber of paral l el ogram s

K KUNDAN
SC candi dat es and t here are 7 SC
candidates among the applicants. In
how many ways can the selection be
m ade?
Soln: Clearly, there are 7 SC candidates and 16
other candidates.
We have to select 2 out of 7 SC candidates
and 3 out of 16 other candidates.
This can be done in 7C2 × 16C3 ways
 The number of ways of making t he
selection = 7C2 × 16C3 = 11760
Application of Combinations in
Geometrical Problems
Ex. 86: How many triangles can be formed by
joining the vertices of a hexagon?
Soln: There are 6 vertices of a hexagon.
One triangle is formed by selecting a group
of 3 vertices from the given 6 vertices.
This can be done in 6C3 ways
6! 6!
 Number of triangles = (6  3)!3!  3!3! = 20
Ex. 87: How many diagonal s are ther e in a
polygon with n sides?
Soln: A polygon of n sides has n vertices.
By joining any two vertices of a polygon,
we obtain either a side or a diagonal of
the polygon.
Number of line segments obt ained by
joining the vertices of a n-sided polygon
taken 2 at a time
form ed.
Soln: A parallelogram is formed by choosing two
straight lines from the set of m parallel
lines and two straight lines from the set
of n parallel lines.
Two straight lines from the set of m
parallel lines can be chosen in mC2 ways
and two straight lines from the set of n
parallel lines can be chosen in nC2 ways.
Hence the number of parallelograms
formed
m (m  1) n (n  1)
= mC2 × nC2 = 
2 2
mn (m  1)(n  1)
=
4
Mixed Problems on Permutations and
Combinations
Ex. 90: Out of 7 consonants and 4 vowels, how
many wor ds of 3 consonants and 2
vowels can be formed?
Soln: Three consonants out of 7 and 2 vowels
out of 4 can be chosen in 7C3 × 4C2 ways.
Thus there are ( 7C3 × 4C 2) groups each
containing 3 consonants and 2 vowels.
Since each gr oup cont ains 5 let t ers,
which can be arranged among themselves
in 5P5 = 5! ways.
Hence the required number of words
= (7C3 × 4C2) × 5! = 25200
Permutation and Combination
Ex. 91: How many four-let ter wor ds can be
formed using the letters of the word
FAILURE, so that
(i) F is included in each word?
(ii) F is not included in any word?
Soln: There are 7 letters in the word FAILURE.
( i ) To include F in every four-letter word,
we first select four letters from the 7
letters of the word FAILURE such that
F is included in every selection. This
can be done by selecting three letters
from the remaining 6 letters, A, I, L,
U, R and E in 6C3 ways. Now, there are
4 letters in each of 6C3 selections.
Consider one of these 6C 3 selections.
This selection contains 4 letters which
can be arranged in 4P4 = 4! ways. Thus,
each of 6C3 selections provide 4! words.
Hence the total number of words
= 6C3 × 4! = 480
(ii) If F is not to be included in any word,
then we first select 4 letters from the
remaining 6 letters. This can be done
in 6C4 ways.
Now, ever y select ion has 4 let ter s
which can be arranged in a row in 4P4
= 4! ways.
Hence, the total number of words
K KUNDAN
= 6C4 × 4! = 360.
Ex. 92: How many five-letter words containing
3 v owel s and 2 consonant s can be
formed using the letters of the word
‘EQUATION’ so that the two consonants
occur together?
Soln: There are 5 vowels E, U, A, I, O and 3
consonant s Q, T, N in the given word
EQUATION.
3 vowels out of 5 and 2 consonants out of
3 can be chosen in (5C3 × 3C2) ways
Hence, there are ( 5C3 × 3C2) groups each
containing 3 vowels and 2 consonants.
Now, each group contains 5 letters which
are to be arranged in such a way that 2
consonants occur together.
Considering 2 consonants as one letter,
we have 4 letters which can be arranged
in 4P4 = 4! ways. But 2 consonants can be
put together in 2! ways. Therefore 5 letters
in each group can be arranged in 4! × 2!
ways.
Hence, the required number of words
= (5C3 × 3C2) × (4! × 2!) = 1440
Difference between a Permutation and a
Combination
( i ) In combinat ion only selection is made
whereas in permutation not only a selection
is made but also an ar rangement in a
definite order is considered.
( i i) In a combinat ion, t he or der ing of t he
671
selected objects is immaterial whereas in
permutation, the ordering is essential. For
example, (A), (B) and (B), (A) are same as
combinations but different as permutations.
( i ii ) Practically to find the permutations of n
different things taken r at a time, we first
select r items from n items and then arrange
them. So, usually the number of permutations
exceeds the number of combinations.
( iv) Each combination corresponds to many
permut at ions. For example, t he six
permutations ABC, ACB, BCA, BAC, CBA
and CAB corr espond t o the same
combination ABC.
Note: Generally, we use the word “arrangements”
for permutations and the word “selections”
for combinations.
Ex. 93: How m any words can be form ed by
taking 4 letters at a time out of the
letters of the word MATHEMATICS?
[MAT–2005]
Soln: There are 11 letters viz MM, AA, TT, H,
E, I, C, S. All these letters are not distinct,
so we cannot use nPr . We can choose 4
letters from the following ways:
(i) All the four distinct letters.
(ii) Two distinct and two alike letters.
(iii) Two alike of one kind and two alike
of another kind.
(i) All the four distinct letters: There
are 8 distinct letters viz M, A, T, H, E,
I, C, S out of which 4 can be chosen in
8
C4 ways. So, the total number of groups
of 4 letters = 8C 4. Each such groups
has 4 letters which can be arranged in
(4P4 =)4! ways. Hence the total number
of words = 8C4 × 4! = 8P4 = 1680
(ii) Two distinct and two alike letters:
There are 3 pairs of alike letters viz.
MM, AA, TT, out of which one pair can
be chosen in 3C1 ways. Now we have
t o choose t wo let ter s out of the
remaining 7 different types of letters
which can be done in 7C 2 ways. So,
the total number of groups of 4 letters
in which two are different and two are
alike in 3C1 × 7C2. Each such group has
4 let t er s of which 2 are alike and
remaining two distinct and they can
4!
be arranged in ways. Hence the
2!
total number of words in which two
letters are alike
4!
= 3C1 × 7C2 × = 756
2!
(iii) Two alike of one kind and two alike
of other kind: There are 3 pairs of 2
alike letters out of which 2 pairs can
be chosen in 3C 2 ways. So, there are
672
3
C2 groups of 4 letters each. In each
group there are 4 letters of which 2
are alike of one kind and 2 are alike of
other kind. These 4 let t er s can be
4!
arranged in ways. Hence, the total
2!2!
number of words in which two letters
are alike of one kind and two alike of
other kind
4!
= 3C2 × 2! 2! = 18
From (i), (ii) and (iii), the total number of
four-letter words
= 1680 + 758 + 18 = 2454
Ex. 94: How many four-let ter wor ds can be
formed using the letter of the word
INEFFECTIVE?
Soln: Ther e ar e 11 let t er s in t he wor d
INEFFECTIVE viz. EEE, FF, II, C, T, N, V.
The four-letter words may consist of:
(i) 3 alike letters and 1 distinct letter.
(ii) 2 alike letters of one kind and 2 alike
letters of the second kind.
(iii) 2 alike letters and 2 distinct letters.
(iv) all different letters.
Now we will discuss these four cases
one by one:
(i) 3 alike letters and 1 distinct letter:
K KUNDAN
There is one set of three alike letters
viz. EEE. So, three alike letters can be
selected in one way. Out of t he 6
different letters F, I, T, N, V, C one
let ter can be select ed in 6C 1 ways.
Thus, thr ee alike and one differ ent
letter can be selected in 1 × 6C1 = 6C1
ways. So, there are 6C1 groups each of
which contains 3 alike letters and one
different letter. These 4 letters can be
4!
arranged in 3!1! ways.
Hence, t he t otal number of words
consisting of three alike and distinct
letters
4!
= 6C1 × 3!1! = 6C1 × 4 = 24
(ii) 2 alike letters of one kind and 2 alike
letters of second kind: There are three
sets of two alike letters viz. EE, FF, II.
Out of these three sets 2 can be selected
in 3C2 ways. So, there are 3C2 groups
each of which contains 4 letters out of
which 2 are alike of one type and two
are alike of second type. Now, 4 letters
in each group can be ar r anged in
 4! 
  ways.
 2! 2! 
Arithmetic
Hence, t he t otal number of words
consisting of two alike letters of one
type and 2 alike letters of second type
4!
= 3C2 × 2! 2! = 18
(iii) 2 alike and 2 different letters: Out
of 3 sets of two alike letters one set
can be chosen in 3C1 ways. Now, from
the remaining 6 distinct letters, 2 letters
can be chosen in 6C 2 ways. Thus, 2
alike letters and 2 distinct letters can
be selected in (3C1 × 6C2) ways. So, there
are (3C1 × 6C2) groups of 4 letters each.
Now, let t er s of each gr oup can be
4!
ar ranged among t hemselves in
2!
ways.
Hence, t he t otal number of words
consisting of two alike letters and 2
distinct letters
4!
= 6C1 × 6C2 × = 540
2!
(iv ) All different letters: There are 7
distinct letters E, F, I, T, N, V, C out of
which 4 can be selected in 7C4 ways.
So, there are 7C 4 groups of 4 letters
each. The letters in each of 7C4 groups
can be arranged in 4! ways. So, the
total number of four-letter words in
which all letters are distinct = 7C4 × 4!
= 840
Hence, the total number of four-letter
words
= 24 + 18 + 540 + 840 = 1422
Derangement
If there are n different things and n assigned
places then total number of arrangements of n
different things such that none of the things goes
to assigned places. This is called derangement.
Number of derangements
1 1 1 1

= n !1    ... ( 1)n 
 1! 2! 3! n! 
Ex. 95: There are 4 letters and 4 addressed
envelopes corresponding to each of the
letters. Find the number of ways in
which all letters can be put in wrong
envelopes.
Soln: Required number of ways
 1 1 1 1
= 4! 1    
 1! 2! 3! 4! 
= 22 – 24 + 12 – 4 + 1 = 9
 Chapter-35
Probability
Introduction
Historically, probability theory began with the study
of games of chance, such as roulette and cards.
Apart from games, uncertainty prevails in business
and other aspects of life.
“Probabilit y is a concept which numerically
measures the degree of uncertainty and therefore
of certainty of the occurrence of events.”
Before defining probability, we shall give certain
concepts used therein.
Experiment
An operation which can produce some well-defined
outcomes, is known as an experiment.
When we perform an experiment in science or
engineering and repeat the same under identical
conditions, we get almost the same result every
time.
But, t her e ar e exper iment s, which when
repeated under identical conditions, do not produce
the same outcome every time. For example, if we
toss a fair coin, we may get a head or a tail. Now,
if we make further trials, ie, toss the coin again
and again the outcome of each trial depends on
chance and it is not the same each time. Sometimes
the head appear and sometimes the tail.
Random Experiment
If in each trial of an experiment conducted under
identical conditions, the outcome is not unique,
but may be any of the possible outcomes then such
an experiment is known as a random experiment.
In a random experiment, the outcome of each
tr ial depends on chance which is beyond our
control and as such it cannot be predicted with
certainty.
For example, tossing a fair coin; rolling an
unbiased die; drawing card from a well-shuffled
pack of cards; picking up a ball of certain colour
from a bag containing balls different colours are
all examples of random experiments.
When we throw a coin, then either a Head (H)
or a Tall (T) appears.
A die is a solid cube, having 6 faces, marked 1,
2, 3, 4, 5 and 6 respectively. In throwing a die,
the outcome is the number that appears on the
uppermost face. The plural of die is dice.
A pack of cards has 52 cards. It has 13 cards of
each suit, namely Spades, Clubs, Hearts and
Diamonds. Cards of spades and clubs are black
cards. Cards of hearts and diamonds are red cards.
There are 4 honours of each suit. These are Aces,
Kings, Queens and Jacks. These are called face
cards.
Sample Space
The set of all possible outcomes in a r andom
experiment is called a sample space and it is
generally denoted by S.
Each element of a sample space is called a
sample point.
Ex. 1: In t ossing a fair coin, t her e ar e t wo
possible outcomes, namely head (H) and
t ail (T). So, t he sample space in t his
experiment is given by S = {H, T}
Ex. 2: When we throw a die it can result in any
of the six numbers 1, 2, 3, 4, 5, 6. So the
sample space is given by
S = {1, 2, 3, 4, 5, 6}
Ex. 3: When two coins are tossed together, the
sample space is
S = {HT, TH, HH, TT}
Here HT shows the head on the first coin
and t ail on t he second. Similarly, TH
stands for tail on the first one and head
on the second; HH means head on each
and TT means tail on each.
Ex. 4: From a group of 3 boys and 2 girls we
select two children. What would be the
sample space of this experiment? If we
denote the boys as B1, B2, B3 and the girls
as G 1, G 2 ; then the sample space is
described as
S = { (B1, B2), (B1, B3), (B1, G1), (B1, G2),
(B2, B 3), (B 2, G 1), (B2, G2), (B3, G1),
(B3, G2), (G1, G2)}
Ex. 5: A coin is tossed twice, if the second throw
results in a tail, then a die is thrown.
Describe the sample space.
Clearly, the sample space is given by
S = {HH, TH, HT1, HT2, HT3, HT4, HT5,
HT6, TT1, TT2, TT3, TT4, TT5, TT6}
Ex. 6: In a simultaneous toss of a die and a coin,
the sample space is
S = {(1, H), (2, H), (3, H), (4, H), (5, H), (6, H),
(1, T), (2, T), (3, T), (4, T), (5, T), (6, T)}
674
Important Point
If we have a random experiment with m outcomes
x1, x2, x3, ...., xm and another with n outcomes y1,
y 2, y 3 , . . . ., y n ; then t he sample space of t he
experiment which consists of carrying out the two
experiments together has (mn) outcomes. The
sample space is {(xi, yi); 1  i  m and 1  i  n}.
Ex. 7: In a simult aneous throw of two dice,
following are the possible (6 × 6 =) 36
outcomes.
{ (1, 1), (2, 1), (3, 1), (4, 1), (5, 1), (6, 1)
(1, 2), (2, 2), (3, 2), (4, 2), (5, 2), (6, 2)
(1, 3), (2, 3), (3, 3), (4, 3), (5, 3), (6, 3)
(1, 4), (2, 4), (3, 4), (4, 4), (5, 4), (6, 4)
(1, 5), (2, 5), (3, 5), (4, 5), (5, 5), (6, 5)
(1, 6), (2, 6), (3, 6), (4, 6), (5, 6), (6, 6)}
Events
Any subset of a sample space is called an event.
For example, in a single throw of a die, the
event of getting a prime number is given by,
E = {2, 3, 5}
Clearly, the sample space, S = {1, 2, 3, 4, 5, 6}
Evidently, E  S
Impossible Event and Sure Event
Let S be a sample space, since   S, so  is an
K KUNDAN
event, called an impossible event. Since S  S,
so S is an event, called a sure event.
For example, in the throw of a die, sample space
S = {1, 2, 3, 4, 5, 6}
Let E1 = event of getting a number less than 1.
And E2 = event of getting a number less than 7.
Clearly, no outcome can be a number less than 1.
So, E 1 is an impossible event. Clear ly, each
outcome is a number less than 7. So, E2 is a sure
event.
Elementary and Composite Events
An event containing only a single sample point is
called an elementary or simple event.
Ev ent s ot her t han element ar y ar e called
composite or compound or mixed events.
For example, in a simultanoues toss of two
coins, the sample space is,
S = {HT, TH, HH, TT}
Then, the event E1 = {TT} of getting both the
t ails is a simple ev ent . Also, t he ev ent
E2 = {HT, TH, TT} of getting at least one tail is a
compound event.
Occurrence of an Event
In a random experiment, let S be the sample space
and E  S, so that E is an event.
Let  be an outcome of a trial.
Concept of Arithmetic
If   E, we say that the event E has occurred.
If   E, we say that the event E has not occurred.
For example, if we throw a die, then
S = {1, 2, 3, 4, 5, 6}
Let E be the event of getting an even number,
then
E = {2, 4, 6}.
Now, in a trial, let the outcome be 2. Since
2  E, so in this trial, the event E has occurred.
In another trial, let the outcome be 5. Since
5 E, so in this trial, the event E has not occurred.
Equally Likely Events
The given events are said to be equally likely, if
none of them is expected to occur in preference to
the other.
For example, if we roll an unbiased die, each
outcome is equally likely to happen.
However, the die is so formed that a particular
face occurs most often, then the die is biased. So,
in this case, the outcomes are not equally likely to
happen.
Complementary Event
In a random experiment, let S be the sample space
and let E be an event. Then E  S. Clearly, Ec  S.
So, Ec is also an event, called the complement of
E. Sometimes we denote Ec by E or E. We call the
event E as not-E. Clearly, E occurs when E does
not occur. Also, E occurs when E does not occur.
Clearly, the events E and ‘not-E’ are such that
only one of them can occur in a trial and at least
one of them must occur.
Mutually Exclusive Events
Two events E 1 and E 2 are said to be mutually
exclusive, if E 1  E 2 = . In other words, such
events where the occurrence of one precludes the
occur rence of t he ot her , ar e called mut ually
exclusive events.
The events which are not mutually exclusive
are known as compatible events.
Ex. 8: In throwing a die, we have S = {1, 2, 3, 4,
5, 6}
Let E1 = event of getting a number less
than 3.
And E2 = event of getting a number less
than 4.
Then, E1 = {1, 2} and E2 = {5, 6}
Clearly, E1  E2 = 
So, E1 and E2 are mutually exclusive.
Ex. 9: Let us consider a simultaneous toss of two
coins.
Then S = {HT, TH, HH, TT}
Probability
Let E1 = event of getting heads on first
coin = {HH, HT}
And E2 = event of getting tails on second
coin = {HT, TT}
Clearly, E1  E2  
So, E1 and E2 are compatible events.
Mutually Exclusive and Exhaustive
System of Events
We say that the subsets E1, E2, E3, ... Ek of a sample
space S form a mutually exclusive and exhaustive
system of events, if
(i) Ei  Ej = ; for i  j and
(ii) E1  E2  ...  Ek = S
For example, consider t he exper iment of
drawing a card from a well-shuffled pack of 52
cards. Let E1, E2, E3 and E4 be the events, ‘card
drawn is spades’, ‘card drawn is clubs’, ‘card drawn
is heart s’ and ‘card dr awn is diamonds’
respectively.
As the card drawn is necessarily one of the
four types, so one of these events surely occurs.
Clearly, if one of these events occurs, the others
cannot occur. So, E1, E2, E3 and E4 form a mutually
exclusive and exhaustive system of events.
Independent Events
K KUNDAN
Two events are said to be independent, if the
occurr ence of one does not depend upon the
occurrence of the other.
The event s which are not independent ar e
known as dependent events.
Suppose we toss to unbiased coins.
Let E1 = event of occurrence of head on first
coin.
And E2 = event of occurrence of head on second
coin.
Clearly, the occurrence of head on second coin
does not depend upon the occurrence of head on
first coin. So E1 and E2 are independent events.
Algebra of Events
In a random experiment, let the sample space be
S. Let E  S and F S. Then, E as well as F is an
event.
We say that
(i) (E  F) is an event that occurs only when
each one of E and F occurs ie it denotes
the event of simultaneous occurrence of both
the events E and F.
(ii) (E  F) is an event that occurs only when E
occurs or F occurs or both occur.
ie it denotes the events of occurrence of at
least one of the events E and F.
(iii) (E – F) denotes the occurrence of event E
but not F.
675
Probability of an Event
Suppose a bag contains 90 red balls and 10 white
balls, which are similar in shape and size. If the
balls are thoroughly mixed and then one ball is
drawn at random, it will be either red or white
because number of red balls is more than the white
balls in the bag. Clearly, the ball drawn is more
likely to be red than white. We express it by saying
that the event of drawing a red ball has more
probability than the event of drawing a white ball.
To ev ery event associat ed wit h a r andom
experiment we try to attach a numerical value
called its probability in such a manner that for
any two events, the event which is more likely to
happen has a higher value for the probability.
In a random experiment, let s be a sample space
and let E  S. Then, E is an event.
The probability of occurrence of the event E is
defined as
Number of outcomes favourable
to occurence of E
P(E) =
Number of all possible outcomes
Number of distinct elements in E
= Number of distinct elements in S
n (E)
= n (S)
Odds in Favour of an Event and Odds
Against an Event
If the number of ways in which an event can occur
be m and the number of ways in which it does not
occur be n, then
m
(i) odds in favour of the event = and
n
n
(ii) odds against the event = .
m
Important Results on Probability
I. In a random experiment, if S is the sample
space, and E is an event, then
(i) P(E)  0; ie probability of occurrence of
an event is always non-negative.
(ii) P() = 0; ie probability of occurrence of an
impossible event is 0.
(iii) P(S) = 1; ie probability of occurrence of a
sure event is 1.
II. If E and F are mutually exclusive events, then
(i) P(E  F) = 0 and
(ii) P(E  F) = P(E) + P(F)
Note: (a) For mutually exclusive events E
and F, we have
P(E or F) = P(E  F) = P(E) + P(F)
676 Concept of Arithmetic

(b) If E 1, E 2, . . . , E k are mut ually Soln: Clearly, the sample space is

exclusive events, then S = {HHH, HHT, HTH, THH, TTH, THT,
P(E1  E2 E3  ...  Ek) HTT, TTT}
Let E1, E2, E3, E4 and E5 be the events of
= P(E1) + P(E2) + P(E3) + ... + P(Ek)
getting all heads; two heads; one head; at
III. If E and F are two mutually exclusive and least one head and at least two heads
exhaustive events, then P(E) + P(F) = 1. respectively.
IV. Let E be any event and E be its complementary Th en , E 1 = {HHH}
E 2 = {HHT, HTH, THH}
event, then P( E ) = 1 – P(E) E 3 = {HTT, THT, TTH}
V. If E is an event associated with a random E 4 = {HTT, THT, TTH, HHT,
experiment then 0  P(E)  1. HTH, THH, HHH} and
E 5 = {HHT, HTH, HHH}
Ex. 10: Find the probability of getting a head
in a throw of a coin. n (E1 ) 1 n (E 2 ) 3
 P(E1) =  ; P(E ) =  ;
Soln: Here, sample space, S = {H, T} n (S) 8 2 n (S) 8
Event of getting heads, E = {H}
Clearly, n(S) = 2 and n(E) = 1 n (E 3 ) 3 n (E 4 ) 7
 Probability of getting a head is given by P(E3) =  ; P(E ) =  ;
n (S) 8 4 n (S) 8
n (E) 1
P(E) = n (S)  2 n (E5 ) 4 1
and P(E5) =  
n (S) 8 2
Ex. 11: In a simultaneous throw of two dice,
find the probability of getting a total Ex. 14: What is the probability that a number
of 7. selected from the numbers 1, 2, 3, ...,
Soln: We know that in a throw of two dice the 24, 25, is a prime number, when each
total number of possible outcomes is (6 × of the given numbers is equally likely
6 =) 36. to be selected?
Thus, if S is the sample space, then n(s) Soln: Sample space, S = {1, 2, 3, 4, ... 24, 25}

K KUNDAN
= 36 Let E be the event of selecting a prime
Let E be the event of getting a total of 7. number
Then, E = {(1, 6), (2, 5), (3, 4), (4, 3), (5, 2), Then, E = {2, 3, 5, 7, 11, 13, 17, 19, 23}
(6, 1)} n (E) 9
Thus, n(E) = 6  P(E) = n (S)  25
n (E) 6 1 Ex. 15: Ti ckets numbered from 1 t o 20 are
 P(a total of 7) = n (S)  36  6
mixed up together and then a ticket is
Ex. 12: A coi n is tossed successi v el y three drawn at random . What i s the
times. Find the probability of getting probabi l i ty t hat the ti cket has a
exactly one head or two heads. number which is a multiple of 3 or 7?
Soln: Let S be the sample space. Then, Soln: Clearly, the sample space S has 20 points.
S = {HHH, HHT, HTH, THH, TTH, THT, Let E be the event of getting a multiple of
HTT, TTT} 3 or 7.
Let E be the event of getting exactly one Then E = {3, 6, 9, 12, 15, 18, 7, 14}
head or exactly two heads.  P(a multiple of 3 or 7)
Then, E = {HHT, HTH, THH, HTT, THT, n (E) 8 2
TTH} = P(E) = n (S)  20  5
Clearly, n(E) = 6 and n(S) = 8
Ex. 16: One card is drawn from a pack of 52
n (E) 6 3 car ds, each of t he 52 car ds bei ng
 P(E) = n (S)  8  4
equally likely to be drawn. Find the
Ex. 13: Three unbiased coins are tossed. What probability that
is the probability of getting (i) the card drawn is red;
(i) all heads (ii) the card drawn is king;
(ii) two heads (iii) the card drawn is red and a king;
(iii) one head (iv) the card drawn is either red or a
(iv) at least one head king.
(v) at least two heads? Soln: Let S denote the sample space. Then n(S)
= 52
(i) Let E1 be the event of drawing a red card.
Probability 677

Since the number of red cards is 26, we Ex. 19: A bag contains 8 red and 5 white balls.
have n(E1) = 26 Three balls are drawn at random. Find
the probability that
n (E1 ) 26 1
 P(a red card) = P(E1) =   (i) all the three balls are white;
n (S) 52 2 (ii) all the three balls are red;
(ii) Let E2 be the event of drawing a king. (iii) one ball is red and two balls are
Since the number of kings is 4, we have white.
n(E2) = 4 Soln: Total number of balls = (8 + 5) = 13
Let S be the sample space. Then
n (E 2 ) 4 1
 P(a king) = P(E2) =   n(S) = number of ways of select ing 3
n (S) 52 13 balls out of 13
(iii) Let E3 be the event of drawing a red card 13! 13  12  11
which is a king. Since the number of red = 13
C3 = (13  3)!3!  3  2  1 = 286
kings is 2, we have n(E3) = 2
(i) Let E1 be the event of getting 3 white balls.
n (E3 ) 2 1 Th en ,
 P(a red king) = P(E3) =  
n (S) 52 26 n(E1) = number of ways of selecting 3 balls
(iv) Let E4 be the event of drawing a red card out of 5
or a king. 5! 54
Clearly, there are 26 red cards (including = C3 = (5  3)!3!  2
5
= 10
2 red kings) and there are 2 more kings.
Thus, n(E4) = (26 + 2 =) 28  P(getting 3 white balls)
 P(a red card or a king) n (E1 ) 10 5
n (E 4 ) 28 7 = n (S)  286  143
= P(E4) = n (S)  52  13
(ii) Let E2 be the event of getting 3 red balls.
Ex. 17: What is the probability that a leap year Th en ,
n(E2) = Number of ways of selecting

K KUNDAN
select ed at r andom wi ll cont ain 53
Sundays? 3 balls out of 8
Soln: A leap year cont ains 366 days and 8! 876
therefore 52 weeks and 2 days. Clearly, = 8C3 = (8 - 3)!3!  3  2 = 56
there are 52 Sundays in 52 weeks.
For the remaining 2 days, they may be:  P (getting 3 red balls)
(i) Sunday and Monday
n (E2 ) 56 28
(ii) Monday and Tuesday =  
(iii) Tuesday and Wednesday n (S) 286 143
(iv) Wednesday and Thursday (iii) Let E3 be the event of getting 1 red and 2
(v) Thursday and Friday white balls.
(vi) Friday and Saturday Th en ,
(vii) Saturday and Sunday n(E3) = (number of ways of selecting 1 ball
Now, for having 53 Sundays in the year, out of 8) × (number of ways of
one of the above 2 days must be Sunday. selecting 2 balls out of 5)
Thus, out of the above 7 possibilities, 2 = 8C1 × 5C2 = 8 × 10 = 80
favour the event that one of the two days  P(getting 1 red and 2 white balls)
is a Sunday.
n (E3 ) 80 40
2 =  
 required probability = n (S) 286 143
7
Ex. 18: A bag contains 9 black and 12 white Ex. 20: Two cards are drawn at random from
balls. One ball is drawn at random. a pack of 52 car ds. What i s t he
What is the probability that the ball probability that the drawn cards are
drawn is black? both aces?
Soln: Total number of balls = (9 + 12 =) 21 Soln: Let S be the sample space. Then,
Thus, if S is the sample space, then n(S) n(S) = number of ways of select ing 2
= 21C1 = 21 cards out of 52
And, if E is the event of getting a black
52! 52  51
ball, then n(E) = 9C1 = 9 = 52
C2 = (52  2)!2!  = 1326
2
n (E) 9 3
 P(getting a black ball) = n (S)  21  7 Let E be the event of getting both the aces.
Th en ,
678 Concept of Arithmetic

n(E) = number of ways of selecting aces Hence,

out of 4
Number of cases favourable to E
4! 43 P(E) =
Total number of outcomes
= 4
C2 = (4  2)!2!  2 = 6
3
 P(both aces) =
8
n (E ) 6 1 Ex. 23: Three dice are thrown together. Find
= P(E) = n (S)  1326  221
the probability of getting a total of at
Ex. 21: In a lottery of 50 tickets numbered 1 to least 6.
50, t wo t ickets are drawn Soln: Since the three dice are thrown, the total
simultaneously. Find the probability number of points in the sample space (S)
that is (6 × 6 × 6 =) 216.
(i) both the tickets drawn have prime Let E = event of getting a total of at least
numbers; 6.
(ii) none of the tickets drawn has prime Then, E = event of getting a total of less
numbers. than 6 ie 3 or 4 or 5
Soln: Let S be the sample space. Then,
n(S) = number of ways of select ing 2  E = {(1, 1, 1), (1, 1, 2), (1, 2, 1), (2, 1, 1),
numbers out of 50 (1, 1, 3), (1, 3, 1), (3, 1, 1), (1, 2, 2),
(2, 1, 2), (2, 2, 1)}
50! 50  49
= C2 = (50  2)!2! 
50
2 = 1225  n( E ) = 10

(i) Prime numbers between 1 to 50 are: n (E ) 10

So, P(not E) = P( E ) = 
2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, n (S) 216
41, 43, 47  P(E) = 1 – P(not E)
Their number is 15.
 20  206 103
Let E be the event of getting both prime = 1   

K KUNDAN
numbers  216  216 108
Then, n(E) = number of ways of selecting Ex. 24: Six dice are thrown simultaneously.
2 numbers out of 15. Find the probability that
(i) all of them show the same face.
15! 15  14
= 15
C2 = (15  2)!2!  = 105 (ii) all of them show different faces.
2 (iii) Exactly thr ee of them show the
 P(getting both prime) sam e face and r em aining t hree
show different faces.
n (E ) 105 21
= P(E) = n (S)  1225  245 (iv) at least four of them show the
same face.
(ii) Number of non-primes from 1 to 50 Soln: Since the 6 dice are thrown, the total
= (50 – 15) = 35 number of points in the sample space (S)
Let F be the event of getting both non- is 6 × 6 × 6 × 6 × 6 × 6 = 66
prime numbers. (i) Let E1 = event of getting all dice having
Then, n(F) = number of ways of selecting the same face.
2 numbers out of 35. Here, all dice show the same face means
we are getting same number on all six
35! 35  34 dice.
= 35
C2 = (35  2)!2!  2 = 595
Then, n(E1) = number of ways of selecting
 P(getting both non-prime) 1 number out of 6 = 6C1
 P(getting all the dice having the same
n (F ) 595 11
= P(F) = n (S)  1225  35 n (E1 ) 6 C1 6 1
face) =  6  6  5
n (S) 6 6 6
Ex. 22: The odds in favour of an event are 3 : (ii) Let E2 = event of getting all dice showing
5. Find the probability of occurrence of different faces
this event. Then, n(E 2) = t he tot al number of
Soln: Let E be the event. arrangements of 6 numbers 1, 2, 3, 4, 5,
Then, the number of cases: 6 by taking all at a time
(i) favourable to occurrence of E = 3
(ii) against the occurrence of E = 5 6!
 total number of outcomes = 8 = 6P6 = (6  6)! = 6!
Probability 679

 P(getting all the dice having different

n (E 4 )
n (E 2 ) 6!  required probability = n (S )
faces) = n (S)  6
6
(iii) Let E3 = event of getting three of the dice 6 5 6!   6 5 6!  6
 C1  C2     C1  C1    C1
showing same face and remaining three =  4!   5!
showing different faces 66
Then n(E 3) = The number of ways in
Ex. 25: The digits 1, 2, 3, 4, 5, 6, 7, 8 and 9
which three dice show the same face and
are written in random order to form a
the remaining three show distinct faces
nine-digit number. Find the probability
6! that this number is divisible by 4.
= 6C1 × 5C3 × Soln: Let S be the sample space. Then
3!
n(S) = number of arrangements of the given
[Select a number which occurs on three
numbers taken all at a time
dice out of 6 numbers 1, 2, 3, 4, 5, 6.
= 9P9 = 9!
This can be done in 6C1 ways. Now select
Let E = event of getting nine-digit numbers
three numbers out of the remaining 5
divisible by 4.
numbers. This can be done in 5C3 ways.
Out of the these 9! numbers only those
Now we have 6 numbers like 1, 2, 3, 4, 4,
numbers are divisible by 4 which have
4; 2, 3, 6, 1, 1, 1 et c. These can be
their last digits as even natural number
6! and the numbers formed by their last two
arranged in ways. Hence the number digits are divisible by 4.
3!
of ways in which three dice show the The various possibilities of last two digits
same face and the remaining three show are 12, 32, 52, 72, 92, 24, 64, 84, 16, 36,
distinct faces, by fundamental principle 56, 76, 96, 28, 48, 68.
This means t hat t here ar e 16 ways of
6 5 6!  choosing the last two digits. Corresponding
of multiplication, is  C1  C3  

K KUNDAN
 3!  to each of these ways the remaining 7 digits
 required probability can be arranged in 7P7 = 7! ways.
Therefore, the total number of nine-digit
6 6! numbers divisible by 4 is 16 × 7!
C1  5C3 
n (E 3 ) 3!  n(E) = 16 × 7!
= n (S) 
66 16  7! 2
 required probability = 
(iv) Let E4 = event of getting at least 4 of the 9! 9
dice having the same face. Ex. 26: A four-digit number is formed with the
Now, at least four of them show the same digits 1, 3, 4, 5 with no repetition. Find
face means t he chance t hat ( i) t he num ber i s
(a) Four dice show the same f ace and divisible by 5 and (ii) the number is odd.
remaining 2 show distinct faces. This Soln: Let S be the sample space. Then
n(S) = the total number of ways in which
can be done in 6 C1  5C2  64!! ways. four-digit number can be formed is 4P4
= 4! = 24
(b) Fiv e dice show t he same f ace and (i) Let E1 = event of getting numbers divisible
remaining one shows a different face. by 5.
The number is divisible by 5 if its unit’s
This can be done in 6 C1  5C1  65!! place is 5. Therefore, unit’s place can be
filled in 1 way, the remaining 3 places
ways.
can be filled with other three digits in
(c) All the six dice show same face. This
(3P3 =)3! ways. Hence the number of ways
can be done in 6C1.
of forming the number divisible by 5 is
By the fundamental principle of addition,
= 3! = 6
required number of arrangements
 n(E1) = 6
6 5 6!   6 5 6!  n (E1 ) 6 1
=  C1  C2     C1  C1    required probability = n (S)  24  4
 4!   5!
(ii) Let E2 = event of getting odd numbers
6 5 6!  
6 5 6! 
6
 n(E4) =  C1  C 2  4!    C1  C1  5!   C1 To form odd numbers, the unit’s place can
   
be filled with 1, 3, or 5 ie in ( 3P 1 =) 3
680 Concept of Arithmetic

ways. The remaining three places can 2 boxes and this can be done in 29 ways.
then be filled with other digits in (3P3 =)3! Hence the total number of ways
ways. = (12C3 × 29)
Hence the number of ways in which the  n(E) = 12C3 × 29
odd numbers can be formed is 3 × 3! = 18 12
 n(E2) = 18 n (E) C3  29
 required probability = 
n (S) 312
n (E 2 ) 18 3
 required probability = n (S)  24  4 Ex. 29: In shuffling a pack of 52 playing cards,
four are accidently dropped; find the
Ex. 27: What is the probability that four S’s chance that the missing cards should
come consecut i vel y i n the wor d be one from each suit.
‘MISSISSIPPI’? Soln: Let S be the sample space. Then
Soln: Let S be the sample space. Then n(S) = The total number of ways in which
n(S) = The total number of words that can 4 cards can be selected out of 52
be f or med by per muting t he 11 cards = 52C4
letters of the word ‘MISSISSIPPI’. Let E = Event of getting the missing cards
11! that should be one from each suit.
= 4! 4! 2!1! There are 4 suits and each suit contains
13 cards.
Let E = event of getting such words in Hence the number of ways of selecting 4
which four S’s come consecutively. cards, 1 from each suit
Since the sequence of 4 consecutive S’s = (13C1 × 13C1 × 13C1 × 13C1)
may start either from the first place or  n(E) = (13C1 × 13C1 × 13C1 × 13C1)
second place, . . . ., or eight h place.
Therefore, there are 8 possible ways in
 required probability =
13 C1 4  2197
which 4 S’s can come consecutively and 52 20825
C4
in each case the remaining 7 letters viz
 7! 

K KUNDAN
MIIIPPI can be arranged in   ways. Addition Theorems on Probability
 4! 2!1! 
Thus the total number of ways in which So f ar we hav e calculat ed t he pr obabilit y of
occurrence of an event by using the definition only.
 7!  But sometimes it is not convenient to find the
4 S’s can come consecutively =  8  
 4! 2!1!  number of cases favourable to the occurrence of an
event due to which the computation of probability
 7!  from the definition only is not possible. In such
 n(E) =  8  4! 2!1!  cases we calculate the probability of the event from
 
known pr obabilit ies of ot her ev ents. This is
n (E ) possible only when the given event is expressible
 required probability = n (S)
as the union of two or more events.
For example, in the random experiment of
7! 11! 4 drawing 2 cards from a well shuffled pack of 52
= 8  4! 2!1!  4! 4! 2!1!  165 cards the event “getting both red cards or both
kings”, can be expressed as the union of two events
Ex. 28: Twelve ball s ar e di stri buted am ong
viz.
three boxes. What is the probability
E : getting two red cards.
that the first box will contain 3 balls?
F : getting two kings.
Soln: Let S be the sample space. Then
In t his art icle we intend t o discuss some
n(S) = The number of ways in which 12
theorems to find the probability of the union of
balls can be placed in 3 boxes
two or more events.
= Since each ball can go to any one
(i) Theorem-I: (Addition theorem for two events)
of the three boxes there are 3 ways
if E and F are two events associated with a random
in which a ball can go to any one
experiment, then
of the three boxes. Thus there are
312 ways in which 12 balls can be
P(E  F) = P(E) + P(F) – P(E  F)
Corollary: If E and F are mutually exclusive
placed in 3 boxes.
events, then
Let E = event getting first box that will
P(E F) = 0
contain 3 balls.
P(E  F) = P(E) + P(F)
Number of ways in which 3 balls out of
This is t he addit ion theorem for mut ually
12 can be put in the first box is 12C3. Now
exclusive events.
the remaining 9 balls one to be placed in
Probability 681

(ii) Theorem-II: (Addition theorem for three n(F) = number of ways of select ing 2
events) if E, F, G are three events associated with kings out of 4 kings
a random experiment, then = 4C2 = 6
P(E F G) = P(E) + P(F) + P(G) - P(E F) – n(E  F) = number of ways of selecting 2
P(F G) - P(E G) + P(E F G) red kings out of 2 red kings
Corollary: If E, F, G are mutually exclusive = 2C2 = 1
events, then
n (E ) 325
P(E F) = P(F G) = P(E G) = P(E F G) = 0 Hence, P(E) = n (S)  1326
 P(E F G) = P(E) + P(F) + P(G)
This is the addition theorem for three mutually
exclusive events. n (F ) 6 1
P(F) = n (S)  1326  221 and
Ex. 30: A card is drawn at random from a well-
shuffled deck of 52 cards. Find the
probability of its being a spade or a n (E  F ) 1
P(E  F) = 
king. n (S ) 1326
Soln: Let S be the sample space. Then  P(both red or both kings)
n(S) = number of ways of selecting one = P(E or F) = P(E  F)
card out of 52 cards = P(E) + P(F) - P(E  F)
52! (By addition theorem)
= 52C1 = (52  1)!1! = 52
 325 1 1  330 55
Let E = event of getting a spade =     
And F = event of getting a king  1326 221 1326  1326 221
Then, E  F = events of getting a king of Ex. 32: A basket contains 20 apples and 10
spade oranges out of which 5 apples and 3
Clearly, n(E) = 13, n(F) = 4 and n(E F) = 1 oranges are defective. If a person takes
out 2 at random what is the probability
n (E ) 13 1 that either both are apples or both are
 P(F) = n (S)  52  4
good?

K KUNDAN
Soln: Let S be the sample space. Then,
n (F ) 4 1 n(S) = number of ways of selecting 2 out
P(F) = n (S)  52  13 and
of 30

n (E  F ) 1 30! 30  29
P(E F) =  = C2 = (30  2)! 2! 
30
2
n (S ) 52
 P(a spade or a king) = 15 × 29 = 435
= P(E or F) = P(E  F) Let E = event of getting both apples.
= P(E) + P(F) - P(E  F) And F = event of getting both good items.
(By addition theorem) Then, E  F = event of getting 2 good
apples.
1 1 1  16 4 n(E) = number of ways of select ing 2
=     
 4 13 52  52 13 apples out of 20

4 20! 20  19
 P (a spade or a king) = = 20
C2 = (20  2)! 2!  2 = 190
13
Ex. 31: Two cards are drawn at random from Ther e ar e 8 def ectiv e pieces and the
a well-shuffled pack of 52 cards. What remaining 22 are good.
is the probability that either both are n(F) = number of ways of selecting 2 good
red or both are kings? items out of 22
Soln: Let S be the sample space. Then, 22! 22  21
n(S) = number of ways of selecting 2 cards = 22
C2 = (23  2)! 2!  2 = 231
out of 52 cards
= 52C2 = 1326 There are only (20 - 5 =) 15 good apples.
Let E = event of getting both red cards n(E  F) = number of ways of selecting 2
And, F = event of getting both kings good apples out of 15
Then, (E  F) = event of getting two red
15! 15  14
kings = 15
C2 = (15  2)!2!  2 = 105
 n(E) = number of ways of selecting 2
cards out of 26 red cards
= 26C2 = 325
682 Concept of Arithmetic

n (E ) 190 And F = {(3, 6), (6, 3), (4, 5), (5, 4)}
Hence, P(E) = n (S)  435 ; Clearly E  F = . So, E and F are mutually
exclusive.
n (F ) 231
P(F) = n (S)  435 and n (E ) 6 1
 P(E) = n (S)  36  6 and

n (E  F ) 105
P(E  F) =  n (F ) 4 1
n (S ) 435 P(F) = n (S)  36  9
 P(both apple or both good)
So, P(a doublet or a total of 9)
= P(E or F) = P(E  F)
= P(E or F) = P(E  F)
= P(E) + P(F) - P(E  F)
= P(E) + P(F)
[By addition theorem]
[ E and F are
 190 231 105  mutually exclusive]
=    
 435 435 435  1 1 5
=   
 6 9  18
 190  231  105  316  P(neither a doublet nor a total of 9)
=  
 435  435 = 1 - P(a doublet or a total of 9)
Ex. 33: Two di ce ar e tossed once. Fi nd t he
 5  13
probability of getting an even number = 1  
on first die or a total of 8.  18  18
Soln: Let S be the sample space. Then, Ex. 35: A di e is t hrown t wi ce. What is t he
n(S) = 6 × 6 = 36 probability that at least one of the two
Let E = event of getting an even number throws comes up with the number 4?
on first die Soln: Let S be the sample space. Then,
And, F = event of getting a total of 8 n(S) = 6 × 6 = 36
Then, E  F = event of getting an even Let E1 = the event that the first throw
number on first die and a total of 8 shows 4.

K KUNDAN
Now, E = {(2, 1), (2, 2), (2, 3), (2, 4), And, E2 = the event that the second throw
(2, 5), (2, 6), (4, 1), (4, 2), (4, 3), (4, 4), (4, shows 4.
5), (4, 6), (6, 1), (6, 2), (6, 3), (6, 4), (6, 5),  E1  E2 = the event showing 4 in each
(6, 6)} thr ow.
F = {(2, 6), (6, 2), (3, 5), (5, 3), (4, 4)} Then, E1 = {(4, 1), (4, 2), (4, 3), (4, 4),
and E  F = {(2, 6), (6, 2), (4, 4)} (4, 5), (4, 6)};
 n(E) = 18, n(F) = 5 and n(E  F) = 3 E 2 = {(1, 4), (2, 4), (3, 4), (4, 4),
(5, 4), (6, 4)}
n (E ) 18 1
Hence, P(E) = n (S)  36  2 ; and E1  E2 = {(4, 4)}
 n(E1) = 6, n(E2) = 6 and n(E1  E2) = 1

n (F ) 5 6 1
P(F) = n (S)  36 and Hence, P(E1) = 
36 6
6 1
n (E  F ) 3 1 P(E2) =  and
P(E  F) =   36 6
n (S) 36 12
1
 P(even number on first die or a total 8) P(E1  E2) =
36
= P(E or F) = P(E  F)
= P(E) + P(F) – P(E  F)  P(at least one 4) = P(E1 or E2)
= P(E1  E2)
1 5 1  20 5 = P(E1) + P(E2) - P(E1  E2)
=     
 2 36 12  36 9
1 1 1  11
Ex. 34: In a single throw of two dice, find the =    
 6 6 36  36
probability that neither a doublet nor
a total of 9 will appear. Ex. 36: A card is drawn from a deck of 52
Soln: Let S be the sample space. Then, cards. Find the probability of getting
n(S) = 6 × 6 = 36 a king or a heart or a red card.
Let E = the event of getting a doublet. Soln: Let S be the sample space. Then,
And, F = the event of getting a total of 9. n(S) = number of selecting 1 card out of
Then E = {(1, 1), (2, 2), (3, 3), (4, 4), 52.
(5, 5), (6, 6)} = 52C1 = 52
Probability 683

Let E, F, G be the events of getting a king, 13 13

a heart and a red card respectively. C4 C4
P(E3) = 52 and P(E4) = 52
Th en , C4 C4
n(E) = number of ways of selecting 1 king
It is clear t hat E 1 , E 2 , E 3 and E 4 ar e
out of 4
mutually exclusive events
= 4C1 = 4
 P (getting all the 4 cards of the same
n(F) = number of ways of selecting 1 heart
suit)
out of 13
= P(E1 or E2 or E3 or E4) = P(E1) + P(E2)
= 13C1 = 13
+ P(E3) + P(E4)
n(G) = number of ways of selecting a red
card out of 26  13
C 4 
= 26C1 = 26 =  4 

52
C 4 
Clearly, (E  F); (E  G); (F  G) and
(E  F  G) are the events of getting ‘a
 13  12  11  10 4  3  2 1 
king of heart’, ‘a king of red card’, ‘a heart = 4   
and a red card’ and ‘a king of heart and  4  3  2 1 52  51  50  49 
red card’ respectively.
44
 n(E F) = 1; n(E G) = 2; n(F G) = 13 =
and n(E F G) = 1 4165

4

1 13 1
 ; Conditional Probability
Hence, P(E) = ; P(F) =
52 13 52 4
Let E and F be two events associated with a random
26 1 experiment. Then, the probability of occurrence of
P(G) =  ; E under the condition that F has already occured
52 2
and P(F)  0, is called the conditional probability
1 2 1 and it is denoted by P(E/F).
P(E  F) = ; P(E G) =  ; Thus, P(E/F) = Probability of occurrence of E given
52 52 26
that F has already occurred.

K KUNDAN
13 1 Similarly, P(F/E) = Probability of occurrence of F
P(F G) =  given that E has already occured.
52 4
Sometimes, P(E/F) is also used to denote the
1 probability of occurrence of E when F occurs.
and P(E F G) = Similarly, P(F/E) is used to denote the probability
52
 P(a king or a heart or a red card) of F when E occurs.
= P(E or F or G) = P(E  F G) Following examples will illust rat e v ar ious
= P(E) + P(F) + P(G) – P(E F) – P(F G) meanings of these notations.
– P(E G) + P(E F  G) Ex. 38: Suppose a bag contains 5 white and 4
red balls. Two balls are drawn from
 1 1 1 1 1 1 1  the bag one after the other without
=        
 13 4 2 52 4 26 52  replacement. Consider the following
events.
28 7 E = event of drawing a white ball in the
= 
52 13 first draw
Ex. 37: Four cards are drawn at a time from F = event of drawing a red ball in second
a pack of 52 playing cards. Find the draw
probability of getting all the four cards Now, P(F/E) = Probability of drawing a
of the same suit. red ball in second draw given that a white
Soln: Let S be the sample space. ball has already been drawn in the first
Then, n(S) = number of ways of selecting draw.
4 out of 52 Since 8 balls are left after drawing a white
= 52C4 ball in first draw and out of these 8 balls,
Let E1, E2, E3, E4 be the events of getting 4 balls are red, therefore,
‘all spades’, ‘all clubs’, ‘all hearts’ and ‘all 4
C1 4 1
diamonds’ respectively. P(F/E) = 8
 
Then, n(E 1) = 13 C 4 ; n(E 2 ) = 13C 4 ; n(E 3 ) C1 8 2
= 13C4 and n(E4) = 13C4 Note that P(E/F) is not meaningful in this
13 13 experiment because E cannot occur after
C4 C4 the occurrence of F.
Hence, P(E1) = 52 ; P(E2) = 52
C4 C4
684 Concept of Arithmetic

Ex. 39: Consider an experiment of throwing a Multiplication Theorems on Probability

pair of dice.
Let E and F be the events given by Let E and F be two events associated with the
E = the sum of points is 8 same random experiment. Then,
F = there is an even number on first die. P(E  F) = P(E) × P(F/E); where P(E)  0
Th en , or
E = {(2, 6), (6, 2), (3, 5), (5, 3), (4, 4)} and P(E  F) = P(F) × P(E/F); where P(F)  0
F = {(2, 1), (2, 2), (2, 3), (2, 4), (2, 5), Note: (i) By definition of conditional probability,
(2, 6), (4, 1), (4, 2), (4, 3), (4, 4), we have
(4, 5), (4, 6), (6, 1), (6, 2), (6, 3), n (E  F ) n (E  F )
(6, 4), (6, 5), (6, 6)} P(F/E) = n (E ) and P(E/F) = n (F )
E  F = {(2, 6), (6, 2), (4, 4)}
 n(E  F) = 3 (ii) Extension of Multiplication Theorem: If
A1, A2, ..., A n are n events related to a random
n (E ) 5 experiment, then P(A1 A2 A3 ... An) = P(A1) ×
 P(E) = n (S)  36 and
P(A2/A1) × P(A3/A1 A2) ... P(An/A1 A2 ... An-1);
where P(A i /A 1  A 2  .. .  A i-1 ) r epr esent s the
n (F ) 18 conditional probability of the event A i , given that
P(F) = n (S)  36 the events A1, A2, ..., Ai-1 have already happened.
Ex. 41: A bag contains 10 white and 15 black
Now, P(E/F) = Probability of occurrence
balls. Two balls are drawn in succession
of E when F occurs.
wit hout r epl acem ent . What i s the
= Probability of get ting 8 as the sum
pr obabil i t y t hat fi rst is whi t e and
when there is an even number on first
second is black?
die.
Soln: Consider the following events:
n (E  F ) 3 A = event of getting a white ball in first
=  [ n(E  F) =3]
n (E ) 5 draw
B = event of getting a black ball in second
Ex. 40: A die is thrown twice and the sum of

K KUNDAN
draw
t he num bers appear ing is obser ved
Required probability = Probability of getting
t o be 6. What i s the condit i onal
a white ball in first draw and black ball
probabi l i ty t hat the num ber 4 has
in second draw
appeared at least once?
= P(A and B) = P(A  B)
Soln: Consider the events:
= P(A) × P(B/A) ... (i)
E = number 4 appears at least once.
F = the sum of the numbers appearing is 6. n ( A ) 10 C1 10 2
Now, P(A) = n (S)  25  
Th en , C1 25 5
E = {(4, 1), (4, 2), (4, 3), (4, 4), (4, 5), (4, 6), And P(B/A) = Probability of getting a black
(6, 4), (5, 4), (3, 4), (2, 4), (1, 4)} ball in second draw when a white ball
 n(E) = 11 has already been drawn in first drawn.
and, 15
C1
15 5
F = {(1, 5), (2, 4), (3, 3), (4, 2), (5, 1)} =  
24
 n(F) = 5 C1 24 8
(E  F) = {(2, 4), (4, 2)} From (i), required probability
 n(E  F) = 2
2 5 1
The required probability = P(A B) = P(A) × P(B/A) =  
5 8 4
n (E  F ) 2 Ex. 42: Find the pr obabi l it y of drawi ng a
= P(E/F) = 
n (F ) 5 di am ond card i n each of t he t wo
Note: It is to note here that in Ex. 38 consecutive draws from a well-shuffled
only P(F/E) is meaningful whereas in Ex. pack of cards, if the card drawn is
39 P(E/F) and P(F/E) both are meaningful. not replaced after the first draw.
This is due to the reason that in Ex. 38 Soln: Let E = event of drawing a diamond card
events E and F are subsets of two different in the first draw
sample spaces and they occur one after and F = event of dr awing a diamond
the other whereas in Ex. 39, events E card in the second draw
and F are subsets of the same sample space Then, required probability
and they can occur together also. = P(E F) = P(E) × P(F/E) ... (i)
13
C1 13 1
 
 P(E) = 52
C1 52 4
Probability 685

After drawing a diamond card in first draw After drawing 3 white balls in first draw
51 cards are left out of which 12 cards 5 + 8 - 3 =) 10 balls are left in the bag, out
are diamond cards. of which 8 are black balls
 P(F/E) = Pr obabilit y of drawing a 8
diamond car d in second draw when a C3 56 7
 P(F/E) = 10
 
diamond card has already been drawn in C3 120 15
first draw
Hence, required probability
12
C112 4 = P(E  F) = P(E) × P(F/E)
= 51 

C1 51 17 5 7 7
Now, from (i), =  
143 15 429
1 4 1 Ex. 45: Two balls drawn from an urn containing
P(E  F) = P(E) × P(F/E) =  
4 17 17 2 white, 3 red and 4 black balls one by
Ex. 43: A bag contains 19 tickets, numbered one without replacement. What is the
from 1 to 19. A ticket is drawn and probability that at least one ball is
then another ticket is drawn without red?
replacement. Find the probability that Soln: Let E = event of not getting a red ball
both tickets will show even numbers. in first draw
Soln: Let E = event of dr awing an even And F = event of not getting a red ball
numbered ticket in first draw in second draw
And, Then, required probability
F = event of drawing an even numbered = Probability that at least one ball is red
ticket in the second draw. = 1 – Probability that none is red
Th en , = 1 - P(E and F)
Required probability = 1 - P(E  F)
= P(E  F) = P(E) × P(F/E) ... (i) = 1 - P(E) × P(F/E) ... (i)
Since there are 19 tickets, numbered 1 to Now, P(E) = Probability of not getting a
red ball in first draw

K KUNDAN
19, in the bag but of which 9 are even
numbers viz 2, 4, 6, 8, 10, 12, 14, 16, 18. = Probability of getting an other colour
(white or black) ball in first draw
9
Therefore, P(E) = 6 2
19 
Since the ticket drawn in the first draw =
9 3
is not replaced, therefore, second ticket When another colour ball is drawn in first
drawn is from the remaining 18 tickets, draw there are 5 other colour (white or
out of which 8 are even numbered. black) balls and 3 red balls, out of which
8 4 one other colour ball can be drawn in
 P(F/E) =  (5C1 =) 5 ways.
18 9
Hence, required probability 5
= P(E  F) = P(E) × P(F/E)  P(F/E) =
8
9 4 4 From (i), required probability
=   = 1 - P(E) × P(F/E)
19 9 19
Ex. 44: An urn contains 5 white and 8 black 2 5 7
balls. Two successive drawings of three = 1  
3 8 12
balls at a time are made such that the Ex. 46: If A and B are two events such that
balls are not replaced before the second P(A) = 0.4, P(B) = 0.8 and P(B/A) = 0.6,
draw. Find the probability that the find P(A/B) and P(A  B).
fir st dr aw gi v es 3 whit e bal ls and
second draw gives 3 black balls. P(A  B)
Soln: Let E = event of drawing 3 white balls Soln: We know that P(B/A) = P(A)
in the first draw
 P(A  B) = P(A) × P(B/A)
And F = event of drawing 3 black balls
= (0.4 × 0.6) = 0.24
in the second draw
Required probability P(A  B) 0.24
= P(E  F) = P(E) × P(F/E) ... (i) So, P(A/B) = P(B) = 0.8 = 0.3
5
C3 10 5 And, P(A  B) = P(A) + P(B) - P(A  B)
Now, P(E) = 13
 
C3 286 143 = (0.4 + 0.8 - 0.24) = 0.96
686 Concept of Arithmetic

Ex. 47: A die is rolled. If the outcome is an odd Ex. 50: A die is thrown twice and the sum of the
number, what is the probability that it numbers appearing is observed to be 7.
is prime? What is the conditional probability that
Soln: When a die is rolled the sample space is the number 2 has appeared at least
S = {1, 2, 3, 4, 5, 6} once?
Let E = event of getting an odd number Soln: Let E = the event of getting the sum 7.
And, F = event of getting a prime number and, F = the event of getting at least one 2.
Then, E = {1, 3, 5}; F = {2, 3, 5} and Then, E = {(1, 6), (2, 5), (3, 4), (4, 3),
E  F = {3, 5} (5, 2), (6, 1)}
and, F = {(1, 2), (2, 2), (3, 2), (4, 2),
3 1 3 1
 P(E) =  , P(F) =  and (5, 2), (6, 2), (2, 1), (2, 3),
6 2 6 2 (2, 4), (2, 5), (2, 6)}
Then, E  F = {(2, 5), (5, 2)}
2 1
P(E  F) =  Now, we have to find P(F/E)
6 3
P(E  F) 2 1
Suppose E has already occurred and then  P(F/E) =  
P(E) 6 3
F occurs.
Then, we have to find P(F/E) Ex. 51: Two unbiased dice are thrown. Find the
probabi l i ty t hat the sum is 8 or
P(E  F)  1 2  2 greater, if 4 appears on the first die.
Now, P(F/E) =   
P(E) 3 1 3 Soln: Let E = the event of getting 4 on the first
die
Ex. 48: Three fair coins are tossed. Find the
and, F = the event of getting the sum 8
probability that they are all tails, if
or greater
one of the coins shows a tail.
 E = {(4, 1), (4, 2), (4, 3), (4, 4), (4, 5),
Soln: Here S = {HHT, HTH, THH, HTT, THT,
(4, 6)
TTH, HHH, TTT}
and, F = {(4, 4), (4, 5), (4, 6), (5, 4), (5, 5),
Let E = event that one of the coins shows
(5, 6), (6, 2), (2, 6), (3, 5), (3, 6), (5, 3), (6,
a tail
3), (6, 4), (6, 5), (6, 6)}

K KUNDAN
and, F = event that they are all tails
 E  F = {(4, 4), (4, 5), (4, 6)}
Then, E = {HHT, HTH, THH, HTT, THT,
 required probability
TTH, TTT}
and F = {TTT} P(E  F) 3 1
= P(F/E) =  
Clearly, E  F = {TTT} P(E) 6 2
7 1 1 Ex. 52: I n a cl ass 40% st udents r ead
 P(E) = , P(F) = and P(E  F) = mathemat ics, 25% biol ogy and 15%
8 8 8
bot h mathem atics and bi ology. O ne
P(E  F)  1 8  1 student is selected at random. Find the
So, P(F/E) =   
P(E) 8 7 7 probability that
Ex. 49: A coin is tossed t wice and the four (i) he reads mathematics, if it is known
possible outcomes are assumed to be that he reads biology;
equally likely. If E is the event ‘both (ii) he reads biology, if it is known that
head and tail have appeared’ and F be he reads mathematics.
the event, ‘at most one tail is observed’, Soln: Let E = the event of reading mathematics
find P(E), P(F), P(E/F) and P(F/E). and F = the event of reading biology
Soln: Here S = {HH, HT, TH, TT} 40 2 25 1
E = {HT, TH} and F = {HH, HT, TH} Then P(E) =  ; P(F) = 
100 5 100 4
 E  F = {HT, TH}
15 3
2 1 3 and P(E  F) = 
So, P(E) =  ; P(F) = and 100 20
4 2 4
P(E  F)  3 4  3
 (i) P(E/F) =   
2 1 P(F)  20 1  5
P(E  F) = 
4 2
P(E  F)  3 5  3
P(E  F)  1 4  2 (ii) P(F/E) =   
   P(E)  20 2  8
 P(E/F) = P(F) 2 3 3
Ex. 53: A bag contains 5 white, 7 red and 8
black balls. If four balls are drawn one
P(E  F)  1 2 
And, P(F/E) =     1 by one without replacement, what is
P(E) 2 1 the probability that all are white?
Probability 687

Soln: Let A, B, C, D denote events of getting a remaining cards is 49 and there remains
white ball in first, second, third and fourth only one ace.
draw respectively.
1
Then, required probability  on the fourth draw, P(an ace) =
= P(A  B C D) 49
= P(A) × P(B/A) × P(C/A  B) Hence,
× P(D/A B C) ... (i)
 1 1 1 1  1
Now, P(all aces) =     
P(A) = Probabilit y of dr awing a whit e  13 17 25 49  270725
Ex. 55: A box contains 3 red and 5 blue balls.
5 1 Two balls are drawn one at a time at
ball in first draw = 
20 4 random without replacement. Find the
When a white ball is drawn in the first probability of getting 1 red and 1 blue
draw there are 19 balls left in the bag, out ball.
of which 4 are white Soln: 1 red and 1 blue ball can be obtained in 2
ways; either (1st red ball and 2nd blue
4
 P(B/A) = ball) or (1st blue ball and 2nd red ball).
19 Case I: Initially, there are 8 balls in all,
Since t he ball drawn is not replaced, out of which 3 are red.
therefore, after drawing a white ball in
3
second draw there are 18 balls left in the C1 3
 P(1st ball red) = 8

bag, out of which 3 are white. C1 8
3 1 Since replacement is not being made, after
 P(C/A  B) = 
18 6 the first draw, we have 7 balls in all, out
After drawing a white ball in third draw of which 5 are blue.
there are 17 balls left in the bag, out of 5
C1 5
which 2 are white.  P(2nd ball blue) = 7

7

K KUNDAN
C1
2
 P(D/A B C) = Hence, P(1st ball red and 2nd ball blue)
17
Hence, required probability  3 5  15
=   
= P(A  B C D)  8 7  56
= P(A) × P(B/A) × P(C/A  B) Case II: Initially there are 8 balls in all
× P(D/A B C) out of which 5 are blue.
1 4 1 2  1 5
=       P(1st ball blue) =
 4 19 6 17  969 8
Ex. 54: Four cards are drawn successively one Since replacement is not being made, after
after the other from a well-shuffled the first draw, we have 7 balls in all, out
pack of 52 cards. If the cards are not of which 3 are red
replaced, find the probability that all
of them are aces. 3
 P(2nd ball red) =
7
4 1
Soln: On first draw, P(an ace) =  Hence, P(1st ball blue and 2nd ball red)
52 13
Since the card drawn is not replaced, the 5 3 15
=  
second card is drawn from the remaining 8 7 56
51 cards. Also, one ace has already been Now, the above two cases are mutually
drawn, there are now three remaining exclusive
aces.  P(1 red ball and 1 blue ball)
3 1  15 15  15
 on second draw, P(an ace) =  =   
51 17  56 56  28
Now, there remain 50 cards containing 2
aces. Independent Events
2 1 Events are said to be independent, if the occurrence
 on third draw, P(an ace) =  or non-occur r ence of one does not af f ect the
50 25
probability of the occurrence or non-occurrence of
Af ter the thir d dr aw, t he number of
the other.
688 Concept of Arithmetic

Suppose a bag contains 6 white and 3 red balls. Ex. 57: A can solve 90% of the problems given
Two balls are drawn from the bag one after the in a book and B can solve 70%. What
other. Consider the events: is the probability that at least one of
E = drawing a white ball in first draw them will solve a problem, selected at
F = drawing a red ball in second draw random from the book?
If the ball drawn in the first draw is not replaced Soln: Let E = t he ev ent t hat A solv es t he
back in the bag, then events E and F are dependent pr oblem
events because P(F) is incr eased or decreased And, let F = the ev ent t hat B solves
according as the first draw results as a white or the problem
red ball. If the ball drawn in first draw is replaced Clearly, E and F are independent events
back in the bag, then E and F are independent 90 9
events because P(F) remains same whether we get Now, P(E) =  and
100 10
a white ball or a red ball in first draw ie
70 7
P(F) = P(F/E) and P(F/ E ) P(F) = 
100 10
It is evident from the above discussion that if E
and F are two independent events associated with By addit ion t heor em f or independent
a random experiment, then events, we have
P(E/F) = P(E) and P(F/E) = P(F) and vice-versa. P(E  F) = 1  P ( E )  P ( F ) ... (i)

Multiplication Theorems for Independent  9  1

 P(E )  1   and
Events  10  10
 7  3
Theorem-I: If E and F are independent events P(F )  1  
associated with a random experiment, then  10  10
P(E  F) = P(E) × P(F) or, P(E or F) = P(E  F)
Theorem-II: If E1, E2, E3, ... En are independent  1 3  97
events associated with a random experiment, then = 1    = 0.97
 10 10  100
P(E1  E2  E3  ...  En) = P(E1) × P(E2) × ... ×
Alternative Method:

K KUNDAN
P(En)
From the above, we have
Addition Theorem For Independent 9 7
Events P(E) = and P(F) =
10 10
Theorem: If E1, E2, ..., En are n independent events  P(E  F) = P(E) × P(F)
associated with a random experiment, then  9 7  63
P(E1  E2 E3 ... En) =   
 10 100  100
= 1  P(E1 )  P(E2 )  ...  P(En ) [ E and F are independent events]
Ex. 56: An unbiased die is tossed twice. Find Hence, P(E or F) = P(E  F)
the probability of getting a 4, 5 or 6 on = P(E) + P(F) – P(E  F)
the first toss and a 1, 2, 3 or 4 on the
 9 7 63  97
second toss. =     = 0.97
Soln: Let E = event of getting a 4, 5 or 6 on  10 10 100  100
the first toss Ex. 58: The probability that A hits a target is
and, F = event of getting a 1, 2, 3 or 4 1
on the second toss.   and the probability that B hits it
3
Then, clearly, E and F are independent
2 
events. is   . What is the probability that
Sample space in each case is 5 
S = {1, 2, 3, 4, 5, 6} the target will be hit, if each one of A
and B shoots at the target?
3 1 4 2 Soln: Let E = the event that A hits the target
P(E) =  and P(F) = 
6 2 6 3 and F = the event that B hits the target
Hence, P(getting a 4, 5 or 6 on first toss 1 2
and a 1, 2, 3 or 4 on 2nd toss) As given, we have P(E) = and P(F) =
3 5
= P(E  F)
Clearly, E and F are independent events.
1 2 1
= P(E) × F(F) =      P(target is hit) = P(A hits or B hits)
2 3 3 = P(E  F)
(By mult iplication t heor em f or
independent events) = 1  P(E)  P(F)
Probability 689

(By the addition theorem for independent

= P(E) × P( F ) + P(F) × P( E )
events)
 1 2  1 4 1 6  10 2
or, P( E ) = 1 – P(E) = 1    and =      
 3 3  7 5 5 7  35 7
 2 3 (iii) P(none of them will be selected)
P( F ) = 1 – P(F) = 1    = P[(not-E) and (not-F)]
 5 5
= P[(E  F )  P(E)  P(F )
2 3 2 3
 P(target is hit) = 1      1   [ E and F being independent,
3 5 5 5
Alternative Method: E and F are independent]
1 2 2  6 4  24
P(E  F) = P(E) × P(F) =  
3 5 15 =   
 7 5  35
(By multiplication theorem for independent (iv) P(at least one of them will be selected)
events) = 1 – P(none will be selected)
 P(target is hit) = P(A hits or B hits)
= P(E  F) = P(E) + P(F) - P(E  F)  24  11
= 1  
1 2 2  9 3  35  35
=     
 3 3 15  15 5 Ex. 60: A speaks truth in 75% and B in 80% of
Ex. 59: A husband and a wife appear in an the cases. In what percentage of cases
interview for two vacancies in the same are they likely to contradict each other
post . The pr obabil i t y of husband’ s narrating the same incident?
1 [BSRB Chennai PO–2005; ATMA–2006]
sel ect i on   and t hat of wife’ s Soln: Let E = the event that A speaks the truth.
7 
And let F = t he ev ent t hat B speaks
1  the truth.
select ion is   . What i s t he
5 

K KUNDAN
probability that Then, E = the event that A tells a lie,
(i) both of them will be selected? and F = the event that B tells a lie
(ii) only one of them will be selected? Clearly, E and F are independent events.
(iii) none of them will be selected?
(iv) at l east one of t hem wi l l be Hence, E and F as well as E and F are
selected? independent
[MAT–2005]
75 3
Soln: Let E = the event that the husband is Now, P(E) =  and
selected 100 4
and, F = t he event that t he wif e is
80 4
select ed P(F) = 
Clearly, E and F are independent events. 100 5
 3 1
1 1  P( E ) = 1    and
Now, P(E) = and P(F) =  4 4
7 5
1 6  4 1
 P( F ) = 1   
 P( E ) = 1    and  5 5
 7 7
 P(A and B contradict each other)
 1 4
P( F ) = 1    = P[(A speaks the truth and B tells a
 5 5 lie) or (A tells a lie and B speaks the
(i) P(both of them will be selected) truth)]
= P(E and F) = P(E  F) = P(E) × P(F)
= P[(E  F )  (E  F )]
1 1 1
=  
7 5 35 = P[(E  F )  (E  F )]
(ii) P(only one of them will be selected)
= P(E and not-F) or P(F and not-E) [ P[(E  F )  (E  F )  ]
= P[(E  F )  (F  E)] = P(E) × P( F ) + P( E ) × P(F)
= P[(E  F )  (F  E)] 3 1 1 4 7
=     
 4 5 4 5  20
[ P[(E  F )  (F  E  )]
690 Concept of Arithmetic

Hence, the percentage of t he cases in

 1 2
which A and B contradict each other  P( A ) = 1   
 3 3
 7 
=   100 % = 35%
 20   2 5
Ex. 61: A problem is given to three students P( B ) = 1    and
 7 7
1 1
whose chances of solving it are ,  3 5
2 3
P( C ) = 1   
1  8 8
and r especti v el y. What i s t he
4  The probability that exactly one of them
probability that the problem will be will solve it
solved? = P{[A  (not-B)  (not-C)] or [(not-A) 
Soln: Let E1, E2, E3 be the respective events of  B (not-C) or [not-A) (not-B) C]}
solving the problem and, E1 , E2 , E3 be = P{(A B  C )  ( A B C )  ( A  B C)}
the respective events of not solving the
problem. = P{(A B  C ) + ( A B C ) + ( A  B C)}
Then, E 1 , E 2 and E 3 are independent
[  (A B  C )  ( A B C ) 
events.
( A  B C) = ]
 E1 , E2 and E3 are independent events.

1 1 1 = P(A) × P( B ) × P( C ) + P( A ) × P(B) × P( C )
Now, P(E1) = ; P(E2) = and P(E3) =
2 3 4 + P( A ) × P( B ) × P(C)

 1 1 1 5 5 2 2 5 2 5 3
 P( E1 ) = 1    =          
 2 2 3 7 8 3 7 8 3 7 8

 1 2  25 5 5  75 25
P( E2 ) = 1    =     

K KUNDAN
and
 3 3  168 42 28  168 56
Ex. 63: Three groups of children contain 3 girls
 1 3 and 1 boy; 2 girls and 2 boys; 1 girl
P( E3 ) = 1   
 4 4 and 3 boys respectively. One child is
 P(none solves the problem) selected at random from each group.
= P[(not E1) and (not E2) and (not E3)] Find the chance that the three selected
comprise 1 girl and 2 boys.
= P( E1  E2  E3 ) = P( E1 ) × ( E2 ) × ( E3 )
Soln: Let B1, B2, B3 be the events of selecting a
[ E1 , E2 and E3 are independent] boy from first, second and third group
respectively. And let G1, G2 and G3 be the
1 2 3 1 events of selecting a girl from first, second
=     and third group respectively.
2 3 4 4
1
Hence, P(the problem will be solved) C1 1
Then, P(B1) = 
= 1 – P(none solves the problem) 4
C1 4
 1 3
= 1    2
C1 2 1
 4 4  
P(B2) = 4 4 2
Ex. 62: The probabilities of A, B, C solving a C1
1 2 3
problem are , and respectively. 3
3 7 8 C1 3
P(B3) = 4

If all the three try to solve the problem C1 4
simultaneously, find the probability
3
that exactly one of them will solve it. C1 3
P(G1) = 4

Soln: Let A, B and C be the events of solving C1 4
the problem A, B and C respectively.
2
C1 2 1
Then, A , B , C are the respective events P(G2) = 4
 
C1 4 2
of not solving the problem by them
1
1 2 3 C1 1
Now, P(A) = ; P(B) = and P(C) = P(G3) = 4

3 7 8 C1 4
Probability 691

 P(1 girl and 2 boys) 3

C1 3
= P[(G1  B2  B3) or (B1 G2  B3) P(red from second bag) = 10

10 and
or, (B1  B2  G3)] C1
= P(G1  B2 B3) + P(B1  G2  B3) 7
C1 7
+ P(B1  B2  G3) P(black from second bag) = 10

= P(G1) × P(B2) × P(B3) + P(B1) × P(G2) C1 10
× P(B3) + P(B1) × P(B2) × P(G3)  P(two black balls and one red ball)
3 1 3 1 1 3 1 1 1 = P[(1 red from first and 2 black from
=           second) or (1 black from first and 1 red
4 3 4 4 2 4 4 2 4
and 1 black from second)]
 9 3 1  13 = P(1 red from first and 2 black from
=    
 32 32 32  32 second) + P(1 black from first and 1
Ex. 64: A bag contains 4 white and 2 black red and 1 black from second)
balls. Another contains 3 white and 5 = P[(1 red from first) × P(2 black from
black balls. If one ball is drawn from second)] + [P(1 black from first) × P(1
each bag, find the probability that red and 1 black from second)]
(i) both are white; = P[(1 red from first) × P(2 black from
(ii) both are black; second)] + [P(1 black from first) × P(1
(iii) one is white and one is black. red and 1 black from second)]
Soln: (i) P(both balls are white) 7
= P[(white ball from first bag) and (white 4 C2 5 3 C1  7 C1
=  10
  10
ball from second bag)] 9 C2 9 C2
= P(White ball from first bag) × P (White
 4 7 6   5 3 7 
ball from second bag) =      2
 9 10  9   9 10  9 
4 3 1
=     28 7  63 7
6 8 4    
=
(ii) P(both balls are black)  135 27  135 15

K KUNDAN
= P[(black ball from first bag) and (black Ex. 66: A bag contains 4 red and 3 black balls.
ball from second bag)] A second bag contains 2 red and 4 black
= P(black ball from first bag) × P(black ball balls. One bag is selected at random.
from second bag) Fr om t he sel ected bag, one bal l i s
2 5 5 drawn. Find the probability that the
=    ball drawn is red.
 6 8  24
1
(iii) P(one white ball and one black ball) Soln: Probability of choosing first bag =
= P[(black ball from first bag and white 2
from second) (Choosing 1 out of 2).
or, (whit e f r om f ir st and black f rom Probability of drawing a red ball from this
second)] 4
C1 4
= P(black f rom fir st and whit e fr om bag = 7

C1 7
second) + P(white from first and black
from second) P(Choosing first bag and drawing a red
 2 3   4 5   1 5  13 1 4 2
=          ball from it) =    
 6 8   6 8   8 12  24 2 7 7
Ex. 65: A bag contains 4 red and 5 black balls
1
and bag B contains 3 red and 7 black Probability of choosing second bag =
balls. One ball is drawn from bag A 2
and t wo from bag B. Find the Probability of drawing a red ball from this
probability that out of 3 balls, two are 2
black and one is red. C1 2 1
bag = 6
 
[MAT–1998] C1 6 3
Soln: Clearly, we have:
P(Choosing second bag and drawing a red
4
C1 4
P(red from first bag) = 9
 1 1 1
C1 9 ball from it) =    
2 3 6
5
C1 5
P(black from first bag) =  2 1 19
9
C1 9  P(a red ball) =  
7 6 42
692 Concept of Arithmetic

Ex. 67: A, B and C shoot to hit a target. If A And, let F = the event of drawing 3 black
hits the target 4 times in 5 trials; B balls in second draw.
hits it 3 times in 4 trials and C hits it When the balls are replaced before the
2 t i m es i n 3 tr i als; what i s the second trial, E and F are independent
probability that the target is hit by at events.
least 2 persons?  Required probability
[MAT–2009] = P(E  F) = P(E) × P(F)
Soln: Let A, B and C be the events that A hits 5 8
the target, B hits the target and C hits the C3 C3 10 56
= 13
 13
 
target respectively. C3 C3 286 286
Th en ,
140
4 3 2 =
P(A) = , P(B) = , P(C) = 20449
5 4 3
Note: Also see the Ex. 44. Ex. 44 is an
 4 1  3 1 example of condit ional pr obabilit y,
P( A ) = 1    , P( B ) = 1    and whereas the above example is the case of
 5 5  4 4
independent events.
 2 1
P( C ) = 1    The Law of Total Probability
 3 3
Case I: P(A, B and C all hit the target) Let S be the sample space and E1, E2, ..., En be n
= P(A  B  C) mut ually exclusiv e and exhaustiv e ev ent s
= P(A) × P(B) × P(C) associated with a random experiment. If E is any
4 3 2 2 event which occurs with E1 or E2 or E3 or .... or En,
=     then
5 4 3 5
P(E) = P(E1) P(E/E1) + P(E2) P(E/E2) + ... +
Case II: P(A and B hit but not-C) P(En) P(E/En)
= P(A B  C ) The law of total probability as stated above say
that if an event E can occur in n mutually exclusive

K KUNDAN
= P(A) × P(B) × P ( C ) ways, then the probability of occurrence of E is
the sum of the probabilities of various ways.
4 3 1 1
=     Ex. 69: A bag contains 4 red and 3 black balls.
5 4 3 5 A second bag contains 2 red and 4 black
Case III: P(A and C hit but not-B) balls. One bag is selected at random.
Fr om t he sel ected bag, one bal l i s
= P(A  C  B )
drawn. Find the probability that the
= P(A) × P(C) × P( B ) ball drawn is red.
Soln: A red ball can be drawn in two mutually
4 2 1 2
exclusive ways:
=    
 5 3 4  15 (I) Selecting bag I and then drawing a
Case IV: P(B and C hit but not-A) red ball from it.
(II) Selecting bag II and then drawing a
= P( B  C  A )
red ball from it.
= P(B) × P(C) × P( A ) Let E1, E2 and E denote the events defined
as follows:
3 2 1 1
=     E1 = Selecting bag I
 4 3 5  10 E2 = Selecting bag II
All t he abov e cases being mut ually E = Drawing a red ball
exclusive, we have the required probability Since one of the two bags is select ed
2 1 2 1  5 randomly,
=     
 5 5 15 10  6 1 1
Ex. 68: An urn contains 5 white and 8 black therefore P(E1) = and P(E2) =
balls. Two successive draws of three 2 2
balls at a time are made such that the Now, P(E/E1) = Probability of drawing a
balls are replaced before the second r ed ball when t he f ir st bag has been
trial. Find the probability that the first chosen.
drawi ng wil l gi v e 3 whi t e and t he 4
second 3 black balls. = (Since first bag contains 4 red and
7
Soln: Let E = the ev ent of drawing 3 white
balls in first draw 3 black balls)
Probability 693

and P(E/E 2) = Probability of drawing a
red ball when t he second
bag has been selected.
2 5%, 4% and 2% ar e respect i vel y
= (Since the second bag contains 2
6
red and 4 black balls)
Using the law of total probability, we have
P(red ball) = P(E)
= P(E1) P(E/E1) + P(E2) P(E/E2)
 1 4 1 2  19
=     
 2 7 2 6  42
Ex. 70: In a bolt factory, machines A, B and C
manufacture respectively 25%, 35% and
40% of the total bolts. Of their output
5%, 4% and 2% ar e respect i vel y
defect i ve bol ts. A bol t i s dr awn at
random from the product. What is the
pr obabil i t y t hat t he bol t dr awn i s
defective?
Soln: Let E1, E2, E3 and E be the events defined
as follows:
E1 = the bolt is manufactured by machine A
E2 = the bolt is manufactured by machine B
E3 = the bolt is manufactured by machine C
E = the bolt is defective. Then,
25 1 35 40
 ; P(E ) =
Ex. 71: In a bolt factory, machines A, B and C
manufacture respectively 25%, 35% and
40% of the total bolts. Of their output
defect i ve bol ts. A bol t i s dr awn at
random from the product. If the bolt
drawn is found to be defective, what is
the probability that it is manufactured
by the machine B?
Soln: Let E1, E2, E3 and E be the events defined
as follows:
E1 = the bolt is manufactured by machine A
E2 = the bolt is manufactured by machine B
E3 = the bolt is manufactured by machine C
E = the bolt is defective.
Th en ,
P(E 1) = Probability that the bolt drawn is
manufactured by machine A
25
=
100
P(E 2) = Probability that the bolt drawn is
manufactured by machine B
35
=
100
P(E 3) = Probability that the bolt drawn is
manufactured by machine C

K KUNDAN
P(E1) = 2
; P(E3) =
100 4 100 100 40
P(E/E1) = Probability that the bolt drawn =
100
is defective given the condition P(E/E1) = Probability that the bolt drawn
that it is manufactured by is def ect ive giv en t hat is
machine A manufactured by machine A
5 5
= =
100 100
4 4
Similarly, P(E/E2) = and Similarly, P(E/E2) = and
100 100
2
2 P(E/E3) =
P(E/E3) = 100
100
Using the law of total probability, we have Now, required probability = Probability that
P(E) = P(E 1 ) P(E/E 1) + P(E 2) P(E/E 2 ) + the bolt is manufactured by machine B
P(E3) P(E/E3) given that the bolt drawn is defective

 25 5   35 4   40 2  P(E 2 ) P(E/E 2 )
=        or, P(E2/E) =
 100 100   100 100   100 100  P(E1 ) P(E/E1 )  P(E 2 ) P(E/E 2 )
 P(E 3 ) P(E/E 3 )
= 0.0345

Baye’s Rule 35

4
Let S be the sample space and E1, E2, ..., En be n 100 100
= 25 5 35 4 40 2
mut ually exclusiv e and exhaustiv e ev ent s     
associated with a random experiment. If E is any 100 100 100 100 100 100
event which occurs with E1 or E2 or, ... or En, then
140 140 28
=  
P(Ei ) P(E/E i ) 125  140  80 345 69
P(Ei/E) = n ; where i = 1, 2, ..., n


i n
P(Ei ) P(E/E i )
694 Concept of Arithmetic

Ex. 72: Three boxes contain 6 red, 4 black; 4 Ex. 73: A dice is thrown 6 times. If “getting an
red, 6 black and 5 red, 5 black balls odd number” is a “success”, then find
r espect iv ely. O ne of t hese boxes i s the probability of 5 “successes”.
selected at random and a ball is drawn [MAT–1998]
from it. If the ball drawn is red, then Soln: In this question, a random experiment is
find the probability that it is drawn performed 6 times.
from the first box.  n = 6
[MAT–1998] p = probability of getting an odd number
Soln: Let E1, E2, E3 and E be the events defined
3 1
as follows: in one throw = 
E1 = box first is chosen 6 2
E2 = box second is chosen [Since there are 3 odd numbers (1, 3, 5)
E3 = box third is chosen and out of 6 numbers (1, 2, 3, 4, 5, 6) on the
E = ball drawn is red dice.]
Since there are three boxes and one of q = probability of non-occurrence of an
the three boxes is chosen at r andom,  1 1
therefore odd number in one throw = 1   
 2 2
1 Since, here, “getting an odd number” is
P(E1) = P(E2) = P(E3) = called a “success”
3
Hence r = 5 (required number of getting
If E1 has already occurred, then box first successes)
has been chosen which contains 6 red  Required probability = nCr pr qn-r
and 4 black balls. The pr obabilit y of
5 6 5 5
6 6 1 1 1 1 3
= C5      6    
drawing a red ball from it is .  2  2 2 2 32
10
Ex. 74: Suppose 6 coi ns ar e fl i pped
6 sim ul taneousl y. Then fi nd t he
Hence, P(E/E1) =
10 probability of getting at least one tail.

K KUNDANSimilarly, P(E/E2) =

P(E/E3) =
5
10
4
10
and

We are required to find P(E1/E) ie given

that the ball drawn is red, what is the
probability that it is drawn from the first
Soln:
Let X denote the number of tails in 6
throws of a coin. Then the probability of
getting r tails is given by

P(X = r) =

=
6

6
r
1 1
Cr    
 2  2

1
Cr  
6
6 r
; r = 0, 1, 2, ..., 6

box. 2
By Bay’s rule, Hence, required probability
= P(X  1) = 1 - P(X = 0)
P(E1 ) P(E/E1 )
P(E1/E) = 1 1
6
63
P(E1 ) P(E/E1 )  P(E 2 ) P(E/E 2 ) 6
= 1  C0    1  
 P(E 3 ) P(E/E 3 ) 2 64 64
Ex. 75: A coin is tossed 5 times. What is the
1 6 probability that head appears an odd

3 10 6 2 number of times?
=  
1 6 1 4 1 5 15 5 Soln: We know that if a coin is tossed n times,
    
3 10 3 10 3 10 then the probability that head will turn
1
Binomial Probability up an odd number of times is
2
. Let us
If a random experiment is performed ‘n’ times under see how?
similar condit ions, then the pr obabilit y of t he Let X denote the number of heads in n
occurrence of the event E exactly ‘r’ times in ‘n’ trials trials.
is P(X = r) and P(X = r) = nCr pr qn-r; where r = 0, 1, 2, Th en ,
3, ... n; p = the probability of occurrence of event E
r n r n
in one trial and q = (1 - p) = probability of non- n 1 1 1
P(X = r) = Cr      n Cr  
occurrence of event E in one trial (ie p + q = 1). 2 2 2
Probability 695

Thus, the required probability q = probability that a student is not a

= P(X = 1) + P(X = 3) + P(X = 5) + ... 1
swimmer =
n n n 5
n 1 1 1
= C1   n C3    n C 5    ... r = 4
2 2 2  required probability = nCr pr qn-r
n 4 5 4 4
1 n 5 4 1 4 1
n n
=   ( C1  C3  C5  ...) = C4      5 C4    
 2 5 5 5 5
Ex. 78: 100 i dent i cal coi ns, each wi t h
1 1
= n
(2n 1 )  21  probability, p, of showing up heads are
2 2 t ossed once. I f 0 < p < 1, and t he
[  nC1 + nC3 + nC5 + ... = 2n-1] probabili ty of heads showing on 50
coins is equal to that of heads showing
1 on 51 coins, then find the value of p.
 required probability =
2 [MAT–1999]
Ex. 76: What is the probability of getting at Soln: Let X denote the number of coins showing
least 6 heads if eight coins are tossed heads up.
simultaneously? Then, the number of random experiments
[GGSIU–2002] (n) = 100 and the probability of occurrence
Soln: Let X denote the number of heads in 8 of event is p.
throws of a coin. Then the probability of Now, according to the question,
getting r heads is given by P(X = 51) = P(X = 50)
r 8 r
or, 100C51 p51 q100 – 51 = 100C50 p50 q100 – 50;
8 1 1 (where q = 1 – p)
P(X = r) = Cr     ; r = 0, 1, 2, 3, ..., 8
 2  2 or, 100C51 p51 q49 = 100C50 p50 q50
100
8 p C50 51
8 1  100

q 50

K KUNDAN
= Cr   C51
2
Required probability p 51
= P(X  6) or, 1  p  50
= P(X = 6) + P(X = 7) + P(X = 8)
1  p 50
8 or, 
1 8 8 8 p 51
=   ( C6  C 7  C8 )
 2 1 50 101
or, p  51  1  51
1  8! 8! 8! 
=     51
256  (8  6)! 6! (8  7)! 7! (8  8 )! 8!   p =
101
1 8 7  37 Ex. 79: The probability that a marksman will
=   8  1 
256  2  256 1
hit a target is given as . Then find
Ex. 77: The probability that a student is not a 5
the probability that at least one hit in
1 10 shots.
swimmer is . Then find the probability Soln: Let X denote the number of shots in which
5
t hat out of t he 5 st udent s 4 ar e a marksman hit a target in 10 shots. Then
swimm er s. the probability of r hits is given by P(X = r)
[MAT– 2002] r 10 r
Soln: There are 5 students. Hence the random 10 1 4
= Cr    
experiment is performed 5 times. 5 5
 n = 5 Thus, the required probability
p = probability that a student is a swimmer = P(X  1) = 1 - P(X = 0)
0 10 10
 1 4 10 1 4  4
= 1    = 1  C0      1  
 5 5 5 5 5
Ratio & Proportion and k-Method 359

Chapter-17

Ratio & Proportion and k-Method

Important Definitions and Related Concepts

1. Some Useful Results on Proportion Subtracting one from each side, we have,

If four quantities a, b, c and d are in proportion, then a c a b c d

1  1  
we can see that the following results are true: b d b d
( i ) Invertendo  a – b : b :: c – d : d.
If four quantities be in proportion they keep in This operation is called Dividendo.
proportion even when they are taken inversely. (v) Componendo and Dividendo
If a : b :: c : d, then b : a :: d : c
When four quantities are in proportion, the sum
a c of the first and second is to their difference as
Since  dividing unity by each of these equal
b d the sum of third and fourth is to their difference.
sides, we have, If a : b :: c : d, then a + b : a – b :: c + d : c – d

a c a c a b c d
Since,  ,   ....(i)

K
1: = 1 : b d b d
b d
[By Componendo]
b d
   b : a :: d : c a b c d
a c And  ....(ii)
b d
This result is called Invertendo.
[By Dividendo]
( i i) Alternendo
If four quantities be proportionals, they remain a b c d
Dividing (i) by (ii), we get 
proportionals when they are taken alternately. a b c d
If a : b :: c : d, then a : c :: b : d This operation is known as Componendo and
Dividendo.
a c b
Since  , multiplying both sides by , we
b d c a c a b c d
Also, if  , then 
get, b d a b c d

KUNDAN
This oper at ion is known as Dividendo and
a b c b a b
     Componendo.
b c d c c d
 a : c :: b : d. This result is called Alternendo. 2. The k-Method
( i ii ) Componendo This method requires that each of the given ratios be
When four quantities are in proportion, the first put equal to constant k, the values of the numerators
together with the second is to second as the third (antecedents) found in terms of k and denominators
together with the fourth is to the fourth. (consequent s) and such v alues as ar e obt ained
If a : b :: c : d, then a + b : b :: c + d : d substituted in the two sides of the equality to be proved.
As the method becomes almost mechanical after a
a c little practice, the students will find it very convenient
Given, 
b d and helpful, though not much instructive in solving
Adding one to each side, we have, problems concerning equal ratios.
Note:
a c a b c d ( i ) Ther e is simple method popular ly known as
1  1  
b d b d ‘k-method’ to solve problems on equal ratios.
 a + b : b :: c + d : d. ( i i) In this method, we assume each of the given ratios
This operation is said to be Componendo. equal to k.
( iv) Dividendo 3. Theorem On Equal Ratios
When four quantities are in proportion, the excess
of the first over the second is to the second as a c a a b c
(i) If  , then   .
the excess of the third over the fourth is to the b d b b d d
fourth.
a b c d a c e
 ( i i) If  = , then each of these ratios is equal
If a : b :: c : d, then b d f
b d
a c
Given,  a c e
b d to b  d  f .
360 SSC Advanced Maths
( vi) Three or more quantit ies are said to be in
a c e
( i ii ) If  = = ......, then each ratio is equal to continued proportion when the ratio of the first
b d f and the second is equal to the ratio of second
and t hir d and so on. Thus, a, b, c are in
a  c  e  ...... Sum of antecedent s
= . a b
b  d  f  ...... Sum of consequent s  .
continued proportion if
b c
4. Important Points a b
(vii) When  , we get b2 = a × c. If three quantities
(i) Four quantities a, b, c, d are said to be in b c
proportion (or proportional) if a : b :: c : d. In a, b, c are in continued proportion, then b is
short, proportion means equality of two ratios. said to be the mean proportional between a and
( i i) Proportion is often expressed as a : b :: c : d c. c is called the third proportional to a and b.
and is read as “a is to b as c is to d”. ( vi ii) The concept of proportion need not be restricted
( i ii ) The terms ‘a’ and ‘b’ are called extremes (end to only two equal ratios. It may be extended
terms) and ‘b’ and ‘c’ are called means (middle
terms). a c e
thus. If  = = ........, then a, b, c, d, e, f
( iv) The f our t h ter ms ‘d’ is called t he f ourth b d f
proportional to a, b and c. ...... are said to be in proportion.
(v) The f our quantit ies, a, b, c and d ar e in ( ix ) The concept of continued proportion may be
proportion if and only if the product of the extended as given below:
extremes is equal to the product of the means.
Thus, if a : b :: c : d, then ad = bc and conversely, a b c
If    ......, then a, b, c, d, .... are said to

K
b c d
a c
let ad = bc, then  . be in continued proportion.
b d

Solved Examples

a c 4a  9b 4c  9d (a  2b  3c  4d )  (a  2b  3c  4d )
Ex. 1: (a) If = , show that  . =
b d 4a  9b 4c  9d (a  2b  3c  4d )  (a  2b  3c  4d )

a c 2(a  2b ) 2(a  2b )
( b) If = , pr ov e t hat ( 2a + 3b) ( 2c – 3d)  
b d 2(3c  4d ) 2(3c  4d )
= (2a – 3b)(2c + 3d).
a  2b a  2b
 

KUNDAN
a c 3c  4d 3c  4d
Soln. (a) We have, 
b d By alternendo, we get,
4a 4c 4
  [Multiplying both sides by ] a  2b 3c  4d
9b 9d 9 
a  2b 3c  4d
4a  9b 4c  9d By componendo and dividendo, we get,
 
4a  9b 4c  9d
a  2b  a  2b 3c  4d  3c  4d
[By Componendo and Dividendo] 
a  2b  a  2b 3c  4d  3c  4d
a c
(b) We have,  2a 6c a 3c
b d    
4b 8d 2b 4d
2a 2c 2  4ad = 6bc  2ad = 3bc
  [Multiplying both sides by ]
3b 3d 3
x a x b 2ab
2a  3b 2c  3d Ex. 3: Find the value of  , when x = .
  x a x b a b
2a  3b 2c  3d
[By Componendo and Dividendo] 2ab
Soln. When x =
 (2a + 3b)(2c – 3d) = (2a – 3b)(2c + 3d) a b
[By cross-multiplication] Dividing both sides by a, we have,
Ex. 2: If (a – 2b – 3c + 4d)(a + 2b + 3c + 4d) = (a + 2b – x 2b
3c – 4d) (a – 2b + 3c – d), prove that 2ad = 3bc. 
a a b
a  2b  3c  4d a  2b  3c  4d
Soln.  x  a 3b  a
a  2b  3c  4d a  2b  3c  4d  
x a b a
By componendo and dividendo, we get,
[By componendo and dividendo]
(a  2b  3c  4d )  (a  2b  3c  4d )
x a 3b  a
(a  2b  3c  4d )  (a  2b  3c  4d )   .....(i)
x a a b
Ratio & Proportion and k-Method 361

2ab 1  px 1  qx
Again, x = (e) 1  px 1
a b 1  qx
Dividing both sides by b, we get,
x 2b x 3  3x
341
 Soln. (a) We have, 
b a b 3x 2  1 91
By componendo and dividendo, we get,
x  b 3a  b
  .....(ii)
x b a b x 3  3x  3x 2  1 341  91

[By componendo and dividendo] x 3  3x  3x 2  1 341  91
Adding (i) and (ii), we get,
x a x b 3b  a 3a  b (x  1)3 432 216
 =    
3 250 125
x a x b a b a b (x  1)

3b  a  3a  b 2a  2b 2(a  b ) 3 3
= = = = 2.  x 1 6 x 1 6
a b (a  b ) (a  b )      
 x 1  5 x 1 5

 p  2x p  2y  By componendo and dividendo, we get,

4 xy
Ex. 4: If p = x  y , find the value of  p  2x  p  2y  . x  1  x 1 6  5

x 1 x 1 6  5
4xy p 2y
Soln: p = x  y  2x  x  y 2x 11

K
   x = 11
2 1
By componnendo and dividendo, we get,
p  2x 2y  (x  y ) x  4  x  10 5
 (b) We have, 
p  2x 2y  ( x  y ) x  4  x  10 2
By componendo and dividendo, we get,
p  2x 3y  x
  ....(i) x  4  x  10  x  4  x  10 52
p  2x yx 
x  4  x  10  x  4  x  10 52
4xy p 2x
Again, p = x  y  
2y x  y x 4 7
 
By componendo and dividendo, we get, x  10 3
p  2y 2x  (x  y ) On squaring both sides, we get,

KUNDAN

p  2y 2x  (x  y ) x 4 49

x  10 9
p  2y 3x  y
  ....(ii)  9x + 36 = 49x – 490
p  2y x y
 –40x = –526
Adding (i) and (ii), we get,
526 263
p  2x p  2y 3y  x 3x  y  x 
+ = + 40 20
p  2x p  2y yx x y
x  1  x  1 4x  1
3y  x 3x  y 3y  x  3x  y (c) We have, 
= – = x  1  x 1 2
yx yx yx
By componendo and dividendo, we get,
2y  2x 2(y  x ) x  1  x  1  x  1  x  1 4x  1  2
= = = 2. 
yx yx x  1  x  1  x  1  x  1 4x  1  2
Ex. 5: Find the value of x in the following equations: 2 x  1 4x  1
 
3 2 x  1 4x  3
x  3x 341
(a) 
3x 2  1 91 x  1 4x  1


x  1 4x  3
x  4  x  10 5 On squaring both sides, we get,
(b) 
x  4  x  10 2
x  1 16x 2  8 x  1

x  1  x 1 4 x 1 x  1 16x 2  24x  9
(c) 
x 1  x 1 2 By componendo and dividendo, we get,

a x  a x x 1 x 1 (16x 2  8x  1)  (16x 2  24x  9)

(d) k =
a x  a x x 1 x 1 (16x 2  8 x  1)  (16x 2  24x  9)
362 SSC Advanced Maths
Note: x = 0, also satisfies the given equation.
2x 32x 2  16 x  10
  Ex. 6: Show that 3nx2 – 2mx + 3n = 0, if
2 32x  8
32x – 8x = 32x2 – 16x + 10
2 m  3n  m  3n
x
 –8x + 16x = 10 m  3n  m  3n
5
8x = 10  x m  3n  m  3n
4 Soln. x 
m  3n  m  3n
a x  a x By componendo and dividendo, we get,
(d) We have, k
ax  ax
x 1 ( m  3n  m  3n )  ( m  3n  m  3n )
By componendo and dividendo, we get, =
x 1 ( m  3n  m  3n )  ( m  3n  m  3n )
a  x  a  x  a  x  a  x k 1

a  x  a  x  a  x  a  x k 1 x 1 m  3n
 =
x 1 m  3n
a  x k 1 On squaring both sides, we get,
 
a  x k 1
On squaring both sides, we get, x 2  2x  1 m  3n

x 2  2x  1 m  3n
a  x k 2  2k  1
 By componendo and dividendo, we get,
a  x k 2  2k  1
(x 2  2x  1)  (x 2  2x  1)

K
By componendo and dividendo, we get, m  3n  m  3n

(x 2  2x  1)  (x 2  2x  1) m  3n  m  3n
a  x a  x k 2  2k  1  k 2  2k  1
= 2
a  x a  x k  2k  1  k 2  2k  1 x2 1 m
 
2x 3n
2a 2k 2  2
  3n(x2 + 1) = 2mx  3nx2 + 3n = 2mx
2x 4k
3nx2 – 2mx + 3n = 0.

a k2 1 2ak
   x 15 a 2  4 b 2 47
x 2k k2 1 Ex. 7: If  , find the values of
15a 2  4 b 2 7
1  px 1  qx
(e) 1  px 1  qx  1 a a 3  3b 3

KUNDAN
(i) (ii)
b 3b 3
1  px 1  qx
 1  px  1  qx 15a 2  4b2 47
Soln. (i) 
15a 2  4b 2 7
On squaring both sides, we get,
By componendo and dividendo, we get,
1  p2x 2  2 px 1  qx
 (15a 2  4b 2 )  (15a 2  4b 2 ) 47  7
1  p 2x 2  2 px 1  qx
2 2 2 2

(15a  4b )  (15a  4b ) 47  7
By componendo and dividendo, we get,
30a 2 54 54 8 9 a2
(1  p 2x 2  2 px )  (1  p 2x 2  2 px )      
2
2 2 2 2 8b 40 b 2 40 30 25
(1  p x  2 px )  (1  p x  2 px )
Taking the positive square roots of both the
1  qx  1  qx sides, we get,
=
1  qx  1  qx a 9 3
  
b 25 5
1  p 2x 2 1 2p
   1 + p2x2 =
2 px qx q a 3 a3 27
(ii)   3 
b 5 b 125
2p 2p  q
 p2x2 = – 1 =
q q
a327 9
  
2 2p  q 3b 3 375 125
 x 
p2q Using componendo, we get,

a 3  3b 3 9  125 a 3  3b 3 134
1 2p  q 3 =  =
 x p q 3b 125 3b 3 125
Ratio & Proportion and k-Method 363

x2  y2 xy x y p q x2  y2  z2  px  qy  rz 
2
Ex. 8: If  , prove that x  y  p  q . (ii)  
p2  q2 pq a 2 2
b c 2
 pa  qb  rc 

x 2  y2 xy x 2  y2 p2  q 2 x y z
Soln.    Soln. (i) Since   = k (say)
2 2 pq xy pq a b c
p q
 x = ak, y = bk, z = ck
x 2  y2 p2  q2 3
 
2xy 2 pq  a 2x 2  b 2y 2  c 2z 2  2
LHS =  
By componendo and dividendo, we get,  a 3 x  b 3y  c 3z 
x 2  y 2  2xy p 2  q 2  2 pq
 3
x 2  y 2  2xy p 2  q 2  2 pq  a 2 . a 2k 2  b 2 . b 2k 2  c 2 . c 2k 2  2
=  
 a 3 . ak  b 3 . bk  c 3 . ck 
(x  y )2 ( p  q )2
 
2
(x  y ) ( p  q )2 3
3
 k 2 (a 4  b 4  c 4 )  2
x y pq =    k2
Hence,   k (a 4  b 4  c 4 ) 
x y p q
xyz ak . bk . ck
a c e a 3  c3  e3 ace RHS = =

K
Ex. 9: If b  d  f , prove that 3  . abc abc
b  d 3  f 3 bdf
k 3 . abc 3
a c e = =
Soln. Let    k (say) abc k3  k 2
b d f
Hence, LHS = RHS
Then, a = bk, c = dk, e = fk
x y z
( i i) Since   = k (say)
a3  c 3  e3 b3k 3  d 3k 3  f 3k 3 3 a b c
LHS = = k ..(i)
b3  d 3  f 3 b3  d 3  f 3  x = ak, y = bk, z = ck

ace bk . dk . fk x 2  y2  z 2 a 2k 2  b 2k 2  c 2k 2
RHS = =  k3 ..(ii) LHS = =
bdf bdf a 2  b2  c 2 a 2  b2  c 2

KUNDAN
From (i) and (ii), we get,
LHS = RHS k 2(a 2  b 2  c 2 )
=  k2
3 3 3 a2  b2  c 2
a c e ace
 3 3 = 2 2
b d f3 bdf  px  qy  rz   p . ak  q . bk  r . ck 
RHS =   = 
 pa  qb  rc  pa  qb  rc 
x y z x3 y3 z3 xyz
Ex. 10: If   , show that    . 2
a b c a 3 b 3 c 3 abc  k ( pa  qb  rc ) 2
=   k
 pa  qb  rc 
x y z
Soln. Let   = k Hence, LHS = RHS
a b c
 x = ak, y = bk, z = ck x y z
Substituting these values of x, y and z in LHS. Ex. 12: If   , then show that
b c c a a b
We have,
(i) x + y + z = 0 and (ii) ax + by + cz = 0
a 3k 3 b 3k 3 c 3k 3
LHS =    k3  k3  k3  k3 x

y

z
3 3
a b c3 Soln. Let
b c c a a b
= k (say)

ak . bk . ck  x = k(b – c), y = k(c – a), z = k(a – b)

RHS =  k3 (i) LHS = x + y + z
abc
LHS = RHS [ Each side = k3] = k(b – c) + k(c – a) + k(a – b)
= k(b – c + c – a + a – b)
x y z = k(0) = 0.
Ex. 11: If   , show that
a b c (ii) LHS = ax + by + cz
3 = a{k(b – c)} + b{k(c – a)} + c{k(a – b)}
 a 2 x 2  b2y 2  c2z 2  2 xyz = k(ab – ac + bc – ab + ac – bc)
(i)  3 3 3
 
 a x  b y  c z  abc = k(0) = 0.
364 SSC Advanced Maths

a b c a b c
Ex. 13: If   , prove that each is equal Ex. 15: If  
b c c a a b x  2 y  3z y  2 z  3 x z  2 x  3 y , show

1 a b c
to or –1. that each ratio is equal to 2 ( x  y  z ) .
2

a b c a b c
Soln. Let   = k ....(i)  
b c c a a b Soln.
x  2y  3z y  2z  3x z  2x  3y
Then, a = k(b + c), b = k(c + a), c = k(a + b) Then by the theorem on equal ratios, we get,
 a + b + c = k(b + c + c + a + a + b) Sum of antecedents
= 2k(a + b + c) Each given ratio =
Sum of consequents
 a + b + c – 2k(a + b + c) = 0
a b c
(a + b + c) (1 – 2k) = 0 =
( x  2y  3z )  (y  2z  3x )  (z  2x  3y )
1 a b c a b c
 Either a + b + c = 0 or 1 – 2k = 0  k = = =
2 2x  2y  2z 2(x  y  z )
If a + b + c = 0, then b + c = –a
a a Hence,
so that   1
b  c a a b c b c
= =
b c x  2y  3z y  2z  3x z  2x  3y

K
Similarly,  1 ;  1
c a a b a b c
= .
2(x  y  z )
1 1
If k = , then from (i), each fraction = Ex. 16: Find the third proportional to (x – y), (x2 – y2).
2 2
Soln. Let the third proportional be p, then
1
Hence, each fraction is equal to or –1. x – y : x2 – y2 : : x2 – y2 : p
2
 p (x – y) : (x2 – y2)(x2 – y2)
ay  bx cx  az bz  cy
Ex. 14: If   , then prove that  p (x – y) = (x2 – y2)(x + y)(x – y)
c b a
( x 2  y 2 )(x  y )( x  y )
x y z p =
  . (x  y )

KUNDAN
a b c
 p = (x + y)(x2 – y2)
ay  bx cx  az bz  cy
Soln. We have,  
c b a Ex. 17: Find the fourth proportional to 2xy, x2, y2 .
Sum of the antecedents Soln. Let the fourth proportional be p, then
Each ratio =
Sum of the consequents 2xy : x2 : : y2 : p

ay  bx  cx  az  bz  cy Since, product of extremes = product of means

=
a b c  2xy × p = x2 × y2

x (c  b )  y(a  c )  z (b  a ) x 2y 2 xy
= p = p=
a b c 2xy 2
x y z
Let   = k  x = ak, y = bk, z = ck Ex. 18: Find the mean proportional between (x – y),
a b c
(x3 – x2y2).
ak (c  b )  bk (a  c )  ck (b  a )
Each ratio = Soln. Let the mean proportional be p, then
a b c

0
p = ( x  y )(x 3  x 2y ) = ( x  y ) x 2 (x  y )
=
a b c
= (x  y )2 x 2 = x (x – y) = x2 – xy
x y z
   is true.
a b c
Ratio & Proportion and k-Method 365

Exercise
12. Solve:
6 pq x  3 p x  3q
1. If x  p  q , find the value of x  3 p  x  3q .
4x  1  2x 1

a) 0 b) –1 c) 2 d) 1 4x  1  2x 5
a) –1 b) 5 c) 0 d) 2
4 6 x 2 2 x 2 2
2. If x  , find the value of  .
2 3 x 2 2 x 2 2 7 x  4x  3
13. If  6 , then find the value of x.
a) 2 b) 0 c) 1 d) None of these 7x  4x  3
3. Solve the following equation for x: a) 6 b) 5 c) 7 d) None of these

x  7  x 1 2 (2x  1)2  (2x  1)2 17

 
x  7  x 1 1 14. If 18 , then find the value of x.
(2x  1)2  (2x  1)2
a) 1 b) 0 c) –2 d) 2 Where x > 0.
x 2 x3 1
4. If  5 , then find the value of x. a) 2 b)
x 2 x 3 8
a) 2 b) 7 c) 8 d) 6 c) Both (a) and (b) d) None of these

a  a 2  2ax x 3  y3 91

K
 b , then find the value of x.  2x 2  3y 2
5. If 15. If 37 , determine the value of .
2
a  a  2ax x 3  y3 3y 2

2ab 2ab 5 1 27
2a 2 2b 2 a) b) c) d) 3
a) b) c) d) 27 5 5
(b  1)2 b 1 a b (a  b )2

x2  x 1 x 2  x 1
p2  q 2  p 2  q 2 16. If  and x  y, x  0, y  0, then
2
6. If x  , then find the value of y  y 1 y2  y 1
p 2  q 2  p2  q 2
find the value of xy.
q2x2 – 2p2x + q2. a) 0 b) 2 c) –1 d) 1
a) 0 b) 1 c) –1 d) 2
1 1

KUNDAN
a 9 5a 2  6b 2 ( p  1) 3  ( p  1) 3
7. If  , find the values of . 17. If y = 1 1 , then f ind t he value of
b 5 5a 2  6b 2
( p  1) 3  ( p  1) 3
17 37 13 37
a) b) c) d) y3 – 3py2 + 3y – p.
37 17 37 13 a) 1 b) 0 c) –1 d) None of these

d
8. If a + b = 1; c + d = 1 and a – b = , then find the y 2  xy  y 2  xy
c 18. If p = , then find the value of
value of c – d. y 2  xy  y 2  xy

b a xp2 – 2yp + x.
a) b) c) a + b d) ab a) 0 b) –1 c) 2 d) 1
a b

8ab x  4a x  4b x y z
9. If x = , find the value of  . 19. If   , then find the value
a b x  4a x  4b b c a c a b a b c
a) 4 b) 3 c) 2 d) 1 of (b – c)x + (c – a)y + (a – b)z.
a) 1 b) –1 c) 0 d) None of these
12 pq x  6 p x  6q 2 0 . If a + b : b + c = c + d : d + a, then find the value of
10. If x  p  1 , find the value of x  6 p  x  6q .
a + b + c + d.
a) 1 b) 0 c) –2 d) 2 b
a) 0 b) –1 c) d) None of these
a
a  b 1 a 2  ab  b 2
11. If  , find the value of .
a  b 2 a 2  ab  b 2 x y z
21. If   , then find the value of
r 2  pq p 2  qr q 2  pr
91 73 71 93
a) b) c) d) px + qy + rz.
73 91 93 71
a) –1 b) 1 c) 0 d) 2
366 SSC Advanced Maths

x y z a b c a b c
2 2 . If bc (b  c )  ca (c  a )  ab (a  b ) , then find the value 32. If   , then
c
is equal to
3 4 7
of a(b + c)x + b(c + a)y + c(a + b)z. a) 0 b) 1 c) 2 d) 3
a) 0 b) 1 c) 2 d) –2
xy  y 2
33. If x : y = 7 : 3, then the value of is
2x  y 3x  z z y x2  y2
23. If  
3y  z 2y  x x  z , then f ind t he value of
3 4 3 7
x + y + z. a) b) c) d)
4 3 7 3
2
a) 1 b) 3a  5b
3 34. If  5 , then a : b is equal to
3a  5b
c) 0 d) Cann’t be determined a) 2 : 1 b) 5 : 3 c) 3 : 2 d) 5 : 2

x y z ax  by 35. If p : q = r : s = t : u = 2 : 3, then (mp + nr + ot) : (mq +

24. If   , then find the value of
a b c (a  b )(x  y ) . ns + ou) equals
a) 3 : 2 b) 2 : 3 c) 1 : 3 d) 1 : 2
a) 1 b) 0 c) –1 d) 2
36. If x : y = 3 : 4, then (7x + 3y) : (7x – 3y) is equal to
a) 5 : 2 b) 4 : 3 c) 11 : 3 d) 37 : 19
a b c a 3  b3  c 3
25. If   , then find the value of 3 .
b c d b  c 3  d3 x 3 6 yx
37. If y  4 , then the value of 7  y  x is

K
b c a b
a) b) c) d)
d d d c 2 3 3
a) 1 b) c) d) 1
7 7 7
x y z
26. If   , then find the value of 38. If x : y = 2 : 1, then (5x2 – 13xy + 6y2) is equal to
a b c
3 4 55
ax  by by  cz cz  ax a) b) c) 0 d)
  . 4 3 4
(a  b )(x  y ) (b  c )(y  z ) (c  a )(z  x )
a) 0 b) 2 c) 1 d) 3 a c e 2a 2  3c 2  4e 2
39. If    3 , then ?.
x y z b d f 2b 2  3d 2  4 f 2
27. If   ,
(b  c )(b  c  2a ) (c  a )(c  a  2b ) (a  b )(a  b  2c ) a) 2 b) 3 c) 4 d) 9

KUNDAN
then find the value of x + y + z.
a) 0 b) –1 c) –2 d) 1 y2  x2
40. If 1.5x = 0.04y, then the value of is
y 2  2xy  x 2
ax  by bx  az ay  bz
28. If   and x + y + z  0, then
xy xz yz 730 73 73 74
find the value of each of the ratios. a) b) c) d)
77 77 770 77
a b a b a b a b
a) b) c) d) a b c a b c
2 3 2 3 41. If   , then is equal to
2 3 5 c
a) 2 b) 4 c) 5 d) 6
x 2  y2  p2 z 2  2xy 2z 2  p 2
29. If 2
 2
 , then f ind t he
x yz y zx z 2xy 5 x  2y
42. If x : y = 3 : 4, then the value of is
value of each of the ratios. 7 x  2y

1 1 1 1 1 1 7 7 7 7
a) xy  yz  zx b) x 2  y 2  z 2 a) b) c) d)
25 23 29 17

1 1 1 a b 2a  3b
43. If  , then the value of is
c) x  y  y  z  z  x d) None of these 3 2 3a  2b
12 5 12
30. If x : y = 3 : 2, then the ratio 2x2 + 3y2 : 3x2 – 2y2 is a) b) c) 1 d)
equal to 5 12 7

a) 12 : 5 b) 6 : 5 c) 30 : 19 d) 5 : 3 4ab x  2a x  2b
44. If x  (a  b ) , then the value of  is
a b x  2a x  2b
2a  5b 4
31. If  , then a : b is equal to a) a b) b c) 2ab d) 2
3a  6b 7
a) 21 : 36 b) 2 : 59 c) 59 : 2 d) 36 : 21
Ratio & Proportion and k-Method 367
45. If x varies inversely as (y 2 – 1) and is equal to 24
when y = 10, then the value of x when y = 5 is 3 x  3 x
51. If = 2, then x is equal to
a) 99 b) 12 c) 24 d) 100 3 x  3x

2x  y 1 3x  y 5 12 5 7
46. If  , then the value of is a) b) c) d)
x  2y 2 3x  y 12 5 7 5

1 3 4
a) b) c) d) 1  1 x  1 x 
5 5 5 3  
52. If x  , then the value of   is
2  1 x  1 x 
x y xy
47. If x – y = = , then the numerical value of xy a)  3 b) –1 c) 1 d) 3
7 4
is 53. If a : b : c = (y – z) : (z – x) : (x – y), then the value of ax
+ by + cz is
4 3 1 1
a) b) c) d) a) 1 b) 3 c) 0 d) –1
3 4 4 3
x 4  x 4
 x  y 54. If = 2, then x is equal to
x 4 x 4
48. If y : x = 4 : 15, then the value of  x  y  is
a) 2.4 b) 3.2 c) 4 d) 5
11 19 4 15 55. Find the fourth proportional to x3 – y3, x4 + x2y2 + y4,
a) b) c) d) x – y.
19 11 11 19
a) x2 – xy b) x3 – y2

K
49. If ( 3x – y) : (x + 5y) = 5 : 7, then the value of (x + y) : c) x2 + y2 – xy d) x2 – y2 + xy
(x – y) is
a) 2 : 3 b) 3 : 2 c) 3 : 1 d) 1 : 3 a b
56. Find the third proportional to  , a2  b 2 .
b a
x
50. If (5x2 – 3y2) : xy = 11 : 2, then the positive value of a
y
a) ab b) a + b c) a2 + b2 d)
is b

22 7 3 7 57. Find the mean proportional between (a + b) (a – b)3,

a) b) c) d) (a + b)3 (a – b).
7 2 2 2
a) (a2 + b2)2 b) (a + b)2 c) (a2 – b2)2 d)(a – b)2

Answers and explanations

1. c;

KUNDAN
x 

x  3p
6 pq x
p  q  3p


2q  p  q

Again, x 
6 pq
pq
2q
p q
By componendo and dividendo, we get,
x  3p
=
2q  p  q
=


3q  p
qp

x

2q
3q p  q
By componendo and dividendo, we get,
....(i)
By componendo and dividendo, we get,
x 2 2 2 3 2 3 3 3 2

x2 2 2 3 2 3

Again, x =

2 3
x

4 6
2 3

3 2

2 3

.
4 6

2 3
1
...(i)

x  3q 2p  p  q 3p  q x 2 2
 
= = ...(ii) 2 3 2 3
x  3q 2p  p  q p q
Adding (i) and (ii), we get, By componendo and dividendo, we get,

x  3p x  3q 3q  p 3p  q x 2 3 2 2 2 3 3 2 3
+ = –   ...(ii)
x  3p x  3q qp p q x2 3 2 2 2 3 2 3
From (i) and (ii), we get,
3q  p  3 p  q 2q  2 p q  p 
= = = 2  q  p  = 2. x 2 2 x 2 3 3 3 2 3 2 3
qp qp   + = –
x2 2 x2 3 3 2 3 2

4 6 3 3  2 3 2 3 2 3 2 2
2. a; x = =
2 3 3 2 3 2
 3 2
x 4 6 1 x 2 3  
 = .  = = 2  = 2.
2 2 2 2 2 3 2 2 2 3  3 2
368 SSC Advanced Maths

x  7  x 1 2 2ab – 2bx = b2x + x

3. d; We have, 
x  7  x 1 1 2ab = b2x + 2bx + x
By componendo and dividendo, we get, 2ab = x(b2 + 2b + 1)

( x  7  x  1)  ( x  7  x  1) 2  1 2ab
 2ab = x(b + 1)2  x 
( x  7  x  1)  ( x  7  x  1) 2  1 (b  1)2

2 x7 3 x7 3
    x p2  q 2  p2  q 2
2 x 1 1 x 1 1
6. a; We have, 1 
Squaring both sides, we get, p  q  p2  q2
2 2

x 7 9

x 1 1 x  1 2 p2  q 2 p2  q 2
 x  1  
 1(x + 7) = 9(x – 1) [By cross-multiplication] 2 p2  q 2 p2  q 2
 x + 7 = 9x – 9
 9x – x = 7 + 9 Squaring both sides, we get,
 8x = 16  x = 16 ÷ 8 = 2
(x  1)2 p2  q 2
Hence, x = 2.  
(x  1)2 p2  q2
4. b; Applying componendo and dividendo, we get,
Applying componendo and dividendo, we get,
x 2  x 3  x 2  x 3 5 1


K
x 2  x 3  x 2  x 3 5 1 (x  1)2  (x  1)2 2p2
 
2 2
(x  1)  (x  1) 2q 2
2 x2 6 x 2 3
 

2 x 3 4
or
x 3 2 2(x 2  1) p 2
 
4x q2
x 2 9
Squaring both sides, we get, 
x 3 4 x 2  1 p2
4(x + 2) = 9(x – 3) (By cross-multiplication)   q2x2 + q2 = 2p2x
2x q2
4x + 8 = 9x – 27
4x – 9x = –27 – 8  –5x = –35 q2x2 – 2p2x + q2 = 0
 5x = 35  x = 35 ÷ 5 = 7.
a 9 a2 81

KUNDAN
7. b;    
a  a  2ax 2 b 5 b2 25
5. a; Since, b
a  a 2  2ax
5a 2 5 81 5
Applying componendo and dividendo, we get,    [Multiplying both sides by ]
6b 2 6 25 6

a  a 2  2ax  a  a 2  2ax b 1
 5a 2
27
b 1  
a  a 2  2ax  a  a 2  2ax 6b 2 10
2a b 1 a b 1  By componendo and dividendo, we get,
   
2 a  2ax2 b 1 a  2ax b  1
2 5a 2  6b 2 27  10 37
= =
Squaring both sides, we get, 5a 2  6b 2 27  10 17

a2 b 2  2b  1 d
 8. a; a + b = 1 and a – b =
2
a  2ax b 2  2b  1 c

a b 1 c
a 2  2ax b 2  2b  1   
  [By invertendo] a b d d
a2 b 2  2b  1 c
Applying componendo and dividendo, we get, By componendo and dividendo, we get,
a 2  2ax  a 2 b 2  2b  1  b 2  2b  1 (a  b )  (a  b ) c d

2
a  2ax  a 2 2 2
b  2b  1  b  2b  1 (a  b )  (a  b ) = c  d

2a 2  2ax 2b2  2 2a (a  x ) 2(b 2  1) 2a


1
     (  c + d = 1)
2ax 4b 2ax 4b 2b c  d

b
(a  x ) b 2  1 a  x b2  1   c d (By invertendo)
    a
x 2b x 2b
Ratio & Proportion and k-Method 369

8ab x 2b a  b 1
9. c; x=   
a b 4a a b 11. a; We have,
a  b 2
By componendo and dividendo, we get,
By componendo and dividendo, we get,
x  4a x  4b 2b  (a  b )
 = ( a  b ) ( a  b ) 1 2
x  4a x  4b 2b  (a  b ) 
( a  b)( a  b ) 1 2
x  4a 3b  a
  ...(i)
x  4a b a 2 a 3 a 3
   =
2 a 1 b 1
8ab x 2b
Again, x =  
a b 4b a  b a
By componendo and dividendo, we get, Squaring both sides, we get, = 9
b
x  4b 2a  (a  b )
 2
x  4b 2a  (a  b ) a  a 
2 2      1
a  ab  b b  b 
x  4b 3a  b Now, = 2
  ..(ii) a 2  ab  b 2 a  a 
x  4b a b      1
b  b 
Adding (i) and (ii), we get,
[Dividing numerator and denominator by b2]
x  4a x  4b 3b  a 3a  b
+ =  +
x  4a x  4b b a a b (9)2  9  1 81  9  1 91
= = = .

K
(9)2  9  1 81  9  1 73
3b  a 3a  b 3b  a  3a  b
= – =
b a b  a b a
4x  1  2x 1
2b  2a 2(b  a ) 12. d; We have, 
=  2 4x  1  2x 5
b a b a
By componendo and dividendo, we get,
12pq x 2q
10. d; Since, x    ( 4x  1  2x )  ( 4x  1  2x ) 1  5
pq 6p p  q 
( 4x  1  2x )  ( 4x  1  2x ) 1  5
By componendo and dividendo, we get,
x  6 p 2q  ( p  q ) 2 4x  1 6 4x  1 3
    
x  6 p 2q  ( p  q ) 2 2x 4 2x 2

KUNDAN
x  6 p 3q  p 4x  1 9
 Squaring both sides, we get, 
 ....(i) 2x 4
x  6p qp
4(4x + 1) = 9 × 2x [By cross-multiplication]
12pq x 2p  16x + 4 = 18x
Again, x   
pq 6p p  q 2x = 4  x = 4 + 2 = 2.
By componendo and dividendo, we get,
7 x  4x  3
x  6q 2 p  ( p  q ) 13. c; 6
 7x  4x  3
x  6q 2 p  ( p  q )
Applying componendo and dividendo, we get,
x  6q 3 p  q
  ....(ii) ( 7 x  4x  3)  ( 7x  4x  3) 6  1
x  6q pq 
( 7 x  4x  3)  ( 7x  4x  3) 6  1
Adding (i) and (ii), we get,
x  6p x  6q 3q  p 3p  q 2 7x 7 7x 7
   
+ = + 2 4x  3 5 4x  3 5
x  6p x  6q qp p q
Squaring both sides, we get,
x  6p x  6q 3q  p 3p  q
 + = + 7x 49
x  6p x  6q qp qp  
4x  3 25
3q  p  3 p  q 2q  2 p 2(q  p )  25(7x) = 49(4x – 3) [By cross-multiplication]
= qp = qp = qp 2  175x = 196x – 147
 196x – 175x = 147
x  6p x  6q 21x = 147  x = 147 ÷ 21 = 7
Hence, + = 2. Hence, x = 7.
x  6p x  6q
370 SSC Advanced Maths
x2y + y – xy2 – x = 0
(2x  1)2  (2x  1)2
17 x2y – xy2 – x + y = 0
14. c; We have, 
(2x  1)2  (2x  1)2 18 xy(x – y) – 1(x – y) = 0
(x – y)(xy – 1) = 0
By componendo and dividendo, we get,
x – y = 0 or xy – 1 = 0
[(2x  1)2  (2x  1)2 ]  [(2x  1)2  (2x  1)2 ] 17  8 x = y or xy = 1
 But, x  y (given),  xy = 1.
2 2 2 2 17  8
[(2x  1)  (2x  1) ]  [(2x  1)  (2x  1) ]
1 1
2(2x  1)2
25 (2x  1)2 25 ( p  1) 3  ( p  1) 3
    17. b; We have, y = 1 1
2 9 2 9
2(2x  1) (2x  1)
( p  1) 3  ( p  1) 3
2x  1 5 2x  1 5
    y 1
2x  1 3 2x  1 3 Applying componendo and dividendo, we get,
y 1
6x + 3 = 10x – 5  6x + 3 = – 10x + 5
–4x = –8  16x = 2
 1 1  1 1
1 ( p  1)3  ( p  1)3   ( p  1)3  ( p  1)3 
x = 2 or x =    
8
   
=
 1 1  1 1
x 3  y3 91 ( p  1)3  ( p  1)3   ( p  1)3  ( p  1)3 
15. a; We have, 
x 3  y3 37 ,    

K
   
Using componendo dividendo, we get,
1
(x 3  y 3 )  (x 3  y 3 ) 91  37 3
 y  1 ( p  1)3  y  1 p 1
3 3 3 3 91  37     
(x  y )  (x  y ) y 1 1  y  1 p 1
( p  1)3
2x 3 128 x3 64
   
3 3 27
2y 54 y y 3  3y 2  3y  1 p 1
 
y 3  3y 2  3y  1 p 1
x 4 x2 16
    Using componendo and dividendo, we get,
y 3 y2 9
y 3  3y 2  3y  1  (y 3  3y 2  3y  1)

KUNDAN
2 

2x

32 y 3  3y 2  3y  1  (y 3  3y 2  3y  1)
3y 2 27
( p  1)  ( p  1)

2
2x  3y 2
32  27 ( p  1)  ( p  1)
  [By dividendo]
3y 2 27
2y 3  6y 2p y 3  3y
    p
6y 2  2 2 3y 2  1
2x 2  3y 2 5
 
3y 2 27 y3 + 3y = p(3y2 + 1)
y3 – 3py2 + 3y – p = 0
18. a; We have,
x2  x 1 x 2  x 1
16. d; We have, 2
 2
y  y 1 y  y 1 p y 2  xy  y 2  xy

By alternendo 1 y 2  xy  y 2  xy
x2  x 1 y2  y  1 By componendo and dividendo, we get,

2
x  x 1 y2  y  1
p 1 ( y 2  xy  y 2  xy )  ( y 2  xy  y 2  xy )
By componendo and dividendo, we get, =
p 1 ( y 2  xy  y 2  xy )  ( y 2  xy  y 2  xy )
(x 2  x  1)  (x 2  x  1) (y 2  y  1)  (y 2  y  1)

(x 2  x  1)  (x 2  x  1) (y 2  y  1)  (y 2  y  1) 2 p 1 y 2  xy
p  1 2 y  xy 
  
p  1 2 y 2  xy p 1 y 2  xy
2x 2  2 2y 2  2
 
2x 2y Squaring both sides, we get,

p 2  2p  1 y 2  xy
x 2  1 y2  1 
   y = (x2 + 1) = x(y2 + 1) 2
p  2p  1 y 2  xy
x y
Ratio & Proportion and k-Method 371
By componendo and dividendo, we get, yz + y2 – x2 – xz = 0
2 2 2 2 z(y – x) + (y2 – x2) = 0
( p  2 p  1)  ( p  2 p  1) (y  xy )  (y  xy )
 z(y – x) + (y – x)(y + x) = 0
( p2  2 p  1)  ( p 2  2 p  1) (y 2  xy )  (y 2  xy ) (y – x) (x + y + z) = 0
Either y – x = 0 or x + y + z = 0
2( p 2  1) 2y 2 p2  1 y x = y or x + y + z = 0.
   
4p 2xy 2p x
x y z
x(p2 + 1) = 2yp xp2 – 2yp + x = 0. 24. a; Let   k
a b c
x y z x = ak, y = bk, z = ck
19. c; Let   k
b c a c a b a b c The given expression
 x = (b + c – a)k
 y = (c + a – b)k ax  by a(ak )  b(bk )
 z = (a + b – a)k = (a  b )(x  y ) =
(a  b )(ak  bk )
Now, the given expression
= (b – c)x + (c – a)y + (a – b)z
k (a 2  b 2 ) k (a 2  b2 )
= (b – c)(b + c – a)k + (c – a)(c + a – b)k = = = 1.
+ (a – b)(a + b – c)k k (a  b )(a  b ) k (a 2  b2 )
= (b2 + bc – ab – bc – c2 + ca)k + (c2 + ac – bc – ac – a2
+ ab)k + (a2 + ab – ac – ab – b2 + bc)k a b c
25. c; Let   = k
= (b – ab – c + ca)k + (c2 – bc – a2 + ab)k
2 2
b c d
+ (a2 – ac – b2 + bc)k Then c = dk, b = dk2 and a = dk3
= (a2 – ab – c2 + ca + c2 – bc – a2 + ab The given expression
+ a2 – ac – b2 + bc)k

K
=0×k=0 a 3  b3  c 3 (dk 3 )3  (dk 2 )3  (dk )3
= =
a b c d
3
b c d3 3
(dk 2 )3  (dk )3  d 3
20. a; Let  k
b c d a
a + b = (b + c)k ....(i) d 3k 9  d 3k 6  d 3k 3
=
c + d = (d + a)k ....(ii) d 3k 6  d 3k 3  d 3
Adding (i) and (ii), we get,
a + b + c + d = (b + c + d + a)k d 3k 3(k 6  k 3  1) a
=  k3 
(a + b + c + d) – (a + b + c + d)k = 0 d 3(k 6  k 3  1) d
(a + b + c + d) (1 – k) = 0
Now either a + b + c + d = 0 or 1 – k = 0
x y z
x y z 26. d; Let   k
a b c

KUNDAN
21. c; Let  2  2 = k
r 2  pq p  qr q  pr Then, x = ak, y = bk, z = ck, we have
x = k(r – pq); y = k(p – qr); z = k(q2 – pr)
2 2

px + qy + rz = pk(r2 – pq) + qk(p2 – qr) + rk(q2 – pr) ax  by a(ak )  b(bk )

= k{pr2 – p2q + p2q – q2r + q2r – r2p} (a  b )(x  y ) = (a  b )(ak  bk )
=k× 0 = 0
x y z k (a 2  b 2 ) k (a 2  b2 )
22. a; Let bc (b  c )  ca (c  a )  ab (a  b ) = k =
(a  b )k (a  b )
=
k (a 2  b2 )
= 1

x = bc(b – c)k, y = ca(c – a)k, z = ab(a – b)k

by  cz cz  ax
 a(b + c)x = abc(b + c)(b – c)k = abc(b2 – c2)k Similarly, = 1 and = 1
Similarly, b(c + a)y = abc(c2 – a2)k; c(a + b)z (b  c )(y  z ) (c  a )(z  x )
= abc(a2 – b2)k Hence,
Adding up, we get,
ax  by by  cz cz  ax
a(b + c)x + b(c + a)y + c(a + b)z + + = 3.
= abc(b2 – c2)k + abc(c2 – a2)k + abc(a2 – b2)k (a  b )(x  y ) (b  c )(y  z ) (c  a )(z  x )
= abc . k(b2 – c2 + c2 – a2 + a2 – b2)
= abc × k(0) = 0. x y
27. a; Let =
(b  c )(b  c  2a ) (c  a )(c  a  2b )
2x  y 3x  z z y z
23. c; 3y  z  2y  x  x  z = = k
(a  b )(a  b  2c )
By the theorem on equal ratios, we get, Then, x = k(b – c)(b + c – 2a) ....(i)
2x  y  3x  z  z  y 5x x y = k(c – a)(c + a – 2b) ....(ii)
Each given ratio =   z = k(a – b)(a + b – 2c) ....(iii)
3y  z  2y  x  x  z 5y y
Adding (i), (ii) and (iii), we get,
z y x x + y + z = k{(b – c)(b + c – 2a) + (c – a)(c + a – 2b) +
 x  z  y (a – b)(a + b – 2c)}
= k[(b – c)(b + c) + (c – a)(c + a) + (a – b)(a + b)]
y(z + y) = x(x + z) [By cross-multiplication] – 2[a(b – c) + b(c – a) + c(a – b)] = 0.
yz + y2 = x2 + xz
372 SSC Advanced Maths

ax  by bx  az ay  bz a b c
28. c; We have,   32. c; Let   = k
x y x z yz 3 4 7
By the theorem on equal ratios, a = 3k, b = 4k, c = 7k

(ax  by )  (bx  az )  (ay  bz ) a b c 3k  4k  7k 14k

Each ratio =  = = = 2
( x  y )  ( x  z )  (y  z ) c 7k 7k

ax  bx  ay  by  az  bz x 7
= 33. a; We have, y  3
x y x z y z
Now,
x  (a  b )  y (a  b )  z (a  b )
= 2x  2y  2z xy  y 2 y(x  y ) y 1
 = 
x2  y2 ( x  y )( x  y ) x y x
1
(a  b )( x  y  z ) a b y
= =
2(x  y  z ) 2
1 1 3
[  x + y + z  0] =  
7 73 4
1
a b 3 3
 Each ratio =
2
3a  5b 5
34. d; We have, 
x 2  y 2  p2 z 2  2xy 2z 3  p 2 3a  5b 1
29. a; We have, = = By componendo and dividendo, we get,

K
x 2yz y 2zx z 2xy
By the theorem on equal ratios, we have, 3a  5b  3a  5b 5  1

3a  5b  3a  5b 5  1
(x 2  y 2  p 2 )  (z 2  2xy )  (2z 2  p 2 )
Each ratio = 6a 6 a 6 10 5
x 2yz  y 2zx  z 2 xy      
10b 4 b 4 6 2
x 2  y 2  2xy  z 2 ( x  y )2  z 2 5 : 2
= 
xyz ( x  y  z ) xyz (x  y  z ) p r t 2
35. b; We have,   
(x  y  z )(x  y  z ) x y z q s u 3
= = (If x  y  z) p q
xyz (x  y  z ) xyz    k p = 2k and q = 3k
x y z 1 1 1 2 3
= xyz  xyz  xyz  yz  zx  xy Similarly, r = 2k, s = 3k, t = 2k, u = 3k

KUNDAN
mp  nr  ot
Now, mq  ns  ou
x 3
30. c; Here y  2
m.2k  n .2k  o.2k 2k (m  n  o ) 2
= = =
2 2 m.3k  n .3k  o.3k 3k (m  n  o ) 3
x 3 9
 2
   2 : 3
y 2
  4
x 3 7x 7 3 7
 x2  36. c; Since,      
2 2 2 2   3 y 4 3y 3 4 4
2x  3y y 
  By componendo and dividendo, we get,
Now, =
3x 2  2y 2  x2 
3 2   2 7x  3y 7  4 11
y  =  11 : 3
  7x  3y 74 3
[On dividing numerator and denominator by y2]
x 3
37. a; We have, 
 9 9 96 y 4
2   3 3
 4 2 2 15 4 x
= = 27 = 27  8 =  1
 9 2 2 19 6 yx 6 y
3    2 Now,  = 
 4 4 4 7 yx 7 1 x
y
30
= = 30 : 19 [Dividing numerator and denominator by y]
19

2a  5b 4 3
31. c; We have,  6 1 4 6 43
3a  6b 7 =  = 
7 1 3 7 43
 14a – 35b = 12a + 24b  2a = 59ab 4
a 59 6 1
 = = 59 : 2 =  = 1
b 2 7 7
Ratio & Proportion and k-Method 373

x x  2a x  2b 3b  a 3a  b
38. c; We have, y = 2 x = 2y x – 2y = 0   =  +
x  2a x  2b b a a b
5x2 – 13xy + 6y2 = 5x2 – 10xy – 3xy + 6y2
= 5x (x – 2y) – 3y (x – 2y) 3b  a  3a  b 2b  2a 2(b  a )
=  = = 2
= (x – 2y)(5x – 3y) b a b a b a
= 0 × (5x – 2y) = 0
1
a c e 45. a; We have, x 
39. d; We have, b  d  f  3 y2 1
a = 3b; c = 3d; e = 3f k
2  9b 2  3  9d 2  4  9 f 2  x  ; where k is a constant.
2a 2  3c 2  4e 2 y2 1
 
2
2b  3d  4 f2 2 2b 2  3d 2  4 f 2
When y = 10, x = 24, then
9(2b 2  3d 2  4 f 2 ) k k
= 9
2b 2  3d 2  4 f 2 24 =  24 =
102  1 9
40. b; We have, 1.5x = 0.04y k = 24 × 99
x 0.04 4 2 When y = 5, then
   
y 1.5 150 75 k 24  99 24  99
y 75 x =    99
  y2 1 52  1 24
x 2
y2  x2 (y  x )(y  x ) 2x  y 1
46. b; We have, x  2y  2

K
Now, 2 2
= 2
y  2xy  x (y  x )
4x – 2y = x + 2y
y 75 3x = 4y
1 1
yx 2 73
=  x = 75  x 4
yx y 77  
1  1 y 3
x 2

 x   4 
a b c y  3  1 3   1
41. a; Let   k 3x  y  y   3  4 1 3
2 3 5   = = 
3x  y  x   4  4 1 5
a = 2k; b = 3k; c = 5k y  3  1  3   1
 y  3
a b c 2k  3k  5k 10k
 = = 2 x y xy
c 5k 5k 47. a; x – y = = k

KUNDAN
7 4
x 3
42. c; We have, y  4 x – y = k; x + y = 7k
 (x + y)2 – (x – y)2 = 49k2 – k2
4xy = 48k2
x 3 15  8
5 2 5 2  16k = 48k 2
5x  2y y 4 4 7
 = x = 3 = 21  8  1
7x  2y 7 2 29 k=
7 2 3
y 4 4
1 4
 xy = 4k = 4 × =
a b a 3 3 3
43. a; We have,   
3 2 b 2 48. a; Since, y : x = 4 : 15  x : y = 15 : 4
x 15
a 3  
2a  3b 3 2 23 y 4
b 2 6 12
 = = =  By componendo and dividendo, we get,
3a  2b a 3 94 5
3 2 3 2 x y 15  4 11
b 2 2 = =
x y 15  4 19
4ab x 2b
44. d; Since, x     3x  y 5
a b 2a a b 49. c; We have, 
x  5y 7
By componendo and dividendo, we get, 21x – 7y = 5x + 25y
x  2a 2b  a  b 3b  a 21x – 5x = 25y + 7y
   16x = 32y
x  2a 2b  a  b b a
x 32 2
Again,   
y 16 1
x 2a
 x  y 2 1
2b a  b  x  y  2  1 = 3 : 1
x  2b 2a  a  b 3a  b
   [By componendo and dividendo]
x  2b 2a  a  b a b
374 SSC Advanced Maths

5x 2  3y 2 11 a b c
50. b; Since,
xy

2 53. c; Let y  z  z  x  x  y  k

11 a = k(y – z); b = k(z – x); c = k(x – y)

 5x2 – 3y2 = xy ax + by + cz = k(xy – xz + yz – xy + xz – yz) = 0
2
2 2
 10x – 6y – 11xy = 0
x 4  x 4 2
 10x2 – 15xy + 4xy – 6y2 = 0 54. d; We have, =
5x(2x – 3y) + 2y(2x – 3y) = 0 x 4 x 4 1
(2x – 3y) (5x + 2y) = 0 By componendo and dividendo, we get,
 2x = 3y
2 x4 3
x 3 
 2 x 4 1

y 2 On squaring both sides, we get,
x 4 9
3 x  3x 2 
51. b; We have,  x 4 1
3 x  3x 1
9x – 36 = x + 4
By componendo and dividendo, we get, 9x – x = 36 + 4
2 3  x 2 1 8x = 40
  3  x = 5
2 3  x 2 1
Squaring on both sides, we get, 55. c; Let the fourth proportional be p, then
x3 – y3 : x4 + x2y2 + y4 : : x – y : p

K
3x p(x3 – y3) = (x4 + x2y2 + y4) (x – y)
9
3x
3 + x = 27 – 9x (x 4  x 2y 2  y 4 )(x  y )
 p
9x + x = 27 – 3 = 24 x 3  y3
24 12
x =  [( x 2  y 2 )  ( xy )2 ](x  y )
10 5 =
(x  y )(x 2  y 2  xy )

3 1 2
52. d; Since, x    (x 2  y 2  xy )(x 2  y 2  xy )(x  y )
2 x 3 =
( x  y )(x 2  y 2  xy )
By componendo and dividendo, we get,
= x2 + y2 – xy

KUNDAN
1 x 2  3 56. a; Let the third proportional be x, then

1 x 2  3
a b
   : a2  b 2 : : a2  b 2 : x
2 2 b a

1 x
=
 
2 3
=
2  3 
a b 2
1 x 2  3 2  3 43
 x    =
b a a 2  b 2 
1 x 2
 = 2  3
1 x  a 2  b2 
 x  ab  = a2 + b2
1 x 2  3  
 
1 x 1  x = ab
By componendo and dividendo, we get, 57. c; Let the mean proportional be x, then
1 x  1 x 2  3 1 x = (a  b )(a  b )3 (a  b )3 (a  b )

1  x  1  x 2  3 1
= (a  b )4 (a  b )4 = (a + b)2 (a – b)2
=
3 3

3  3 1  3 = [(a + b)(a – b)]2 = (a2 – b2)2
3 1 3 1

A Series is a sequence of numbers obtained by
some particular predefined rule and applying that pre-
defined rule it is possible to find out the next term of
the series.
A series can be created in many ways. Some of
these are discussed below :
(i) Arithmetic Series
An arithmetic series is one in which successive
numbers are obtained by adding (or subtracting)
a fixed number to the previous number. For ex-
ample,
(i) 3,5,7,9,11,......
(ii) 10,8,6,4,2,......
(iii) 13,22,31,40,49,.....
(iv) 31,27,23,19,15,.....etc.
are arithmetic series because in each of them the
next number can be obtained by adding or sub-
tracting a fixed number. (For example, in 3,5,7,9,11,
..... every successive number is obtained by add-
ing 2 to the previous number).
(ii) Geometric Series
A geometric series is one in which each succes-
sive number is obtained by multiplying (or divid-
ing) a fixed number by the previous number.
For example,
(i) 4,8,16,32,64,....
(ii) 15,-30,60,-120,240,.....
(iii) 1024,512,256,128,64,.....
(iv) 3125,-625,125,-25,5,......
are geometric series because, in each of them,
the next number can be obtained by multiplying
(or dividing) the previous number by a fixed num-
ber. (For example, in : 3125,-625, 125,-25,5,... ev-
ery successive number is obtained by dividing
the previous number by -5.)
Series
(iii) Series of squares, cubes etc
These series can be formed by squaring or cub-
ing every successive number.
For example,
(i) 2, 4, 16, 256, ...
(ii) 3, 9, 81, 6561, ....
(iii) 2, 8, 512, ..... etc.
are such series. (In the first and second, every
number is squared to get the next number while
in the third it is cubed).
(iv) Mixed Series
A mixed series is basically the one we need to
have a sound practice. Because it is generally
the mixed series which is asked in the examina-
tion. By a mixed series, we mean a series which is
created according to any non-conventional (but
logical) rule. Because there is no limitation to
people’s imagination, there are infinite ways in
which a series can be created and naturally it is
not possible to club together all of them. Still we
are giving examples of some more popular ways
of creating these mixed series. (We shall be giv-
ing them names, which are not generalised and
probably not found in any other book, but which
are given with the purpose of clarifying their logic
without difficulty).
I) Two-tier Arithmetic Series. We have seen
that in an arithmetic series the difference of any two
successive numbers is fixed. A Two-tier Arithmetic
Series shall be the one in which the differences of
successive numbers themselves form an arithmetic
series.
Examples
(a) 1, 2, 5, 10, 17, 26, 37, .....
(b) 3, 5, 9, 15, 23, 33, ..... etc.
 2 K KUNDAN
are examples of such series. [In 1, 2, 5, 10, 17, 26,
37, .....; for example, the differences of succes-
sive numbers are 1, 3, 5, 7, 9, 11,... which is an
arithmetic series.
Note: Two-tier arithmetic series can be denoted as a
quadratic function.
For example, the above series
(a) is 0 2  1, 12  1, 2 2  1, 32  1, .... which can be
denoted as
f x   x 2  1 , where x = 0, 1, 2, ....
Similarly example (b) can be denoted as
f(x) = x 2  x  3 , x = 0, 1, 2, 3, ....
II) Three-tier Arithmetic Series. This, as the
name suggests, is a series in which the differences of
successive numbers form a two-tier arithmetic series;
whose successive term’s differences, in turn, form an
arithmetic series.
For example
a) 336, 210, 120, 60, 24, 6, 0, ....
is an example of three-tier arithmetic series.
[The differences of successive terms are
126, 90, 60, 36, 18, 6, ......
The differences of successive terms of this new
series are
36, 30, 24, 18, 12, .......
which is an arithmetic series.]
Note: Three-tier arithmetic series can be denoted as a
cubic function.
For example, the above series is (from right end)
13  1, 23  2, 33  3, 43  4, ... which can also be
denoted as
f(x) = x 3 – x; x = 1, 2, ...
III) We know that,
i) In an arithmetic series we add ( or deduct ) a
fixed number to find the next number, and
ii) In a geometric series we multiply (or divide ) a
fixed number to find the next number.
We can combine these two ideas into one to form
a) Arithmetico-Geometric Series. As the name
suggests, in this series each successive term should
be found by first adding a fixed number to the previ-
ous term and then multiplying it by another fixed num-
ber.
For example
1,6, 21, 66, 201......
is an arithmetico-geometric series. (Each succes-
sive term is obtained by first adding 1 to the
previous term and then multiplying it by 3).
Note : The differences of successive numbers should
be in Geometric Progression.
In this case, the successive differences are 5, 15,
45, 135, ..... which are in GP.
b) Geometrico-Arithmetic Series. As the name
suggests, a geometrico-arithmetic series should be
the one in which each successive term is found by
first multiplying (or dividing) the previous term by a
fixed number and then adding (or deducting ) another
fixed number.
For example
3, 4, 7, 16, 43, 124, ....
is a geometrico-arithmetic series. (Each succes-
sive term is obtained by first multiplying the pre-
vious number by 3 and then subtracting 5 from
it.)
Note: The differences of successive numbers should
be in geometric progression. In this case, the
successive differences are 1, 3, 9, 27, 81, .....
which are in GP.
IV) Twin Series. We shall call these twin series,
because they are two series packed in one .
1, 3, 5, 1, 9, -3, 13, -11, 17, ........
is an example of twin series. (The first, third, fifth
etc. terms are 1, 5, 9, 13, 17 which is an arithmetic
series. The second, fourth, sixth etc. are 3, 1, -3, -
11 which is a geometrico-arithmetic series in
which successive terms are obtained by multi-
plying the previous term by 2 and then subtract-
ing 5.)
V) Other Series. Besides, numerous other se-
ries are possible and it is impossible to even think of
(let alone write them down ) all of them. It is only
through a lot of practice and by keeping abreast with
the latest trends that one can expect to master the
series.
Suggested steps for solving series ques-
tions
Despite the fact that it is extremely difficult to lay
down all possible combinations of series, still, if you
follow the following step-by-step approach, you may
solve a series question easily and quickly:
Step I: Preliminary Screening
First check the series by having a look at it. It
K KUNDAN
may be that the series is very simple and just a first
look may be enough and you may know the next term.
Some examples are given below, where preliminary
screening is sufficient to tell you the next term.
Ex. i) 4, -8, 16, -32, 64, ?
ii) 1, 4, 9, 16, 25, 36, 49, ?
iii) 1, 3, 6, 10, 15, 21, ?
iv) 2,6, 18, 54, 162, ?
Answer i) Each term is multiplied by -2.
Next term : -132.
ii) The series is +3, +5, +7, +9,+11, +13, +15.
Next term: 49 + 15 = 64.
Another approach: The series is,12,22, 32 etc.
Next term: 82 = 64.
iii) The series is +2, +3, +4, +5, +6, +7.
Next term: 21 + 7 =28.
iv) Each term is multiplied by 3.
Next term: 162 x 3 = 486.
Step II: Check Trend: Increasing / Decreasing / Al-
ternating
If you fail to see the rule of the series by just
preliminary screening you should see the trend of the
series. By this we mean that you should check whether
the series increases continuously or decreases con-
tinuously or whether it alternates, ie, increases and
decreases alternately. For example, the series i) and ii)
in the following examples are increasing, the series iii)
is decreasing and the series iv) is alternating.
Ex. i) 3, 10, 21, 36, 55, 78.
ii) 5,10,13,26,29, 58.
iii) 125, 123, 120, 115, 108, 97.
iv) 253, 136, 352, 460, 324, 631, 244.
Step III (A) ( to be employed if the series is increas-
ing or decreasing) Feel the rate of increase or de-
crease
For an increasing (or decreasing) series, start with
the first term and move onwards. You will notice that
the series proceeds either arithmetically or geometri-
cally or alternately . By an arithmetic increase, we
mean that there is an increase (or decrease) of terms
by virtue of addition (or subtraction). In such cases
you will ‘feel’ that the series rises (or falls) rather
slowly. By a geometric increase (or decrease) we mean
that there is an increase (or decrease) of terms by
virtue of multiplication (or division) or if there is addi-
tion it is of squares or of cubes. In such cases, you
will ‘feel’ that the series rises (or falls ) very sharply.
By an alternative increase (or decrease ) we mean that
3
the series may be irregularly increasing or decreas-
ing. In such cases, the rise (or fall ) may be sharp then
slow and then again sharp and so on .
For example, consider the series: 4, 5, 7, 10, 14,
19, 25. Here the series increases and the increase is
slow. A gradual, slow increase. So you should try to
test for an arithmetic type of increase. Indeed, it turns
out to be a two-tier arithmetic series, the differences
1, 2, 3, 4, 5, forming a simple series.
Again, consider the series: 1, 2, 6, 15, 31, 56. Here
you may immediately ‘feel’ that the series rises very
sharply. So, you should try to test for a geometric
type of increase. On trial you may see that the series
is not formed by successive multiplications. So, you
should check for addition of squared numbers, cubed
numbers etc. Indeed the series turns out to be 1, 1+12,
1+ 12+ 22, 1+ 12+ 22+ 32 etc. Another similar example
could be of the series 1, 5, 14, 30, 55, 91. This is 12 ,
12+ 22, 12+ 22 + 32, 12 + 22 + 32 + 42 etc. Another example
could be : 2, 9, 28, 65, 126, 217. This is : 13+1, 23+1, 33+1
etc.
[Note: We have seen that there may be two ways in
which a geometric increase (or decrease) may take
place. In one case it is because of multiplications (or
divisions) by terms and in other case it is because of
addition (or substraction) of squared or cubed terms.
How do we differentiate between the two? We can
differentiate between the two by looking at the trend
of the increase. If the increase is because of addition
of squared or cubed terms, the increase will be not
very sharp in the later terms (fourth, fifth, sixth terms
etc.) For example, watch the series: 1, 2, 6, 15, 31, 56.
Here the series appears to rise very steeply: 1, 1 × 2 =
2, 2 × 3 = 6, 6 × 2.5 = 15, 15 × 2  31, 31 × (1. something)
= 56. Thus we see multiplications are by 2, 3, 2.5, 2,
respectively. That is, the rise is very sharp initially
but later it slows down. The same can be said to be
true of the series: 1, 5, 14, 30, 55, 91. Here, 1 × 5=5, 5 ×
3  14, 14 × 2  30, 30 × 1.8  55, 55 × 1.6  91. Here
too, the rise is very sharp initially, but later it slows
down. In such cases, therefore, where the rise is
very sharp initially but slows down later on, you should
check for addition of squared or cubed numbers.]
As our next example, consider the series : 3, 5, 11,
25, 55, 117. We see that this series, too, rises very
sharply. Hence, there must be a geometric type of
increase. Further, the rate of increase does not die
down in later terms. In fact, it picks up as the series
 4 K KUNDAN
progresses. Hence, this time the geometric increase
should be of the first kind, i.e., through multiplica-
tion. The series must be formed by multiplications by
2 and some further operation. Now it is easy. A little
more exercise will tell us that the series is : ×2–1, ×2+1,
×2+3, ×2+5, ×2+7 etc. Another and similar example
could be : 7, 8, 18, 57, 232, 1165. Here the series is: ×
1+1, ×2+2, ×3+ 3, ×4+ 4, ×5+ 5.
As our last example we will take up a series which
shows an alternating increase. In such cases there
are two possibilities: one, that two different series
may be intermixed or the other, that two different kinds
of operations may be being performed on successive
terms. To understand this, let us see the following
examples. Consider the series: 1, 3, 5, 10, 14, 29, 30, 84.
You can see that this series increases gradually and
hence it is an increasing series but the increase, in
itself, is irregular, haphazard. In fact, it is a mix of two
series: 1, 5, 14, 30 which is a series: 1, 1+22,1+22+32, 1+
22+ 32+ 42; and the other series: 3,10, 29, 84 which is
another series: × 3+ 1, × 3-1, ×3-3 etc. Again, consider
the series: 3, 13, 20, 84, 91, 459. This is also an in-
creasing series with a haphazard increase ( alternat-
ing increase) with sharp and then slow rises coming
alternately. Here, two different kinds of operations
are being performed alternately: the first operation is
that of multiplication by 3, 4, 5 successively and add-
ing a constant number 4 and the second operation is
that of adding 7. Hence the series is: ×3+4, + 7, ×4+4,
+7, ×5+4.
Step III (B) ( to be employed if the series is neither
increasing nor decreasing but alternating ) Check
two possibilities
For an alternating series, where the terms in-
crease and decrease alternately, the rules remain, more
or less, the same as those for a series showing alter-
nating increase.
(Note: Please note the difference between an alter-
nating increase and a series having alternat-
ing increase carefully. In an alternating increase
terms increase, decrease alternately. But a series
having alternating increase increases continu-
ously [and on having alternating decrease de-
creases continuously]. The increase may be hap-
hazard and irregular - alternately, sharp and slow
- but the increase is continuous. For example, 15,
22, 20, 27, 25 is an alternating series because
there is increase and decrease in terms, alternately.
On the other hand, 1, 3, 5, 10, 14, 29, 30 is an
increasing series having alternating increase.)
For an alternating series you should check for
two possibilities: One, that the series may be a mix of
two series (twin series) and two, that two different
kinds of operations may be going on. For example,
consider the series: 4, 8, 6, 12, 9, 16, 13. This is an
alternating series. It is a mix of two simple series: 4, 6,
9, 13 and 8, 12, 16 etc. Again, consider the series: 800,
1200, 600, 1000, 500, 900. Here, two different kinds of
operations are going on. One, addition of 400 and
two, division by 2.
A summaryof the three steps
[Very Important]
Step I: Do a preliminary screening of the series. If it is
a simple series you will be able to solve it easily.
Step II: If you fail in preliminary screening then deter-
mine the trend of the series. Determine whether it
is increasing, decreasing or alternating.
Step III (A): Perform this step only if a series is in-
creasing or decreasing. Use the following rules:
i) If the rise of a series is slow or gradual, the
series is likely to have an addition-based in-
crease; successive numbers are obtained by
adding some numbers.
ii) if the rise of a series is very sharp initially but
slows down later on, the series is likely to be
formed by adding squared or cubed num-
bers.
iii) if the rise of a series is throughout equally
sharp, the series is likely to be multiplication-
based; successive terms are obtained by
multiplying by some terms (and, maybe, some
addition or subtraction could be there, too.)
iv) if the rise of a series is irregular and haphaz-
ard there may be two possibilities. Either
there may be a mix of two series or two differ-
ent kinds of operations may be going on al-
ternately. (The first is more likely when the
increase is very irregular: the second is more
likely when there is a pattern, even in the
irregularity of the series).
Step III (B): (to be performed when the series is alter-
nating)
[Same as (iv) of step (iii). Check two possibili-
ties]
K KUNDAN
Some solved examples
Ex. Find the next number of the series
i) 8, 14, 26, 50, 98, 194
ii) 8, 8, 9, 9, 11, 10, 14, 11
iii) 325, 259, 204, 160, 127, 105
iv) 54, 43, 34, 27, 22, 19
v) 824, 408, 200, 96, 44, 18
vi) 16, 17, 21, 30, 46, 71
vii) 3, 3, 6, 18, 72, 360
viii) 3, 4, 8, 17, 33, 58
ix) 6, 16, 36, 76, 156, 316
x) –2, 4, 22, 58, 118, 208
Solutions
i) Sharp increase and terms roughly doubling ev-
ery time. On checking with 2 as multiple the se-
ries is:
next term = previous term ×2 -2. Next term = 382.
ii) Irregular. Very irregular. Likely to be, therefore,
mixed. On checking it is a mix of two series:
8, 9, 11, 14, (+1, +2, +3 etc.) and 8, 9, 10, 11.
Next term =14+4=18.
iii) Gradual slow decrease. Likely to be arithmetical
decrease. Check the differences of successive
terms. They are: 66, 55, 44, 33, 22. Hence, next
decrease will be : 11.
Next term= 105–11= 94.
iv) Gradual slow decrease. Likely to be arithmetical
decrease. Check differences. They are 11, 9, 7, 5,
3. Hence, next decrease will be 1.
Next term =19 – 1 = 18.
v) Sharp decrease and terms roughly being halved
everytime. Checking with 2 as divisor the series
is:
Next term = (previous term - 8) ÷ 2. Next term = 5.
vi) Preliminary screening tells us that each term is
obtained by adding 12,22,32,42,52 ...., respectively.
Next term = 71 + 62= 107
vii) Sharp increase. The series is: × 1, × 2, × 3, × 4, × 5,
.... Next term =360 × 6 = 2160
viii) Sharp increase that slows down later on. (Ratios
of successive terms rise sharply from 4 ÷ 3=1.3 to
8 ÷ 4 = 2 to 17 ÷ 8 =2.125 and then start falling to
33 ÷ 17  1.9 and then to 58 ÷ 33  1.8). Hence
likely to be addition of squared or cubed num-
bers. On checking the series is : +12,+22, +32, +42,
+52, ..... Next term = 58 + 62 = 94.
ix) Sharp increase with terms roughly doubling each
time. Likely to have geometrical nature with 2 as
5
multiple. On checking the series is: × 2 + 4. Next
term = 316 × 2 + 4 = 636
x) Series increases sharply but then its speed of
rise slows down. Likely to be addition of squared
or cubed numbers. On checking, the series is:13–
3, 23– 4, 33 – 5, 43 – 6 ..... Next term =73 – 9 = 334
Finding wrong numbers in a series
In today’s examinations, a series is more likely to
be given in the format of a complete series in which
an incorrect number is included. The candidate is re-
quired to find out the wrong number.
Obviously, finding the wrong number in a series
is very easy once you have mastered the art of under-
standing how the series is likely to be formed. On
studying a given series and applying the concepts
employed so far you should be able to understand
and thus “decode” the formation of the series. This
should not prove very difficult because usually six
terms are given and it means that at least five correct
terms are given. This should be sufficient to follow
the series.
We are giving below some solved examples on
this particular type where you are required to find out
the wrong numbers in a series:
Selected number series
Which Of The Following Does Not Fit In The Se-
ries?
1) 2, 6, 12, 27, 58, 121, 248
2) 3, 9, 18, 54, 110, 324, 648
3) 1, 1.5, 3, 6, 22.5, 78.75, 315
4) 190, 166, 145, 128, 112, 100, 91
5) 895, 870, 821, 740, 619, 445, 225
6) 1, 2, 6, 21, 86, 445, 2676
7) 864, 420, 200, 96, 40, 16, 6
8) 4, 12, 30, 68, 146, 302, 622
9) 7, 10, 12, 14, 17, 19, 22, 22
10) 196, 168, 143, 120, 99, 80, 63
11) 258, 130, 66, 34, 18, 8, 6
12) 2, 6, 24, 96, 285, 568, 567
13) 6072, 1008, 200, 48, 14, 5, 3
14) 2, 1, 10, 19, 14, 7, 16
15) 318, 368, 345, 395, 372, 422, 400, 449
16) 2807, 1400, 697, 347, 171, 84, 41, 20
17) 824, 408, 396, 96, 44, 18, 5
18) 5, 7, 13, 25, 45, 87, 117
19) 2185, 727, 241, 79, 30, 7, 1
 6 K KUNDAN

20) 2, 3, 10, 15, 25, 35, 50, 63 48×4+8=200; 200 × 5+10=1010)

21) 2, 7, 28, 60, 126, 215, 344 14) 19;(2÷2=1; 1+9=10; 10÷2=5; 5+9=14; 14÷2 =7;
22) 0, 4, 19, 48, 100, 180, 294 7+9=16)
23) 1, 2, 7, 34, 202, 1420 15) 400;(There are two series; S1 =318+27=345;
24) 823, 734, 645, 556, 476, 378, 289 345+27 =372; 372+27=399; S2=368+27=395;
25) 1, 4, 11, 34, 102, 304, 911 395+27=422;——)
26) 5, 8, 20, 42, 124, 246, 736 16) 347;(20×2+1=41; 41×2+2 =84; 84×2+3=171;——
27) 13700, 1957, 326, 65, 16, 6, 2 —)
28) 1, 1.5, 3, 20.25, 121.5, 911.25, 8201.25 17) 396;[(824–8) ÷2 =408; (408-8) ÷2 =200; (200-8)
29) 3, 6, 10, 20, 33, 62, 94 ÷2=96;————]
30) 0, 6, 23, 56, 108, 184, 279 18) 87;(Add 2,6,12,20,30 and 42 to the successive
31) 1, 2, 6, 12, 66, 197, 786 numbers)
32) 1, 2, 6, 144, 2880, 86400, 3628800 19) 30;[(2185–4)÷3=727; (727–4)÷3=241; (241-
33) –1, 5, 20, 59, 119, 209, 335 4)÷3=79;—————]
34) 1, 2, 4, 8, 15, 60, 64 20) 25;[12+1=2; 22-1=3; 32+1=10; 42-1=15; 52+1=26;—
35) 49, 56, 64, 71, 81, 90, 100, 110 —————]
36) 1, 3, 10, 29, 74, 172, 382 21) 60;[13+1=2; 23-1=7; 33+1=28; 43-1=63;————
37) 25, 26, 24, 29, 27, 36, 33 ———]
38) 36, 54, 18, 27, 9, 18.5, 4.5 22) 19;[13–12=0; 23-22=4; 33-32=18; 43-42=48 ;53-
39) 144, 132, 125, 113, 105, 93, 84, 72, 61, 50 52=100;—————]
40) 3, 9, 36, 72, 216, 864, 1728, 3468 23) 202;[1×2-1=1; 1×3-1=2; 2×4-1=7; 7×5-1=34; 34×6-
41) 1, 1, 1, 4, 2, 1, 9, 5, 1, 16 1=203;——]
24) 476;[Hundred-digit of each number is decreas-
Answers ing by one and unit-and ten-digits are increasing
1) 6;(2×2+1=5; 5×2+2=12; 12×2+3=27; 27×2+4=58; by one.]
and so on) 25) 102;[1×3+1=4; 4×3-1=11; 11×3+1=34————]
2) 110;(Multiply by 3 and 2 alternately) 26) 20; [Series is ×2 - 2, × 3 - 2, × 2 - 2, ×3 -2, ......]
3) 6;(1×1.5=1.5; 1.5×2=3; 3×2.5=7.5; 7.5×3=22.5;— 27) 6; [Series is -1 ÷ 7, –1 ÷6, –1 ÷ 5, –1 ÷4, –1 ÷3, .....]
—————) 28) 3; [Series is ×1.5, ×3, × 4.5, × 6, × 7.5, × 9]
4) 128;(190-24=166; 166-21=145; 145-18=127; 127- 29) 33; [Series is ×2, × 1.5 + 1, × 2, × 1.5 + 1, × 2, × 1.5
15=112;——) + 1]
5) 445;(reduce the successive numbers by 5 2,
30) 108; [Series is 13  2 0 , 2 3  21 , 33  2 2 ,
72,92,112,———)
6) 86;( 1×1+1=2; 2×2+2=6; 6×3+3=21; 21×4+4=88;— 4 3  2 3 , 53  2 4..... ]
———) 31) 12; [Series is × 3- 1, × 4 - 2, × 3 - 1, × 4 - 2, .....]
7) 96;(Start from right end; 2(6+2)=16; 2(16+4)=40; 32) 6; [Series is × 1 × 2, ×2 × 3, ×3 × 4, × 4 × 5, × 5 × 6,
2(40+6)=92; 2(92+8)=200 ————) .....]
8) 302;(Add 8,18, 38, 78,158 and 318 to the succes-
sive numbers) 33) 20; [Series is 13  2, 2 3  3, 3 3  4, 4 3  5,
9) 19;(There are two series; S 1 =7,12,17,22;
53  6, ..... ]
S2=10,14,18,22)
10) 196;(Add 17,19,21,23,————to the successive 34) 8; [Series is × 2, +2, ×3, +3, ×4, +4, ........]
numbers from RE) 35) 71; [Series is
11) 8;(Add 4,8,16,32,64,128 to the successive num- 2 2 2 2 2 2
7 , 7  7, 8 , 8  8, 9 , 9  9, .... ]
bers from RE) 36) 172; [Series is ×2 + 1, ×2 + 4, ×2 + 9, ×2 + 16, ×2 +
12) 24;(2×6-6=6; 6×5-5=25; 25×4-4=96; 96×3-3=285;— 25, .......]
———)
13) 1008;(From RHS; 3×1+2=5; 5×2+4=14; 14×3+6=48; 37) 24; [ Series is  12  1,  2 2  2,32 ,3,..... ]
K KUNDAN 7

38) 18.5; [Series is ×1.5, ÷3, ×1.5, ÷3, ×1.5, ÷3] stant fraction). In this case the values are de-
39) 61; [Series is –12, –7, –12, –8, –12, –9, –12, –10, –
5 1
12,....] creased by or .
40) 3468; [Series is ×3, ×4, ×2, ×3, ×4, ×2, ×3,.....] 15 3
41) 5; [Series is 4 23 18 12 8 3
2 1 0 2 1 0 2 1 0 2 2) , , , , ,
1 , 1 , 1 , 2 , 2 , 2 , 3 , 3 , 3 , 4 ,.... ] 5 35 35 35 35 35
Soln: By the above rule if we change all the fractions
Some Unique Series with the same denominators, the series is
These series may be asked in examinations, so
28 23 18 12 8 3
you must be aware of them. , , , , , .
35 35 35 35 35 35
I. Series of Date or Time
1) Which of the following doesn’t fit into the se- 12
ries? We see that numerators decrease by 5, thus
35
5-1-96, 27-1-96, 18-2-96, 12-3-96, 2-4-96
Soln: Each successive date differs by 22 days. If you 13
should be replaced by .
recall that 96 is a leap year, you will find that 12- 35
3-96 should be replaced by 11-3-96. Now, we conclude that the above fractions de-
2) Which of the following doesn’t fit into the se-
ries? 5 1
crease successively by or .
5.40, 8.00, 10.20, 12.30, 3.00, 5.20 35 7
Soln: Each successive time differs by 2 hrs 20 min- 118 100 82 66 46 28
utes. So 12.30 should be replaced by 12.40. 3) , , , , ,
225 199 173 147 121 95
Note: Keep in mind that the problem of series may be
based on dates or times. Sometimes it doesn’t Soln: We see that all the denominators differ, so we
strike our mind and the question is solved can’t use the above rule. In this case usually, the
wrongly. numerators and denominators change in a defi-
nite pattern. Here, numerators decrease succes-
II. Fractional series sively by 18 whereas denominators decrease
Which of the following doesn’t fit into the se-
ries? 66
successively by 26. Thus should be re-
147
4 7 1 1 8
1) , , , ,
5 15 15 5 15 64
placed by .
Soln: Whenever you find that most of the fractions 147
have the same denominators, change all the de-
nominators to the same value. For example, in 12 15 18 21 24 27
4) , , , , ,
this question, the series becomes: 89 86 82 80 77 74
12 7 1 3 8 Soln: Numerators increase successively by 3 whereas
, , , , denominators decrease successively by 3. Thus
15 15 15 15 15
Now, it is clear that numerators must decrease 18 18
should be replaced by .
1 82 83
successively by 5. Therefore, should be re-
15 Note: More complicated questions based on fractions
are not expected in the exams because it is not
2 easy to find the solution in complicated cases.
placed by .
15
III. Some numbers followed by their LCM or HCF
Note: The above method is useful when the fractional 1) 1, 2, 3, 6, 4, 5, 6, 60, 5, 6, 7, ..... (Fill up the blank)
values are decreased by a constant value (a con- Soln : The series can be separated in three parts. 1, 2,
 8 K KUNDAN

3, 6/ 4, 5, 6, 60/5, 6, 7 .... In each part fourth num- which one is different from others.
ber is LCM of first three numbers. Thus the an- 1) 22, 44, 88, 132, 165, 191, 242. Find the number
swer should be 210. which doesn’t fit in the above series (or group).
2) 8, 6, 24, 7, 3, 21, 5, 4, 20, ...., 9, 18 Soln: 191; Others are divisible by 11 or 191 is the
1) 1 2) 3 3) 4 4) 5 5) 6 single prime number.
Soln : 8, 6, 24/ 7, 3, 21/ 5, 4, 20/_ , 9, 18 2) Which one of the following series doesn’t fit
Third number in each part is LCM of first two into the series?
numbers. Thus, the answer should be 6. 29, 31, 37, 43, 47, 51, 53
3) 8, 4, 4, 7, 8, 1, 3, 9, 3, 2, 1, .... Soln: 51; All other are prime numbers.
1) 1 2) 2 3) 3 A note on Arithmetic Progressions. Arithmetic
4) 5 5) None of these progression is basically the arithmetic series.
Soln : 8, 4, 4/ 7, 8, 1/ 3, 9, 3/ 2, 1 ... A succession of numbers is said to be in Arith-
In each part, third number is HCF of first to num- metic Progression (A.P.) if the difference between any
bers. Thus our answer should be 1. term and the term preceding it is constant through-
out. This constant is called the common difference
IV. Some numbers followed by their product
(c.d.) of the A.P.
1) 2, 3, 6, 18, 108, 1844
To find the nth term of an A.P. Let the first term of
Which of the above numbers does not fit into
an A.P. be a and the common difference be d.
the series?
Then the A.P. will be a, a+d, a+2d, a+3d, ........
Soln: 2 × 3 = 6
Now first term t1 = a = a + (1-1)d
3 × 6 = 18
second term t2 = a + d = a + (2-1)d
6 × 18 = 108
third term t3 = a + 2d = a + (3-1)d
18 × 108 = 1944
fourth term t4 = a + 3d= a + (4-1)d
Thus, 1844 is wrong.
fifth term t5 = a + 4d= a + (5-1)d
2) 5, 7, 35, 8, 9, 72 , 11, 12, 132, _, 3, 6. Fill up the
Proceeding in this way, we get nth term tn= a+
blank.
(n-1)d
Soln: 5, 7, 35/ 8, 9, 72/ 11, 12, 132/ 2, 3, 6
Thus nth term of an A.P. whose first term is a and
In each group third number is the multiplication
common difference is d is given by tn = a + (n-1)d
of first and second. Thus our answer is 2.
V. By use of digit-sum Some Solved Examples
1) 14, 19, 29, 40, 44, 51, 59, 73 Ex. 1: Find the first five terms of the sequence for
Which of the above numbers doesn’t fit into the which t1=1,t2=2 and tn+2=tn+tn+1.
series? Soln: Given, t1 = 1, t2 = 2, tn+2 = tn+tn+1
Soln: Next number = Previous number + Digit-sum of Putting n = 1, we get t3 = t1+t2 = 1+2 = 3
previous number n = 2, we get t4 = t2+t3 = 2+3 = 5
Like, 19 = 14 + (4 + 1) n = 3, we get t5 = t3+t4 = 3+5 = 8
29 = 19 + (1 + 9) Thus the first five terms of the given sequence
40 = 29 + (2 + 9) are 1,2,3,5 and 8.
Thus, we see that 51 should be replaced by 52. Ex. 2: How many terms are there in the A.P.
2) 14, 5, 18, 9, 22, 4, 26, 8, 30, 3, __, __. Fill up the 20,25,30,...100?
blanks. Soln: Let the number of terms be n.
Soln: 1st, 3rd, 5th, 7th, .... numbers follow the pattern Given tn = 100, a = 20, d = 5, we have to find n.
of +4 (14 + 4 = 18, 18 + 4 = 22, ....). Whereas 2nd, Now tn = a+(n-1)d  100 = 20+ (n-1)5
4th, 6th are the digit-sums of their respective pre- or 80 = (n-1)5 or, n-1 = 16  n = 17.
vious number (5 = 1 + 4, 9 = 1 + 8), ....) Thus, our Ex. 3: A person was appointed in the pay scale of Rs.
answer is 34 and 7. 700-40-1500. Find in how many years he will
VI. Odd number out reach maximum of the scale.
Sometimes a group of numbers is written out of Soln: Let the required number of years be n.
K KUNDAN 9

Given tn = 1500, a = 700, d = 40, to find n. Soln: The first series is ÷6, ÷5, ÷4, ÷3
 tn = a+(n-1)d  a = 3720 ÷ 6 = 620, b = 620 ÷ 5 = 124,
 1500 = 700+(n-1)40 c = 124 ÷ 4 = 31, and finally d = 31 ÷ 3 = 10.33
or, (n-1)40 = 800 or, n-1 = 20 or, n = 21. Ex. 6: 27 44 71 108 155
Two-line number series 34 a b c d e
Nowadays this type of number series is also be- What value should replace e?
ing asked in examinations. Soln: The differences of two successive terms of
In this type of no. series one complete series is the series are 17, 27, 37, 47.
given while the other is incomplete. Both the series  a = 34 + 17 = 51, b = 51 + 27 = 78,
have the same definite rule. Applying the very defi- c = 78 + 37 = 115,
nite rule of the complete series, you have to deter- d = 115 + 47 = 162, and finally e = 162 + 57 = 219
mine the required no. of the incomplete series. For Ex. 7: 108 52 24 10 3
example: 64 a b c d e
Ex. 1: 4 14 36 114 460 What is the value of c?
2 a b c d e Soln: The series is –4 ÷ 2
Find the value of e.  a = (64 - 4) ÷ 2 = 30, b = (30 – 4) ÷ 2 = 13,
Soln: The first series is ×1 + 10, ×2 + 8, ×3 + 6, ×4 + 4, c = (13 – 4) ÷ 2 = 4.5
.... Ex. 8: –4 –2 1 8 31
–1 a b c d e
 a = 2 × 1 + 10 = 12, b = 12 × 2 + 8 = 32, c = 32
× 3 + 6 = 102, Find the value of b.
d = 102 × 4 + 4 = 412, and Soln: The series is repeated as ×2 + 6 and ×3 + 7
finally e = 412 × 5 + 2 = 2062 alternately.
Ex. 2: 5 6 11 28 71 160  a = –1 × 2 + 6 = 4 and b = 4 × 3 + 7 = 19
2 3 a b c d e Ex. 9: 5 8 41 33 57 42 61
What is the value of e? 3 4 a b c d e
Soln: The differences of two successive terms of Find the value of d.
the first series are 1, 5, 17, 43, 89, the sequence Soln: This is an alternate number series having two
of which is series: S1 = 5 41 57 61. The differences be-
tween two successive terms are 36 (= 62), 16 (=
0   12 , 13  2 2 , 23  32 , 33  4 2 , 43  52 . 42), 4 (= 22); and
 a = 3 + 5 = 8, b = 8 + 17 = 25, c = 25 + 43 = 68, S2 = 8 33 42
d = 68 + 89 = 157, and finally e = 157 + The differences between two successive terms
3 2 are 25 (= 52), 9 (=32)
( 5  6  125  36 =) 161 = 318  b = 4 + 25 = 29 and d = 29 + 9 = 38
Ex. 3: 1296 864 576 384 256 Remember: In such type of series the first and
1080 a b c d e the second term of the two series may and may
What should replace c? not have the similar relationship. As here, for
Soln: The first series is ÷ 3 × 2 the first series 8 - 5 = 3 but for the second
 a = 1080 ÷ 3 × 2 = 720, b = 720 ÷ 3 × 2 = 480, series 4 – 3 = 1  3. However, the series 3 a c
and finally c = 480 ÷ 3 × 2 = 320 e will always follow the same property as that
Ex. 4: 7 13 78 83 415 of the series S1 and the series 4 b d will always
3 a b c d e follow the same property as that of the series
Find the value of b. S2.
Soln: The first series is +6, ×6, +5, ×5 Ex. 10: 1 3 2 10 4 28
 a = 3 + 6 = 9 and b = 9 × 6 = 54 2 a b c d e
Ex. 5: 3240 540 108 27 9 What is the value of e?
3720 a b c d e Soln: This series is of grouping-type. Here we con-
What is the value of d? sider each two terms of the series separately
 10
and each group separately. That is, for the first
series: the first group g1 = 1 and 3; g2 = 2 and
10; g3 = 4 and 28. Here for the two numbers of
each group we have to find the relevant prop-
erty. For example g1, holds the property ×3, g2
holds the property ×5 and g3 holds the prop-
erty ×7.
The property of multiplication by 3, 5 and 7 is
a relevant property.
Here, if we consider these groups in the way
that the differences between the two numbers
of the groups are 2, 8 and 24. It is not as rel-
evant as the former property of multiplication
by 3, 5, and 7.
After determining the property between the
two numbers of each group, to determine the
property between the groups we consider the
first numbers only of each group in the fash-
ion 1, 2 and 4.
The property is ×2.
Now, we directly conclude e = 7 × d
and b = 2 × 2 = 4 and d = 2 × 4 = 8
Thus, e = 7 × 8 = 56.
Note: When the alternate no. series fails to deter-
mine the property of the given series, then the
grouping type of series is applied. Here, for a
moment, if we consider for alternate no. series,
we get
S1 = 1 2 4. The property is ×2
S2 = 3 10 28. From merely these three numbers
it is not proper to say that S2 holds a property
of ×3 + 1 and ×3 – 2 (as 3 × 3 + 1 = 10 and 10 ×
3 – 2 = 28) or it holds the property of 3, 32 + 1
and 33 + 1 (as in this very case 3 should be
replaced by 31 + 1 i.e. 4). Thus we observe that
the property of the given series cannot be ob-
tained by applying the method of the alternate
no. series. So we proceed for the method of
the grouping no. series.
Ex. 11: 220 96 347 77 516 60 733
68 a b c d e
What is the value of d?
Soln: Clearly, this no. series is of the type of alter-
nate no. series. So, to find out the value of d,
we are only concerned about the series
S1 = 220 347 516 733
We observe that 220 = 6 3  4 , 347 = 7 3  4 ,
K KUNDAN
516 = 83  4 , 733 = 9 3  4
 
Now, we get 68  4 1 3  4 3
13
4
So, b = (4 + 1 =) 53  4  129 and d = (5 + 1 =)
63 + 4 = 220
Ex. 12: 2 5 17.5 43.75 153.125
1 a b c d e
Find the value of c.
Soln: The series is ×2.5, ×3.5, ×2.5, ×3.5, ....
 a = 1 × 2.5 = 2.5, b = 2.5 × 3.5 = 8.75 and c =
8.75 × 2.5 = 21.875
Here, after finding out the property of the given
series as the direct repeated multiplication by
2.5 and 3.5 (the series is not of the type ×m 
n that is, ×2.5 + 2, ×3.5 – 6, ×3 – 2 etc.), we also
observe that 1, the first no. of the second se-
ries is half of 2, the first no. of the first series.
So, without finding a and b, we can directly
find out c as it is equal to half of the corre-
sponding number of the first series. i.e. c =
43.75
= 21.875
2
Ex. 13: 3 6 24 72 144 576
1 a b c d e
What value should replace e?
Soln: The series is ×2, ×4, ×3, ×2, ×4, .....
 a = 1 × 2 = 2, b = 2 × 4 = 8, c = 8 × 3 = 24, d =
24 × 2 = 48, e = 48 × 4 = 192
The property of the first series is direct re-
peated multiplication by 2, 4 and 3.
So, we can find out e directly as e = one-third
of the corresponding number of the first se-
576
ries, i.e. = 192
3
Ex. 14: 575 552 533 518 507
225 a b c d e
Find the value of e.
Soln: The difference of the successive terms of the
first series are 23, 19, 15, 11.
 a = 225 – 23 = 202, b = 202 – 19 = 183, c = 183
– 15 = 168,
d = 168 – 11 = 157, and finally e = 157 – (11 – 4=)
7 = 150.
Note: When the series holds the property of the dif-
ference of the successive terms, you can di-
rectly proceed as follows:
K KUNDAN
Difference between the first terms of the two
series = 575 – 225 = 350
 d = corresponding number of the first se-
ries i.e. 507 – 350 = 157
And then we have e = 157 – (11 – 4) = 150.
Ex. 15: 15 31 11 23 5 11
21 43 a b c d e
What is the value of d?
Soln: As the numbers are regularly increasing and
then decreasing so you can consider for the
alternate no. series in the way:
S1 = 15 11 5; the difference of the successive
terms are 4 and 6 and S2 = 31 23 11; the
difference of the successive terms are 8 (= 4 ×
2) and 12 (= 6 × 2)
Now, in order to determine the value of d, we have
to consider S2 for the second given series as 43 b
d.
 b = 43 - 8 = 35 (As the numbers of S1 and
S2 for the first given series are continuously
decreasing, we cannot have the difference of
the successive term = 8 as b = 43 + 8 = 51)
Finally, d = b – 12 = 35 – 12 = 23.
Note: Here, if we apply the process of grouping type
no. series, for the first given series:
g1 = 15, 31, g 2 = 11, 23; g 3 = 5, 11.
The property between the numbers of each
group is ×2 + 1.
For the second given series: g1 = 21, 43; the
property where is also ×2 + 1.
Now, the first numbers of the groups are 15,
11, 5; the property is –4, –6, –8, ......
 a = 21 – 4 = 17
and c = 17 – 6 = 11 and then d = 11 × 2 + 1 = 23.
Thus, we get the same result.
Ex. 16: 5 17 13 41 29 89 61
3 11 a b c d e
What is the value of e and d?
Soln: S1 = 5 13 29 61, the property is ×2 + 3
S2 = 17 41 89, the property is ×2 + 7
In order to determine the value of e, we are
only concerned with the series S1 for the sec-
ond given series as 3 a c e.
11
 a = 3 × 2 + 3 = 9, c = 9 × 2 + 3 = 21 and e = 21
× 2 + 3 = 45.
Also, in order to determine the value of d, we
are only concerned with the series S2 for the
second given series as 11 b d.
 b = 11 × 2 + 7 = 29 and d = 29 × 2 + 7 = 65
Thus e = 45 and d = 65
Note: If we solve this sum by the process of group-
ing no. series:
For the first given series: g1 = 5, 17; g 2 13, 41;
g 3 = 29, 89; the property is ×3 + 2.
Also for the second given series g1 = 3, 11.
The property is ×3 + 2.
Now the first numbers of the groups are 5, 13,
29, 61; the property is ×2 + 3.
 a = 3 × 2 + 3 = 9 and c = 9 × 2 + 3 = 21 and
e = 21 × 2 + 3 = 45.
d = c × 3 + 2, i.e. 21 × 3 + 2 = 65
Thus, we get the same result. However, the
grouping process fails in the previous solved
questions 9 and 11.
You can check it yourself.
We finally suggest you to apply the process
of alternate series first and only if it fails to
serve the purpose, then proceed for grouping-
type number series.
Ex. 17: 9 19 39 79 159
7 a b c d e
What is the value of e?
Soln: First method: The series is ×2 + 1, i.e. 9 × 2 + 1
= 19, 19 × 2 + 1 = 39, 39 × 2 + 1 = 79, and 79 × 2
+ 1 = 159
 a = 7 × 2 + 1 = 15, b = 15 × 2 + 1 = 31, c = 31
× 2 + 1 = 63, d = 63 × 2 + 1 = 127, and finally e
= 127 × 2 + 1 = 255
Other method: The difference between the
successive terms of the first series are (19 – 9
=)10, (39 – 19 =) 20, (79 – 39 =) 40 and (159 – 79
=) 80. These numbers are in geometric pro-
gression having common ratio = 2. It is obvi-
ously a systematic sequence of numbers. Ap-
plying this very property for the second se-
ries, we get
a = 7 + 10 = 17, b = 17 + 20 = 37, c = 37 + 40 =
77, d = 77 + 80 = 157 and e = 157 + (2 × 80 =) 160
= 317
 12 K KUNDAN

Here we see that the values of each of a, b, c, d the series, your answer is ‘1’. If it is not necessary to
and e is entirely different from the values ob- interchange the position of the numbers to establish
tained by the first method. Both the methods the series, give 5 as your answer. Remember that
have their respective systematic properties, but when the series is established, the numbers change
which of the two has to be applied depends on from left to right (i.e. from the unmarked number to
the provided options. the last marked number) in a specific order.
In such a case, in exams, you have to answer Ex. 18: 17 16 15 13 7 –17
according to the suitability of the given op- (1) (2) (3) (4) (5)
tions. Soln: 5; The series is: -0!, –1!, -2!, -3! ....
Note: Whenever the chain rule is single throughout Ex. 19: 2 1 195 9 40 4
the series of the type ×m  n(where m and n (1) (2) (3) (4) (5)
are integers, e.g. ×2 + 1, ×2 - 3, ×4 + 6, ×3 + 7, Soln: 2; The series is: ×1 – 1, ×2 + 2, ×3 – 3, ×4 + 4 ....
etc.) this difference of answers will come; so Replace (2) with (4).
be cautious. In the chain rule when it is not Ex. 20: 16 15 29 343 86 1714
single (e.g. × 2 + 1 and then ×2 - 1 alternately, (1) (2) (3) (4) (5)
×3 + 2 and then ×2.5 alternately etc, or ×2 + 1, Soln: 3; The series is: ×1 – 12 , ×2 – 12 , ×3 – 12 , ×4 –
×2 + 3, ×2 + 5, ....., ×3 -7, ×3 - 14, ×3 - 21, ...., ×3,
×2, ×4 and again ×3, ×2, ×4 etc.) this difference 12 , ....
will not appear. Replace (3) with (4).
Directions (Ex. 18-22): In each of the follow- Ex. 21: 1728 1452 1526 1477 1607 1443
ing questions, a number series is established if the (1) (2) (3) (4) (5)
positions of two out of the five marked numbers are Soln: 1; The series is: -112, -92, -72, -52, ....
interchanged. The position of the first unmarked Replace (1) with (4).
number remains the same and it is the beginning of Ex. 22: 1 1 1 2 8 4
the series. The earlier of the two marked numbers (1) (2) (3) (4) (5)
whose positions are interchanged is the answer. For Soln: 4; The series is: 1, 12, 13, 2, 22, 23, ....
example, if an interchange of number of marked ‘1’ Replace (4) with (5).
and the number marked ‘4’ is required to establish

Exercise-1
Directions (Q. 1-5): In each of the following ques- 1. 120 15 105 21.875 87.5 17.5
tions, a number series is established if the positions 1) 2) 3) 4) 5)
of two out of the five marked numbers are inter- 2. 7 14 17 51 15 90
changed. The position of the first unmarked number 1) 2) 3) 4) 5)
remains the same and it is the beginning of the se- 3. 40 14 60 24 80 19
ries. The earlier of the two marked numbers whose 1) 2) 3) 4) 5)
positions are interchanged is the answer. For ex- 4. 15 240 71 192 111 160
ample, if an interchange of the number marked ‘1’ 1) 2) 3) 4) 5)
and the number marked ‘4’ is required to establish 5. 9 10 24 7 10 55
the series, your answer is ‘1’. If it is not necessary to 1) 2) 3) 4) 5)
interchange the positions of the numbers to estab- [SBI-PO-Exams-2000]
lish the series, give ‘5’ as your answer. Remember Directions (Q. 6-11): In each of the following
that when the series is established, the numbers questions, a number series is given. After the se-
change from left to right (i.e. from the unmarked ries, below it, a number is given followed by (1), (2),
number to the last marked number) in a specific (3), (4) and (5). You have to complete the series start-
order. ing with the given number following the sequence of
K KUNDAN 13

the given series. Then answer the questions given 14. 214 18 162 62 143 90 106
below it. 1) -34 2) 110 3) 10
6. 11 15 38 126 4) 91 5) 38
7 (1) (2) (3) (4) (5) 15. 160 80 120 180 1050 4725 25987.5
Which of the following will come in place of (3)? 1) 60 2) 90 3) 3564
1) 102 2) 30 3) 2140 4) 787.5 5) 135
4) 80 5) 424 16. 2 3 7 13 26 47 78
7. 2 3 8 27 1) 11 2) 13 3) 15
5 (1) (2) (3) (4) (5) 4) 18 5) 20
Which of the following will come in place of (5)? [SBI-PO-Exams-1999]
1) 184 2) 6 3) 925 Directions (Q. 17-21): In each of the questions
4) 45 5) 14 given below there is a mathematical series. After the
8. 2 3 9 40.5 series a number is being given followed by a, b, c, d
4 (1) (2) (3) (4) (5) and e. You have to create another series after under-
Which of the following will come in place of (2)? standing the sequence of the given series which starts
1) 486 2) 81 3) 3645 with the given number. Then answer the questions
4) 18 5) 6 given below.
9. 12 28 64 140 17. 1 9 65 393
37 (1) (2) (3) (4) (5) 2 (1) (2) (3) (4) (5)
Which of the following will come in place of (5)? Out of the following numbers which would come
1) 1412 2) 164 3) 696 in the place of c?
4) 78 5) 340 1) 490 2) 853 3) 731
10. 5 12 60 340 4) 729 5) None of these
7 (1) (2) (3) (4) (5) 18. 8 8 12 24
Which of the following will come in place of (4)? 36 (1) (2) (3) (4) (5)
1) 172 2) 5044 3) 1012 Out of the following numbers which would come
4) 20164 5) 28 in the place of e?
[BSRB-Mumbai-PO-1998] 1) 810 2) 36 3) 54
11. In the following number series, a wrong number 4) 108 5) None of these
is given. Find out that wrong number. 19. 424 208 100 46
11 24 66 164 462 1086 2414 888 (1) (2) (3) (4) (5)
1) 462 2) 164 3) 24 What number would come in the place of b?
4) 1086 5) 66 1) 20 2) 440 3) 216
[BSRB-Mumbai-PO-1998] 4) 56 5) None of these
Directions (Q. 12-16): One number is wrong in 20. 4 5 9.75 23.5
each of the number series given in each of the follow- 7 (1) (2) (3) (4) (5)
ing questions. You have to identify that number and What number would come in the place of d?
assuming that a new series starts with that number 1) 32.5 2) 271.5 3) 8
following the same logic as in the given series, which 4) 14.25 5) None of these
of the numbers given in (1), (2), (3), (4) and (5) given 21. 5 294 69 238
below each series will be the third number in the new 13 (1) (2) (3) (4) (5)
series? Which of the following numbers would come in
12. 3 5 12 38 154 914 4634 the place of e?
1) 1636 2) 1222 3) 1834 1) 246 2) 206 3) 125
4) 3312 5) 1488 4) 302 5) None of these
13. 3 4 10 34 136 685 4116 [Bank of Baroda-PO-1999]
1) 22 2) 276 3) 72 Directions (Q. 22-26): In each of the following
4) 1374 5) 12 questions a number series is given. Only one num-
 14 K KUNDAN

ber is wrong in each series. Find out that wrong 1) 118.75 2) 118.25 3) 108.25
number, and taking this wrong number as the first 4) 118.125 5) None of these
term of the second series formed following the same 31. 25 146 65 114
logic, find out the third term of the second series. 39 (1) (2) (3) (4) (5)
22. 1 2 8 21 88 445 Which of the following numbers will come in
1) 24.5 2) 25 3) 25.5 place of (5)?
4) 25 5) None of these 1) 122 2) 119 3) 112
23. 6 7 18 63 265 1365 4) 94 5) None of these
1) 530 2) 534 3) 526 [Guwahati-PO-1999]
4) 562 5) None of these Directions (Q. 32-36): In each of the following
24. 7 23 58 127 269 555 questions a number series is given. A number in the
1) 263 2) 261 3) 299 series is suppressed by letter ‘A’. You have to find
4) 286 5) None of these out the number in the place of ‘A’ and use this num-
25. 5 4 9 18 66 195 ber to find out the value in the place of the question
1) 12 2) 25 3) 20 mark in the equation following the series.
4) 18 5) None of these 32. 36 216 64.8 388.8 A 699.84 209.952
26. 2 7 28 146 877 6140 A ÷ 36 = ?
1) 242 2) 246 3) 252 1) 61.39 2) 0.324 3) 3.24
4) 341 5) None of these 4) 6.139 5) 32.4
[SBI-Associates-PO-1999] 33. 42 62 92 132 A 242 312
Directions (Q. 27-31): In each of the following A + 14 = ? × 14
questions a number series is given. After the series, 6 5
a number is given followed by (1), (2), (3), (4) and (5). 1) 11 2) 14 3) 12
7 7
You have to complete the series starting with the 1
1
number given following the sequence of the given 4) 12 5) 12
2 6
series. Then answer the question given below it.
34. 4 7 12 19 28 A 52
27. 9 19.5 41 84.5
A² - 4 = ?
12 (1) (2) (3) (4) (5)
1) 1365 2) 1353 3) 1505
Which of the following numbers will come in
4) 1435 5) 1517
place of (3)?
35. 18 24 A 51 72 98 129
1) 111.5 2) 118.5 3) 108.25
4) 106.75 5) None of these 3 4
A   ?
28. 4 5 22 201 7 5
7 (1) (2) (3) (4) (5) 23 12
1) 12 2) 11 3) 12
Which of the following numbers will come in 35 35
place of (4)? 2 2
1) 4948 2) 4840 3) 4048 4) 14 5) 10
5 7
4) 4984 5) None of these
29. 5 5.25 11.5 36.75 3 3 9 9 27 27
36. A
3 (1) (2) (3) (4) (5) 8 4 16 8 32 16
Which of the following numbers will come in
A ?
place of (3)?
1) 34.75 2) 24.75 3) 24.5 3 6 6
4) 34.5 5) None of these 1) 2) 3)
2 8 4
30. 38 19 28.5 71.25
18 (1) (2) (3) (4) (5) 3 9
4) 5)
Which of the following numbers will come in 4 8
place of (4)?
K KUNDAN 15

[BSRB-Mumbai-PO-1999] 1) 12 2) 11 3) 75
Directions (Q. 37-41): In each of the following 4) 72 5) None of these
questions, a number series is given. After the se- 44. 3 4 12 45 190 1005 6066
ries, a number is given followed by (1), (2), (3), (4) 1) 98 2) 96 3) 384
and (5). You have to complete the series starting with 4) 386 5) None of these
the number given, following the sequence of the given 45. 6 10.5 23 59.5 183 644 2580
series. 1) 183.5 2) 182.5 3) 183
37. 15 16 25 50 4) 182 5) None of these
189 (1) (2) (3) (4) (5) 46. 2 7 19 43 99 209 431
Which of the following numbers will come in 1) 181 2) 183 3) 87
place of (5)? 4) 85 5) None of these
1) 354 2) 273 3) 394 [BSRB-Hyderabad-PO-1999]
4) 426 5) None of these Directions (Q. 47-51): In each of the following
38. 6 3.5 4.5 8.25 question a number series is given. A number in the
40 (1) (2) (3) (4) (5) series is suppressed by ‘P’ mark. First you have to
Which of the following numbers will come in find out the number in the place of the ‘P’ mark and
place of (3)? use this number to find out the answer of the ques-
1) 20.5 2) 21.5 3) 33.75 tion following the series.
4) 69.5 5) None of these 47. 188 186 P 174 158 126
39. 9 10 22 69
5 (1) (2) (3) (4) (5)
P  13  ?
Which of the following numbers will come in 1) 14.03 2) 14.10 3) 13.00
place of (2)? 4) 13.67 5) None of these
1) 15 2) 28 3) 14 48. 3.2 4.8 2.4 3.6 P 2.7
4) 45 5) None of these 0.06% of 54 ÷ P = ?
40. 2 10 27 60 1) 0.18 2) 1.62 3) 0.62
5 (1) (2) (3) (4) (5) 4) 18.0 5) 0.018
Which of the following numbers will come in 1 2 1 2
place of (2)? 49. 4 6 8 P 13 15
3 3 3 3
1) 39 2) 13 3) 34
30% of (P² + 13²) = ?
4) 38 5) None of these
1) 78.73 2) 87.00 3) 98.83
41. 5 149 49 113
4) 172.80 5) None of these
146 (1) (2) (3) (4) (5)
50. 220 182 146 114 84 58 P
Which of the following numbers will come in
place of (4)? 1
P ?
1) 290 2) 234 3) 254 256
4) 218 5) None of these
[BSRB-Calcutta-PO-1999] 1 1
Directions (Q. 42-46): In each of the following 1) 2 2) 2 3) 2
8 4
questions, a number series is given in which one
number is wrong. You have to find out that number 7
4) 3 5) None of these
and have to follow the new series which will be started 8
by that number. By following this, which will be the 51. 25 37 51 67 85 P 127
third number of the new series?
42. 1 2 6 33 148 765 4626 
20% of P  625  ? 
1) 46 2) 124 3) 18 1) 625 2) 550 3) 450
4) 82 5) None of these 4) 525 5) None of these
43. 2 9 5 36 125 648 3861 [NABARD-1999]
 16 K KUNDAN

Directions (Q. 52-56): In each of the following 58. 150 299 601 1197 2401 4793
questions a number series is given. A number is given 60 (1) (2) (3) (4) (5)
after the series and then (1), (2), (3), (4) and (5) are What will come in place of (5)?
given. According to the given series, you have to form 1) 1917.2 2) 1913 3) 1922
a new series which begins with the given number, 4) 861 5) None of these
and then answer the question asked. 59. 3 9 81 6561
52. 6 3.0 4.5 2.25 2 (1) (2) (3) (4) (5)
40 (1) (2) (3) (4) (5) What will come in place of (4)?
Which of the following numbers will come in 1) 656 2) 4374 3) 1024
place of (3)? 4) 65536 5) None of these
1) 20.5 2) 21.5 3) 33.75 60. 3 7 24 101 512
4) 69.5 5) 15 5 (1) (2) (3) (4) (5)
53. 5 9 26 90 What will come in place of (3)?
13 (1) (2) (3) (4) (5) 1) 55 2) 149 3) 168
Which of the following numbers will come in 4) 752 5) None of these
place of (5)? 61. 2 6 40 1606 2579244
1) 2880 2) 2292 3) 1716 1 (1) (2) (3) (4) (5)
4) 3432 5) None of these What will come in place of (4)?
54. 4 9 25 103 1) 45 2) 95 3) 30489
3 (1) (2) (3) (4) (5) 4) 30633 5) None of these
Which of the following numbers will come in [BSRB-Bhopal-PO-2000]
place of (3)? 62. What will come in place of the question mark (?)
1) 391 2) 81 3) 91 in the following number series?
4) 79 5) None of these 2 9 28 65 ?
55. 6 10 32 126 1) 96 2) 106 3) 126
2 (1) (2) (3) (4) (5) 4) 130 5) None of these
Which of the following numbers will come in [BSRB-Bhopal-PO-2000]
place of (1)? Directions (Q. 63-67): In each of the following
1) 4 2) 6 3) 2 questions a number series is given. One term of the
4) 3 5) None of these series is denoted by ‘N’. You have to calculate the
56. 1260 628 312 154 value of ‘N’ and using the value of ‘N’ so obtained you
788 (1) (2) (3) (4) (5) have to replace the question mark (?) with suitable
Which of the following numbers will come in value.
place of (4)? 63. 99 163 N 248 273 289
1) 194 2) 45.5 3) 48
4) 72.5 5) None of these
2 N  17  ?
[BSRB-Chennai-PO-2000] 1) 20.5 2) 20.0 3) 21.5
Directions (Q. 57-61): In each of the following 4) 19.5 5) 21.0
questions a number series is given. After the series, 1
64. 6 2 6 1 6N
a number is given below it followed by (1), (2), (3), (4) 2
and (5). You are required to complete the series start- 150% of N = ?
ing with the number given following the sequence of 1) 9.00 2) 1.25 3) 1.80
the given series. Then answer the given questions. 4) 1.50 5) 1.875
57. 12 24 96 576 4608 1 1
9 (1) (2) (3) (4) (5) 65. N 12 9 7 6 5
5 7
What will come in place of (4)?
1) 1080 2) 676 3) 3608 18% of N + 24% of N = ?
4) 3456 5) None of these 1) 6.72 2) 8.40 3) 15.12
K KUNDAN 17

4) 7.56 5) 2.52 74. 510 254 N 62 30 14 6

66. 125 N 1127 1176 9408 9472 40% N + ? = 9²
N² - 2N = ? 1) 31.4 2) 29.8 3) 50.4
1) 25599 2) 22499 3) 25920 4) 30.6 5) None of these
4) 26243 5) 16899 [BSRB-Delhi-PO-2000]
67. 14.8 17.2 N 22.0 2.8 41.2 Directions (Q. 75-79): A number series is given
25% of 25 N = ? in each of the following questions. A number is given
1) 71.25 2) 77.5 3) 76.25 after the series followed by (1), (2), (3), (4) and (5).
4) 55.00 5) 167.50 First you have to understand how the series is formed
[BSRB-Bangalore-PO-2000] and then starting with that number you have to com-
68. In the following number series, one number is plete the second series. Now answer the given ques-
wrong. Find out the wrong number. tions.
3 10 35 172 885 5346 37471 75. 13 14 5 18 0.5
1) 10 2) 5346 3) 885 19 (1) (2) (3) (4) (5)
4) 35 5) 172 What would come in place of (5)?
[BSRB-Delhi-PO-2000] 1) 13.75 2) 27 3) 18.75
69. In the following number series, one number is 4) 6.75 5) None of these
wrong. Find out the wrong number. 76. 17 21.5 30.5 44 62
318 158 76 38 18 8 3 21 (1) (2) (3) (4) (5)
1) 38 2) 18 3) 158 What would come in place of (5)?
4) 318 5) 76 1) 84.5 2) 88.5 3) 86
[BSRB-Delhi-PO-2000] 4) 88 5) None of these
Directions (Q. 70-74): In each of the following 77. 1 8 10 35 136
questions a number series is given. A number in the 2 (1) (2) (3) (4) (5)
series is suppressed by letter ‘N’. You have to find What would come in place of (3)?
out the number in the place of ‘N’ and use this num- 1) 40 2) 42 3) 51
ber to find out the value in the place of the question 4) 49 5) None of these
mark in the equation following the series. 78. 12 26 11 36 9
70. 68 68.5 69.5 71 N 75.5 78.5 7 (1) (2) (3) (4) (5)
N × 121 + ? = 10000 What would come in place of (3)?
1) 1160 2) 1200 3) 1150 1) 7 2) 21 3) 4
4) 1180 5) None of these 4) 11 5) None of these
71. 19 20 24 33 49 74 N 159 79. 2 3 6 15 45
N² ÷ 10000 = ? 16 (1) (2) (3) (4) (5)
1) 121.0 2) 12.1 3) 1.21 What would come in place of (4)?
4) 0.121 5) None of these 1) 360 2) 120 3) 300
72. 51 43 N 30 25 21 18 4) 240 5) None of these
N² - 2N = ? [BSRB-Patna-PO-2001]
1) 1155 2) 1224 3) 1295 Directions (Q. 80-84): In each of the following
4) 1368 5) None of these number series only one number is wrong. If the
73. 2 5 14 41 122 365 N wrong number is corrected, the series gets estab-
lished following a certain logic. Below the series a
2
N – 16 % of 5670 – (?)² = 10² number is given followed by (1), (2), (3), (4), (5) and
3 (f). You have to complete the series following the same
1) 7 2) 149 3) 49 logic as in the given series after correcting the wrong
number. Now answer the following questions giving
4) 7 5) None of these the correct values for the letter in the questions.
80. 2 3 2 15 76 245 1434
 18 K KUNDAN

3 (1) (2) (3) (4) (5) (f) 90. 10 15 24 35 54 75 100

What will come in place of (3)? 1) 35 2) 75 3) 24
1) 16 2) 22 3) 24 4) 15 5) 54
4) 21 5) None of these 91. 1 3 4 7 11 18 27 47
81. 1 2 8 33 148 740 4626 1) 4 2) 11 3) 18
4) 7 5) 27
2 (1) (2) (3) (4) (5) (f)
92. 3 2 3 6 12 37.5 115.5
What will come in place of (4)? 1) 37.5 2) 3 3) 6
1) 156 2) 164 3) 168 4) 2 5) 12
4) 152 5) None of these 93. 2 8 32 148 765 4626 32431
82. 2 4.5 11 30 93 312 1136 1) 765 2) 148 3) 8
1 (1) (2) (3) (4) (5) (f) 4) 32 5) 4626
What will come in place of (2)? 94. 2 3 11 38 102 229 443
1) 6 2) 81 3) 16.75 1) 11 2) 229 3) 120
4) 18.75 5) None of these 4) 38 5) 3
83. 2 14 18 46 82 176 338 [IBPS Bank PO Exam-2002]
4 (1) (2) (3) (4) (5) (f) Directions (Q. 95-99): What will come in place
What will come in place of (5)? of the question mark(?) in the following number se-
1) 238 2) 338 3) 218 ries?
4) 318 5) None of these 95. 2 9 30 105 ? 2195
84. 1 3 7 11 21 43 85 1) 432 2) 426 3) 440
4 (1) (2) (3) (4) (5) (f) 4) 436 5) None of these
What will come in place of (f)? 96. 3 4 12 45 ? 1005
1) 275 2) 279 3) 277 1) 152 2) 198 3) 144
4) 273 5) None of these 4) 192 5) None of these
[SBI-Bank-PO-2001] 97. 1 3 9 31 ? 651
Directions (Q. 85-89): In each of the following 1) 97 2) 127 3) 129
questions a number series is given with one wrong 4) 109 5) None of these
number. Find that wrong number. 98. 5 ? 4 7.5 17 45
85. 2 3 6 15 45 156.5 630 1) 3.5 2) 3 3) 2.5
1) 3 2) 45 3) 15 4) 2 5) None of these
4) 6 5) 156.5 99. 15 30 ? 40 8 48
86. 36 20 12 8 6 5.5 4.5 1) 10 2) 20 3) 18
1) 5.5 2) 6 3) 12 4) 12 5) None of these
4) 20 5) 8 [Andhra Bank SO Exam-2002]
87. 1 3 9 31 128 651 3313 Directions (Q. 100-104): In each of the follow-
1) 651 2) 128 3) 31 ing questions a number series is given. After the
4) 9 5) 3 series a number is given followed by (a), (b), (c), (d)
88. 2 3 10 40 172 855 5346 and (e). You have to complete the series starting with
1) 3 2) 855 3) 40 the number given and following the sequence of the
4) 172 5) 10 original series. Answer the questions that follow the
89. 5 8 16 26 50 98 194 series.
1) 8 2) 26 3) 50 100. 5 6 16 57 244 1245
4) 16 5) 98 2 (a) (b) (c) (d) (e)
[Corporation Bank PO-2002] What will come in place of (d)?
Directions (Q. 90-94): In each of these ques- 1) 46 2) 39 3) 156
tions a number series is given. Only one number is 4) 173 5) None of these
wrong in each series. You have to find out the wrong 101. 3 5 9 17 33 65
number. 7 (a) (b) (c) (d) (e)
K KUNDAN 19

What will come in place of (d)? 112. 7 9 16 25 41 68 107 173

1) 95 2) 51 3) 99 1) 107 2) 16 3) 41
4) 49 5) None of these 4) 68 5) 25
102. 7 4 5 9 20 52.5 113. 4 2 3.5 7.5 26.25 118.125
3 (a) (b) (c) (d) (e) 1) 118.125 2) 26.25 3) 3.5
4) 2 5) 7.5
What will come in place of (c)?
114. 16 4 2 1.5 1.75 1.875
1) 4.5 2) 2 3) 6
1) 1.875 2) 1.75 3) 1.5
4) 7 5) None of these
4) 2 5) 4
103. 3 10 32 111 460 2315
[Canara Bank PO Exam-2003]
2 (a) (b) (c) (d) (e)
Directions (Q. 115-119): In each of the follow-
What will come in place of (b)?
ing number series, a wrong number is given. Find
1) 29 2) 30 3) 26
out that number.
4) 28 5) None of these
115. 5 10 17 27 37 50 65
104. 5 8 6 10 7 12
1) 10 2) 17 3) 27
7 (a) (b) (c) (d) (e)
4) 37 5) 50
What will come in place of (c)?
116. 108 54 36 18 9 6 4
1) 14 2) 16 3) 9
1) 54 2) 36 3) 18
4) 11 5) None of these
4) 9 5) 6
[RBI Grade ‘B’ Officer’s Exam-2002]
117. 2 3 5 8 14 23 41 69
Directions (Q. 105-109): In each of these ques-
1) 5 2) 8 3) 14
tions a number series is given. Only one number is
4) 41 5) 69
wrong in each series. You have to find out the wrong
118. 0 1 9 36 99 225 441
number.
1) 9 2) 36 3) 99
105. 1 2 4.5 11 30 92.5 329
4) 225 5) 441
1) 92.5 2) 4.5 3) 11
119. 3 7.5 15 37.5 75 167.5 375
4) 2 5) 30
1) 167.5 2) 75 3) 37.5
106. 2 5 7 12 19 32 50
4) 15 5) 7.5
1) 7 2) 12 3) 32
[IBPS Jr Executive Exam-2002]
4) 19 5) 5
Directions (Q. 120-124): In each of the follow-
107. 2 13 65 271 817 1639 1645 ing questions a number series is given. After the
1) 13 2) 65 3) 271 series, a number is given followed by (a), (b), (c), (d)
4) 817 5) 1639 and (e). You have to complete the series starting with
108. 3 4 16 75 366 1945 11886 the number given following the sequence of the given
1) 16 2) 75 3) 366 series and answer the question given below the se-
4) 1945 5) 4 ries.
109. 2 14 91 546 3002 15015 120. 3 12 30 66 138 282
1) 15015 2) 91 3) 14 7 (a) (b) (c) (d) (e)
4) 3002 5) 546 What will come in place of (b)?
[NABARD Assistant Manager-2002] 1) 34 2) 70 3) 46
4) 62 5) None of these
Directions (Q. 110-114): In the following num-
ber series, a wrong number is given. Find out that 121. 2 3 10 39 172 885
wrong number. 5 (a) (b) (c) (d) (e)
110. 2 11 38 197 1172 8227 65806 What will come in place of (d)?
1) 11 2) 38 3) 197 1) 244 2) 175 3) 208
4) 1172 5) 8227 4) 196 5) None of these
122. 3 5 22 13.5 35 19
111. 16 19 21 30 46 71 107
1) 19 2) 21 3) 30 1 (a) (b) (c) (d) (e)
4) 46 5) 71 What will come in place of (a)?
1) 3 2) 2 3) 5
 20 K KUNDAN

4) 4 5) None of these 4) 938 5) None of these

123. 2 3 7 25 121 721 133. 3 5 22 13.5 35 19
3 (a) (b) (c) (d) (e) 5 (a) (b) (c) (d) (e)
What will come in place of (c)? What will come in place of (c)?
1) 31 2) 49 3) 45 1) 16 2) 15.5 3) 14.5
4) 39 5) None of these 4) 13 5) None of these
124. 4 2 3 7.5 26.25 118.125 134. 9 10 16 57 212 1085
6 (a) (b) (c) (d) (e) 2 (a) (b) (c) (d) (e)
What will come in place of (c)? What will come in place of (c)?
1) 12.25 2) 11.5 3) 12.5 1) 37 2) 15 3) 18
4) 11.125 5) None of these 4) 25 5) None of these
[PNB Management Trainee Exam-2003] 135. 7 20 46 98 202 410
Directions (Q. 125-130): In each of the follow- 4 (a) (b) (c) (d) (e)
ing number series, a wrong number is given. Find What will come in place of (d)?
out the wrong number. 1) 166 2) 184 3) 146
4) 162 5) None of these
125. 2 3 6 18 109 1944 209952
[Bank of Maharashtra PO-2003]
1) 3 2) 6 3) 18 Directions (Q. 136-140): In each of the follow-
4) 109 5) 1944 ing number series only one number is wrong. Find
126. 1 3 6 11 20 39 70 out that wrong number.
1) 3 2) 39 3) 11 136. 24 14 26 17 28 16 30
4) 20 5) 6 1) 14 2) 17 3) 36 4) 16 5) 28
127. 2 13 27 113 561 3369 23581 137. 5 6 16 57 248 1245 7506
1) 13 2) 27 3) 113 1) 6 2) 16 3) 57 4) 248 5) 1245
4) 561 5) 3369 138. 2 9 32 105 436 2195 13182
128. 50 51 47 56 42 65 29 1) 2195 2) 105 3) 436 4) 9 5) 32
1) 51 2) 47 3) 56 139. 11 6 8 12 26 67.5 205.5
1) 8 2) 6 3) 26 4) 67.5 5) 12
4) 42 5) 65
140. 3 16 113 673 3361 13441 40321
129. 3 9 23 99 479 2881 20159 1) 13441 2) 673 3) 16
1) 9 2) 23 3) 99 4) 3361 5) 113
4) 479 5) 2881 [Allahabad Bank PO (Mains)-2004]
130. 2 4 5 8 13 21 34 Directions (Q. 141-145): What will come in place
1) 4 2) 5 3) 8 of the question mark (?) in the following number
4) 13 5) 21 series?
[SBI Bank PO Exam-2003] 141. 3 10 32 100 ?
Directions (Q. 131-135): In each of the follow- 1) 345 2) 460 3) 308
ing questions a number series is given. After the 4) 440 5) None of these
series a number is given followed by (a), (b), (c), (d) 142. 5 3 4 ? 38
and (e). You have to complete the series starting with 1) 8.5 2) 6 3) 7.5
the number given, following the sequence of the given 4) 8 5) None of these
series, and answer the questions given below the se- 143. 5 6 ? 57 244
ries. 1) 21 2) 16 3) 17
131. 4 2.25 3.25 7.125 18.25 51.875 4) 15 5) None of these
7 (a) (b) (c) (d) (e) 144. 3 10 21 ? 51
What will come in place of (b)? 1) 34 2) 32 3) 33
1) 4.125 2) 5.25 3) 6.75 4) 25 5) None of these
4) 4.75 5) None of these 145. 5 11 ? 55 117
132. 3 40 176 537 1078 1079 1) 21 2) 27 3) 23
1 (a) (b) (c) (d) (e) 4) 25 5) None of these
What will come in place of (e)? [Syndicate Bank PO-2004]
1) 839 2) 738 3) 829 Directions (Q. 146-150): In each of the
K KUNDAN 21

following series, only one number is wrong. You have 4) 12 5) 9

to find out that wrong number. 159. 15 28 45 64 85 116 147
146. 27 17 22 42 92 237.5 718.5 1) 85 2) 28 3) 64
1) 17 2) 42 3) 237.5 4)116 5) 45
4) 22 5) 92 160. 1 4 27 258 3125 46656 823543
1) 27 2) 258 3) 3125
147. 7 11 18 35 67 131 259
4) 4 5) 46656
1) 18 2) 35 3) 11 [Andhra Bank PO-2005]
4) 131 5) 67 Directions (Q. 161-165): In each of the following
148. 7 4 5 9 18 52.5 160.5 number series only one number is wrong. Find
1) 4 2) 5 3) 9 out that wrong number.
4) 52.5 5) 18 161. 4 11 25 53 108 221 445
149. 5 6 33 158 374 1230 2561 1) 221 2) 108 3) 53
1) 374 2) 33 3) 6 4) 11 5) 25
4) 1230 5) 158 162. 7 8 16 46 107 232 448
150. 12 11 18 45 196 795 4734 1) 8 2) 16 3) 46
1) 795 2) 196 3) 45 4) 107 5) 232
4) 18 5) 11 163. 1 8 28 99 412 2078 12462
[Oriental Bank of Commerce PO-2005] 1) 99 2) 28 3) 8
Directions (Q. 151-155): In each of these ques- 4) 2078 5) 412
tions a number series is given. Only one number is 164. 2 5 13 55 271 1632 11411
wrong in each series. You have to find out the wrong 1) 271 2) 13 3) 1632
number. 4) 5 5) 55
151. 289 288 279 254 205 128 3 165. 16 8 12.5 30 105 472.5 2598.75
1) 288 2) 254 3) 205 1) 12.5 2) 8 3) 30
4) 128 5) None of these 4) 472.5 5) 105
152. 2 10.5 53 265.5 1327.5 6640.5 [Syndicate Bank (RDO)-2005]
1) 10.5 2) 1327.5 3) 6640.5 Directions (Q. 166-170): In the following num-
4) 265.5 5) None of these ber series only one number is wrong. Find out the
153. 16 18 32 52 86 138 224 wrong number.
1) 52 2) 86 3) 138 166. 14 13 22 55 212 1035
4) 18 5) None of these 1) 55 2) 13 3) 212
154. 6 35 173 689 2063 4125 4115 4) 22 5) None of these
1) 689 2) 35 3) 4125 167. 217 224 213 226 210 228
4) 2063 5) None of these 1) 213 2) 226 3) 210
155. 4 5 18 81 385 2065 4) 228 5) None of these
1) 385 2) 18 3) 2065 168. 153 495 712 837 901 928
4) 81 5) None of these 1) 712 2) 837 3) 901
[Punjab National Bank (MT)-2005] 4) 928 5) None of these
Directions (Q. 156-160): In the following num- 169. 11 42 214 1045 4148 12417
ber series only one number is wrong. You have to
1) 42 2) 214 3) 1045
find out the wrong number.
156. 25 23 27 19 34 3 67 4) 4148 5) None of these
1) 23 2) 3 3) 34 170. 488 245 124 64 35 20.25
4) 19 5) 27 1) 124 2) 64 3) 245
157. 1 2 12 63 316 1704 10446 4) 35 5) None of these
1) 1704 2) 316 3) 63 [IDBI PO-2005]
4) 12 5) 2 Directions (Q. 171-175): In each of the follow-
158. 7 9 12 28.5 73 205 645 ing number series only one number is wrong. Find
1) 205 2) 28.5 3) 73 out that wrong number.
 22 K KUNDAN

171. 3 5 11 29 87 314 184. 15 12 17 10 ? 8 25 6

1) 87 2) 11 3) 29 1) 3 2) 7 3) 21
4) 314 5) None of these 4) 19 5) None of these
172. 12 13 20 48 112 237 185. 1 ? 27 64 125
1) 13 2) 237 3) 20 1) 8 2) 4 3) 6
4) 9 5) None of these
4) 48 5) None of these
186. 2 5 7 12 19 31 50 ?
173. 8.1 9.2 17.3 26.5 43.8 71.5 114.1 1) 53 2) 81 3) 69
1) 17.3 2) 26.5 3) 43.8 4) 74 5) None of these
4) 9.2 5) None of these 187. 1 6 36 240 1960 ?
174. 10 16 48 320 4864 154628 1) 19660 2) 3680 3) 36800
1) 154628 2) 4864 3) 320 4) 19600 5) None of these
4) 16 5) None of these [Corporation Bank PO-2006]
175. 48 24 72 34 108 54 Directions (Q. 188-192): What should come in
1) 54 2) 34 3) 72 place of the question mark(?) in the following num-
4) 108 5) None of these ber series?
[Bank of Baroda PO-2005] 188. 24 ? 109 134 150 159
1) 71 2) 65 3) 86
Directions (Q. 176-180): In each of the follow-
4) 53 5) None of these
ing number series one of the given numbers is wrong. 189. 17 9 10 ? 35 90
Find out the wrong number. 1) 21 2) 27.5 3) 19
176. 439 778 1456 2812 5624 10948 4) 16.5 5) None of these
1) 5624 2) 1456 3) 778 190. 3 20 78 332 1680 ?
4) 2812 5) None of these 1) 8410 2) 9836 3) 10098
4) 1150 5) None of these
177. 156 468 780 1094 1404 1716
191. 13 30 66 140 ? 592
1) 468 2) 1094 3) 1716 1) 210 2) 290 3) 428
4) 780 5) None of these 4) 430 5) None of these
178. 5040 3014 1814.4 1088.64 653.184 391.9104 192. 3 5 15 ? 1125 84375
1) 1088.64 2) 391.9104 3) 1814.4 1) 75 2) 20 3) 45
4) 80 5) None of these
4) 653.184 5) None of these [Central Bank of India PO-2006]
179. 113 130 164 215 293 368 Directions (Q. 193-197): What should come in
1) 215 2) 130 3) 164 place of the question mark (?) in the following num-
4) 293 5) None of these ber series?
180. 36 54 135 472.15 2126.25 11694.375 193. 15 18 16 19 17 20 ?
1) 135 2) 54 3) 472.15 1) 23 2) 22 3) 16
4) 11694.375 5) None of these 4) 18 5) None of these
194. 1050 420 168 67.2 26.88 10.752 ?
[Bank of Maharashtra (SO)-2006]
Directions (Q. 181-187): What will come in place 1) 4.3008 2) 6.5038 3) 4.4015
of the question mark (?) in the following number 4) 5.6002 5) None of these
series? 195. 0 6 24 60 120 210 ?
181. 12 14 17 13 8 14 21 13 4 ? 1) 343 2) 280 3) 335
1) 14 2) 13 3) 15 4) 295 5) None of these
4) 2 5) None of these 196. 32 49 83 151 287 559 ?
182. 4 6 12 30 90 315 ? 1) 1118 2) 979 3) 1103
1) 945 2) 1102 3) 1260 4) 1120 5) None of these
4) 1417.5 5) None of these 197. 462 552 650 756 870 992 ?
183. 25 16 ? 4 1 1) 1040 2) 1122 3) 1132
1) 3 2) 6 3) 12 4) 1050 5) None of these
4) 18 5) None of these
[Andhra Bank PO-2006]
K KUNDAN 23

Directions (198-202): What will come in place 1) 19.2466 2) 17.2244 3) 16.8824

of the question mark (?) in the following number 4) 18.6624 5) None of these
series? 211. 9 4.5 4.5 6.75 13.5 33.75 ?
198. 3 20 87 392 ? 1) 101.25 2) 103.75 3) 99.75
1) 1612 2) 1963 3) 847 4) 105.50 5) None of these
212. 705 728 774 843 935 1050 ?
4) 2025 5) None of these 1) 1190 2) 1180 3) 1185
199. 12 28 75 316 1555 ? 4) 1187 5) None of these
1) 9366 2) 9294 3) 7811 [Bank of Baroda PO-2007]
4) 9336 5) None of these Directions (Q. 213-217): What should come in
200. 112 111 119 92 156 31 ? place of question mark (?) in the following number
1) 375 2) 287 3) 387 series?
4) 247 5) None of these 213. 1 4 27 256 3125 46656 ?
201. 1 15 16 31 47 78 125 ? 1) 117649 2) 279936 3) 705894
1) 172 2) 203 3) 139 4) 16807 5) 823543
4) 167 5) None of these 214. 30 46 78 126 190 270 ?
202. 55 60 67 78 91 108 ? 1) 356 2) 366 3) 382
1) 125 2) 121 3) 127 4) 398 5) 414
4) 89 5) None of these 215. 380 465 557 656 762 875 ?
[IOB PO-2006] 1) 955 2) 1015 3) 975
Directions (Q. 203-207): What will come in place 4) 995 5) 1025
of the question mark (?) in the following series? 216. 1250 500 200 80 32 12.8 ?
203. 12 22 69 272 1365 ? 1) 5.12 2) 6.4 3) 4.3
1) 8196 2) 8184 3) 8195 4) 6.02 5) 5.16
4) 6830 5) None of these 217. 23 26 24 27 25 28 ?
204. 1 ? 27 64 125 1) 27 2) 29 3) 26
1) 14 2) 4 3) 9 4) 24 5) 21
4) 8 5) None of these [IDBI Bank Officers-2007]
205. 104 153 189 214 ? Directions (Q. 218-222): In each of the follow-
1) 239 2) 225 3) 264 ing questions a series of numbers is given. Only one
4) 235 5) None of these number in the series is wrong. Find out that wrong
206. 15 17 32 49 81 130 ? number.
1) 179 2) 211 3) 194 218. 15 16 20 28 45 70 106
4) 226 5) None of these 1) 16 2) 20 3) 28
207. 15 17 21 29 45 77 ? 4) 45 5) 70
1) 109 2) 125 3) 141 219. 2 8 26 90 372 1876 11226
4) 173 5) None of these 1) 8 2) 26 3) 90
[Andhra Bank IT Officer-2007] 4) 372 5) 1876
Directions (Q. 208-212): What should come in 220. 5 7 11 19 36 67 131
place of question mark (?) in the following number 1) 7 2) 11 3) 19
series? 4) 36 5) 67
208. 13 14 30 93 376 1885 ? 221. 8 9.5 11.5 14.5 17 20.5 24.5
1) 10818 2) 10316 3) 11316 1) 17 2) 14.5 3) 9.5
4) 11318 5) None of these 4) 11.5 5) 20.5
209. 4 6 9 13.5 20.25 30.375 ? 222. 11 12 22 47 111 236 452
1) 40.25 2) 45.5625 3)42.7525 1) 12 2) 22 3) 47
4) 48.5625 5) None of these 4) 111 5) 236
210. 400 240 144 86.4 51.84 31.104 ? [PNB Management Trainee-2007]
 24 K KUNDAN

Exercise-2
Directions (Q. 1-5): In each of the following ques- 8. 15 17 20 29 45
tions, a number series is given based on a certain a b c d e
sequence. Below it another number series is given. What no. should come in place of e?
You have to follow the same sequence in the second 1) 35 2) 39 3) 47
number series and then answer the question below 4) 69 5) None of these
it. 9. 20 41 78 153 304
1. 7 35 40 240 246 a b c d e
8 a b c d e What no. should come in place of d?
Find the value of c. 1) 150 2) 140 3) 135
1) 260 2) 280 3) 290 4) 129 5) None of these
4) 300 5) None of these 10. 136 64 26 10 1
2. 8 5 5 8 23 a b c d e
9 a b c d e What no. should come in place of c?
What is the value of d? 1) 10 2) 0.75 3) 5
1) 49 2) 52 3) 47 4) 0.5 5) None of these
4) 42 5) None of these Directions (Q. 11-15): In each of the following
3. 41 73 95 109 117 questions, a number series is given. After the se-
9 a b c d e ries, below it, a number is given followed by a, b, c, d
What should replace d? and e. You have to complete the series starting with
1) 109 2) 80 3) 79 the number given following the sequence of the given
4) 85 5) None of these series. Then, answer the questions given below it.
4. 6 10 18 34 66 11. 24 12 12 18
7 a b c d e 18 a b c d e
Find the value of e. What value should come in place of d?
1) 131 2) 132 3) 133 1) 13.5 2) 15 3) 21
4) 134 5) None of these 4) 24 5) None of these
5. 5 13 23 67 131 12. 7 7 13 33
4 a b c d e 13 a b c d e
What is the value of c? What should replace e?
1) 47 2) 48 3) 49 1) 135 2) 76 3) 142
4) 50 5) None of these 4) 87 5) None of these
Directions (Q. 6-10): In each of the following 13. 8 29 152 1073
questions a number series is given, in which a wrong 12 a b c d e
no. is given. Find out the wrong no. and start the What value should come in place of b?
second series with that no. Answer the questions 1) 186 2) 198 3) 204
below it. 4) 212 5) None of these
6. 2 5 11 27 58 14. 9 22 50 110 236
a b c d e 5 a b c d e
What no. should come in place of d? What should come in place of d?
1) 29 2) 49 3) 79 1) 172 2) 184 3) 196
4) 99 5) None of these 4) 208 5) None of these
7. 1 2 5 10 677 15. 731 649 714 664
a b c d e 585 a b c d e
What no. should come in place of c? What value would replace e?
1) 51 2) 81 3) 101 1) 429 2) 512 3) 521
4) 621 5) None of these 4) 492 5) None of these
K KUNDAN 25

Directions (Q. 16-20): One number is wrong in What should come in place of  ?
each of the number series given in each of the follow-
ing questions. You have to identify that number and 1) 2 2) 0 3) 4
assuming that a new series starts with that number 4) -2 5) 6
following the same logic as in the given series, which 25. 13 18 28 48
of the numbers given in 1, 2, 3, 4 and 5 given below 9    
each series will be the third number in the new se-
What should come in place of  ?
ries?
16. 2, 3, 6, 15, 46, 157.5, 630 1) 74 2) 84 3) 76
1) 240 2) 238 3) 345 4) 96 5) 116
4) 138 5) 328 Directions (Q. 26-30): In each of the following
17. 2, 3, 8, 28, 112, 565 questions a no. series is given. After the series, a no.
1) 56 2) 60 3) 58 is given below it, followed by a, b, c, d and e. You have
4) 62 5) 70 to complete the series starting with the no. given and
18. 3, 6, 9, 17, 33, 65, 129 follow the same property as in the given no. series.
1) 21 2) 22 3) 23 Then answer the questions given below it.
4) 20 5) 18 26. 2 -3 -33 -178 -723
19. 582, 605, 588, 611, 634, 617, 600 -3 a b c d e
1) 642 2) 632 3) 634 What value should come in place of b?
4) 630 5) 640 1) -178 2) -243 3) 178
20. 60, 121, 131, 260, 284, 572, 601 4) -263 5) None of these
1) 531 2) 542 3) 521 27. 7 8 4 13 -3 22
4) 522 5) 540 13 a b c d e
Directions (Q. 21-25): In each of the following What value should come in place of d?
questions a number series is given based on a cer- 1) 3 2) -6 3) 22
tain sequence. Below it a number is given followed by 4) -42 5) None of these
28. 374 371 362 383 338 407 302
 ,  ,  ,  . You have to follow the same sequence 235 231 a b c d e
and answer the questions. What is the value of b?
21. 5 -30 -210 1680 1) 335 2) 312 3) 286
3     4) 243 5) None of these
What should come in place of  ? 29. 0.75 2.5 7 17 38
0.175 a b c d e
1) -126 2) 1008 3) 1224
What would be value of c?
4) -676 5) 896
1) 10.5 2) 12.4 3) 14.5
22. 1 5 14 30
4) 15.7 5) None of these
3     30. 332 336 171 59 15.75
What should come in place of  ? 226 a b c d e
1) 37 2) 45 3) 57 What value should come in place of c?
4) 63 5) 71 1) 112 2) 68 3) 45
23. 5 12 60 340 4) 42.5 5) None of these
7    Directions (Q. 31-35): In each question a num-

ber series is given which contains a wrong term.
What should come in place of  ? Find the wrong no. B (say) and answer the question
1) 172 2) 5044 3) 3012 given below.
4) 20164 5) 9068 31. 6 7 10 20 46
24. 7 10 24 88 What will be the value of (40 ÷ B - 2)?
3     1) 4 2) 0 3) 7
4) 5 5) None of these
 26 K KUNDAN

32. 2.5 8 19 40 85 4) 3800 5) 4000

What will be the value of (B2 - 3B)/37? 42. 12 12.25, 13.25, 15.25 19.50 25.75
1) 25 2) 30 3) 35 What is   0.25 of 180% ?
4) 40 5) None of these
1) 36 2) 27 3) 30
33. 5 11 21 44 85 171
4) 40 5) 45
What will be the value of (3B + 17) ?
43. 356 397 447 503 570
1) 40 2) 70 3) 149
What is 20% of 5  ?
4) 261 5) None of these
1) 444 2) 440 3) 450
34. 18 27 55 135 405 1417.5
4) 480 5) 447
What will be the value of (3.5 B + 10)?
44. 28 327 464 5120 6216
1) 202.5 2) 73 3) 10.45
What is  ÷ 4 ?
4) 482.5 5) None of these
1) 1280 2) 2460 3) 2560
35. 4 3 11 18 39 73
4) 630 5) 780
What will be the value of (B2 - 2B)?
45. 4 5 12 39 205 805
1) 312 2) 288 3) 144
4) 280 5) None of these What is  2  10  25 ?
Directions (Q. 36-40): In each of the following 1) 4000 2) 40,000 3) 48760
series you have to find the wrong term. Now, taking 4) 57680 5) None of these
wrong term as B, answer the following questions. Directions (Q. 46-50): In each of the following
36. 2 5 19 39 122 243 questions, a number series is given. Only one num-
What is the value of 3B ÷ 8? ber is wrong in this series. Find out that wrong num-
1) 42 2) 41.75 3) 144.25 ber, and taking this wrong number as the first term
4) 45.75 5) 127 of the second series formed, following the same logic,
37. -3 1 9 25 56 121 find out the fourth term of the second series.
What is the value of 20% of 5B? 46. 80 20 24 45 180
1) 121 2) 56 3) 25 1) 18 2) 13.5 3) 17.5
4) 9 5) None of these 4) 22 5) 24.50
38. 4 10 22 47 94 190 47. 18 16 36 66 244 1190
Starting from B, write the second term of the se- 1) 202 2) 224 3) 174
ries which is based on the same logic. 4) 176 5) 182
1) 224 2) 94 3) 194 48. 30 10 15 37.50 131.25
4) 296 5) None of these 1) 56.25 2) 58.60 3) 62.50
39. 120 59 27 11.5 3.75 4) 70.625 5) 48.75
What is the value of B ÷ 2 + 21? 49. 583 511 450 413 383 363
1) 50.5 2) 45.5 3) 140.5 1) 290 2) 380 3) 250
4) 124.5 5) None of these 4) 280 5) 230
40. 4 14 38 114 460 50. 4374 729 234 162 216 576
Write the second term of a similar series starting 1) 13 2) 9.66 3) 12.50
with B. 4) 7.86 5) 8.66
1) 114 2) 48 3) 104 Directions (Q. 51-55): In each of the following
4) 96 5) None of these questions, a number series is given. Only one num-
Directions (Q. 41-45): In each of the following ber is wrong in this series. Find out that wrong num-
questions, a number series is given in which one ber, and taking this wrong number as the first term
number is wrong (say  ). You have to identify that of the second series formed, following the same logic,
number and answer the following questions. find out the fourth term of the second series.
41. 3 5.5 16.75 64 293.3125 51. 1 5 17 53 113 229
What is   42 ? 1) 566 2) 589 3) 661
1) 3200 2) 3400 3) 3600 4) 680 5) None of these
K KUNDAN 27

52. 15 16 16 22 19 28 61. 1 1.75 6.5 26.25 117 603.75

1) 34 2) 32 3) 30 1) 2) 3) 4) 5)
4) 28 5) None of these 62. 0 81 98 343 6705 1336
53. 664 617 537 464 418 337 1) 2) 3) 4) 5)
1) 454 2) 490 3) 504 63. 962 121 313 225 754 850
4) 512 5) 520 1) 2) 3) 4) 5)
54. 2 4 3 6 5 9 6.75 64. 60 32 40 160 120 192
1) 12.25 2) 13.50 3) 15.25 1) 2) 3) 4) 5)
4) 15 5) 16.25 65. 100 47 94 55 92 51
55. 16 16 18 20 8 28 -2 1) 2) 3) 4) 5)
1) 16 2) 22 3) 24 Directions (Q. 66-70): In each of the following
4) 25 5) None of these questions a no. series is given. After the series, a no.
Directions (Q. 56-60): In each of the following is given below it, followed by a, b, c, d and e. You have
questions, a number series is given. Only one num- to complete the series starting with the no. given and
ber is wrong in this series. Find out that wrong num- following the same property as in the given no. se-
ries. Then answer the questions below it.
ber, and taking this wrong number as the first term
66. 1 5 14 39 88 209
of the second series formed, following the same logic, -13 (a) (b) (c) (d) (e)
find out the fourth term of the second series. What should come in place of (e)?
56. 256 257 518 1560 6268 1) 195 2) 185 3) 74
1) 3124 2) 9387 3) 5864 4) 101 5) 155
4) 6932 5) None of these 67. 2520 280 2240 320 1920 384
57. 10 1 0.3 1.5 0.105 0.0945 504 (a) (b) (c) (d) (e)
1) 0.225 2) 0.0450 3) 0.0225 What should come in place of (c)?
4) 0.4976 5) 2.250 1) 448 2) 384 3) 74
58. 97 97 91 113 69 4) 120 5) 64
1) 117 2) 123 3) 125 68. 659 130 491 266 387 338
1009 (a) (b) (c) (d) (e)
4) 127 5) 137
What should come in place of (d)?
59. 2 10 72 363 1093 1098 1) 616 2) 737 3) 762
1) 678 2) 768 3) 468 4) 726 5) None of these
4) 568 5) 758 69. 12 13 -1 122 145 1454
60. 112 56 20 6 0 92 (a) (b) (c) (d) (e)
1) -4 2) -5 3) -7 What should come in place of (b)?
4) -8 5) -1 1) 132 2) 149 3) 159
Direction (Q. 61-65): In each of the following 4) 169 5)None of these
questions, a number series is established if the posi- 70. 67 82 69 80 71 78
tions of two out of the five marked numbers are in- 123 (a) (b) (c) (d) (e)
terchanged. The position of the first unmarked num- What should come in plce of (e)?
1) 138 2) 125 3) 136
ber remains the same and it is the beginning of the
4) 127 5) 134
series. The earlier of the two marked numbers whose
Directions (Q. 71-75): In each of the following
positions are interchanged is the answer. For ex-
questions, a number series is established if the posi-
ample, if an interchange of the number marked ‘1’
tions of two out of the five marked numbers are in-
and the number marked ‘4’ is required to establish
terchanged. The position of the first unmarked num-
the series, your answer is ‘1’. If it is not necessary to
ber remains the same and it is the beginning of the
interchange the position of the numbers to establish
series. The earlier of the two marked numbers whose
the series, give ‘5’ as your answer. Remember that
positions are interchanged is the answer. For ex-
when the series is established, the numbers change
ample, if an interchange of the number marked ‘1’
from left to right (i.e. from the unmarked number to and the number marked ‘4’ is required to establish
the last marked number) in a specific order.
 28 K KUNDAN

the series, your answer is ‘1’. If it is not necessary to Directions (Q. 81-85): In each of the following
interchange the positions of the numbers to estab- questions a number series is given. A number in the
lish the series, give 5 as your answer. Remember series is suppressed by letter ‘A’. You have to find
that when the series is established, the numbers out the number in the place of ‘A’ and use this num-
change from left to right (i.e. from the unmarked ber to find out the value in the place of the question
mark in the equation following the series.
number to the last marked number) in a specific
81. 300 A 240 16 160 32
order. 12% of A + 0.56 = ?
71. 1142 1144 1132 1148 1140 1164 1) 14.96 2) 15 3) 2
(1) (2) (3) (4) (5) 4) 2.36 5) 1
72. -5 225 10 15 40 0 82. 41 42 23 72 A 115
(1) (2) (3) (4) (5)
73. 389 100 269 188 212 213 4 6
? 3 of 1  A
(1) (2) (3) (4) (5) 5 19
74. -3 -2 0 3 28 705 1) 37 2) 27 3) 22
(1) (2) (3) (4) (5) 4) 17 5) 47
75. 10395 945 8505 2025 6075 1215 83. 2529 3058 3787 4748 5973 A
(1) (2) (3) (4) (5) A+6 =?
1) 7500 2) 7367 3) 7600
Directions (Q. 76-80): In each of the following
4) 7486 5) None of these
questions a no. series is given. After the series, a no. 84. 107 322 1287 A 38615
is given below it, followed by a, b, c, d and e. You have A - 10 = ?
to complete the series starting with the no. given and 1) 6436 2) 6446 3) 6416
following the same property as in the given no. se- 4) 6410 5) None of these
ries. Then answer the questions below it. 1 2 1 2
76. -1 0 -4 -27 -448 85. 4 6 8 A 13 15
3 3 3 3
15 (a) (b) (c) (d) (e) 30% of (A2 + 132) = ?
What should come in place of (c)? 1) 78.73 2) 87 3) 98.83
1) 531 2) 60 3) 549 4) 172.80 5) None of these
4) 8768 5) None of these Directions (Q. 86-90): In each of the following
77. 561 440 271 46 335 696 questions a no. series is given. After the series, a no.
1341 (a) (b) (c) (d) (e) is given below it, followed by a, b, c, d and e. You have
What should come in place of (b)? to complete the series starting with the no. given and
1) 1115 2) 1436 3) 1326 following the same property as in the given no. se-
4) 1176 5) 1051 ries. Then answer the questions below it.
78. 60 10 50 54 51 25.5 86. 60 30 20 15 12 10
90 (a) (b) (c) (d) (e) 90 (a) (b) (c) (d) (e)
What should come in place of (c)? What should come in place of (d)?
1) 79 2) 75 3) 69 1) 18 2) 22.5 3) 20
4) 70 5) None of these 4) 15 5) None of these
79. 5 42 297 1786 8935 35746 87. 25 24 52 465 1876 46895
6 (a) (b) (c) (d) (e) 5 (a) (b) (c) (d) (e)
What will come in place of (d)? What should come in place of (e)?
1) 10615 2) 10610 3) 42460 1) 9379 2) 10895 3) 13375
4) 10722 5) None of these 4) 11795 5) None of these
80. 2 10 27 60 127 260 88. 1567 1688 1607 1656 1631 1640
4 (a) (b) (c) (d) (e) 3687 (a) (b) (c) (d) (e)
What should come in place of (d)? What should come in place of (b)?
1) 254 2) 259 3) 149 1) 3566 2) 3485 3) 3727
4) 159 5) None of these 4) 3737 5) None of these
K KUNDAN 29

89. 100 110 121 133.10 146.41 161.051 4) 686 5) None of these
60 (a) (b) (c) (d) (e) 98. 4.5 9.5 21 50 132 392
What should come in place of (c)? 22 (a) (b) (c) (d) (e)
1) 72.60 2) 87.846 3) 79.86 What should come in place of (c)?
4) 75 5) 65 1) 44.5 2) 412 3) 190
90. 687 869 713 845 735 825 4) 210 5) None of these
535 (a) (b) (c) (d) (e) 99. -1 0 -8 3 -52 -135
What should come in place of (a)?
21 (a) (b) (c) (d) (e)
1) 560 2) 692 3) 716
4) 726 5) None of these What should come in place of (b)?
Directions (Q. 91-95): In each of the following 1) 116 2) 36 3) 25
questions, a number series is established if the posi- 4) 30 5) None of these
tions of two out of the five marked numbers are in- 100. 3000 191 2216 847 1688 959
terchanged. The position of the first unmarked num- 3435 (a) (b) (c) (d) (e)
ber remains the same and it is the beginning of the What should come in place of (a)?
series. The earlier of the two marked numbers whose 1) 626 2) 746 3) 636
positions are interchanged is the answer. For ex- 4) 596 5) None of these
ample, if an interchange of number marked ‘1’ and Directions (Q. 101-105): In each of the follow-
the number marked ‘4’ is required to establish the ing questions, a number series is established if the
series, your answer is ‘1’. If it is not necessary to positions of two out of the five marked numbers are
interchange the position of the numbers to establish interchanged. The position of the first unmarked
the series, give 5 as your answer. Remember that number remains the same and it is the beginning of
when the series is established, the numbers change the series. The earlier of the two marked numbers
from left to right (i.e. from the unmarked number to whose positions are interchanged is the answer. For
the last marked number) in a specific order. example, if an interchange of the number marked ‘1’
91. 82 83 165 9916 1983 496 and the number marked ‘4’ is required to establish
1) 2) 3) 4) 5) the series, your answer is ‘1’. If it is not necessary to
92. 1200 40 1000 50 750 75 interchange the position of the numbers to establish
1) 2) 3) 4) 5) the series, give ‘5’ as your answer. Remember that
93. 4 3 124 15 14 495 when the series is established, the numbers change
1) 2) 3) 4) 5) from left to right (i.e. from the unmarked number to
94. -1 224 0 16 2 7104 the last marked number) in a specific order.
1) 2) 3) 4) 5) 101. 45 47 45 51 54 43
95. 1890 521 1482 641 809 1170 1) 2) 3) 4) 5)
1) 2) 3) 4) 5) 102. 461 340 565 204 733 4
Directions (Q. 96-100): In each of the following 1) 2) 3) 4) 5)
questions a no. series is given. After the series a no. 103. 10395 1485 13365 1053 15795 1215
is given below it, followed by a, b, c, d and e. You have
to complete the series starting with the no. given and 1) 2) 3) 4) 5)
following the same property as in the given no. se- 104. 6 56 1 19 11 529
ries. Then answer the question below it. 1) 2) 3) 4) 5)
96. 22 45 43 87 85 171 105. 48 16 13 12 17 25.25
37 (a) (b) (c) (d) (e)
1) 2) 3) 4) 5)
What should come in place of (e)?
1) 146 2) 293 3) 147 Directions (Q. 106-110): In each of the follow-
4) 291 5) None of these ing questions a no. series is given. After the series a
97. 8 9 22 75 316 1605 no. is given below it, followed by a, b, c, d and e. You
23 (a) (b) (c) (d) (e) have to complete the series starting with the no. given
What should come in place of (d)? and following the same property as in the given no.
1) 3405 2) 576 3) 624 series. Then answer the questions below it.
 30 K KUNDAN

106. 480 480 960 320 1280 256 4) 8.80 5) None of these
120 a b c d e 115. 25 45 26 44 A 90 153 267
What should come in place of e ? A + 50 = ?
1) 320 2) 62 3) 54 1) 100 2) 50 3) 94
4) 60 5) None of these 4) 104 5) None of these
107. 1 9 26 86 352 1768 Directions (Q. 116-120): In each of the follow-
-8 a b c d e ing questions a no. series is given. After the series,
What should come in place of c? a no. is given below it, followed by a, b, c, d and e. You
1) 136 2) 8 3) 32 have to complete the series starting with the no. given
4) 24 5) None of these and following the same property as in the given no.
108. 9405 5684 3083 1402 441 0 series. Then answer the questions given below it.
7843 a b c d e 116. -2 0 3 14 63 326
What should come in place of b? 15 a b c d e
1) 2159 2) 1521 3) 0 What should come in place of c?
4) -2123 5) None of these 1) 37 2) 116 3) 92
109. 1 0 4 3 28 115 4) 106 5) None of these
11 a b c d e 117. -0.5 0.5 0 3 44 1105
What should come in place of d? 1 a b c d e
1) 268 2) 63 3) 1315 What should come in place of d?
4) 258 5) None of these 1) 88 2) 864 3) 908
110. 0.25 1.25 -3 0 -64 4) 912 5) None of these
45 a b c d e 118. 374 310 454 198 598 22
What should come in place of b? 234 a b c d e
1) 1611 2) 176 3) 46 What should come in place of e?
4) 56 5) None of these 1) -118 2) 458 3) 108
Directions (Q. 111-115): In each of the follow- 4) 128 5) None of these
ing questions a number series is given. A number in 119. 45045 9009 63063 7007 77077 5929
the series is suppressed by letter ‘A’. You have to 1575 a b c d e
find out the number in the place of ‘A’ and use this What should come in place b?
number to find out the value in the place of the ques- 1) 3205 2) 2405 3) 2205
tion mark in the equation following the series. 4) 1805 5) None of these
111. 2880 A 96 24 8 4 120. 12 14 29 31 63 65
10% of A = ? 942 a b c d e
1) 42 2) 46 3) 38 What should come in place of b?
4) 58 5) None of these 1) 1889 2) 944 3) 1989
112. 15 33 69 A 285 573 4) 954 5) None of these
A+9 =? Direction (Q. 121-125): In each of the following
1) 130 2) 140 3) 160 questions, a number series is established if the posi-
4) 150 5) None of these tions of two out of the five marked numbers are in-
113. 2 A 4 15 56 285 terchanged. The position of the first unmarked num-
ber remains the same and it is the beginning of the
1
A of 1  4 = ? series. The earlier of the two marked numbers whose
3 positions are interchanged is the answer. For ex-
1) 3 2) 4 3) 1 ample, if an interchange of the number marked ‘1’
4) 1/3 5) None of these and the number marked ‘4’ is required to establish
114. 49 56 64 A 81 90 the series, your answer is ‘1’. If it is not necessary to
15% of A + ? = 18.8 interchange the position of the numbers to establish
1) 10 2) 8 3) 10.80 the series, give 5 as your answer. Remember that
K KUNDAN 31

when the series is established, the numbers change and following the same property as in the given no.
from left to right (ie from the unmarked number to series. Then answer the questions below it.
the last marked number) in a specific order. 131. 4 6 15 49 201 1011
121. 4 0 -7 -45 -20 -94 15 a b c d e
1) 2) 3) 4) 5) What should come in place of d?
122. 6 772 28 130 10 5806 1) 115 2) 465 3) 455
1) 2) 3) 4) 5) 4) 475 5) None of these
123. 2 6 25 96 285 568 132. 0 1 0 9 32 825
1) 2) 3) 4) 5) 4 a b c d e
124. 8544 1420 280 66 5 18
What should come in place of c?
1) 2) 3) 4) 5)
1) 279 2) 81 3) 269
125. 1 2 64 9 625 46656
1) 2) 3) 4) 5) 4) 272 5) None of these
Directions (Q. 126-130): In each of the follow- 133. 2 -1 28 -9 86 -25
ing questions a no. series is given. After the series, 122 a b c d e
a no. is given below it, followed by a, b, c, d and e. You What should come in place of b?
have to complete the series starting with the no. given 1) 124 2) 328 3) 9
and following the same property as in the given no. 4) 228 5) None of these
series. Then answer the questions below it. 134. 101 323 545 767 989 111011
126. -4 2 10 96 6150 34 a b c d e
-10 a b c d e What should come in place of a?
What should come in place of d? 1) 56 2) 78 3) 43
1) -198 2) 186 3) 132 4) 100 5) None of these
4) -762 5) None of these 135. -1 0 10 65 345 1750
127. 4721 4611 4429 4219 3913 3571 -2 a b c d e
871 a b c d e What should come in place of e?
What should come in place of c? 1) -1750 2) 1375 3) -1325
1) 63 2) 367 3) 579
4) -1475 5) None of these
4) 469 5) None of these
Direction (Q. 136-140): In each of the following
128. 96 144 288 720 2160 7560 questions, a number series is established if the posi-
18 a b c d e tions of two out of the five marked numbers are in-
What should come in place of e? terchanged. The position of the first unmarked num-
1) 1417.50 2) 945 3) 405 ber remains the same and it is the beginning of the
4) 927.50 5) None of these series. The earlier of the two marked numbers whose
129. 48 60 110 338 1346 6734 positions are interchanged is the answer. For ex-
120 a b c d e ample, if an interchange of the number marked ‘1’
What should come in place of b? and the number marked ‘4’ is required to establish
1) 132 2) 254 3) 274 the series, your answer is ‘1’. If it is not necessary to
4) 248 5) None of these interchange the positions of the numbers to estab-
lish the series, give ‘5’ as your answer. Remember
130. 4 6 15 79 704 8480
that when the series is established, the numbers
12 a b c d e change from left to right (ie from the unmarked num-
What should come in place a? ber to the last marked number) in a specific order.
1) 18 2) 24 3) 14 136. 6 4 16 11 65 143166
4) 26 5) None of these 1) 2) 3) 4) 5)
Directions (Q. 131-135): In each of the follow- 137. 829 436 661 300 557 508
ing questions a no. series is given. After the series, 1) 2) 3) 4) 5)
a no. is given below it, followed by a, b, c, d and e. You 138. 3 27 61 125 295 191
have to complete the series starting with the no. given 1) 2) 3) 4) 5)
 32 K KUNDAN

139. 2 5 26545 177 4424 44 149. 300 496 352 452 388 424
1) 2) 3) 4) 5) 104 a b c d e
140. 1680 420 2100 306.25 2450 350 What should come in place of e?
1) 2) 3) 4) 5) 1) 192 2) 256 3) 328
Direction (Q. 141-145): In each of the following 4) 228 5) None of these
questions, a number series is established if the posi- 150. 1.6 40000 8 14000 40 4900 200
tions of two out of the five marked numbers are in- 4.05 200 a b c d e
terchanged. The position of the first unmarked num- What should come in place of b and e respec-
ber remains the same and it is the beginning of the tively?
1) 210, 507.25 2) 310, 506.25 3) 310, 505.25
series. The earlier of the two marked numbers whose
4) 200, 505.25 5) None of these
positions are interchanged is the answer. For ex- Directions (Q. 151-155): In each of the follow-
ample, if an interchange of the number marked ‘1’ ing questions a no. series is given. After the series,
and the number marked ‘4’ is required to establish a no. is given below it, followed by a, b, c, d and e. You
the series, your answer is ‘1’. If it is not necessary to have to complete the series starting with the no. given
interchange the positions of the numbers to estab- and following the same property as in the given no.
lish the series, give 5 as your answer. Remember series. Then answer the questions below it.
that when the series is established, the numbers 151. 45 44 39 32 13 -8
change from left to right (ie from the unmarked num- 100 a b c d e
ber to the last marked number) in a specific order. What should come in place of e?
141. 1 0 2 -6 32 -190 1) 58 2) 38 3) 46
4) 48 5) None of these
1) 2) 3) 4) 5)
152. 840 560 420 336 280 240
142. 4 548 717 65 675 838 180 a b c d e
1) 2) 3) 4) 5) What should come in place of c?
143. 4 127 9 34 7 646 1) 60 2) 84 3) 90
1) 2) 3) 4) 5) 4) 72 5) None of these
144. 10000 6875 6619 6583 6584 6592 153. 1600 231 1320 479 1104 663
1) 2) 3) 4) 5) 1380 a b c d e
145. 12 26 102 60 80 42 What should come in place of d?
1) 2) 3) 4) 5) 1) 443 2) 894 3) 884
Directions (Q. 146-150): In each of the follow- 4) 259 5) None of these
ing questions a no. series is given. After the series, 154. 1 9 41 169 841 3369
a no. is given below it, followed by a, b, c, d and e. You 16 a b c d e
have to complete the series starting with the no. given What should come in place of b?
and following the same property as in the given no. 1) 69 2) 341 3) 1369
series. Then answer the questions below it. 4) 343 5) None of these
146. 3 5 18 69 350 2095 155. 120 60 180 45 225 37.50
14 a b c d e 576 a b c d e
What should come in place of c? What should come in place of c?
1) 333 2) 84 3) 1670 1) 216 2) 220 3) 864
4) 421 5) None of these 4) 1080 5) None of these
147. 1 9 61 369 1841 7369 Directions (Q. 156-160): In each of the follow-
15 a b c d e ing questions, a number series is established if the
What should come place of b? positions of two out of the five marked numbers are
1) 745 2) 845 3) 865 interchanged. The position of the first unmarked
4) 885 5) None of these number remains the same and it is the beginning of
148. 4 2 32 146 592 1774 the series. The earlier of the two marked numbers
8 a b c d e whose positions are interchanged is the answer. For
What should come in place of c? example, if an interchange of the number marked ‘1’
1) 3952 2) 200 3) 986 and the number marked ‘4’ is required to establish
4) 990 5) None of these the series, your answer is ‘1’. If it is not necessary to
K KUNDAN 33

interchange the position of the numbers to establish 167. 2 11 57 225 679 1353
the series, give ‘5’ as your answer. Remember that 7 a b c d e
when the series is established, the numbers change What should come in place of d?
from left to right (ie from the unmarked number to 1) 825 2) 2579 3) 2459
the last marked number) in a specific order. 4) 2479 5) None of these
156. 7 1 14 47 242 1447 168. 1024 240 865 381 742 486
1) 2) 3) 4) 5) 1328 a b c d e
157. 1 2 -95 3 -4 0 What should come in place of c?
1) 2) 3) 4) 5) 1) 685 2) 625 3) 544
158. 410 320 430 248 152 458 4) 705 5) None of these
1) 2) 3) 4) 5) 169. 1.50 2 6 22.5 98 502.50
159. 20 2430 90 405 30 18225 10 a b c d e
1) 2) 3) 4) 5) What should come in place of b?
160. 2000 996 494 54.75 117.50 243 1) 21 2) 23 3) 73.50
1) 2) 3) 4) 5) 4) 20 5) None of these
Directions (Q. 161-165): In each of the follow- 170. 18 12 9 18 6.75
ing questions, a number series is established if the 30 a b c d e
positions of two out of the five marked numbers are What should come in place of d?
interchanged. The position of the first unmarked 1) 30 2) 12.75 3) 11.75
number remains the same and it is the beginning of 4) 12 5) None of these
the series. The earlier of the two marked numbers Directions (Q. 171-175): Find out the wrong
whose positions are interchanged is the answer. For number in the following given sequences.
example, if an interchange of the number marked ‘1’ 171. 13 6 8 9 20 47.5 145.5
and the number marked ‘4’ is required to establish 1) 47.5 2) 20 3) 6
the series, your answer is ‘1’. If it is not necessary to 4) 145.5 5) 8
interchange the positions of the numbers to estab-
172. 256 128 64 192 96 240 80
lish the series, give ‘5’ as your answer. Remember
that when the series is established, the numbers 1) 128 2) 192 3) 560
change from left to right (i.e. from the unmarked 4) 64 5) 480
number to the last marked number) in a specific 173. 9 -1 1 -2 -11 -285 -10255
order. 1) -1 2) -2 3) -10255
161. 5 14 23 44 90 57 4) 1 5) -11
1) 2) 3) 4) 5) 174. 40 39 33 37 16 35 -8
162. 343 12 54 45 279 177 1) 39 2) -5 3) 38
1) 2) 3) 4) 5) 4) 33 5) 17
163. 20160 5040 1440 96 192 480 175. 121 110 113 138 89 170 49
1) 2) 3) 4) 5) 1) 89 2) 49 3) 110
164. 2 3 1484 93 10 37105
4) 138 5) 170
1) 2) 3) 4) 5)
165. 1260 1190 1180 1150 1160 1140 Directions (Q. 176-180): In each of the follow-
1) 2) 3) 4) 5) ing questions a no. series is given. After the series,
Directions (Q. 166-170): In each of the follow- a no. is given below it, followed by a, b, c, d and e. You
have to complete the series starting with the no. given
ing questions a no. series is given. After the series,
a no. is given below it, followed by a, b, c, d and e. You and following the same property as in the given no.
have to complete the series starting with the no. given series. Then answer the questions below it.
and following the same property as in the given no. 176. 0 1 0 9 32 185
series. Then answer the questions below it. 15 a b c d e
166. 4 2 16 146 2334 29175 What should come in place of c?
1) 99 2) 81 3) 34
6 a b c d e
What should come in place of c? 4) 79 5) None of these
1) 228 2) 220 3) 218 177. 2 3 10 39 196 1175
5 a b c d e
4) 216 5) None of these
What should come in place of d?
 34 K KUNDAN

1) 550 2) 556 3) 656 4) 192 5) None of these

4) 603 5) None of these 190. 5 ? 14 56 39.20 156.80 109.76
178. 1680 840 560 420 336 280 1) 20 2) 10 3) 15
720 a b c d e 4) 1 5) None of these
What should come in place of e? Directions (Q. 191-195): Find out the wrong
1) 144 2) 140 3) 240 number in the following number series.
4) 120 5) None of these 191. 12 25 52 55 57 115 117
179. 250 106 206 142 178 162 1) 55 2) 117 3) 25
232 a b c d e 4) 52 5) None of these
What should come in place of c? 192. 2478 819 257 84 24 6 1
1) 251 2) 124 3) 135 1) 257 2) 24 3) 6
4) 120 5) None of these 4) 819 5) 1
180. 132 145 117 167 90 200 193. 2 3 6 15 45 160 630
326 a b c d e 1) 45 2) 630 3) 6
What should come in place of b? 4) 3 5) 160
1) 340 2) 311 3) 261 194. 199 176 195 180 190 184 187
4) 305 5) None of these 1) 180 2) 190 3) 184
Directions (Q. 181-185): Find the wrong num- 4) 187 5) 199
ber in the following number series. 195. 1 5 2 30 28 2620
181. 2 5 4 45 168 4216 25272 1) 5 2) 2620 3) 28
1) 4 2) 2 3) 168 4) 30 5) 2
4) 25272 5) 4216 Directions (Q. 196-200): Find the wrong num-
182. 4 5 1 7 -1 19 7 ber in the following number series:
1) -1 2) 7 3) 19 196. 5 25 30 100 95 475
4) 5 5) 4 1) 25 2) 95 3) 30
4) 5 5) 475
183. 50 25 3 25 29 24 4 28 36 197. 36 96 156 126 86
1) 36 2) 96 3) 156
4) 86 5) 126
1) 50 2) 25 3 3) 36
198. 45 270 54 216 72 146
4) 29 5) 4 1) 146 2) 270 3) 216
184. 1521 560 1785 264 2113 96 2505 4) 54 5) 45
1) 560 2) 2505 3) 96 199. 65 52 1040 832 16540 13312
4) 264 5) 2113 1) 13312 2) 16540 3) 52
185. 1 3 9 82 1065 18106 4) 1040 5) 832
200. 42 83 161 315 613 1209
1) 1065 2) 3 3) 82
1) 42 2) 315 3) 83
4) 18106 5) 1 4) 1209 5) 161
Directions (Q. 186-190): What will come in place Directions (Q. 201-205): In each of the follow-
of the question mark (?) in the following number ing questions, a number series is established if the
series? positions of two out of the five marked numbers are
186. 3 ? 2 33 88 505 2940 interchanged. The position of the first unmarked
1) 8 2) 1 3) -2 number remains the same and it is the beginning of
4) 6 5) None of these the series. The earlier of the two marked numbers
187. 5 1 3 5 21 ? 607 whose positions are interchanged is the answer. For
1) 97 2) 109 3) 99 example, if an interchange of the number marked ‘1’
4) 103 5) None of these and the number marked ‘4’ is required to establish
188. 5 12 60 340 1648 ? 20164 the series, your answer is ‘1’. If it is not necessary to
1) 6724 2) 4046 3) 4036 interchange the positions of the numbers to estab-
4) 6512 5) None of these lish the series, give ‘5’ as your answer. Remember
189. 6 10.5 23 60 ? 644 2580 that when the series is established, the numbers
1) 163 2) 183 3) 202 change from left to right (ie from the unmarked num-
K KUNDAN 35

ber to the last marked number) in a specific order. 1) 225 2) 425 3) 525
201. 4 60 12 4 420 3780 4) 575 5) None of these
1) 2) 3) 4) 5) 213. 7 13 78 83 415
202. 1020 420 840 652 724 568 4 (a) (b) (c) (d) (e)
1) 2) 3) 4) 5) Which of the following numbers will come in
203. 1 4 5888 92 653 17 place of (c)?
1) 2) 3) 4) 5) 1) 65 2) 60 3) 53
204. 864 1728 576 2304 256 2048 4) 48 5) None of these
1) 2) 3) 4) 5) 214. 8 4.5 5.5 9.75
205. 7 4 6 21 1200 135 40 (a) (b) (c) (d) (e)
1) 2) 3) 4) 5) Which of the following numbers will come in
Directions (Q. 206-210): In each of the follow- place of (c)?
ing questions, a number series is established if the 1) 20.5 2) 31.5 3) 33.75
positions of two out of the five marked numbers are 4) 53.75 5) None of these
interchanged. The position of the first unmarked 215. 12 76 27 63
number remains the same and it is the beginning of 136 (a) (b) (c) (d) (e)
the series. The earlier of the two marked numbers Which of the following numbers will come in
whose positions are interchanged is the answer. For place of (e)?
example, if an interchange of the number marked ‘1’ 1) 187 2) 162 3) 168
and the number marked ‘4’ is required to establish 4) 178 5) None of these
the series, your answer is ‘1’. If it is not necessary to Directions (Q. 216-220): Find the missing num-
interchange the positions of the numbers to estab- ber (P) in the following series
lish the series, give ‘5’ as your answer. Remember 216. 126 158 174 P 186 188
that when the series is established, the numbers 1) 180 2) 182 3) 184
change from left to right (ie from the unmarked num- 4) 178 5) None of these
ber to the last marked number) in a specific order.
217. 2.7 P 3.6 2.4 4.8 3.2
206. 120 240 160 480 768 192
1) 2) 3) 4) 5) 1) 1.5 2) 1.8 3) 2.1
207. 295 46 343 118 407 174 4) 2.4 5) 2.5
1) 2) 3) 4) 5) 2 1 2 1
218. 15 13 P 8 6 4
208. 4 6 15 139 561 14031 3 3 3 3
1) 2) 3) 4) 5) 1) 8 2) 9 3) 10
209. 2 3 285 15 56 4 4) 11 5) None of these
1) 2) 3) 4) 5)
219. P 58 84 114 146 182 220
210. 12 13 11 14 10 15
1) 2) 3) 4) 5) 1) 28 2) 30 3) 32
Directions (Q. 211-215): In each of the follow- 4) 34 5) 36
ing questions, a number series is given. After the 220. 127 P 85 67 51 37 25
series a number is given followed by (a), (b), (c), (d) 1) 105 2) 100 3) 95
and (e). You have to complete the series starting with 4) 90 5) None of these
the number given following the sequence of the given Directions (Q. 221-225): Find the missing number
series. 221. 1 2 0 9 20 ?
211. 10 10 15 30
32 (a) (b) (c) (d) (e) 1) 80 2) 100 3) 125
Which of the following numbers will come in 4) 180 5) 200
place of (d)? 222. 1 1 2 4 ? 16
1) 96 2) 120 3) 720 1) 6 2) 8 3) 10
4) 240 5) None of these
4) 12 5) None of these
212. 6 12 36 96 216
5 (a) (b) (c) (d) (e) 223. -1 0 7 26 63 ?
Which of the following numbers will come in 1) 101 2) 310 3) 511
place of (e)? 4) 420 5) None of these
 36 K KUNDAN

224. 6 5 9 ? 103 514 What will come in place of (d)?

1) 12 2) 13 3) 14 1) 14.25 2) 15 3) 16
4) 16 5) 26 4) 12 5) None of these
225. 20 21 25 52 ? 238. 5 10 23 48 89 150
1) 100 2) 200 3) 308 6 (a) (b) (c) (d) (e)
What will be the value of (b) : (d)?
4) 400 5) None of these
1) 3 : 8 2) 5 : 17 3) 4 : 17
Directions (Q. 226-230): Find the wrong num- 4) 4 : 15 5) None of these
ber in the sequences given below: 239. 4 4.5 11 37.5 158 802.5
226. 12 24 96 476 4608 7 (a) (b) (c) (d) (e)
(1) (2) (3) (4) (5) What will come in place of (b)?
227. 150 299 600 1197 2401 4793
1) 14 2) 19 3) 17
(1) (2) (3) (4) (5) 4) 21 5) None of these
228. 2 6 40 1606 2579242 240. 732 371 660 435 604 483
(1) (2) (3) (4) (5) 821 (a) (b) (c) (d) (e)
229. 512 101 24 7 2 What will come in place of (e)?
(1) (2) (3) (4) (5) 1) 583 2) 572 3) 693
230. 6561 81 9 3 1 4) 683 5) None of these
(1) (2) (3) (4) (5)
Directions (Q. 241-245): In each of the follow-
Directions (Q. 231-235): In each of these questions
ing number series, a wrong number is given. Find
a number series is given. Only one number is
out the wrong number.
wrong in each series. You have to find out the 241. 2 6 13 26 54 100 197
wrong number. 1) 26 2) 54 3) 100
231. 3, 1.75, 2.75, 6.375, 16.65, 48.125 4) 197 5) 13
1) 1.75 2) 48.125 3) 2.75
242. 56 57 48 73 24 105 -10
4) 16.65 5) 6.375
1) 57 2) 105 3) 73
232. 13, 84.5, 507, 2788, 13942.5, 62741.25
4) -10 5) 24
1) 2788 2) 84.5 3) 13942.5 243. 2 2 13 59 363 2519 20161
4) 62741.25 5) 507 1) 13 2) 20161 3) 2519
233. 17, 103, 523, 2119, 6423, 12967 4) 363 5) 59
1) 2119 2) 103 3) 12967
244. 1 8 66 460 2758 13785 55146
4) 523 5) 6423
1) 460 2) 2758 3) 66
234. 3, 6, 10, 18, 30, 53, 89
4) 8 5) 55146
1) 53 2) 89 3) 30 245. 3 1 3 0.7 3 0.6 3 0.5 3
4) 18 5) 10 1) 1 2) 0.7 3) 0.6
235. 5, 12.5, 43.75, 196.875, 1080.8125, 7038.28125 4) 0.5 5) 3
1) 43.75 2) 12.5 3) 1080.8125
Directions (Q. 246-250): In each of the follow-
4) 7038.28125 5) 196.875 ing questions a number series is given. After the
Directions (Q. 236-240): In each of the follow- series, a number is given followed by (a), (b), (c), (d)
ing questions a number series is given. After the and (e). You have to complete the second series and
series a number is given followed by (a), (b), (c), (d) answer the questions given below the series.
and (e). You have to complete the series starting with 246. 54 56 62 74 94 124
the number given and following the sequence of the
175 (a) (b) (c) (d) (e)
original series. Answer the questions that follow the What will come in place of (c)?
series. 1) 196 2) 195 3) 175
236. 7 16 12 30 23 56 4) 174 5) None of these
11 (a) (b) (c) (d) (e) 247. 6 3 3 4.5 9 22.5
What will come in place of (c)? 8 (a) (b) (c) (d) (e)
1) 38 2) 27 3) 16
What will come in place of (e)?
4) 24 5) None of these 1) 24 2) 28 3) 275
237. 6 3.5 4.5 8.25 18.5 48.75 4) 30 5) None of these
3 (a) (b) (c) (d) (e)
248. 11 13 10 40 8 14
K KUNDAN 37

16 (a) (b) (c) (d) (e) 16 (a) (b) (c) (d) (e)
What will come in place of (b)? What will come in place of (d)?
1) 15 2) 20 3) 18 1) 1384 2) 2642 3) 2808
4) 14 5) None of these 4) 1988 5) None of these
249. 0 3 14 77 548 252. 154 462 231 693 346.5 1039.5
-1 (a) (b) (c) (d) (e) 276 (a) (b) (c) (d) (e)
What will come in place of (d)? What will come in place of (e)?
1) 447 2) 443 3) 445 1) 1746 2) 621 3) 1242
4) 438 5) None of these 4) 983 5) None of these
250. 5 6 10 28 124 724 253. 7 91 1001 7007 35035 105105
12 (a) (b) (c) (d) (e) 14.5 (a) (b) (c) (d) (e)
What will come in place of (b)? What will come in place of (c)?
1) 24 2) 26 3) 52 1) 21132.5 2) 14514.5 3) 20020.5
4) 17 5) None of these 4) 13864.5 5) None of these
Directions (Q. 251-256): In each of the follow- 254. 582 574 601 537 662 446
ing questions a number series is given. After the 204 (a) (b) (c) (d) (e)
series a number is given followed by (a), (b), (c), (d) What will come in place of (d)?
and (e). You have to complete the series starting with 1) 284 2) 68 3) 174
the number given, following the sequence of the origi- 4) 331 5) None of these
nal series and answer the questions that follow the 255. 85 43 44 67.5 137 345
125 (a) (b) (c) (d) (e)
series.
What will come in place of (c)?
251. 12 30 120 460 1368 2730 1) 86 2) 107.5 3) 112.5
4) 97.5 5) None of these
[UBI PO-2005]

Answers and explanations

Exercise-1
(1-5):
1. 3; The series is ÷8, ×7, ÷6, ×5 ...
 Replace (3) with (5).
2. 1; The given series is an alternate series
ie, S1 = 7 11 15; the property is +4
S2 = 14 51 90; after interchanging 14 and 90,
we get the series following - 39 and -37.
 Replace (1) with (5).
3. 3; The given series is an alternate series.
ie, S1 = 40 60 80; the property is +20
S 2 = 14 24 19; after interchanging 24 and 19,
we get the property as +5.
4. 5; The series is +15², -13², +11², -9² ....
5. 2; The series is ×1 + 1, ÷2 + 2, ×3 + 3 ...
 Replace (2) with (3)
(6-10):
6. 1; The series is ×1 + 4, ×2 + 8, ×3 + 12, ....
7. 3; The series is ×1 + 1, ×2 + 2, ×3 + 3, ....
8. 4; The series is ×1.5, ×3, ×4.5, ....
9. 1; The series is ×2 + 4, ×2 + 8, ×2 + 12, ....
10. 2; The series is ×8 - 28, ×7 - 24, ×6 - 20, .....
11. 2; The series is ×2 + (2 × 1²), ×2 + (2 × 3²), ×2 + (2
× 5²), ×2 + (2 × 7²), ... So, 164 should be re-
placed by 182.
(12-16):
12. 3; The series is ×1 + 2, ×2 + 2, ×3 + 2, ×4 + 2, ×5 +
2, × 6 + 2. 914 is incorrect. It should be 772. The
new series begins with 914.
13. 3; The series is ×1 + 1, ×2 + 2, ×3 + 3, ×4 + 4, ×5 +
5, × 6 + 6. 34 should be 33 and thus the new
series starts with 34.
14. 4; The series is -(14)², +(12)², -(10)², +(8)², -(6)²
and so on.
1 3 5 7 9 11
15. 5; The series is  , , , , , and so
2 2 2 2 2 2
on.
 38 K KUNDAN

16. 1; The series is +1² - 0, +2² - 1, +3² - 2, +4² - 3, +5² 33. 2; The series is +20, +30, +40...... So 182 will come
- 4, +6² - 5. in place of A.
Thus, 7 is the wrong number.
182  14
(17-21): ?  14
17. 4; The series is ×8 + 1, ×7 + 2, ×6 + 3. 14
 a = 2 × 8 + 1 = 17, b = 17 × 7 + 2 = 121, c = 121 34. 5; The series is +3, +5, +7, +9 .... So 39 will come in
× 6 + 3 = 729 place of A.
18. 1; The series is ×1, ×1.5, ×2 ? = 39² - 4 = 1517
 a = 36 × 1 = 36, b = 36 × 1.5 = 54, c = 54 × 2 = 35. 1; The series is +6, +11, +16, +21 ... So 35 will come
108, d = 108 × 2.5 = 270 and e = 270 × 3 = 810 in place of A.
19. 3; The series is ÷2 - 4 3 4
 a = 888 ÷2 - 4 = 440 and b = 440 ÷ 2 - 4 = 216 ?  35    12
7 5
20. 5; The series is × 1 + 1, ×1.5 + 2.25, × 2 + 4, (×2.5 +
6.25, ×3 + 9, .....) 3 81
36. 5; The series is ×2 and  alternately. So will
 a = 7 × 1 + 1 = 8, b = 8 × 1.5 + 2.25 = 14.25, c 4 64
= 14.25 × 2 + 4 = 32.5 and d = 32.5 × 2.5 + 6.25 = come in place of A.
81.25 + 6.25 = 87.5
21. 2; The series is + (17)², -(15)², +(13)², -(11)², +(9)², 81 9
? 
...... 64 8
 c = 13 + (238 - 5 =) 233 = 246, d = 246 - (11)² (37-41):
= 37. 1; The series is +1², +3², +5², +7²,......
246 - 121 = 125 and e = 125 +(9)² = 125 + 81 = 206 38. 3; The series is ×0.5 + 0.5, ×1 + 1, ×1.5 + 1.5, ×2 +
(22-26): 2,....
22. 5; The series is ×1 + 1, ×2 + 2, ×3 + 3, ..... So 8 is 39. 3; The series is ×1 + 1, ×2 + 2, ×3 + 3,......
wrong. Beginning with 8 we get 20 as third 40. 1; The series is ×2 + 6, ×2 + 7, ×2 + 6,....
term. 41. 4; The series is +(12)², -(10)², +(8)², -(6)²,....
23. 5; The series is ×1 + 1², ×2 + 2², ×3 + 3², .... (42-46):
24. 2; The series is ×2 + 9, ×2 + 11, ×2 + 13, ..... 42. 3; The series is ×1 + 1², ×2 + 2², ×3 + 3², ×4 + 4²,....
25. 4; The series is ×1 - 1, ×2 + 2, ×2 - 2, ×3 + 3, ..... 43. 5; Ans = 13. The series is ×1 + 7, ×2 - 11, ×3 + 15,....
26. 4; The series is ×3 + 1, ×4 + 1, ×5 + 1, ...... 44. 4; The series is ×1 + 1², ×2 + 2², ×3 + 3², ×4 + 4²,....
(27-31): 45. 1; The series is ×1.5 + 1.5, ×2 + 2, ×2.5 + 2.5, ×3 +
27. 5; The series is ×2 + 1.5, ×2 + 2, ×2 + 2.5 ......... So, 3....
108.5 should come in place of (c). 46. 2; The series is ×2 + 3, ×2 + 5, ×2 + 7, ×2 + 9,.....
28. 1; The series is ×1² + 1, ×1² + 1, ×2² + 2, ×3² + 3, ×4² (47-51):
+ 4, ......... 47. 3; The series is -2, -4, -8, -16,....
29. 2; The series is ×1 + 0.25 × 1, ×2 + 0.25 × 4, ×3 + So, P = 186 - 4 = 182
0.25 × 9 ...... So 24.75 should come in place of
(c).  ?  P  13  182  13  13
30. 4; The series is ×0.5, ×1.5, ×2.5, ..... So 118.125 48. 5; The series is ×1.5, ÷2, ×1.5, ÷2,.....
should come in place of (d).
31. 3; The series is +11², -9², +7², -5²,.... So 112 should 49. 2; The series is  2 1 in each term.
come in place of (e). 3
(32-36): 50. 1; The series is -38, -36, -32, -30, -26, -24
51. 4; The series is +12, +14, +16, +18.....
3 (52-56):
32. 3; The series is  6, alternately. So, 116.64 will
10 52. The series is ÷2, ×1.5....
come in place of A. 53. 5; Ans = 2860. The series is ×1 + 4, ×2 + 8, ×3 +
116.64 ÷ 36 = 3.24 12,.....
K KUNDAN
54. 4; The series is ×2 + 1, ×3 - 2, ×4 +3, ×5 - 4,....
55. 3; The series is ×2 - 2, ×3 + 2, ×4 - 2, ×6 + 2,.....
56. 2; The series is ÷2 - 2 in each steps
(57-61):
57. 4; The series is ×2, ×4, ×6,......
58. 2; The series is ×2 - 1, ×2 + 3, ×2 - 5, .....
59. 4; Each number is the square of its preceding num-
ber.
60. 2; The series is ×2 + 1, ×3 + 3, ×4 + 5, .....
61. 4; Each number is square of its preceding number
plus 2, 4, 6, ....
viz, 2² + 2 = 6, 6² + 4 = 40 .......
62. 3; The series is 1³ + 1 = 2, 2³ + 1 = 9, 3³ + 1 = 28,....
(63-67):
63. 5; The series is +8², +7², +6², +5²,......
1 1
64. 3; The series is  ,3, ,4,.....
3, 4
2 3 4 5
65. 4; The series is  , , , ,.....
3 4 5 6
66. 1; The series is +6², ×7, +7², ×8,........
67. 2; The series is +2.4, -4.8, +9.6, -19.2,........
68. 4; Series is ×2 + 2², ×3 + 3², ×4 + 4²,......
69. 5; The series is ÷2 - 1 in each term.
(70-74):
70. 5; The series is +0.5, +1, +1.5, +2,....
71. 3; The series is +1², +2², +3², +4²,.....
72. 2; The series is -8, -7, -6, -5,......
73. 1; The series is ×3 - 1 in each term.
74. 4; The series is ÷2 - 1 in each term.
(75-79):
75. 3; The series is ×1 + 1, ÷2 - 2, ×3 + 3, ......
76. 2; The series is +4.5, +9, +13.5,......
77. 5; The series is ×1 + 7, ×2 - 6, ×3 +5, ×4 - 4,.....
78. 2; The series is ×2 + 2, ÷2 - 2, ×3 + 3, ÷3 - 3,...
79. 1; The series is ×1.5, ×2, ×2.5, ×3,.....
(80-84):
80. 4; The series is ×1 + 1², ×2 - 2², ×3 + 3², ×4 - 4².....
81. 5; The series is ×1 + 1², ×2 + 2², ×3 + 3², ×4 + 4².....
82. 5; The series is ×2 + 0.5, ×2 + 2, ×2 + 8, ×2 + 32....
83. 1; The series is ×2 + 10, ×2 - 10 alternately.
(84-89):
84. 3; The series is ×2 + 1, ×2 - 1 alternately.
85. 5; The series is × 1.5, × 2, × 2.5, × 3 and so on.
86. 1; The series is -16, -8, -4, -2, -1, -0.5, and so on.
87. 2; The series is × 1 + 2, × 2 + 3, × 3 + 4, and so on.
88. 3; The series is × 1 + 12, ×2 + 22, ×3 + 32 and so on.
39
89. 4; The series is ×2 - 2
(90-94):
90. 1; The series is +5, +9, +13, +17 .... The differ-
ence in successive nos. 9 - 5 = 13 - 9 = 17 - 13
= .... = 4. Hence, 35 is wrong. It should be 37.
91. 5; The sum of the first two nos. is the third no.
Hence, 27 is wrong. It should be 29.
92. 5; The series is ×0.5 + 0.5, × 1 + 1, × 1.5 + 1.5 ....
Hence, 12 is wrong. It should be 14.
93. 4; The series is  2  22 ,  3  32 ,  4  42 ,  5  52
.... Hence 32 is wrong It should be 33.
94. 2; The series is  13 ,  23 ,  33 ,  43.... Hence, 224 is
wrong. It should be 227.
(95-99):
95. 4; The series is ×1 + 1 × 7, ×2 + 2 × 6, ×3 + 3 × 5
...
96. 5; The series is 1  12 ,  2  22 ,  3  32 , ...
97. 3; The series is ×1 + 2, ×2 + 3, ×3 + 4, ...
98. 2; The series is ×0.5 + 0.5, ×1 + 1, ×1.5 + 1.5, ...
99. 1; The series is ×2, ÷3, ×4, ÷5, ...
(100-104):
100. 5; Ans = 172. The series is 1  12 ,  2  2 2 ,  3  32 ,
....
101. 5; Ans = 97. The series is ×2-1 in each term.
102. 3; The series is ×0.5 + 0.5, ×1+1, ×1.5+1.5, ×2+2,
....
103. 2; The series is: 3 × 1 + 7 × 1 = 10; 10 × 2 + 6 × 2 =
32; 32 × 3 + 5 × 3 = 111; 111 × 4 + 4 × 4 = 460;
460 × 5 + 3 × 5 = 2315 ....
104. 1; The series is ×2 - 2, ÷2 + 2, ×2 - 2, ÷2 +2, ....
(105-109):
105. 1; The series is ×1+1, ×1.5+1.5, ×2+2, ×2.5+2.5, ...
106. 3; The series is 2 + 5 = 7; 7 + 5 = 12; 12 + 7 = 19; ...
107. 2; The series is ×6 + 1, ×5 + 2, ×4 + 3, ×3 + 4, ...
108. 3; The series is  1 13 ,  2  23 ,  3  33 ,
 4  43 , ...
109. 4; The series is ×7, ×6.5, ×6, ×5.5, ...
(110-114):
110. 4; The series is ×3 + 5, ×4 - 6, ×5 + 7, ×6 - 8, ....
111. 1; The series is  12 ,  22 ,  32 ,  42 , ....
112. 4; The series is 7 + 9 = 16; 16 + 9 = 25; 25 + 16 = 41;
41 + 25 = 66; 66 + 41 = 107 ....
113. 3; The series is ×0.5, ×1.5, ×2.5, ×3.5, ...
114. 2; The series is ×0.25, ×0.5, ×0.75, ×1, ...
 40 K KUNDAN

(115-119): 2 4 5 8 13 21 34
115. 3; The series is +5, +7, +9, +11, .... 130. 1;
+2 +1 +3 +5 +8 +13
116. 4; The series is ÷2, ÷1.5 alternately. Hence the series should be as follows:
117. 5; The series is an alternate series, having 2 3 5 8 13 21 34
S1 = 2 5 14 41; ×3 – 1 in each term +1 +2 +3 +5 +8 +13
Here 1 + 2 = 3; 2 + 3 = 5; 3 + 5 = 8; 5 + 8 = 13
S2 = 3 8 23 69; ×3 – 1 in each term (131-135):
118. 3; The differences are 1 - 0 = 1 = 13 ; 9 - 1 = 8 131. 4; The series follows the pattern:
4 × 0.5 + 0.25 × 12 = 2.25
= 23 ; 36 - 9 = 27 = 33 ; 99 – 36 = 63  43 , but
100 - 36 = 64 = 43 ; 2.25 × 1 + 0.25 × 22 = 3.25
3.25 × 1.5 + 0.25 × 32 = 7.125
225 – 100 = 125 = 53 ;
7.125 × 2 + 0.25 × 42 = 18.25
441 – 225 = 216 = 63
119. 1; The series is ×2.5, ×2 alternately. 18.25 × 2.5 + 0.25 × 5 2 = 51.875
(120-124): Hence, the required answer
120. 3; The series is ×2 + 6 in each term.
= 7 × 0.5 + 0.25 × 12 = 3.75 = a
2 2
121. 1; The series is  1  1 ,  2  2 ,  3  3 , ....
2
3.75 × 1 + 0.25 × 22 = 4.75 = b
122. 4; The series is ÷2 + 3.5, ×2 + 12, ÷2 + 2.5, ×2 + 8,
132. 1; The series is based on the pattern
...
123. 2; The series is ×2 - 1, ×3 - 2, ×4 - 3, ....  5  52 ,  4  4 2 ,  3  32 ,  2  2 2 ,  1 12 .
124. 5; The series is ×0.5, ×1.5, ×2.5, .... Hence the required answer will be:
(125-130): 1 × 5 + 5 2 = 30 (=a) × 4 + 42 = 136 (=b) × 3 +
125. 4; 2 3 6 18 109 1944 209952
Here 2 × 3 = 6; 3 × 6 = 18; 6 × 18 = 108; 32 = 417 (= c) × 2 + 22 = 838 (= d) 838 × 1 +
18 × 108 = 1944; 108 × 1944 = 209952
12 = 839.
126. 2; 1 3 6 11 20 39 70 [Note: In this type of series, observing from
Here 1 × 2 + 1 = 3; 3 × 2 + 0 = 6; the right end will be beneficial; e.g. we see
6 × 2 – 1 = 11; 11 × 2 – 2 = 20; that the last element is greater by 1 to its pre-
20 × 2 – 3 = 37; 37 × 2 – 4 = 70 ceding element. While the secondlast is
127. 1; 2 13 27 113 561 3369 23581 greater by double +4 to its predecessor. ... In
Here 2 × 2 + 7 = 11; 11 × 3 – 6 = 27; this way we can conclude the definite pat-
27 × 4 + 5 = 113; 113 × 5 – 4 = 561; tern.]
561 × 6 + 3 = 3369; 3369 × 7 – 2 = 23581. 133. 3; The series follows the pattern:
128. 4; 50 51 47 56 42 65 29
1 1
Here 50  12  51 ;  7  , +6×2,  5 , + 4 × 2 ....
2 2
51  2 2  47 ; 47  32  56 ; Now, the required answer
56  4 2  40 ; 40  5 2  65 ; 1
= 5  7   6 a 
2
65  6  29 2
129. 3; 3 9 23 99 479 2881 20159 1
Here 3 × 2 + 3 = 9; 9 × 3 – 4 = 23; (6 + 6) × 2 = 24 (= b), 24  5  = 14.5(=c)
2
23 × 4 + 5 = 97; 97 × 5 – 6 = 479;
479 × 6 + 7 = 2881; 134. 2; The given series is  1 12 ,  2  2 2 ,  3  32 ,
2881 × 7 – 8 = 20159
 4  4 2 ,  5  52
K KUNDAN 41

Hence, the required answer number by 4 and 2 alternately.

ie +7, +11, +13, +17
= 2 1  12  3 a  ;
 ? = 21 + 13 = 34
3  2 – 2 2  2 b  ; 2  3  32  15 c 145. 4; The series is ×2+1, ×2+3, ×2+5, ×2+7, ...
 ? = 11 × 2 + 3 = 25
135. 5; The successive term is 6 more than the double
(146-150):
of its preceding term. Hence required answer
146. 4; Here 27 × 0.5 + 0.5 × 7 = 17; 17 × 1 + 1 × 6 = 23
= 4 × 2 + 6 = 14(=a);
23 × 1.5 + 1.5 × 5 = 42; 42 × 2 + 2 × 4 = 92
14 × 2 + 6 = 34 (= b);
92 × 2.5 + 2.5 × 3
34 × 2 + 6 = 74(=c);
= 237.5; 237.5 × 3 + 3 × 2 = 718.5.
74 × 2 + 6 = 154 (= d)
147. 1; The series is ×2 – 3; ×2 – 3; ... and so on,
4) 33 5) 17
Hence, 18 should be replaced by 19.
(136-140):
148. 5; The series is ×0.5 + 0.5; ×1 + 1; ×1.5 + 1.5; ×2 +
136. 2; Here the series consists of two series S1 and S 2 : 2; ×2.5 + 2.5; ×3 + 3.
S1: 24 26 28 30 Hence, 18 should be replaced by 20.
+2 +2 +2
S2: 14 15 16 149. 1; Here 5  13  6 ; 6  33  33 ;
+1 +1
3 3
Hence, 17 should be replaced by 15. 33  5  158 ; 158  7 = 501
137. 4; Here the series is 501  93  1230; 1230  113  2561.
5 × 1 + 12 = 6; 6 × 2 + 22 = 16; 16 × 3 + 32 = 57; 57
2 2
× 4 + 42 = 244; 244 × 5 + 52 = 1245; 150. 2; The series is  1 12 ;  2  2 ;  3  3 ;
1245 × 6 + 62 = 7506. 2 2 2
Hence, 248 should be replaced by 244. 4  4 ; 55 ; 6  6 .
138. 5; (2 + 7) × 1 = 9; (9 + 6) × 2 = 30; Hence, 196 should be replaced by 164.
(30 + 5) × 3 = 105; (105 + 4) × 4 = 436; (151-155):
(436 + 3) × 5 = 2195; (2195 + 2) × 6 = 13182 151. 4; The series is
32 should be replaced by 30. 2 2 2 2 2 2
 1 ,  3 ,  5 ,  7 ,  9 ,  11 .
139. 1; Here the series is:
11 × 0.5 + 0.5 = 6; 6 × 1 + 1 = 7; 7 × 1.5 + 1.5 = 12; Obviously, 128 should be replaced by 124.
12 × 2 + 2 = 26; 26 × 2.5 + 2.5 = 67.5; 67.5 × 3 + 152. 2; The series is ×5 + 0.5, ×5 + 0.5, ....
3 = 205.5. Obviously, 1327.5 should be replaced by 1328.
Hence, 8 should be replaced by 7. 153. 5; Look at the series from the right end. You get
140. 3; Here the series is: that 224 is the sum of the two preceding terms
3 × 8 – 7 = 17; 17 × 7 – 6 = 113; 113 × 6 – 5 = 673; (86 and 138). The same is true for 138 also [ 
673 × 5 – 4 = 3361; 52 + 86 = 138]. Obviously, the number 32 should
3361 × 4 – 3 = 13441; 13441 × 3 – 2 = 40321 be replaced by 34 [  16 + 18 = 34].
Hence, 16 should be replaced by 17. 154. 3; The series is ×6 – 1, ×5 – 2, ×4 – 3, ....
(141-145): Obviously, 4125 should be replaced by 4121.
141. 3; The series is ×3+1, ×3+2, ×3+4, ×3+8, ... 155. 1; The series is ×1 + 13, ×2 + 23, ×3 + 33, ....
 ? = 100 × 3 + 8 = 308 Obviously, 385 should be replaced by 388.
142. 5; The series is ×1–2, ×2–2, ×3–2, ×4–2, ... (156-160):
 ? = 4 × 3 – 2 = 10 156. 3; The series is -2, +4, -8, +16 ...
143. 2; The series is Hence, the wrong number is 34. It should be
2 2 2 2
replaced by 35.
1  1 ,  2  2 ,  3  3 ,  4  4 , ... 3 3 3
157. 1; The series is  1  1 ,  2  2 ,  3  3 ...
2
 ? = 6  2  2  16 Hence, the wrong number is 1704. It should be
144. 1; The series is based on increasing previous replaced by 1705.
 42 K KUNDAN

158. 5; Here, 7 × 0.5 + 2.5 = 6 153 + 73 = 496

6 × 1 + (2.5 + 3.5) = 12
12 × 1.5 + (2.5 + 3.5 + 4.5) = 28.5 496  63  712
28.5 × 2 + (2.5 + 3.5 + 4.5 + 5.5) = 73 712  53  837
73 × 2.5 + (2.5 + 3.5 + 4.5 + 5.5 + 6.5) = 205
205 × 3 + (2.5 + 3.5 + 4.5 + 5.5 + 6.5 + 7.5) = 645 837  43  901
Hence, 9 should be replaced by 6. 901  33  928
159. 1; The series is; +13, +17, +19, +23, +29 ... (Con- Hence, the wrong number is 495.
secutive prime numbers) 169. 2; Here the series is:
Hence, the wrong number is 85. It should be 11 × 7 - 7 × 5 = 42
replaced by 87. 42 × 6 - 6 × 6 = 216
160. 2; Here, series is: 11, 22 , 33 , 44 , 55 ... 216 × 5 - 5 × 7 = 1045
Hence, the wrong number is 258. It should be 1045 × 4 - 4 × 8 = 4148
replaced by 256. 4148 × 3 - 3 × 9 = 12417
(161-165): Hence, the wrong number is 214.
161. 2; The series is ×2 + 3, ×2 + 3, ... 170. 4; Here, the series is
Hence, 108 should be replaced by 109. 488 ÷ 2 + 1.0 = 245
245 ÷ 2 + 1.5 = 124
162. 3; The series is  13 ,  23 ,  33 , ... 124 ÷ 2 + 2.0 = 64
Hence, 46 should be replaced by 43. 64 ÷ 2 + 2.5 = 34.5
163. 4; Here 2078 should be replaced by 2075. The 34.5 ÷ 2 + 3.0 = 20.25
series goes as follows: Hence, the wrong number is 35.
1×1+7×1=8 (171-175):
8 × 2 + 6 × 2 = 28 171. 1; Here, 3 × 1.5 + 0.5 = 5
28 × 3 + 5 × 3 = 99 5 × 2 + 1 = 11
99 × 4 + 4 × 4 = 412 11 × 2.5 + 1.5 = 29
412 × 5 + 3 × 5 = 2075; and 29 × 3 + 2 = 89
2075 × 6 + 2 × 6 = 12462. 89 × 3.5 + 2.5 = 314
164. 3; The series is ×2 + 1, ×3 - 2, ×4 + 3, ... Hence, in the given series 87 is a wrong num-
Hence, 1632 should be replaced by 1631. ber and should be replaced by 89.
165. 1; The series is ×0.5, ×1.5, ×2.5, ... 172. 3; Here,
Hence, 12.5 should be replaced by 12. 3
(166-170):
3
12  1  13 13  2 = 21
166. 1; Here the series is: 3
21  3  48
3
48  4  112
14 × 1 - 1 = 13
3
13 × 2 - 4 = 22 112  5  237
22 × 3 - 9 = 57 Hence, in the given series 20 is a wrong num-
57 × 4 - 16 = 212 ber and should be replaced by 21.
212 × 5 - 25 = 1035 173. 5; Here,
Hence, the wrong number is 55. 8.1 + 9.2 = 17.3
167. 3; Here the series is: 9.2 + 17.3 = 26.5
217 + 7 = 224 17.3 + 26.5 = 43.8
224 - 11 = 213 26.5 + 43.8 = 70.3
213 + 13 = 226 43.8 + 70.3 = 114.1
226 - 17 = 209 Hence, the wrong number is 71.5. It should be
209 + 19 = 228 replaced by 70.3.
Hence, the wrong number is 210. 174. 1; Here,
168. 5; Here the series is: 10 × 2 - 4 = 16 16 × 4 - 16 = 48
K KUNDAN 43

48 × 8 - 64 = 320 320 × 16 - 256 = 4864 4 + 10 = 14

4864 × 32 - 1024 = 154624 182. 3; 4 × 1.5 = 6 6 × 2 = 12
Hence, the wrong number is 154628. It should 12 × 2.5 = 30 30 × 3 = 90
be replaced by 154624. 90 × 3.5 = 315 315 × 4 = 1260
175. 2; Here,
183. 5; 25 16 ? 4 1
48 ÷ 2 = 24 24 × 3 = 72
2 2
72 ÷ 2 = 36 36 × 3 = 108 ie 5 2
4 3 2 1
2 2

108 ÷ 2 = 54 Hence, ? = 9
Hence, the wrong number is 34. It should be 184. 3; 15 - 3 = 12 12 + 5 = 17
replaced by 36. 17 - 7 = 10 10 + 11 = 21
(176-180): 21 - 13 = 8 8 + 17 = 25
176. 1; Here, 25 - 19 = 6
439 × 2 - 100 = 778 Note that 3, 5, 7, 11, 13, 17 and 19 are consecu-
778 × 2 - 100 = 1456 tive prime numbers
1456 × 2 - 100 = 2812 185. 1; 1 ? 27 64 125
2812 × 2 - 100 = 5524
ie 13 2
3
3
3
4
3
4
3
5524 × 2 - 100 = 10948
Hence the wrong number is 5624.  ?  23  8
177. 2; Here, 186. 2; 2 + 5 = 7 5 + 7 = 12
156 + 312 = 468 7 + 12 = 19 12 + 19 = 31
468 + 312 = 780 19 + 31 = 50 31 + 50 = 81
780 + 312 = 1092 187. 1; (1 + 2) × 2 = 6 (6 + 3) × 4 = 36
1092 + 312 = 1404 (36 + 4) × 6 = 240
1404 + 312 = 1716 (240 + 5) × 8 = 1960
Hence the wrong number is 1094. (1960 + 6) × 10 = 19660
178. 5; Here, (188-192):
5040 × 3 ÷ 5 = 3014 188. 5; 73
3014 × 3 ÷ 5 = 1814.4
1814.4 × 3 ÷ 5 = 1088.64 Here, 24  7 2 = 73
1088.64 × 3 ÷ 5 = 653.184 2
73  6  109
653.184 × 3 ÷ 5 = 391.9104
2
Hence there is no wrong number in the series 109  5  134
given. 2
134  4  150
179. 4; Here,
2
113 + 17 × 1 = 130 130 + 17 × 2 = 164 150  3  159
164 + 17 × 3 = 215 215 + 17 × 4 = 283 Hence, the question mark(?) should be replaced
283 + 17 × 5 = 368 by 73.
Hence the wrong number in the series is 293. 189. 4; 17 × 0.5 + 0.5 = 9
180. 3; Here, 9 × 1 + 1 = 10
36 × 1.5 = 54 54 × 2.5 = 135 10 × 1.5 + 1.5 = 16.5
135 × 3.5 = 472.5 472.5 × 4.5 = 2126.25 16.5 × 2 + 2 = 35
2126.25 × 5.5 = 11694.375 35 × 2.5 + 2.5 = 90
Hence the wrong number is 472.15. Hence, the question mark(?) should be replaced
(181-187): by 16.5.
181. 1; 12 + 2 = 14 14 + 3 = 17 190. 4; 3 × 2 + 14 = 20
17 - 4 = 13 13 - 5 = 8 20 × 3 + 18 = 78
8 + 6 = 14 14 + 7 = 21 78 × 4 + 20 = 332
21 - 8 = 13 13 - 9 = 4 332 × 5 + 20 = 1680
 44 K KUNDAN

1680 × 6 + 18 = 10098 756 + 114 = 870

Hence, the question mark should be replaced 870 + 122 = 992
by 10098. 992 + 130 = 1122
191. 2; 13 × 2 + 4 = 30 (198-202):
30 × 2 + 6 = 66 198. 4; 15 + 3 = 18
66 × 2 + 8 = 140 18 – 2 = 16
140 × 2 + 10 = 290 16 + 3 = 19
290 × 2 + 12 = 592 19 – 2 = 17
Hence, the question mark should be replaced 17 + 3 = 20
by 290. 20 – 2 = 18
192. 1; 3 × 5 = 15 199. 1; 1050 × 0.4 = 420
5 × 15 = 75 420 × 0.4 = 168
15 × 75 = 1125 168 × 0.4 = 67.2
75 × 1125 = 84375 67.2 × 0.4 = 26.88
(193-197): 26.88 × 0.4 = 10.752
193. 4; 15 + 3 = 18 10.752×0.4 = 4.3008
18 – 2 = 16 200. 5; 0 6 24 60 120 210
16 + 3 = 19 +6 +18 +36 +60 +90
19 – 2 = 17 Look at the differences of two consecutive
17 + 3 = 20 terms of the series. We get the following pat-
20 – 2 = 18 tern:
194. 1; 1050 × 0.4 = 420 0+ 6×1=6
420 × 0.4 = 168 6 + 6 × 2 = 18
168 × 0.4 = 67.2 18 + 6 × 3 = 36
67.2 × 0.4 = 26.88 36 + 6 × 4 = 60
26.88 × 0.4 = 10.752 60 + 6 × 5 = 90
10.752×0.4 = 4.3008 90 + 6 × 6 = 126
195. 5; 0 6 24 60 120 210 Hence, the required term = 210 + 126 = 336
+6 +18 +36 +60 +90 201. 3; 32 + 17 = 49
Look at the differences of two consecutive 49 + 34 = 83
terms of the series. We get the following pat- 83 + 68 = 151
tern: 151 + 136 = 287
0+ 6×1=6 287 + 272 = 559
6 + 6 × 2 = 18 559 + 544 = 1103
18 + 6 × 3 = 36 202. 2; 462 + 90 = 552
36 + 6 × 4 = 60 552 + 98 = 650
60 + 6 × 5 = 90 650 + 106 = 756
90 + 6 × 6 = 126 756 + 114 = 870
Hence, the required term = 210 + 126 = 336 870 + 122 = 992
196. 3; 32 + 17 = 49 992 + 130 = 1122
49 + 34 = 83 (203-207):
83 + 68 = 151 203. 2; 12 × 2 - 2 = 22
151 + 136 = 287 22 × 3 + 3 = 69
287 + 272 = 559 69 × 4 - 4 = 272
559 + 544 = 1103 272 × 5 + 5 = 1365
197. 2; 462 + 90 = 552 1365 × 6 - 6 = 8184
552 + 98 = 650 204. 2; The series is
650 + 106 = 756 11, 22, 33, 44, 55
K KUNDAN 45

Hence, the question mark will be replaced by 4. 843 + 23 × 4 = 935

205. 5; 104  7 2  153 935 + 23 × 5 = 1050
1050 + 23 × 6 = 1188
2
153  6  189 (213-217):
2 1 2 3 4
189  5  214 213. 5; 1  1; 2  4; 3  27; 4  256;
2 5 6 7
214  4 = 230 5  3125; 6  46656; 7  823543
206. 2; 15 + 17 = 32
214. 2; 30 + 16 × 0 = 30;
17 + 32 = 49
32 + 49 = 81 30 + 16 × 1 = 46;
49 + 81 = 130 46 + 16 × 2 = 78;
81 + 130 = 211 78 + 16 × 3 = 126;
207. 3; 15 + 2 = 17 126 + 16 × 4 = 190;
17 + 4 = 21 190 + 16 × 5 = 270;
21 + 8 = 29 270 + 16 × 6 = 366
29 + 16 = 45 215. 4; 380 + 85 = 465;
45 + 32 = 77 465 + (85+7) = 557;
77 + 64 = 141 557 + (85+14) = 656;
(208-212): 656 + (85+21) = 762;
208. 3; 13 × 1 + 1 = 14
762 + (85+28) = 875;
14 × 2 + 2 = 30
875 + (85+35) = 995
30 × 3 + 3 = 93
93 × 4 + 4 = 376 2 2
376 × 5 + 5 = 1885 216. 1; 1250   500; 500   200;
5
  5
1885 × 6 + 6 = 11316
209. 2; 4 × 1.5 = 6 2 2 2
6 × 1.5 = 9 200   80; 80   32; 32   12.8;
9 × 1.5 = 13.5 5 5 5
13.5 × 1.5 = 20.25
2
20.25 × 1.5 = 30.375 12.8   5.12
30.375 × 1.5 = 45.5625 5
210. 4; 400 × 0.6 = 240
240 × 0.6 = 144 217. 3; 23 26 24 27 25 28
144 × 0.6 = 86.4
86.4 × 0.6 = 51.84
51.84 × 0.6 = 31.104 It is an alternate series. Ans: 26
31.104 × 0.6 = 18.6624 (218-222):
211. 1; 9 × 0.5 = 4.5 218. 3; The series is obtained by:
4.5 × 1.0 = 4.5 +12, +22, +32, +42, +52, ......
4.5 × 1.5 = 6.75 So 28 is wrong. It should be 29.
6.75 × 2.0 = 13.5 219. 5;
13.5 × 2.5 = 33.75
+4 +2 +0 +4 -46
33.75 × 3.0 = 101.25
212. 5; 1188 ×1 + 6 ×2+10 ×3+12 ×4+12 ×5+16 ×6-30

705 + 23 × 1 = 728 2 8 26 90 372 1876 11226

728 + 23 × 2 = 774 If we place 1870 in place of 1876 the series
774 + 23 × 3 = 843 progresses as per the following pattern:
 46 K KUNDAN

2 8 26 90 372 1870 11226 221. 2; The series is obtained by

+1.5, +2, +2.5, +3, +3.5, +4, +4.5, ....
×1 + 6 ×2+10 ×3+12 ×4+12 ×5+10 ×6+6
So, 14.5 is wrong. It should be 14.
4 2 0 -2 -4
222. 2; The series is obtained by
220. 4; The series is obtained by +13, +23, +33, +43, +53, +63 ....
+2, +4, +8, +16, +32, +64 So, 22 is wrong. It should be 20.
So, 36 is wrong. It should be 35.

Exercise-2
(1-5): So, value of e would be 529.
1. 5; The series is × 5, +5, × 6, + 6. (16-20):
 a = 8 × 5 = 40, b = (40 + 5 =) 45, c = (45 × 6 =) 16. 4; The series is ×1.5, ×2, ×2.5, ×3 and so on. So,
270 46 is incorrect and new series starts from 46.
2. 3; The series is ×1 - 3, × 2 - 5, × 3 - 7, × 4 - 9 17. 2; The series is ×1 + 1, ×2 + 2, ×3 + 3, ......
 a = 9 × 1 - 3 = 6, b = 6 × 2 - 5 = 7, c = 7 × 3 - 18. 1; The series is ×2 - 1, ×2 - 1, ......
7 = 14, d = 14 × 4 - 9 = 47 19. 5; The series is +23, -17, +23, -17, ......
3. 4; The differences of the two successive terms 20. 1; The series is ×2 + 1, +10, ×2 + 2, +20, ×2 + 3,
are 32, 22, 14, 8. The sequence of which is 62 - +30, ...
4, 52 - 3, 42 - 2, 32 - 1 (21-25):
4. 1; The differences are 4, 8, 16, 32. 21. 2; The series is ×(-6), ×7, × (-8) ....
5. 3; The series is × 3 - 2, and × 2 - 3 alternately 22. 3; The series is +22, +32, +42, ...
 a = 4 × 3 - 2 = 10, b = 10 × 2 - 3 = 17, 23. 1; The series is × 8 - 28, ×7 - 24, ×6 - 20,...
c = 17 × 3 - 2 = 49 24. 2; The series is ×2 - 4, ×3 - 6, ×4 - 8.
(6-10): 25. 2; The series is +5, +10, +20
6. 4; The series is ×2 + 1, ×2 + 2, ×2 + 3, ×2 + 4, ..... (26-30):
 Wrong no. is 11. 26. 2; The series is ×7 - 17, ×6 - 15, × 5 - 13, ×4 - 11, ....
7. 5; The series is, 12  1, 22  1, 52  1, .... 27. 1; The series is +12, -22, +32, -42, ......
28. 4; This is an alternate series. First is -12, -24, -36
So, the wrong no. is 10. Answer will be 10202. and , second is +12, +24, +36....
8. 3; The series is  12 ,22 ,32 ,42 ,.... 29. 2; The series is ×2 + 1, ×2 + 2, ×2 + 3, ×2 + 4 ....
30. 5; The series is ÷1 + 4, ÷2 + 3, ÷3 + 2, ÷4 + 1 ....
The wrong no. is 17.
(31-35):
9. 4; The series is ×2 - 5, ×2 - 4, ×2 - 3, ×2 - 2, ....
31. 2; The series is ×3 - 11, ×3 - 11, .....
The wrong no. is 20.
So wrong term is 20
10. 4; The series is ÷2 - 4, ÷2 - 4, ... Wrong no. is 26.
(11-15):  40 ÷ 20 - 2 = 0
32. 4; The series is ×2 + 3, ×2 + 3 .....
11. 5; The series is × 0.5, × 1.0, × 1.5, × 2,. ......
So wrong term is 40.
12. 5; The series is, +
1600  120
12  1,  32  3,  52  5,  7 2  7....  = 40
37
13. 4; The series is × 3 + 5, × 5 + 7, × 7 + 9, ....
14. 1; The series is × 2 + 4, × 2 + 6, × 2 + 10, × 2 + 16, 33. 3; The series is × 2 + 1, ×2 - 1, ×2 + 1, ×2 - 1, .....
× 2 + 24 ..... So wrong term is 44
15. 5; The series is –82, +65, –50, +37, –26  3 × 44 + 17 = 149.
or, The series is - (92 + 1), + (82 + 1), -(72 +1), + 34. 1; The series is × 1.5, × 2, × 2.5, × 3 ......
(62 + 1), -(52 + 1) So wrong term is 55.
 3.5 × 55 + 10 = 202.5
K KUNDAN 47

35. 2; The series is × 2 - 5, × 2 + 5, × 2 - 5, × 2 + 5 ..... 55. 2; The series is +(12 - 1), -(22 - 2), + (32 - 3) ....
So wrong term is 18. (56-60):
 324 - 36 = 288. 56. 2; The series is ×1 + 12, ×2 + 22, ×3 + 32, ×4 + 42 .....
(36-40): 57. 3; The series is ×0.1, ×0.3, ×0.5, ×0.7 .....
36. 4; The series is: 58. 4; The series is +(12 - 1), -(32 - 3), +(52 - 5), -(72 - 7)
....
 2  12 ,  3  2 2 ,  2  12 ,  3  2 2 , ....
59. 1; The series is ×9 + 1, ×7 + 2, ×5 + 3, ×3 + 4....
 Wrong number = 122 = B
1 1 1 1
 3B ÷ 8  3 × 122 ÷ 8 = 45.75 60. 5; The series is × –6, × –5, × –4, × – 3 ...
37. 2; The series is ×2 + 7 2 2 2 2
 wrong number = 56 = B (61-65):
 20% of 5B  20% of 5 × 56 = 56. 61. 5; The series is ×1 + 0.75 × 12, ×2 + 0.75 × (2)2, .....
38. 3; The series is: (x + 1) × 2 62. 4; The series is ×1 + 92, ×2 - 82, ×3 +72, ×4 - 62 ......
 wrong number = 47 = B Replace (4) with (5).
 2nd number = (47 + 1) × 2 = 96 63. 2; The series is -292, +272, -252, +232 ......
39. 1; The series is –4 followed by ÷2 Replace (2) with (5).
Wrong number = 59 64. 1; The series is ×2, ÷3, ×4, ÷5 ....
 B ÷ 2 + 21 = 59 ÷ 2 + 21 = 50.5 Replace (1) with (4).
40. 2; The series is: ×1 + 10, ×2 + 8, ×3 + 6, .... 65. 3; The series is -53, + 47, -43, +41 .....
So, wrong number is 38. (descending prime numbers)
 2nd number = (38 × 1) + 10 = 48 Replace (3) with (5).
(41-45): (66-70):
41. 3; The series is × 1.5 + 1, ×2.5 + 3, ×3.5 + 5 .... 66. 1; The series is +22, +32, +52 ........ (Consecutive
42. 2; The series is +0.52, +12, +1.52, +22, .... prime numbers)
43. 5; The series is +41, +47, +59, +67, .... (Alternate 67. 5; The series is ÷ 9, ×8, ÷7, ×6 ......
prime No.) 68. 2; The series is -232, +192, -152, + 112 ......
44. 1; First digit from the left of the series is 2, 3, 4; 69. 3; The series is ×1 + 13, ×2 - 33, ×3 + 53, ×4 - 73 .....
other digits of the series are 70. 5; The series is +15, -13, +11, -9, +7 ....
23 = 8, 33 = 27, 43 = 64, .... (71-75):
45. 2; The series is ×1 + 1, ×2 + 2, ×3 + 3, ×4 + 4, ... 71. 2; The series is +2,  (2) 2 ,  (2) 3 ,  (2) 4 ,..........
(46-50):
Replace (2) with (4).
1 2 1 2 1 2 72. 1; The series is ×1+5, ×2+10, ×3-15, ×4-20,
46. 2; The series is   1 ,   2 ,   3 ,... ×5+25,.....
4 4 4
47. 3; The series is 18 × 1 – 1 × 2 = 16 × 2 – 2 × 3 Replace (1) with (5).
= 26 × 3 – 3 × 4 = 66 × 4 – 4 × 5 73. 4; The series is  17 2 ,13 2 ,9 2 ,5 2 ,12 ,......... .
= 244 × 5 – 5 × 6, .... Replace (4) with (5).
48. 1; The series is ×0.5, ×1.5, ×2.5, ×3.5, .... 74. 5; The series is:
49. 4; The series is -(92 - 9), -(82 - 8), -(72 - 7), ...
50. 5; The series is ÷6, ÷3, ÷1.5, ....  12  1,  2  2 2 ,  32  3,  4  4 2 , ....
(51-55): 75. 3; The series is 11,  9,  7,  5,  3,..........
51. 3; The series is ×2 + 3, ×3 + 2 alternately.
Replace (3) with (5).
52. 5; Ans = 27. The series is +12, -0, +22 , -1, +32, .....
(76-80):
53. 1; The series is 664 - 46 = 618 - 81 = 537 - 73
76. 3; The series is:
= 464 .....
 12  12 ,  2 2  2 2 ,  32  32 ,  4 2  4 2 ,...
3 3 77. 5; The series is :
54. 4; The series is ×2, × ,  2,  ,....
4 4
 112 ,  132 ,  15 2 ,  17 2 ,  19 2 ,  212 ,...
 48 K KUNDAN

78. 1; The series is: 6,  5,  4,  3,  2, 1,....... (96-100):

96. 4; The series is ×2 + 1, ×1 - 2 alternately.
79. 1; Here 5 × 8 + 2 = 42
Similarly, 97. 5; Ans = 676. The series is  1  12 ,  2  2 2 ,
42 × 7 + 3 = 297
6 × 8 + 2 = 50 (a)  3  32 ,  4  4 2 ...
297 × 6 + 4 = 1786 98. 3; The series is ×2 + 0.5, ×2 + 2, × 2 + 8, ×2 + 32 ....
50 × 7 + 3 = 353 (b) 99. 2; The series is  1  13 ,  2  2 3 ,  3  33 ,
1786 × 5 + 5 = 8935
353 × 6 + 4 = 2122 (c)  4  43 ....
8935 × 4 + 6 = 35746
100. 1; The series is  532 ,  45 2 ,  37 2 ,  29 2 .....
2122 × 5 + 5 = 10615 (d)
80. 4; The series is ×2+6, ×2+7, ×2+6, ×2+7, ........ (101-105):
(81-85): 101. 2; The series is +2,  22 ,  23 , + 3,  32 ,  33.....
81. 3; The series is ÷25, ×20, ÷ 15, × 10 ..... Replace (2) with (5).
82. 2; The series is ×1 + 1, ÷2 + 2, ×3 + 3, ÷4 + 4 .... 102. 5; The series is  112 ,  152 ,  19 2 ,  232 ,  27 2.....
83. 1; The series is +232, +272, +312, +352 .....
103. 3; The series is ÷7, ×9, ÷11, ×13, ....
84. 5; The series is ×3 + 1, ×4 - 1, ×5 + 1, ×6 - 1 ....
Replace (3) with (5)
85. 2; The series is  2 1 in each terms. 104. 1; The series is ×12 +5,  12  10,  22  15,  22  20
3
(86-90): ......
Replace (1) with (4).
1 2 3 4 105. 2; The series is ×0.25 + 4, ×0.5 + 4, ×0.75 + 4, ×1 +
86. 1; The series is  ,  ,  ,  .......
2 3 4 5 4 ......
87. 2; The series is ×1 - 1, ×2 + 2 , ×32 - 3, ×4 + 42 ....
2 2
Replace (2) with (3).
88. 3; The series is +112, -92, +72, -52 .... (106-110):
89. 3; The series is each next term is 10% more than 106. 5; Ans = 64. The series is  1, ×2,  3, ×4,  5,
the preceding term. ........
90. 5; Ans = 717. The series is +(132 + 13), -(122 + Note: We find that first series is on pattern of multi-
12), +(112 + 11), - (102 + 10), ..... plication or division only. In such case, each
(91-95): term of second series will be in the same ratio
91. 3; The series is ×1 + 1; ×2 - 1; ×3 + 1; .... of the corresponding term of the first series.
Replace (3) with (5).  480 ÷ 4 = 120
92. 5; The series is ÷30, ×25, ÷20, ×15 ...... So, e = 256 ÷ 4 = 64
93. 2; The series is  1  13 ,  2  23 ,  3  33 , 107. 3; The series is: ×1+8, ×2+8, ×3+8, ×4+8, .......
108. 2; The series is:  612 ,  512 ,  412 ,  312 , ........
 4  43 ....
Replace (2) with (4). 109. 1; The series is:
94. 1; The series is  21  2 2 ,  2 2  2 3 ,  2 3  2 4 , 1  12 ,  2  2 2 ,  3  32 ,  4  4 2 , ......
110. 2; The series is:
 2 4  2 5 ....
Replace (1) with (4). 12  13 ,  2 2  2 3 ,  32  33 ,  4 2  43 , .....
95. 4; The series is  (37) 2 ,  (31) 2 ,  ( 29) 2 , (111-115):
111. 5; Ans = 48.
 (23) 2 .... The series is ÷6, ÷5, ÷ 4, ÷3, ........
(Prime number) 112. 4; The series is ×2 + 3, ×2 + 3, ×2 + 3 ...
Replace (4) with (5). 113. 3; The series is ×1 + 1, ×2 - 2, ×3 + 3,
114. 2; The series is 72, 7 × 8, 82, 8 × 9, 92,
K KUNDAN 49

115. 1; The series is an alternate series having two 134. 1; The series is: every digit of the no. increases
series: by 2 in each step.
S1 = 25 26 A 153; ×1 + 1, ×2 - 2, 135. 5; Ans = -1375. The series is (+1) × 5, (+2) × 5,
S2 = 45 44 90 267; ×1 - 1, ×2 + 2, ×3 - 3 ..... (+3) × 5 .....
 A = 50 (136-140):
(116-120): 136. 5; The series is: ÷2 + 1, ×3 + 4, ÷4 + 7, ×5 + 10 .....
116. 2; The series is: ×1 + 2, ×2 + 3, ×3 + 5 (sum is 137. 1; The series is:  232 ,  192 ,  152 ,  112 , ......
consecutive prime nos.)
Replace (1) with (3).
117. 3; The series is: ×12 + 1, ×22 - 2, ×32 + 3 ....
138. 4; The series is 22  1, 52  2, 8 2  3, 112  4 .....
118. 1; The series is:  8 2 ,  122 ,  16 2 .
Replace (4) with (5).
119. 3; The series is ÷5, × 7, ÷9, × 11, .....
120. 1; The series is ×1 + 2, ×2 + 1, alternately. 139. 2; The series is ×2 + 1,  32  1, ×4 + 1,  52 1 , .....
(121-125): Replace (2) with (5).
121. 3; The series is × 2 - 8, × 2 - 7, × 2 - 6, × 2 - 5 ...... 140. 3; The series is: ÷4, ×5, ÷6, ×7 ....
Replace (3) with (4). Replace (3) with (5).
122. 1; The series is ×1.5 + 1, × 3 - 2,× 4.5 + 4, ×6 - 8 (141-145):
.... 141. 5; The series is × (-2) + 2, ×(-3) + 2, ×(-4) + 2 ....
Replace (1) with (4). 142. 2; The series consists of two series:
123. 5; The series is ×6 - 6, ×5 - 5, ×4 - 4, ×3 - 3, ....... = 4 65 675 ; 10  52
S1
124. 4; The series is ÷6 - 4, ÷5 - 4, ÷4 - 4, ......
Replace (4) with (5). S2= 548 717 838 ;  132 ,  112 ,  92....
125. 2; The series is: 10 , 21 , 32 , 43 , 5 4 ........ Replace (2) with (3).
143. 1; The series is ×1 + 3, ×2 - 5, ×3 + 7, ×4 - 9, ....
Replace (2) with (3).
Replace (1) with (4).
(126-130):
144. 3; The series is:  55 ,  4 4 ,  33 ,  2 2 , ....
126. 4; The series is ×1 0 + 6,  21  6 ,  32  6 ,
Replace (3) with (5).
 43  6 ..... 145. 2; The series is
127. 5; Ans = 369. The series is  112  11 , 12  11, 2 2  22, 32  33, 4 2  44 ....
2 2 2
 13  13 ,  15  15,  17  17 ..... Replace (2) with (5).
128. 1; The series is ×1.5, ×2, ×2.5, ×3 ..... (146-150):
129. 2; The series is ×1 + 12, × 2 - 10, × 3 + 8, × 4 - 6 ... 146. 1; The series is ×2 – 1, ×3 + 3, ×4 – 3, ×5 + 5, ×5 -
5 .......
130. 3; The series is  21 ,  32 ,  43 ,  54 ......
147. 2; The series is ×8 + 1, ×7 – 2, ×6 + 3, ×5 – 4, ......
(131-135):
148. 3; The series is ×7 - 26, ×6 + 20, ×5 - 14, ×4 + 8, ......
131. 2; The series is ×1 + 2, ×2 + 3, ×3 + 4, ×4 + 5 .....
149. 4; The series is
132. 2; The series is  12  12 , ×2 - 2,  32  3 2 , ×4 - 4,
 14 2 ,  12 2 ,  10 2 ,  82 , .............
.....
7
133. 4; The series is 12  1, 3  2 2 , 5 2  3 , 7  4 2 , 150. 5; The series is ×5 and  alternately..
20
9 2  5 , .... (151-155):
2 151. 5; Ans = 47. The series is
Here, 2 = 1  1 . In the same way
122 = 112  1 . Therefore a = 13  2 2  9 ,
      
 0  12 ,  1  2 2 , 2  32 , 3  4 2 , ..... 
Note: Once you find the pattern in which only addi-
b = 15 2  3  228 , c = 17  4 2  17  16  1 , tion and subtraction is used, then you don’t
and so on. need to find each term of the second series.
 50 K KUNDAN

Find the difference of first terms of the two

12  2,  2 2  2,  32  2,  4 2  2, ...
series, ie 100 – 45 = 55.
Now, e – (–8) = 55  e = 47 167. 4; The series is ×6 – 1, ×5 + 2, ×4 - 3, ×3 + 4, ....

2 3 4 5 168. 1; The series is  282 ,  25 2 ,  22 2 ,  19 2

152. 4; The series is  ,  ,  ,  ..... 169. 2; The series is
3 4 5 6
153. 3; The series is  37 2 ,  332 ,  29 2 ,252 , ....  1  0.5 12 ,2  0.5  2 2 ,  3  0.5  32 , ...

154. 2; The series is  2 2  5,  5  2 2 alternately.. 3 3 3 3

170. 5; Ans = 11.25. The series is  ,  ,  , 
2 4 6 8
155. 1; The series is ÷2, ×3, ÷4, ....
(156-160): ....
156. 5; The series is × 2 - 13, ×3 + 11, ×4 - 9, ... (171-175):
157. 2; The series is 1 1 1 1
2 2 2 2
171. 5; The series is × – , × 1 + 1, ×1 – 1 , ×2
1  1,  2  2 ,  3  3,  4  4 , ... 2 2 2 2
Replace (2) with (5). + 2, ...
158. 4; The series is 1 3
172. 4; The series is × , ÷1, × , ÷2, ....
 2
  2
 
 9  9 ,  11  11 , 13  13 ,  15  15 , ... 2
  2
 2 2
Replace (4) with (5). 173. 2; The series is
159. 1; The series is ×1.5, ×3, ×4.5, ×6, ... 12  10,  2 2  5,  32  10,  4 2  5 , .....
Replace (1) with (4).
160. 3; The series is ÷2 - 4 in each term.     
174. 4; The series is + 12  2 , – 2 2  3 , + 32  4 , – 
Replace (3) with (5).
(161-165): 4 2

 5 , .....
161. 4; The series is 175. 3; The series is  12 ,  32 ,  5 2 ,  7 2 , ....
2 2 2 2 2 2 2 2
1  2  0, 2  3  1, 3  4  2, 4  5  3... (176-180):
Replace (4) with (5). 176. 1; The series is
162. 5; The series is an alternate series having 1  12 ,  2  2,  3  32 ,  4  4,  5  5 2 , ....
S1 = 343 54 279; property is 177. 2; The series is ×2 – 1, ×3 + 1, ×4 – 1, ×5 + 1, ×6 –
 17 2 ,  152 ,  132... 1, ......
1 2 3 4
S2 = 12 45 177; property is  22  3 . 178. 4; The series is  ,  ,  ,  , .....
2 3 4 5
2 2 2 2 2
163. 3; The series is  ,  ,  ,  ,  ... 179. 2; The series is  12 2 ,  10 2 ,  8 2 ,  6 2 , ....
8 7 6 5 4
Replace (3) with (5).   
180. 2; The series is  12  2 2  32 ,  2 2  32  4 2 , 
164. 2; The series is
   
 32  4 2  5 2 ,  4 2  52  6 2 , .....
 12  1,2 2  2,  32  3,  4 2  4... (181-185):
Replace (2) with (4). 181. 5; The series is
165. 1; The series is
12  3,  2  6,  32  9,  4  12, ...
 2 2

 9  1 ,  8  2,  7  3 ,  6  4, ... 2 2
 182. 5; The series is
Replace (1) with (2).
(166-170):  
2
 2
   
 1  1 ,  2  2 ,  3  3 ,  4  4 , .... 
166. 3; The series is 183. 1; The series is ÷2, ×3, +4, -5, ÷6, ...
K KUNDAN
184. 3; The series is  312 ,  352 ,  39 2 ,  432 , ...
185. 2; The series is ×1 + 1, ×5 - 1, ×9 + 1, ×13 - 1, ....
(186-190):
186. 1; The series is ×1 + 1 ×5, ×2 – 2 ×7, ×3 + 3 ×9, ×4
– 4 × 11, ....
187. 5; Ans = 101. The series is 1 2 2 ,  2  12 ,
 3  2 2 ,  4  12 , ...
188. 1; The series is ×8 – 28, ×7 – 24, ×6 – 20, ×5 – 16,
...
189. 2; The series is ×1.5 + 1.5, ×2 + 2, ×2.5 + 2.5, ×3 +
3, ....
7 209. 2; The series is ×1 + 1, ×2 - 2, ×3 + 3, ×4 - 4, ...
190. 1; The series is ×4 and  alternately..
10
(191-195):
191. 4; The series is ×2 + 1, ×1 + 2 alternately.
192. 1; The series is ÷3 - 7, ÷3 - 6, ÷3 - 5, .....
193. 5; The series is ×1.5, ×2, ×2.5, ×3, ....
194. 2; The series is -23, +19, -15, +11, -7, +3, ....
195. 3; The series is
12  4,  2  8,  32  12,  4  16, ....
(196-200):
196. 3; The series is ×5 and –5 alternately.
197. 4; The ten’s and hundred’s (if present) digits of
successive numbers are sum of digits of pre-
vious number while unit’s digit is constant, ie
6, in all the numbers in the given series.
For example : 36 = 6 + 3 / 6 = 96;
9 + 6 / 6 = 156; 1 + 5 + 6 / 6 = 126
198. 1; The series is ×6, ÷5, ×4, ÷3, ...
199. 2; The series is ÷5 × 4 and ×5×4 alternatively.
200. 2; The series is ×2–1, ×2–5, ×2–9, ...
(201-205):
201. 1; The series is ×1, ×3, ×5, ×7, ×9, ×11, ....
Replace (1) with (2).
202. 3; The series is based on the following pattern:
1020 – 600 ( 25 2  25)  420
2
420 + 420 ( 21  21)  840
2
840 – 272 ( 17  17)  568
568 + 156 ( 132  13)  724
724 - 72 ( 9 2  9)  652
Replace (3) with (5)
51
203. 2; The series is ×1 +3, ×3 +5, ×5 +7, ×7 +9, ...
Replace (2) with (5).
204. 5; The series is ×2, ÷3,  (2) 2 ,  (3) 2 , ...
205. 4; The series is ×1 – 3, ×3 – 6, ×5 – 9, ...
Replace (4) with (5).
(206-210):
206. 4; The series is ×2, ÷1.5, ×3, ÷2.5, ....
Replace (4) with (5).
207. 1; The series is  112 ,  132 ,  15 2 ,  17 2 , ....
Replace (1) with (5).
208. 5; The series is  12  2,  2  3,  32  4,  4  5
Replace (2) with (5).
210. 5; The series is +1, -2, +3, -4, ...
(211-215):
211. 4; The series is ×1, ×1.5, ×2.0, ×2.5 ....
212. 2; The series is  2 3  2,  33  3,  4 4  4,
+ 5 5  5, .....
213. 1; The series is +6, ×6, +5, ×5 ....
214. 3; The series is ×0.5 + 0.5, ×1 + 1, ×1.5 + 1.5, ×2 +
2 ....
215. 4; The series is  8 2 ,  7 2 ,  6 2 ,  5 2 , .....
(216-220):
216. 2; The logic of the sequence is:
 25 ,  2 4 ,  2 3 , 2 2 ,  21
217. 2; The logic of the sequence is: ÷1.5, × 2 alter-
nately.
1
218. 4; The logic of the sequence is:  2
3
219. 4; The logic of the sequence is: +24, +26, +30,
+32, +36, +38
220. 1; The logic of the sequence is -22, -20, -18, -16,
-14, -12
(221-225):
221. 3; The logic is  1 12 ,  2  2 2 ,  3  32 ,
 4  4 2 ,  5  52
222. 2; Every term is the sum of all previous terms.
223. 5; The terms of the series are
03  1,13  1, 2 3  1, 33  1, 4 3  1, 53  1.
224. 5; The logic of the series is ×1 - 1, ×2 - 1, ×3 - 1, ×4
- 1, ×5 - 1
 52 K KUNDAN

225. 3; The difference of the terms are 1, 4, 27, 256 or 361 × 7 - 8 = 2519; 2519 × 8 + 9 = 20161
244. 1; 1 8 66 460 2758 13785 55146
11 , 2 2 , 33 , 4 4.
Here 1 × 9 - 1 = 8; 8 × 8 + 2 = 66; 66 × 7 - 3 = 459;
(226-230): 459 × 6 + 4 = 2758; 2758 × 5 - 5 = 13785; 13785
226. 4; The logic is ×2, ×4, ×6, ×8 × 4 + 6 = 55146
227. 2; The logic is ×2 - 1, ×2 + 3, ×2 - 5, ×2 + 7, ×2 - 9. 245. 2; 3 1 3, 0.7 3 0.6 3
228. 5; 6  2 2  2, 40  6 2  4  1606  40 2  6 1 1
Here 3   1; 1 × 3 = 3; 3   0.75;
2579244  1606  8 2 3 4
229. 5; The logic is –7 ÷ 5, –5 ÷ 4, –3 ÷ 3, –1 ÷ 2 1
230. 5; Every term is the square root of its previous 0.75 × 4 = 3; 3   0.6; 0.6 × 5 = 3
5
term.
(231-235): 1
3  0.5; 0.5  6  3
231. 4; The series is +0.5 × 0.5, +1 × 1, + 1.5 × 1.5, +2 × 6
2, .... (246-250):
[Note: First add and then multiply.]
232. 1; The series is: ×6.5, ×6, ×5.5, ×5, ...       
246. 2;  12  1 ,  2 2  2 ,  32  3 ,  4 2  4 ... 
233. 5; The series is:
1 3 5
 6  13 ,  5  2 3 ,  4  33 ,  3  43 , ... 247. 4;  ,  1,  ,  2, 
2 2 2
234. 3; The series is: 3 + 6 + 1 = 10, 6 + 10 + 2 = 18, 10 248. 1; +2, -3, ×4, ÷5, +6 ...
+ 18 + 3 = 31, ... 249. 2; ×1 + 3, ×3 + 5, ×5 + 7, ×7 + 9, ×9 + 11, ...
235. 3; The series is: ×2.5, ×3.5, ×4.5, ×5.5, ... 250. 3; ×2 - 4, ×3 - 8, ×4 - 12, ×5 - 16, ×6 - 20, ...
(236-240): (251-256):
236. 1; The series is ×2 + 2, ÷2 + 4, ×2 + 6, ÷2 + 8, .... 251. 3; Here the series is as follows:
237. 5; Ans = 14. The series is ×0.5 + 0.5, ×1 + 1, ×1.5 12 × 6 - 6 × 7 = 30
+ 1.5, ×2 + 2 ... 30 × 5 - 5 × 6 = 120
238. 4; The series is: 120 × 4 - 4 × 5 = 460
460 × 3 - 3 × 4 = 1368
 12  2 2 ,  2 2  32 , 32  4 2 ,  4 2  5 2 , ...
1368 × 2 - 2 × 3 = 2730
b = 24, d = 90  ratio = 4 : 15 Similarly,
239. 3; The series is: 16 × 6 - 6 × 7 = 54
×1 + 0.5 × 12, ×2 + 0.5 × 22, ×3 + 0.5 × 32, ... 54 × 5 - 5 × 6 = 240
240. 2; The series is:  19 2 ,  17 2 ,  15 2 ,  132 , ... 240 × 4 - 4 × 5 = 940
(241-245): 940 × 3 - 3 × 4 = 2808
241. 2; 2 6 13 26 54 100 197 Hence, 2808 will come in place of (d).
Here 2 × 2 + 2 = 6; 6 × 2 + 1 = 13; 252. 5; Here the series is as follows
13 × 2 + 0 = 26; 26 × 2 - 1 = 51; 154 × 3 = 462
51 × 2 - 2 = 100; 100 × 2 - 3 = 197 462 ÷ 2 = 231
242. 4; 56 57 48 73 24 105 -10 231 × 3 = 693
693 ÷ 2 = 346.5
Here 56  12  57; 346.5 × 3 = 1039.5
Similarly,
57  3 2  48; 48  5 2  73; 73  7 2  24;
276 × 3 = 828
24  9 2  105; 105  112  16 828 ÷ 2 = 414
243. 4; 2 2 13 59 363 2519 20161 414 × 3 = 1242
Here 2 × 3 - 4 = 2; 2 × 4 + 5 = 13; 1242 ÷ 2 = 621
13 × 5 - 6 = 59; 59 × 6 + 7 = 361; 621 × 3 = 1863
K KUNDAN 53

Hence, 1863 will come in place of (e). 3

662  6  446
253. 2; Here, the series is as follows:
7 × 13 = 91 Here, we have to find the number which will
91 × 11 = 1001 come in place of (d).
1001 × 7 = 7007 Hence, the required number
7007 × 5 = 35035 = 204 + (662 - 582) = 284
35035 × 3 = 105105 255. 4; Here, the series is as follows:
Note that 3, 5, 7, 11 and 13 are consecutive (85 + 1) × 0.5 = 43
prime numbers. (43 + 1) × 1.0 = 44
Hence, the required number (44 + 1) × 1.5 = 67.5
= 14.5 × 13 × 11 × 7 = 14514.5 (67.5 + 1) × 2.0 = 137
254. 1; Here, the series is as follows (137 + 1) × 2.5 = 345
Similarly,
3
582  2  574 (125 + 1) × 0.5 = 63
3 (63 + 1) × 1.0 = 64
574  3  601
(64 + 1) × 1.5 = 97.5
3
601  4  537 Hence, 97.5 will come in place of (c).
3
537  5  662
 Chapter 13

Cloze Test
Direction: In the following passages there are 9. 1) increasingly 2) always
blanks, each of which has been numbered. These 3) gradually 4) deliberately
numbers are printed below the passage and 5) badly
against each five words are suggested, one of 10. 1) enlighten 2) validate
which fits the blank appropriately. Find out the 3) negate 4) underestimate
appropriate word in each case. 5) belittle
Absorb = to hold somebody’s attention or
Passage 1 interest completely
Ravage = to damage something badly; to
Economic backwardness of a region is (1) by the destroy something
co-existence of unutilized or underutilized (2)on the The ravages = the damaging effect of something;
one hand, and (3)natural resources, on the other. of something the destruction done by something
Economic development essentially means a process Kingpin = a person of thing essential for
of (4) change whereby the real per capita income of an success
economy (5) over a period of time. Then, a simple but Enhance = to increase or improve further the
good quality, value or status of
meaningful question arises: what causes economic
something
development? Or what makes a country developed? Incredible = difficult to believe; extraordinary
This question has absorbed the (6) of scholars of Diminish = to decrease; to become or make
socio-economic change for decades. Going through the something smaller or less
(7) history of developed countries like America, Russia Degenerate = to pass into a worse physical, mental
and Japan, man is essentially found as (8) in the or moral state that one which is
process of economic development. Japan, whose considered normal or desirable.
economy was (9) damaged from the ravages of the Succumb = to fail to resist an illness, an attack
etc
Second World War, is the clearest example of our time
Pivotal = central; of great importance because
to (10) kingpin role in economic development. other things depend on it.
1. 1) developed 2) cured Vicious = acting or done with evil intentions;
3) improved 4) enhanced cruel and violent.
5) characterised Enlighten = to give somebody greater knowledge
2. 1) sources 2) finances or understanding
3) funds 4) manpower Validate = t o show t hat something is
5) industries reasonable or logical; to make
something legally valid
3. 1) exhaustive 2) unexploited
Negate = to cancel the effect of something; to
3) abundant 4) indefinite nullify something
5) unreliable Belittle = to make a person or an action seem
4. 1) upward 2) drastic unimportant or of little value.
3) negligible 4) incredible
5) sudden Passage 2
5. 1) diminishes 2) degenerates
Although John Wisdom’s writings in philosophy
3) increases 4) succumbs
show clearly the influence of Wittgenstein, they
5) stabilizes
nevertheless also display a (1) originality. Despite the
6. 1) plans 2) attempts
(2) and difficulty of his style, a careful reading of
3) attention 4) resources
Wisdom is seldom (3). He is a unique kind of genius
5) strategy
in philosophy.
7. 1) existing 2) glorious
This essay is an excellent example of Wisdom’s
3) ancient 4) economic
repeate d attempts to (4) the ultimate bases of
5) discouraging
philosophical perplexity. A great deal of the time
8. 1) pivotal 2) neutral
Wisdom is ( 5) inte re ste d in finding out why
3) insignificant 4) enchanted
me taphysicians fe e l (6) to utte r such strange
5) vicious
sentences (e.g. “Time is unreal”, There are no material
410 Test of English Language

things”, etc). According to Wisdom, such sentences Augment = to make something larger in number
are both false (and perhaps meaningless) and yet (7). or size; to increase something
Even more than Wittgenstein, Wisdom has stressed Fortify = to make somebody feed stronger,
braver etc.
the “therapeutic” conception of philosophy, a view that
Explore = to examine something thoroughly in
comes out clearly in this essay where he emphasizes order to test it or found out about it.
the analogy be tween philosophical and neurotic Inadvertent = not done deliber ately or
distress (8) them with other kinds of problems. intentionally
The reader who is interested in gaining a fuller (9) Reluctant = unwilling and therefore slow to act,
with Wisdom’s thought is referred to his famous article agree etc.
“Gods in Philosophy and Psycho-analysis”. Other Minds Allude = to mention somebody/something
is Wisdom’s most (10) discussion of a single topic briefly or indirectly.
Ad apt = to make something suitable for a
and in many ways his finest work.
new use situation etc.
1. 1) concise 2) virtual 3) marked Acquaintance = slight knowledge of something
4) limited 5) relative Prolong = to make something last longer; to
2. 1) individuality 2) novelty extend something
3) originality 4) complexity Prolific = producing many works.
5) creativity
3. 1) unprofitable 2) useful Passage 3
3) advantageous 4) unreliable The latest stage of the continuing (1) between India
5) durable

K
and the United States on the nuclear issue is now
4. 1) jettison 2) delimit punctuated with pleasing diplomatic observations. Our
3) augment 4) fortify latest round of talks with the American Deputy
5) explore Secretary of State is “positive and encouraging”. The
5. 1) admirably 2) primarily US Deputy Secretary of State remarked that “none of
3) inadvertently 4) reluctantly us are pleased to have any clouds over the (2)”. We in
5) happily India know that these clouds have (3) towards the
6. 1) depressed 2) confined subcontinent from the West. The US can easily
3) alluded 4) compelled disperse the clouds if it wants. But the economic
5) adapted sanctions are still in place. The US is only (4) trying
7. 1) illuminating 2) damaging to come to terms with the fact that the nuclear
3) confusing 4) critical weapons are not the (5) of the Permanent Members

KUNDAN
5) unreliable of the Security Council. If they do not recognize India
8. 1) compelling 2) associating as a nuclear power, then what is it that they are (6)
3) contrasting 4) describing to? India will not (7) by their de-recognising the nuclear
5) advocating tests. Both sides can happily close (8) eyes and agree
9. 1) comparison 2) analysis to (9) what has happened. The fact that India is a
3) agreement 4) elaboration sovereign nation, entitled to take decision beneficial
5) acquaintance for its own security, has not been altered by the tests.
10. 1) projected 2) sustained The US has come round to (10) that India has some
3) prolonged 4) prolific say in this matter.
5) attributed 1. 1) adversaries 2) negotiations
Perplexity = conf usion; t he st at e of being
3) strifes 4) strategies
confused or worried
Metaphysics = the branch of philosophy dealing 5) disputes
with the nature of existence, truth 2. 1) relationship 2) struggle
and knowledge 3) matter 4) talks
Utter = t o say somet hing; t o expr ess 5) countries
something in speech. 1) formed 2) eclipsed
Therapeutic = of or connected with healing; having 3) reined 4) covered
a good general effect on the body or 5) floated
the mind
4. 1) spontaneously 2) generously
Neurotic = having or showing an abnormal
anxiet y or obsession about 3) grudgingly 4) gracefully
something; caused by or suffering 5) willingly
from a mental illness that causes 5. 1) threats 2) creations
depression or abnormal behaviour 3) properties 4) monopoly
Concise = brief 5) possessions
Virtual = almost or nearly the thing described, 6. 1) prepared 2) objecting
but not completely. 3) pointing 4) clinging
Jettison = to abandon or reject something that
5) planning
is not wanted.
Cloze Test 411

7. 1) gain 2) differ 2. 1) obvious 2) necessary

3) flourish 4) suffer 3) essential 4) recognised
5) develop 5) prominent
8. 1) their 2) our 3. 1) accept 2) participate
3) naked 4) inward 3) pronounce 4) inculcate
5) both 5) relate
9. 1) imitate 2) undo 4. 1) advocates 2) possessed
3) cherish 4) reiterate 3) exponents 4) indifferent
5) ignore 5) themselves
10. 1) expecting 2) suspecting 5. 1) seriousness 2) beliefs
3) accepting 4) advocating 3) barriers 4) masks
5) rejecting 5) chains
Punctuate = to interrupt something at intervals. 6. 1) snobbery 2) egoism
Disperse = to go in different directions or make 3) brashness 4) boasting
somebody/something do this 5) candour
Adversary = an opponent in a cont est, an
7. 1) projective 2) spontaneous
argument or a battle
Strife = angry or violent disagreement;
3) pious 4) cavaliers
conflict 5) callous
Eclipse = to outshine somebody/something; 8. 1) conflict 2) persuasiveness
t o make somebody/something 3) dedication 4) propensity

K
appear dull or unimportant by 5) jealousy
comparison. 9. 1) pervasiveness 2) boundaries
Rein = to restrain or control somebody/ 3) sluggishness 4) blocking
something
5) enthusiasm
Spontaneous =done, happening, said etc because
of a sudden impulse from within,
10. 1) unanimous 2) uncritical
not planned or caused or suggested 3) uninhabited 4) uncanny
by something/somebody outside. 5) unusual
Grudgingly = reluctantly Interpersonal = existing or done between two
Grudge = t o do or giv e somet hing v er y people
unwillingly Impulsive = noted for or involving sudden action
Cling = to become attached to something; wihtout careful thought
to stick to something Prominent = distinguished or important; easily

KUNDAN
Imitate = to copy somebody/something; to seen
take or follow somebody/something Pronounce = to declare or announce something
as an example. especially formally, solemnly or
Cherish = to keep a feeling or an idea in one’s officially
mind or heart and think of it with Inculcate = to fix ideas, principles etc firmly in
pleasure. somebody’s mind especially by
Reiterate = to repeat something that has already often repeating them
been said, especially for emphasis Exponent = a per son who suppor t s and
promotes a theory, belief, cause etc
Passage 4 Snobbery = attitudes and behaviour that are
characteristic of a snob.
Trust is the basis of human relationship. As trust Snob = a person who believes he or she has
between people grows, (1) change and interpersonal superior taste or knowledge
dynamics are transformed. Diverse skills and abilities B rash = conf ident in a rude, noisy or
become (2) and appreciated as strengths. People begin aggressive way.
to (3) one another’s attitudes and feelings. They learn Candour = the quality of being frank and
honest in one’s behav iour or
to be (4) instead of playing roles. As trust grows the
speech.
(5) that prevent (6) and openness lessen. People Pious = having or showing a deep respect
become more expressive, impulsive, frank and (7). for God and religion
Their communication is efficient and clear. They risk Cavalier = showing a lack of proper concern
(8) and confrontation, opening the doors to deeper Callous = having or showing no sympathy for
communication, involve me nt and commitment. other people’s feelings or suffering
Congestion and (9) lessen. The flow of data is open Propensity = a tendency t o do somet hing
and (10). especially something undesirable.
Pervasive = present and seen or felt everywhere
1. 1) motivations 2) behaviours
Sluggish = moving slowly; not alert or lively
3) patterns 4) aspirations Unanimous = agreed with by everybody in a group
5) commitments Uncanny = not natural; mysterious and slightly
frightening.
412 Test of English Language

Passage 5 Scant = hardly enough; not very much

Primitive = of or at an early stage of social
A good percentage of the population of India is development
tribal. The tribals live in the hills and forests of the
country and have been little (1) by the (2) currents of Passage 6
the plains. Practically all the states of India have their India’s ( 1) ove r the past half ce ntury since
tribal population. The tribes are numerous, computed independence has been unique and (2) in many ways.
to be about 200, some living in (3) regions in dense Yet the record is (3) in relation to what the country
forests, and others on the borders of villages. Some set out to achieve and could certainly have been (4).
tribes are (4) to a few souls, while others like the It is (5) to look at both sides; the alternative is to be
Santhals, run into millions and are steadily (5) in (6) down by unrelieved gloom or unwarranted (7). The
numbers. During the British period some of them were fact is that after eight 5-year plans, about 40 per cent
known as ‘criminal tribes’ for they showed (6) respect of population is (8) below the poverty line. The human
for the Indian Penal Code. After independence they development indices are (9) low, placing India at the
have been named Scheduled Tribes. Under modern 126th position in the world table, far below many
conditions isolation, however, has become (7) and the countries that came into (10) much later than it did.
hill tribes are getting (8). The cultural traffic is two- 1. 1) development 2) domination
way. Social reformers are taking civilization to the 3) predicament 4) history
hills, and the tribes, (9) their old occupations of 5) excellence
hunting and (10) farming, are settling in villages, 2. 1) dubious 2) insignificant

K
towns and cities as labourers and industrial workers. 3) desperate 4) special
1. 1) affected 2) domiciled 5) commendable
3) motivated 4) deprived 3. 1) outshining 2) broken
5) favoured 3) disappointing 4) brighter
2. 1) financial 2) proud 5) played
3) cultural 4) unruly 4. 1) underplayed 2) accomplished
5) swift 3) tampered 4) noteworthy
3. 1) comfortable 2) marshy 5) exaggerated
3) wild 4) unpopulated 5. 1) proposed 2) futile
5) inhospitable 3) impracticable 4) necessary
4. 1) devoted 2) confined 5) suggested
3) susceptible 4) related

KUNDAN
6. 1) laid 2) struck
5) attached 3) cooled 4) weighed
5. 1) constant 2) deteriorated 5) brought
3) developing 4) increasing 7. 1) progress 2) debating
5) decreasing 3) meticulousness 4) haste
6. 1) abundant 2) genuine 5) complacency
3) superficial 4) exorbitant 8. 1) much 2) still
5) scant 3) obviously 4) found
7. 1) crucial 2) necessary 5) far
3) difficult 4) convenient 9. 1) deplorably 2) admirably
5) indispensable 3) surprisingly 4) not
8. 1) civilized 2) demoralised 5) amusingly
3) wiped-out 4) entertained 10. 1) world 2) being
5) reduced 3) independence 4) compete
9. 1) escaping 2) with 5) India
3) enhancing 4) leaving Unrelieved = not changing; continuing
5) continuing Gloom = part ial darkness; a f eeling of
10. 1) productive 2) primitive sadness and depression
3) profitable 4) cultivable Un warr ant ed = not justified or necessary
5) scientific Dominate = to have control or power over or very
Unruly = not easy to control or manage strong influence on somebody/
Marshy = wet and muddy something
Inhospitable = not giving a f riendly or polite Predicament = a difficult or unpleasant situation
welcome to guests especially one in which it is difficult
Susceptible = easily influenced or harmed by to know what to do.
something; sensitive Dubious = doubtful
Exorbitant = much t oo high or gr eat ; Commendable = deserving praise
unreasonable Accomplished = skilled
Tamper = to interfere with or alter something
Cloze Test 413

without authority 10. 1) credited 2) implored

Exaggerate = to make something seem larger, 3) admired 4) flattered
better, worse etc than it really is 5) blamed
Futile = producing no result; having no Tarred with the = having or considered to have
purpose same brush the same faults as somebody
Meticulous = giving or showing great care and (as somebody)
attention to detail. Decent = proper, acceptable, satisfactory
Complacency = a calm feeling of satisfaction with Nurture = t o help t he development of
oneself, one’s work something
Deplore = t o be shocked or of f ended by Abolish = to end the existence of a law, a
something; to condemn practice, an institution etc
Amusing = causing laughter or smile; enjoyable Contaminate = to make something/somebody
Weigh down = to make somebody/something bend impure by adding substances that
by being heavy. are dangerous or carry disease
Impeach = to raise doubts about something; to
Passage 7 question something
In the thirties and forties, geography was (1) subject Placate = to make somebody less angry; to
calm or satisfy somebody.
in schools. Children spent hours tracing maps and
Remedy = to correct , change or improve
(2) about strange places, peoples and customs. something undesirable
Harvard University (3) its geography department after Implore = to ask or beg for something in a
World War II. A string of leading universities in the serious way

K
United States (4) suit. Geography has been tarred with
the racist brush, and no one wants to be (5).
David S Landes, professor of history and economics
at Harvard University, makes a forceful (6) for
geography in his book, The Wealth and Poverty of Nations.
Geography, he says, tells the unpleasant truth that
nature is unfair, unequal in its (7) and that its
unfairnesses are not easily (8). For Landes, there is
nothing racist in a geography that links (9) and group
behaviour to nature, no one can be praised or (10) for
the temperature of the air, the volume or timing of
rainfall, or the topography.
Flatter = to praise somebody too much or in
an insincere way especially in order
to gain favour for oneself.
Passage 8
Fourteen centuries ago when the world was much
younger, the ruler of all India, Rajah Balhait, was (1)
about his people. A new game of dice, called nard, had
(2) the imagination of his subjects. Teaching them
that chance alone - a roll of the dice - guided the (3)
of men. All who played this game of fortune lost their
(4) in the virtues of courage, prudence, wisdom and

KUNDAN
1. 1) full-fledged 2) resourceful hope. It bred a fatalism that was (5) the spirit of the
3) decent 4) boring kingdom.
5) famous Rajah Balhait commissioned Sissa, an intelligent
2. 1) knowledge 2) drawings courtier, at his court, to find an answer to this (6).
3) ignored 4) learned After much (7) the clever Sissa invented another game,
5) figures chaturanga, the exact (8) of nard, in which the four
3. 1) established 2) nurtured elements of the Indian army were the key pieces. In
3) intensified 4) developed the game these pieces - chariots, horses, elephants
5) abolished and foot soldiers - joined with a royal counsellor to
4. 1) followed 2) cleared defend their king and defeat the enemy. Forceful (9)
3) prepared 4) wore was demanded of the players not luck. Chaturanga soon
5) filed became more popular than nard, and the (10) to the
5. 1) learned 2) contaminated kingdom was over.
3) neglected 4) prepared 1. 1) concerned 2) confident
5) knowledgeable 3) ignorant 4) indifferent
6. 1) decision 2) impeachment 5) partisan
3) lesson 4) plea 2. 1) propelled 2) enshrined
5) plan 3) captured 4) activated
7. 1) behaviour 2) favours 5) enhanced
3) sources 4) deal 3. 1) communities 2) ways
5) functions 3) abnormalities 4) destinies
8. 1) sensed 2) placated 5) groups
3) remedied 4) over-ruled 4. 1) bravado 2) interest
5) understood 3) peace 4) wealth
9. 1) expediency 2) sentiments 5) faith
3) performance 4) acquisition
5) obedience
414 Test of English Language

5. 1) appalling 2) crushing particular, needs to be complimented for this–have

3) moistening 4) promoting le d to substantially le sse r e ne rgy inte nsity of
5) overwhelming economic growth. However, even the tempered demand
6. 1) apprehension 2) risk numbers are (8) to be below 80Gw. As against this
3) problem 4) game need, the coal supply from domestic sources is unlikely
5) destiny to support more than 25 Gw equivalent capacity.
7. 1) deliberation 2) absorption Imported coal can add some more, but at a much (9)
3) insight 4) hesitation cost. Gas-based electricity generation is unlikely to
5) reluctance contribute anything substantial in vie w of the
8. 1) nature 2) equivalent unprecedented gas supply challenges. Nuclear will be
3) picture 4) opposite (10) in the foreseeable future. Among imported coal,
5) replica gas, large hydro and nuclear, no more than 15-20Gw
9. 1) prediction 2) concentration equivalent can be (11) to be added in the five-year
3) manipulation 4) attack time block.
5) fortune (12) (13) this, capacity addition in the renewable
10. 1) devastation 2) anxiety energy based power generation has touched about 3Gw
3) impeachment 4) nuisance a year. In the coming five years, the overall capacity
5) threat addition in the electricity grid (14) renewable energy
Virtue = behaviour that shows high moral is like ly to range be twe e n 20Gw and 25Gw.
standards; goodness Additionally, over and above the grid-based capacity,

K
Prudent = acting with or showing care and off-grid electricity applications are reaching remote
thought for the future; showing
places and (15) lives where grid-based electricity
good judgement
Fat al = causing or ending in death
supply has miserably failed.
Counsellor = an adviser especially one who has 1. 1) against 2) for
professional training 3) onwards 4) at
Part isan = showing too much support for one 5) on
person, group or cause; biased 2. 1) that 2) inside
Propel = to move, drive or push something/ 3) always 4) who
somebody forward 5) where
Enshrine = to preserve something in a place or
3. 1) forward 2) subject
from it will be remembered and
respected.
3) place 4) demand

KUNDAN
Br av ad o = a display of bold talk or behaviour 5) replace
to impress other people. 4. 1) pass 2) publish
Appalling = shocking; extremely bad 3) feature 4) find
Moisten = to become or make something moist 5) light
Overwhelming = very great; very strong 5. 1) likewise 2) publicity
Replica = a close or exact copy of something 3) next 4) after
of a painting; a model of something
5) earlier
made on a smaller scale
Anxiety = a nervous feeling caused by fear that
6. 1) waste 2) require
something bad is going to happen; 3) highlight 4) generate
worry 5) consumed
Nuisance = a thing, a person or behaviour that 7. 1) structures 2) efforts
is annoying or causes trouble 3) projections 4) practices
5) developmental
Passage 9 8. 1) sure 2) unsure
As the country embarks on planning (1) the 12th 3) unexpected 4) unlikely
Plan (2012-17) period, a key question mark (2) hangs 5) likely
over the process is on the energy requirements. 9. 1) nominal 2) excelled
Growth is energy-hungry and the aspirations of 3) higher 4) lower
growing at 9-10% will (3) huge demands on the energy 5) expected
resource s of the country. In this energy jigsaw, 10. 1) failure 2) success
renewable energy will (4) like never before in the 12th 3) dangerous 4) maximum
Plan and the (5). 5) marginal
By the rule of the thumb, India will (6) about 100 11. 1) certain 2) linked
gigawatts (Gw)-100,000 megawatts of capacity addition 3) remarked 4) expected
in the next five years. Encouraging trends on energy 5) sure
efficiency and sustained (7) by some parts of the 12. 1) When 2) But
government—the Bureau of Energy Efficiency, in 3) However 4) If
5) As
Cloze Test 415

13. 1) for 2) with 6. 1) companion 2) attitude

3) is 4) ever 3) calling 4) friend
5) against 5) abode
14. 1) through 2) project 7. 1) absorbed 2) alarmed
3) versus 4) against 3) attacked 4) attached
5) capacity 5) awed
15. 1) lightening 2) making 8. 1) empowered 2) brute
3) touching 4) saving 3) tall 4) high
5) generating 5) exhibited
Embark on = to start or engage in something 9. 1) domestic 2) durable
new or difficult 3) devastating 4) delicate
Compliment = to express praise or admiration 5) dubious
of somebody
10. 1) hoist 2) puncture
Temper = t o make t he ef fect s of
somet hing less sever e by
3) disturb 4) attack
balancing it with the else 5) deflate
Unprecedented = never having happened, been 11. 1) protect 2) tender
done or been known before 3) abandon 4) pluck
Over and above = besides something; in addition 5) touch
to something Stubborn = determined not to change one’s
Marginal = having little importance; not attitude or position; having a strong
central

K
will
Ji gsaw = a picture printed on cardboard Passion = a strong feeling eg of hate, love or
or wood cut int o var ious anger
different shapes that have to Awe = to fill somebody with a feeling of
be fitted together again; jigsaw respect combined with fear or
puzzle. wonder
Brute = involving physical force only and not
Passage 10 thought or reason
Outrun = t o r un f ast er or f ur ther t han
Bret Bonson loved animals (1) on a family owned somebody/something
Zoo. He had grown up caring for antelope, deer and Instinct = a natural feeling that makes one act
wildcats. He was (2), at times stubbornly, protective. or respond in a particular way.
Once, when a tiger cub was born with a deformed leg, Hoist = to raise something to a higher
position

KUNDAN
the local veterinarian and Bret’s parents (3) the animal
would never live a full life. Even so, the boy bottle-fed Deflate = t o make somebody f eel less
the cub and cared for it. (4) Bret’s mothering, the cub confident than they were or less
important than they thought they
died, but Bret’s mothering (5) lived on.
were.
He worked at a Safari park where, in 1980, he Tender = loving; gentle; easily moved to pity
trained his first African elephant and found his true or sympathy
(6). From the beginning Bonson was (7) by elephants. Pluck = to hold something with the fingers
They have the (8) force to uproot trees and can outrun and pull it.
the fastest human sprinter. But they also have (9)
fine motor skills. The same trunk that could (10) the Passage 11
front end of an automobile or fracture a predator’s Gandhiji once said, “I would say that if the village
skull could gently (11) a peanut from the fingers of a perishes, India will perish too. India will be (1) more
small child. India. Her own mission in the world will get (2). The
1. 1) created 2) constructed (3) of the village is possible only when it is no more
3) built 4) erected (4). Industrialisation on a mass scale will (5) lead to
5) raised passive or active exploitation of the villagers as the
2. 1) methodically 2) carefully problem (6) competition and marketing come in.
3) fiercely 4) suitably Therefore, we have to (7) on the village being self-
5) actually contained, manufacturing mainly for use. Provided this
3. 1) believed 2) valued character of the village industry is (8) there would be
3) expressed 4) imagined no objection to villagers using even the modern
5) exhibited machines and tools that they can make and (9) to
4. 1) Until 2) Unless use. Only, they (10) not be used as a means of
3) Instead 4) Despite exploitation of others.”
5) Although 1. 1) certainly 2) scarcely
5. 1) belief 2) instinct 3) much 4) no
3) love 4) passion 5) any
5) care
416 Test of English Language

2. 1) lost 2) extension new teaching posts in colleges. (10) with this problem,
3) elevated 4) flourished authorities at the university have decided that serving
5) jeopardy teachers belonging to various disciplines will teach
3. 1) rehabilitation 2) pruning the paper.
3) revival 4) devastation 1. 1) Despite 2) Having
5) atonement 3) Enacting 4) Adopting
4. 1) denuded 2) exploited 5) Although
3) contaminated 4) populated 2. 1) contaminate 2) clean
5) ruined 3) filter 4) protect
5. 1) passionately 2) surprisingly 5) pollute
3) scarcely 4) never 3. 1) resulting 2) why
5) necessarily 3) obvious 4) as
6. 1) forming 2) enhancing 5) because
3) between 4) of 4. 1) seldom 2) don’t
5) with 3) hardly 4) perfectly
7. 1) concentrate 2) ponder 5) actually
3) imagine 4) ensure 5. 1) inability 2) deferral
5) decide 3) decision 4) failure
8. 1) regained 2) neglected 5) reluctance
3) maintained 4) thwarted 6. 1) extracts 2) accord

K
5) abolished 3) expects 4) loses
9. 1) prepare 2) afford 5) assumes
3) hesitate 4) propose 7. 1) displeasure 2) antagonism
5) plan 3) hurdles 4) confusion
10. 1) can 2) could 5) priority
3) need 4) would 8. 1) losses 2) constraints
5) should 3) apathy 4) soundness
Perish = to be destroyed; to die 5) independence
Revival = a recovery; the process of bringing 9. 1) receive 2) establish
something back 3) emphasize 4) expect
Jeopardy = at risk
5) sanction
Rehabilitate = to restore somebody/something to

KUNDAN
their/its former higher status or
position
Prune = to reduce the extent of something
by cutting unnecessary parts.
Atone = to act in a way that compensates for
a previous wrong or error.
Denude = to make something bare
Ponder = to think about something carefully
and for a long time especially in
trying to reach a decision; to consider
Thwart = to prevent somebody doing what
they intended to; to oppose a plan
etc successfully.
Passionate = caused by or showing st rong
feelings
Passage 12
(1) stringent anti-pollution laws, mass awareness
levels in India about the need to (2) the environment
are low. Which is (3) many people insist that mere
laws won’t do; what we (4) need are “environment
conscious” citizens. It is in this context that the
University’s (5) to introduce environment studies as
a compulsory paper at the undergraduate level (6)
significance. There was some (7) initially about who
would teach the paper because financial (8) make it
impossible for colleges to (9) approval for new teaching
posts. In fact, in August 1999, the University Grants
Commission (UGC) imposed a ban on the creation of
10. 1) Down 2) Familiarity
3) Faced 4) Convinced
5) Solution
Stringent = that must be obeyed; strict or severe
Assume = to accept something as true before
there is proof
Deferral = delaying something until a later time
Antagonism = a feeling of hostility or opposition
Constraint = a thing that limits or restricts
Apathy = a lack of interest, enthusiasm or
concern
Passage 13
A friend in need is a friend indeed. A man who stands
(1) his friend in (2) is a true friend, Selfless love is
the base of true friendship. True friends share each
other’s joy and sorrow, pain and pleasure. They do
not fall (3) in adversity. They have full confidence in
each other. They never (4) each other. (5) makes
friends, adversity tries them. A selfless friend is (6);
a selfish friend is a curse. The first is an angel and
the second is a devil. One makes your career while
the other (7) it.
True friendship means great self-sacrifice on the
part of both. A true frie nd (8) ple asure and
convenience . He goes cut of his way and faces
difficulties in his way with joy and even with pride.
Joy and sorrow, success and failure, good fortune and
Cloze Test 417

misfortune, are equally (9) by a pair of true friends. Passage 14

They (10) the burden of life equally for they feel that
they sail in the same boat and that they have to sink The Government seems to be in right earnest to
and swim together. ensure more (1) in governance. The Prime Minister’s
1. 1) to 2) with announcement that his Government is (2) drafting
3) for 4) by legilsation to (3) the citizen’s right to information is
5) of indeed welcome. Though the talk on the right to
2. 1) adversity 2) commotion information is not new, we may (4) the bill to be
3) change 4) happiness brought early this time. The previous Government had
5) growth set up a high-level committee to (5) a draft bill. But
3. 1) by 2) to nothing has been heard about the matter since, (6)
3) off 4) with the committee did quite some work. The issue,
5) through however, has come to such a pass that a solution
4. 1) postulate 2) commit cannot be (7) further. Sunlight is the best disinfectant,
3) danger 4) deplete a foreign judge once said, while (8) the unwarranted
5) betray secrecy in an administrative system. When those in
5. 1) Wealth 2) Prosperity authority know that people have the right to ask
3) Man 4) Providence questions and the government is under the (9) to
5) Well-bring provide them with answers, (10) of authority, or of
6. 1) boon 2) force public finances, for personal or party ends is less likely

K
3) blessing 4) calamity to happen.
5) message 1. 1) strictness 2) rudeness
7. 1) throws 2) develops 3) leniency 4) economy
3) constructs 4) mars 5) transparency
5) lacks 2. 1) personally 2) busy
8. 1) foregoes 2) mitigates 3) not 4) reluctantly
3) evolves 4) appraises 5) absolutely
5) prospers 3. 1) presumption 2) absolve
9. 1) built 2) pleased 3) curb 4) question
3) admired 4) advocated 5) establish
5) shared 4. 1) expect 2) wait
10. 1) expect 2) shoulder 3) try 4) frustrate

KUNDAN
3) dislike 4) propose 5) appeal
5) project 5. 1) level 2) regard
Stand by = to support or help somebody 3) prepare 4) enact
Adversity = difficulties; trouble; misfortune 5) unearth
Commotion = noisy confusion or excitement 6. 1) even 2) as
Fall off = to decrease in quantity or quality 3) because 4) until
Postulate = to accept or suggest that something 5) though
is true, especially as a basis for 7. 1) found 2) expected
reasoning or discussion
3) delayed 4) looked
Deplete = to reduce greatly the quantity size,
power or value of something. 5) longed
Betray = t o show a lack of loyalt y t o 8. 1) nurturing 2) criticising
somebody/something 3) demanding 4) appreciating
Providence = the way in which God or nature 5) upholding
cares for and protects all creatures 9. 1) pretentious 2) affect
Blessing = God’s favour and protection 3) substance 4) obligation
Curse = a magical word or phrase spoken 5) property
with the aim of punishing, injuring
10. 1) misuse 2) governance
or destroying somebody/something
Ma r = to damage or spoil something 3) dishonour 4) curbing
Forego = to give up or do without something 5) breach
especially something pleasant In earnest = to a greater extent; with more
Mitigate = to make something less severe, determination and energy
violent or painful Disinfectant = a substance that cleans something
Appraise = to assess the value quality or nature by destroying the bacteria that cause
of somebody/something disease
Lenient = not severe, especially in punishing
people.
Presumption = the action of supposing something
to be true.
418 Test of English Language

Absolve = to declare that somebody is free of 3) maintaining 4) doubling

guilt, blame etc. 5) minimising
Curb = to prevent something from getting 11. 1) damage 2) variable
out of control
3) content 4) yield
Long = to wait something very much; to have
a strong desire for something or to
5) refuge
do something 12. 1) squandered 2) preserved
Uph old = to support or confirm a decision, 3) doubled
belief et c which has been 4) engulfed
questioned 5) coerced
Pretentious = claiming importance, value or style, 13. 1) equilibrium 2) existence
especially without good cause. 3) failure 4) proportion
5) bankruptcy
Passage 15 Conquest = t he act ion or an inst ance of
Man in his (1) of nature and universe has made conquering somebody
the world (2), polluted. The air we breathe is polluted, Foul = very unpleasant; very bad; terrible
Wanton = done deliberately for no good reason
the water we drink is (3). There is (4) felling of trees,
Reclamation = the action of making land fit to
clearing of jungles, (5) natural barriers like the cult ivate, eg by draining it or
mountains and drying up the oceans by way of (6). bringing water to it
This (7) of nature by man is a grave mistake for which Grave = serious and important; giving cause
mankind has to pay the price. Rapid industrialisation for worry

K
means (8) the industrial effluents into the rivers and Vanda lism = behaviour character of a person who
seas. The river water has turned murky. Marine life deliberately destroys or damages
has been (9). The toxic chemicals have made the air works of art, public and private
property, the beauties of nature etc
that we breathe polluted. Pesticides and insecticides
for no good reason.
sprayed on plants and the chemicals and fertilizers Effluent = liquid waste matter, sewage etc that
used for (10) plant yield have poisoned our food. Hence pours out of a factory into a river
what we eat today has high toxic (11). Nature’s Murky = dirty; not clear
plentifulness is a heritage not to be (12) with impunity. Endangered = in danger of becoming extinct
It must be conserved for future generations or its (13) Extinct = no longer in existence
will extinguish all. Squander = to waste something foolishly or
1. 1) pursuit 2) view 3) conquest carelessly
Impunity = freedom from punishment or injury

KUNDAN
4) victim 5) want
Extinguish = to end the existence of a feeling,
2. 1) foul 2) diluted condition etc
3) poor 4) precarious Pursuit = the action of looking for or trying to
5) critical find something
3. 1) disturbed 2) pure Precarious = not safe; dangerous
3) counterproductive 4) suffocated Provocation = the action of making somebody
5) contaminated angr y by deliberat ely doing
4. 1) dubious 2) wanton something annoying or offensive.
Evasion = the act or process of avoiding
3) careful
something that is legally or morally
4) planned required
5) useless Divulge = to make something known especi-
5. 1) attacking 2) projecting ally a secret
3) cutting 4) blasting Menace = a thing or person that threatens to
5) sizing harm somebody/something
6. 1) reclamation 2) inhabitation Culminate = t o reach t he highest point or
3) stabilisation 4) destruction specified conclusion or result.
Forfeit = to giv e up somet hing or have
5) damage
somet hing t aken away as a
7. 1) provocation 2) adventure consequence of or punishment for
3) vandalism 4) abundance having done something wrong.
5) evasion Refuge = shelter or protection from danger,
8. 1) relocating 2) divulging trouble etc
3) menacing 4) culminating Engulf = to surround somebody/something
5) diverting especially so t hat they ar e
9. 1) evaporated 2) endangered completely covered
Coerce = to make somebody do something by
3) devalued 4) eliminated
using force or threats
5) forfeiting Bankruptcy = the state of being unable to pay
10. 1) managing 2) developing one’s debts
Cloze Test 419

Passage 16 13. 1) light 2) day

3) authority 4) person
Once Gurudev Tagore asked Gandhiji: “Gandhiji,are 5) sun
you (1) unromantic? When in the early (2) the morning 14. 1) scorch 2) shine
sun rises does it not (3) your heart with joy to see its 3) bright 4) burn
reddish glow? When the birds (4) does not your heart 5) illuminate
thrill with its (5) music? When the rose opens its 15. 1) brightness 2) shade
petals and blooms in the garden, does its sight not 3) dullness 4) strength
bring (6) to your he art?” The Mahatma re plie d, 5) stairs
“Gurudev, I am not so dumb or (7) as not to be moved Tint = a shade or variety of a colour
by the beauty of the rose or the morning rays of the Sigh = an act or sound of taking long deep
sun or the music of the birds. But what can I do? My breat h t hat can be hear d,
one (8), my one anxiety, my one ambition is: When expr essing sadness, r elief ,
shall I see the red tint of the rose on the cheeks of tiredness etc
Lustre = the soft brightness of a smooth or
(9) (10) millions of my people? When shall I hear the
shining surface; glory; distinction
sweet and melodious song of the birds in place of Da wn = the time of day when light first
their (11) sighs - when will such music (12) out of appears
their soul? And when will that (13) come, when the Flock = a group of sheep, goats or birds of
light of the morning sun will (14) the heart of the the same type either kept together
common man in India? When will I see its lustre and or feeding and travelling together
Divine = wonderful; beautiful

K
(15) on his face?”
1. 1) not 2) genuinely Ar om a = a distinctive usually pleasant smell
Lethargic = lazy
3) seldom 4) so
Scorch = to burn and damage a surface by
5) fairly making it too hot.
2. 1) season 2) dawn Illuminate = to shine light on something
3) monsoon 4) climate
5) days Passage 17
3. 1) involve 2) impeach
Man has always considered himself to be the ruler
3) move 4) fill
of his planet. This (1) and the attendant superiority
5) penetrate
feeling has made him look down (2) other creatures
4. 1) fly 2) nestle
who co-exist with human on this earth. The so-called
3) flock 4) cry

KUNDAN
civilized human race has (3) and ill-treated small and
5) sing
large animal species and birds in an attempt to prove
5. 1) alarming 2) fearful
his (4). It is common knowledge that (5) number of
3) divine 4) irritating
animals have been (6) for centuries under the (7) of
5) loud
conducting scientific experiments or for sports. Till
6. 1) aroma 2) cheer
recently, in the (8) of scientific experiments, monkeys
3) fragrance 4) agony
and frogs have been (9) to dissection and (10) in the
5) fear
laboratory.
7. 1) insensitive 2) lethargic
1. 1) pleasure 2) fact
3) ambitious 4) idle
3) achievement 4) force
5) romantic
5) arrogance
8. 1) slogan 2) request
2. 1) in 2) upon
3) interpretation 4) desire
3) with 4) for
5) demand
5) into
9. 1) old 2) rich
3. 1) criticised 2) devalued
3) happy 4) noble
3) protected 4) abused
5) hungry
5) enlarged
10. 1) naked 2) fashioned
4. 1) supremacy 2) wisdom
3) poor 4) fellow
3) cleverness 4) instinct
5) playful
5) possession
11. 1) encouraging 2) flourishing
5. 1) tall 2) plenty
3) prosperous 4) agonizing
3) countless 4) diverse
5) cheerful
5) numerous
12. 1) play 2) bring
6. 1) tortured 2) exposed
3) come 4) drop
3) treated 4) vanished
5) sing
5) extinct
420 Test of English Language

7. 1) projection 2) criticism 5. 1) maintained 2) illustrated

3) pretext 4) game 3) marginalised 4) bestowed
5) study 5) forsaken
8. 1) matter 2) set 6. 1) vast 2) brief
3) scheme 4) virtue 3) formal 4) clean
5) name 5) distinct
9. 1) confined 2) subjected 7. 1) dormant 2) dedicated
3) condemned 4) allied 3) vital 4) common
5) performed 5) dynamic
10. 1) cruelty 2) deformation 8. 1) strength 2) tips
3) study 4) vivisection 3) clearance 4) sermons
5 ) proliferation 5) ideals
Look down upon = to consider somebody/ 9. 1) informed 2) narrated
something inferior to oneself; to 3) intensified 4) realised
regard somebody/something with 5) invented
contempt
10. 1) encouraging 2) imitating
Under the pretext of = giving the specified reason
as one’s justification.
3) blaming 4) preaching
Dissection = the practice of cutting up dead body, 5) assuming
a plant etc in order to study Deteriorate = to become worse in quality or condition
Vivisection = t he pr act ice of perf or ming Bestow = t o pr esent somet hing as a gif t t o

K
operations etc on live animals for somebody
the purposes of scientific research. Vital = essential to the existence, success or
Vanish = t o disappear completely and operation of something.
suddenly Sermons = a talk on a moral or religious subject
Extinct = no longer in existence usually given by a priest during a religious
Condemn = to say that one disapproves strongly service.
of somebody/something; to criticize
somebody/something Passage 19
Proliferation = a rapid growth or increase in
numbers The social (1) of the Web lifestyle and work style
are enormous. A lot of people (2) that computers and
Passage 18 the Internet will depersonalize experience, creating a
world that is less warm. But these are unfounded as

KUNDAN
In the se days of e conomic libe ralisation, we know that some people were (3) afraid that the
globalisation, etc. materialistic values have assumed telephone would reduce face-to-face contact and will
(1) importance. Money, physical comforts and luxuries (4) society to fall apart. But the (5) actually came true.
are the most sought after aspects. There has been (2) Just as phone and e-mail have increased contact
competition. Such competition (3) undue stress. The between people living in different communities and
stress leads to (4) of health of the people. Indian between people on the go, the PC and the Internet
culture has (5) its striking uniqueness, as against give us (6) way to communicate. They do not take any
the Western culture, in the fact that there is a (6) away. In reality, the ability to use the Internet to
place for spiritualism in the value system in all walks redefine (7) in our communities is strengthening
of life. The spirituality is a very (7) force which helps personal and cultural (8). The Web lifestyle is about
us in maintaining our physical and mental health. It broadening (9), not narrowing them. Community
gives us (8) to cope with the stress. Westerners have building is going to be one of the biggest growth areas
now (9) the importance of spirituality and, therefore, on the Web. It dramatically increases the number of
they have started (10) us in the matter of spirituality. communities you can bond to because of its ability to
1. 1) usual 2) little (10) groups of like-minded people independent of
3) tangible 4) least geography or time zones.
5) greater 1. 1) groups 2) needs
2. 1) critical 2) unhealthy 3) factor 4) teaching
3) unequalled 4) no 5) implications
5) absolute 2. 1) accept 2) dare
3. 1) releases 2) deserves 3) fear 4) propose
3) generates 4) demonstrates 5) reject
5) suppresses 3. 1) strongly 2) initially
4. 1) neglect 2) illness 3) always 4) never
3) generation 4) deterioration 5) possibly
5) encroachment 4. 1) let 2) decay
3) develop 4) cause
5) destroy
Cloze Test 421

5. 1) opposite 2) found 8. 1) distinctive 2) appreciated

3) finding 4) different 3) formative 4) helping
5) negative 5) end
6. 1) cheaper 2) economical 9. 1) evolving 2) spreading
3) another 4) second 3) esteem 4) wisdom
5) many 5) popularity
7. 1) groups 2) ethics 10. 1) desirable 2) manageable
3) culture 4) bonds 3) redundant 4) vulnerable
5) boundaries 5) possible
8. 1) distances 2) connections Tone up = to make one’s body stronger, fitter
3) differences 4) implications etc
5) suggestions Cha os = Complete disorder or confusion
9. 1) horizons 2) values Calamity = an event that causes great harm or
damage; a disaster
3) nations 4) means
Perpetual = without interruption; continuous
5) status Induce = to persuade or influence somebody
10. 1) reduce 2) focus to do something
3) prepare 4) connect Implicate = to show that somebody is involved
5) develop in something, especially in crime.
Enormous = very large; huge; immense Inculcate = to fix ideas, principles etc firmly in
Implication = the conclusion that can be drawn from somebody’s mind especially by

K
something, although it is not explicitly often repeating them
stated. Cherish = to keep a feeling or an idea in one’s
Ethics = moral principles that govern or influence mind or heart and think of it with
a person’s behaviour. pleasure
Vulnerable = that can be hurt, harmed or attacked
Passage 20 easily especially because of being
small or weak.
The urgent need of the hour is to (1) up the moral Redundant = no longer needed; unnecessary
(2) of our society in general and of our student
community in particular, if we want to save ourselves Passage 21
and our socie ty from the pre se nt (3) of mass
Studies (1) the impact of computer models to
indiscipline and (4) of basic human values, which has
support policy-making processes in organisations have
become a (5) phenomenon. We must, therefore, (6)
(2) that client involvement in the model-building

KUNDAN
and practise the most (7) basic human values like co-
process is often a (3) for effective model-building. One
operation, tolerance, patriotism, generosity, truth,
important reason is that the process of model-building
justice and excellence—the ideals which are universal
is frequently more important than the resulting model.
in nature and which are (8) in themselves and which
Model-building itself is largely a (4) process about the
are worthy of (9) for their own sake. These ideals are
problem. Most (5) about the characteristics of an ill-
both personally as well as socially (10).
structured problem are gained during the (6) process
1. 1) give 2) stand
of designing a computer model, rather than after the
3) jack 4) climb
model is finished. Another important reason is that
5) tone
most information in an organisation (7) in the mental
2. 1) fibre 2) enactment
models of organisation members. To support policy-
3) reconstruction 4) situation
making in organisation it is this knowledge which
5) appreciation
needs to be (8) and represented in the model. An
3. 1) polarisation 2) degradation
important topic in client-oriented or (9) model building
3) chaos 4) provocation
thus be come s the (10) of re le vant knowle dge
5) sentiments
contained in the mental models of participants.
4. 1) calamity 2) focus
1. 1) evaluating 2) focussing
3) realisation 4) erosion
3) projecting 4) advocating
5) criticism
5) directing
5. 1) durable 2) universal
2. 1) devised 2) exhibited
3) perpetual 4) segmental
3) convinced 4) attributed
5) prolific
5) indicated
6. 1) incorporate 2) induce
3. 1) support 2) valuation
3) implicate 4) inculcate
3) prerequisite 4) material
5) involve
5) blueprint
7. 1) absorbing 2) cherished
4. 1) valuable 2) durable
3) introspective 4) famous
3) tedious 4) learning
5) productive
5) critical
422 Test of English Language

5. 1) thinking 2) insights when East Asia was experiencing (8) difficulties.

3) planning 4) appreciation However, the one unambiguous Achilles’ heel of
5) opinion the reforms has been the (9) state of government
6. 1) elongated 2) concentrated finances. One of the two crises that India faced in
3) iterative 4) evolving 1990-91 was the unsustainable imbalance between
5) consummate government revenues and (10).
7. 1) resides 2) follows 1. 1) pulsating 2) shocked
3) settles 4) lies 3) commendable 4) promotable
5) committed 5) dipped
8. 1) extended 2) bisected 2. 1) production 2) consumption
3) subjected 4) captured 3) index 4) growth
5) attributed 5) progress
9. 1) revolving 2) interactive 3. 1) moderate 2) lukewarm
3) dogmatic 4) accentuated 3) shaky 4) considerate
5) formative 5) obstinate
10. 1) demarcation 2) formation 4. 1) ledger 2) balance
3) proliferation 4) association 3) equilibrium 4) intention
5) elicitation 5) idea
Attributed = to regard something as belonging 5. 1) demonstrated 2) exercising
t o, caused by or pr oduced by 3) rejecting 4) display

K
somebody/something 5) exhibiting
Prerequisite = a thing required as a condition for
6. 1) substantial 2) exemplary
something to happen or exist
Blueprint = a detailed plan or scheme
3) indicative 4) conservative
Elongate = to make something longer 5) destructive
Iterative = relating to or involving the repetition 7. 1) rationalisation 2) handling
of a process or utterance especially 3) management 4) proportions
of mathematical or computational 5) ration
process. 8. 1) crisis 2) overcoming
Consummate = highly skilled; perfect 3) severe 4) enjoyable
Dogmatic = insisting that one’s beliefs are right
5) wailing
and that others should accept them,
without paying attention to evidence
9. 1) critical 2) vulnerable

KUNDAN
or to other opinions 3) prone 4) attackable
Accentuated = to make something very noticeable 5) easygoing
or pr ominent ; to emphasize 10. 1) surplus 2) measurement
something. 3) thinking 4) incomes
Formative = having an important and lasting 5) expenditure
influence on the development of A far cry from
somebody’s character something = at or to a great distance
Elicit = to draw facts, a response etc from By and large = in general; generally speaking
somebody, somet imes wit h Ample = enough or more than enough
difficulty. Weather = to come safely through a difficult
period etc; to survive something.
Passage 22 Unambiguous = clear in meaning; that cannot be
interpreted in more than one way
In the decade since reforms were introduced, India
Achilles’ heel = a week point or small fault
has achieved substantial success in the sphere of especially in somebody’s
macroeconomics. Overall growth rate has been (1) character, which cannot be used
except for the last couple of years. It bears pointing or attacked by other people to
out that we have now come to view a 6 per cent (2) their advantage
rate as a slowdown! This is a far cry from pre-reforms Pulsate = to expand and contract with
rate of growth of 3 per cent. The price level has by and strong regular movements
large remained (3) both as measured by the WPI and Commendable = deserving praise
Lu kewa rm = only slightly warm
CPI. India’s (4) of payments position has bee n
Considerate = thoughtful; careful not to hurt or
comfortable. Exports, while (5) some sluggishness this trouble others
fiscal, have been growing. Imports, in spite of (6) Obstinate = difficult to overcome, remove etc
liberalisation, have not gone out of hand. This is amply Exemplary = serving as a good example,
reflected in the comfortable current account deficits suitable to be copied.
(CAD); the CAD-to-GDP ratio has remained way below W ai l = t o cr y or complain about
the crisis (7) that it had achieved in 1991. The rupee something in a loud, usually high
has weathered external turbulence rather well even pitched voice.
Cloze Test 423

Prone = likely to suf fer f rom, do or Passage 24

exper ience somet hing
unfortunate
Passage 23
The weaker sections of the rural population are
mostly from the socially and economically backward
and (1) sections of the village community. Because of
their (2) and financial difficulty, they are not readily
(3) to change their work habits and adopt modern
technology. (4) sure about the traditional methods,
they are (5) to take to (6) equipment and techniques
which require some time to get accustomed for (7)
work.
After holding a number of group meetings with rural
people (8) to different vocations and spread over the
entire country, we can safely say that persons in the
villages are not (9) for training to improve upon their
traditional and hereditary (10) of working.
1. 1) depressed 2) different
Actually everyday we are engaged in this business
of ‘reading’ people. We do it (1). We want to figure
others out. So we (2) make guesses about what others
think, value, want and feel and we do so based on our
(3) beliefs and understandings about human nature.
We do so because if we can figure out (4) and
intentions of others the possibility of them (5) or
hurting us (6) and this will help us to (7) a lot of
unnecessary pain and trouble. We also make second-
guesses about what they will do in future, how they
will (8) if we make this or that response. We do all
this second-guessing based upon our (9) of what we
believe about the person’s inner nature (10) his or
her roles and manners. We mind-read their (11)
motives.
Also, everyday we misguess and misread. Why?
Because of the complexity, (12), and multidimensional
functioning of people. After all, how well do you ‘read’

K
3) rich 4) privileged your own thoughts, aims, values, motives, beliefs, etc?
5) forward How well do you know your own structuring process
2. 1) ability 2) dependence — your own thinking and (13) styles?
3) illiteracy 4) number 1. 1) vehemently 2) practically
5) majority 3) actually 4) incessantly
3. 1) discarding 2) feeling 5) virtually
3) bending 4) undertaking 2. 1) ably 2) constantly
5) willing 3) partly 4) largely
4. 1) Making 2) Having 5) positively
3) Quite 4) Being 3. 1) futuristic 2) proactive
5) Not 3) reactive 4) decorative
5. 1) forced 2) reluctant 5) assumptive

KUNDAN
3) bound 4) prepared 4. 1) manifestations 2) expressions
5) curious 3) motives 4) hopes
6. 1) farming 2) traditional 5) prospects
3) improved 4) powerful 5. 1) tricking 2) blaming
5) old 3) furthering 4) alarming
7. 1) routine 2) monotonous 5) criticizing
3) excessive 4) wasteful 6. 1) lessens 2) happens
5) effective 3) questions 4) deepens
8. 1) accruing 2) helping 5) laments
3) enabling 4) belonging 7. 1) approach 2) direct
5) referring 3) avoid 4) implement
9. 1) eager 2) capable 5) prepare
3) indifferent 4) antagonistic 8. 1) solve 2) apply
5) unwilling 3) plan 4) approach
10. 1) theories 2) techniques 5) respond
3) desires 4) hours 9. 1) projection 2) exhibition
5) policies 3) situation 4) prediction
Vocation = a person’s job or profession 5) attribution
Privileged = having a special right or advantage 10. 1) organizing 2) underneath
available only to a particular person 3) appreciating 4) proposing
or group of people 5) outside
Reluctant = unwilling and therefore slow to act, 11. 1) cunning 2) visible
agree etc
3) deeper 4) obvious
Accrue = to allow something to collect over a
period of time; to accumulate
5) proposed
Eag er = full of interest or desire; keen 12. 1) abnormality 2) angularity
Antagonistic = showing or feeling opposition; 3) focus 4) layeredness
hostile; aggressive 5) contribution
424 Test of English Language

13. 1) proposing 2) developing 9. 1) ignorant 2) alert

3) upbringing 4) lamenting 3) prepared 4) vigilant
5) emotive 5) aware
Vehement = showing or caused by strong feeling; 10. 1) administrative 2) financial
passionate 3) capacity 4) business
Incessant = not stopping; continual 5) hierarchical
Virtually = almost
Slackness = laziness
Proactive = creating or controlling a situation by
Anticipate = to expect something
causing things to happen rather
Assimilate = to absorb ideas, information etc in
than reacting to events
the mind
Manifestation = an event, an action, an object or a
statement that shows something
clearly, eg illustrating or resulting
Passage 26
from an abstract idea The first proposal I submitted for my dissertation
Lessen = to become or make something less at UCLA was to write a theory of personality. My
Laments = to feel or express great sorrow or
chairman, a kindly man, smiled (1) and told me that
regret for somebody/something
Underneath = beneath somet hing; below perhaps this was a bit ambitious for a young graduate
something student.
Cunning = clever at deceiving people (2), I accepted his verdict and changed my topic,
Angular = thin and having prominent bones; but not my desire. It (3) later, when I had a chance to
stiff and awkward begin to (4) a theory in my research on group dynamics

K
Emotive = arousing or able to arouse intense
f eeling; t ending t o af fect t he
emotions
Passage 25
The study of accountancy is (1) in demand in the
view of (2) of greater complexity in our business
organisation. Formerly a (3) of day-to-day income and
e xpe nditure was more than (4) . A busine ss
organisation today has to (5) a clear account of the
(6) it uses, the amounts that are owing to it, the
amount that it owes to others, the profit or loss it
for the Navy during the Korean War.
As I (5) on the reasons for the persistence of my
inte rest in the ove rarching theory, I had an (6)
memory. When I was around eight years old, I was a
(7) baseball fan, as was my father. My hero was Lou
Gohrig. I would approach my father in an attempt to
prove to him how good Gohrig really was : “He hit 363,
had 49 home runs, batted in 165 runs. He’s terrific!”
My father’s response caught me off guard : “Yes, but
he can’t field.” I wasn’t prepared for that. From then
on, my way of (8) with my father’s responses was to

KUNDAN
make sure I knew everything about any topic I wanted
has made and the (7) it employs. Without a scientific to talk to him about. Partly as a (9), I became a holist.
(8) of accounting no businessman can be fully (9) of I had to make sure I had (10) for everything.
his real (10) position and run his organisation. 1. 1) usually 2) profusely
1. 1) progressing 2) getting 3) benignly 4) abruptly
3) powering 4) moving 5) decidedly
5) growing 2. 1) Indolently 2) Skilfully
2. 1) demand 2) growth 3) Enchanted 4) Constrained
3) status 4) position 5) Chagrined
5) slackness 3. 1) lamented 2) resurfaced
3. 1) mixture 2) map 3) appreciated 4) provided
3) measure 4) record 5) projected
5) transaction 4. 1) inject 2) involve
4. 1) sufficient 2) anticipated 3) exhibit 4) formulate
3) expected 4) required 5) establish
5) necessary 5. 1) pondered 2) evaluated
5. 1) gather 2) observe 3) developed 4) perfected
3) maintain 4) organise 5) appreciated
5) assimilate 6. 1) interesting 2) obvious
6. 1) manpower 2) infrastructure 3) engulfing 4) esteemed
3) money 4) resources 5) evolving
5) capabilities 7. 1) precarious 2) haunting
7. 1) capital 2) strength 3) deliberate 4) pervasive
3) authority 4) strategies 5) rabid
5) principles 8. 1) patience 2) alliance
8. 1) way 2) plan 3) influence 4) coping
3) system 4) goal 5) questioning
5) purpose
Cloze Test 425

9. 1) custom 2) capacity 2. 1) for 2) was

3) defence 4) preference 3) from 4) with
5) posterity 5) may
10. 1) consideration 2) accounted 3. 1) replacing 2) retailing
3) longing 4) regard 3) rotating 4) re-regulating
5) established 5) reducing
Dissertation = a long essay on a particular subject 4. 1) lie 2) profess
especially one written for a higher 3) exhibit 4) manifest
university degree 5) express
Benignly = kindly; gently; mildly; pleasantly
5. 1) analytical 2) absorbing
Indolent = lazy
Persistence = continuing to do something in spite
3) interesting 4) frightening
of difficulties 5) valuable
Overarching = Covering a wide range of topics, 6. 1) critical 2) obsolete
interests, activities etc 3) modern 4) devastating
Rabid = violent or extreme 5) lamentable
Off guard = not prepared for attack, a surprise 7. 1) durability 2) reactivity
or a mistake 3) activity 4) proactivity
Account for = to give a satisfactory record of
5) capacity
money, etc in one’s care.
Prof use = in large amounts; abundant
8. 1) systems 2) managements
Enchanted = filled with delight 3) processes 4) individuals

K
Chagrined = af fect ed wit h a f eeling of 5) units
disappointed or annoyance at 9. 1) echoed 2) supported
having failed, made a mistake etc. 3) adjusted 4) provided
Ponder = to thing about something carefully 5) developed
and for a long time especially in 10. 1) directing 2) providing
trying to reach a decision; to consider
3) affecting 4) questioning
Engulf = to surround somebody/something
especially so t hat they ar e
5) projecting
completely covered. Ad apt = to make something suitable for a
Evolve = to develop naturally and usually new use, situation etc.
gradually Foster = t o help t he development of
Esteem = t o have a high opinion of something; to encourage or promote
somebody/something; to respect something

KUNDAN
somebody/something greatly
Precarious = not safe; dangerous
Haunting = beautiful and sad, making a strong
impression and remaining in the
thoughts.
Pervasive = present and seen or felt everywhere
Deliberate = done intentionally
Posterity = all future generations of people
Passage 27
In the past, it was thought learning knowledge took
place in school and for some also in further education.
Then it was a matter of (1) practical skills at work at
the beginning of a career, and with a bit of luck, that
(2) it. Now things have changed. Global competition
is (3) the shelf-life of products and the knowledge
and skills that (4) behind them. The pace of change
can be (5). Knowledge that was leading edge at one
minute can become (6) the next. Therefore, it is the
(7) rather than knowledge that is the key. Successful
organizations have to learn, adapt and change
continuously as do the (8) within them. This is (9) in
the rapid growth of knowledge workers. It is (10) all
levels of organisations.
1. 1) fostering 2) projecting
3) acquiring 4) manipulating
5) culminating
Culminate = t o reach t he highest point or
specified conclusion or result
Obsolete = no longer used; out of date
Shelf–life = the length of time for which a stored
item, especially food, remains in
good condition
Passage 28
In (1) of constitutional guarantees relating to
equality of opportunity and various other guarantees
of equality before the law, the social and economic (2)
of women, especially of poor women in India, is well-
known. We are referring mainly to the poor rural women
who have little or no assets and who (3) the bulk of
the female population in rural areas. It is not as if
only poor rural women get less wages or suffer from
social ( 4) be cause the y be long to a particular
community. Even at highe r levels of the socio-
economic hierarchy among the well-to-do groups,
women are not (5) to men. Among the economically
(6) sections of society, women’s proper place is (7) to
be the home. In rural areas, women of (8) status
families, normally do not go out to work. In the (9)
value system, the re is a gradation of e conomic
activities, which is (10) in the socio-economic status
of the family.
Thus, if the women of the family do manual labour
in the fields, it denotes low status. Women earning a
426 Test of English Language

living, or supplementing their family income through long and are unlikely to (3) up together again: a(n) (4)
economic activities like stitching, garment-making, or rise in global oil prices, a monsoon that arrived late
some handicraft work, are also considered low because and a spike in global metal prices. North Sea crude
it clearly shows that their family is poor and they are has crossed $42 per barrel, driven up by low petroleum
forced to make ends meet. It is considered right and (5) and soaring demand in the US as war production
proper for a woman to cook, sew and take up activities heats up. Oil markets are also spooked by the (6) of
like pickle-making for her own family. But, if she were Russian oil supplies falling on the back of the Yukos-
to earn a wage through these same activities, it Sibneft probe. There’s little that the government can
denotes poverty and also, often, low socio-economic do to (7) users from soaring oil prices—indeed, it
status. shouldn’t, if it wants to (8) efficiency. Higher transport
1. 1) support 2) spite costs have pushed up rates of vegetables and fruits.
3) contrast 4) wake Farm produce could also get affected by rains that
5) view arrived too late for kharif sowing. China is (9) up steel
2. 1) condition 2) prosperity and other metals from all over the world to (10) a
3) progress 4) deprivation construction boom ahead of the 2008 Olympics,
5) value making metal prices soar all over the world, and
3. 1) constitute 2) deploy sparking inflation in India.
3) measure 4) define 1. 1) mere 2) moderate
5) exploit 3) retarding 4) vehement
4. 1) status 2) service 5) dull

K
3) indifference 4) ignorance 2. 1) obstinate 2) constitute
5) discrimination 3) persist 4) repeat
5. 1) dedicated 2) accountable 5) normalise
3) equal 4) responsible 3. 1) go 2) scramble
5) antagonistic 3) mount 4) yield
6. 1) marginal 2) significant 5) crop
3) well-off 4) affordable 4. 1) sustained 2) suspicious
5) dependable 3) horrific 4) erratic
7. 1) entitled 2) decided 5) favourable
3) indicated 4) debated 5. 1) lists 2) trades
5) considered 3) services 4) inventories

KUNDAN
8. 1) economic 2) appropriate 5) details
3) ample 4) higher 6. 1) prospect 2) progress
5) social 3) view 4) extent
9. 1) unequal 2) prevailing 5) deposit
3) appropriate 4) commendable 7. 1) support 2) ignore
5) deplorable 3) propel 4) prolong
10. 1) reflected 2) exempted 5) insulate
3) barred 4) considered 8. 1) position 2) promote
5) neglected 3) process 4) pass
Deprivation = the state of not having the benefits 5) form
that most people have, such as a 9. 1) hurrying 2) passing
home and enough food, money etc 3) pairing 4) gobbling
Deploy = to use something effectively
5) throwing
Antagonistic= showing or feeling opposition;
hostile; aggressive
10. 1) keep 2) make
Prevailing = most usual or widespread 3) feed 4) grow
Commendable = deserving praise 5) fight
Deplorable = that is, or should be condemned Scary = causing fear or alarm
Exempt = to make somebody/something free Crop up = t o appear or occur especially
from an obligation, duty or payment unexpectedly
Persist = t o continue t o do somet hing
Passage 29 especially with determination and
inspite of difficulty, opposition,
After ten years of (1) inflation, prices have hiked argument or failure
7.5% in the third week of July. This looks scary—after Soar = to rise quickly to a high level or
all, Indians had got used to prices crawling up by 2% standard
in the last two years, and a 10-year average inflation Spook = to become suddenly frightened by
rate of about 5%—but you shouldn’t worry. This burst something
Probe = a thorough and careful investigation
of inflation is the result of three factors that have
of something
come together unexpectedly, are unlikely to (2) for
Cloze Test 427

Gobble up = to use up all of something very 9. 1) closely 2) previously

quickly. 3) timely 4) hastily
Vehement = showing or caused by strong feeling; 5) questioningly
passionate
10. 1) stately 2) manifold
Obstinate = refusing to change one’s opinion or
decision, despit e at t empt s t o
3) shrinking 4) applicable
persuade one. 5) functioning
Horrific = causing horror Underlying = exiting in relation to a situation but
Inventory = a detailed list eg of goods, furniture not immediately obvious
or jobs to be done. Disseminate = to spread ideas, beliefs etc widely
Propel = to move, drive or push something/ Impetus = a force that encourages a process to
somebody forward develop more quickly
Prolong = to make something last longer Ramification = any of a large number of complex
Insulate = to protect somebody/something or unexpected results that follow an
from the unpleasant effects of action or a decision.
something. Disrupt = to make it difficult for something to
pr oceed, eg by causing noise,
Passage 30 problem, interruptions etc.
Systemic = done or acting according to a system
In recent years, the banking industry has been or plan
undergoing rapid changes, reflecting a number of (1) Relegate = to give somebody/something a
developments. The most significant has been advances lower or less important rank, task
in communication and information technology. Which or state.

K
have (2) and broadened the (3) of financial information
while lowering the costs of many financial activities.
A second key (4) for change has been the increasing
competition among a broad (5) of domestic and foreign
institutions in providing banking and (6) financial
services. Third, financial activity has become larger
relative to overall economic activity in most economies.
This has meant that any (7) of the financial markets
or financial infrastructure has broader economic (8)
than might have be e n the case (9) . The se
de ve lopme nts have (10) conse que nce s for the
Hastily = hurriedly
Stately = having dignity; impressive; grand
Passage 31
Tea prices in the domestic (1) continue to rule high
in the (2) ye ar despite the expectation of a (3)
production as compared to the previous year. According
to a preliminary assessment (4) on the weather (5) in
recent months, tea output in the next year may reach
800 tons as (6) 780 tons last year. During the past
three months tea prices have shown an (7). Unlike

KUNDAN
institutional and systemic structure of the financial last year when tea prices were dramatically low, this
sector in general and banking in particular. year prices seem to have (8) at rather high level. In
1. 1) challenging 2) subjective the subsequent four months, the (9) average price
3) situated 4) underlying showed a downtrend, but in September the price has
5) principled (10) hardened to a considerable extent.
2. 1) measured 2) motioned 1. 1) market 2) area
3) habituated 4) processed 3) sector 4) profit
5) accelerated 5) production
3. 1) concealment 2) disagreement 2. 1) last 2) first
3) dissemination 4) sowing 3) current 4) second 4) earlier
5) differentiation 3. 1) lower 2) large
4. 1) force 2) impetus 3) higher 4) maximum
3) pull 4) movement 5) reasonable
5) energy 4. 1) shared 2) based
5. 1) group 2) rank 3) carried 4) strategy
3) place 4) range 5) conducted
5) row 5. 1) pattern 2) forecast
6. 1) personal 2) relegated 3) condition 4) outbreak
3) related 4) noticed 5) out bursts
5) referenced 6. 1) to 2) per
7. 1) disruption 2) dissociation 3) above 4) against
3) shattering 4) split 5) compared
5) dissection 7. 1) upgrade 2) uptrend
8. 1) branches 2) clusters 3) increased 4) increment
3) arrangement 4) ramifications 5) incline
5) subdivisions 8. 1) stabilised 2) surfaced
3) increased 4) moderated
5) synchronised
428 Test of English Language

9. 1) annual 2) weekly making a profit through changes in

3) daily 4) quarterly their value, but with the risk of
5) monthly losing money.
Conform = to follow generally accepted rules,
10. 1) now 2) then
standards etc; to comply
3) since 4) never Legitimate = in accordance with law or rules; legal
5) again Enact = to make or pass a law
Subsequent = later; following
Incline = to lean or slope or cause something Passage 33
to lean or slope, in a certain direction
Synchronise = to operate, move, turn etc at the First aid experts stress that (1) what to do for an
same time, speed etc. (2) victim until a doctor or other trained person gets
to the accident scene can (3) a life, especially in cases
Passage 32 of stoppage of breathing, severe bleeding, and shock.
A National Horticulture Mission is proposed to be People with special (4) problems, such as diabetes,
launched with a goal to (1) horticulture production by cardiovascular disease, epilepsy, or allergy, are (5) to
2011 -12. States have been (2) to join (3) with the wear some sort of emblem identifying the problem, as
Centre in launching this mission and establish a State a safeguard against administration of medication that
Level Cooperative Society for promoting horticulture. might be injurious or even (6). When emergencies do
Farmers will be (4) to (5) into oilseeds through occur, (7) first aid within the first few minutes often
promotion of superior seed technology and through (8) life or death. (9) administering of first aid (10)

K
an (6) policy of price support. medical professionals to provide better care.
A model law on (7) of agricultural produce has been 1. 1) before 2) attempting
circulated and, so far, ten States have (8) legal or (9) 3) regarding 4) knowing
action for ‘direct marketing’ and ‘contract farming’ 5) about
arrangements in line with the model law. The Budget 2. 1) injured 2) inquiring
urged all the States to (10) the model law at an early 3) efficient 4) important
date. 5) accidental
1. 1) channelise 2) market 3. 1) harm 2) comfort
3) mobilise 4) double 3) take 4) soothe
5) sell off 5) save
2. 1) found 2) invited 4. 1) mental 2) ethical
3) reported 4) noticed 3) medical 4) accident

KUNDAN
5) dedicated 5) moral
3. 1) hands 2) themselves 5. 1) prohibited 2) invited
3) them 4) along 3) compelled 4) allowed
5) products 5) urged
4. 1) empowered 2) encouraged 6. 1) appropriate 2) dangerous
3) paid 4) granted 3) beneficial 4) fatal
5) authorised 5) remedial
5. 1) look 2) turn 7. 1) expecting 2) providing
3) diversify 4) involve 3) avoiding 4) ignoring
5) invest 5) neglecting
6. 1) independent 2) encouraging 8. 1) determines 2) offers
3) expensive 4) exact 3) vanishes 4) reflects
5) appropriate 5) begs
7. 1) distribution 2) storage 9. 1) Hasty 2) Careless
3) harvesting 4) marketing 3) Proper 4) Probable
5) investment 5) Reasonably
8. 1) precipitated 2) speculated 10. 1) resists 2) instigates
3) initiated 4) prohibited 3) hinders 4) prevents
5) enforced 5) enables
9. 1) penal 2) conforming Epilepsy = a disease of the nervous system
t hat causes a per son to f all
3) legitimate 4) informal
unconscious, often with violent
5) administrative movements of the body.
10. 1) enact 2) explain Emblem = an object t hat r epr esent s
3) interpret 4) clarify something; a symbol
5) elaborate Fat al = causing or ending in death
Speculate = to guess; to buy and sell goods or Sa f e gu ar d = a thing that serves as a protection
stocks and shares in the hope of from harm, risk, or danger
Cloze Test 429

U rg e = to recommend or advise something discussion and without quarrelling

strongly Meticulous = giving or showing great care and
Remedial = providing or intended to provide a attention to detail.
treatment, medicine etc that cures
of disease or relieves pain. Passage 35
Instigate = to make something begin or happen
Hinder = to prevent or delay the progress of If an (1) is genius, he (2) the penalty of genius. If
somebody/something he has only talent, various cares and worries make
life extremely (3). He takes great pains (4) compose.
Passage 34 He meets with continuous (5) at his inability to reveal
(6). Also he is often (7) with the difficulty of (8) the
New technology has led directly to (1) standards of
public ear. A literary life (9), therefore, mostly an
living, yet science tends to follow market forces as
unhappy (10).
well as to (2) them. It is not surprising that the rich
1. 1) individual 2) ideal
get richer in a continuing cycle of (3) while the poorest
3) invention 4) event
are often left behind. A special (4) should be made by
5) author
the powerhouses of world science to address the
2. 1) tolerates 2) prevents
unmet challenges of the poor. Ending (5) poverty can
3) suffers 4) imposes
relieve many of the pressures on the environment.
5) inflicts
When impoverished households are (6) (7) on their
3. 1) miserable 2) impatient
farms, for example, they face less pressure to cut down
3) comfortable 4) happy
neighbouring forests in (8) of new farmland. Still, even

K
5) bearable
as extreme poverty ends, we must not fuel prosperity
4. 1) about 2) with
with a lack of (9) for industrial pollution and the (10)
3) in 4) to
burning of fossil fuels.
5) and
1. 1) visible 2) declining
5. 1) admiration 2) disappointment
3) improved 4) amicable
3) disapproval 4) criticism
5) rigorous
5) satisfaction
2. 1) fail 2) claim
6. 1) public 2) them
3) market 4) avoid
3) himself 4) literature
5) lead
5) others
3. 1) wealth 2) growth
7. 1) down 2) engaged
3) poverty 4) improvement
3) busy 4) leading

KUNDAN
5) economy
5) faced
4. 1) effort 2) care
8. 1) entering 2) sounding
3) practice 4) occasion
3)awakening 4) gaining
5) sanction
5) listening
5. 1) marginal 2) apparent
9. 1) is 2) governs
3) superficial 4) extreme
3) leads 4) begins
5) dismal
5) wishes
6. 1) abnormally 2) less
10. 1) thing 2) one
3) more 4) excessively
3) ending 4) event
5) unreasonably
5) incidence
7. 1) efficient 2) meticulous
Inflict = t o make somebody/something
3) careful 4) dependent suf f er somet hing; t o make
5) productive somebody expect something that is
8. 1) view 2) search unpleasant or not welcome
3) expectation 4) lust
5) place Passage 36
9. 1) attitude 2) mobility
The Indian Meteorological Department has sought
3) initiative 4) concern
permission to (1) a Doppler weather radar system -
5) ease
use d for long-range we athe r fore casting. The
10. 1) unchecked 2) repeated
Government had (2) the equipment in the wake of
3) periodical 4) occasional
26/7 and (3) to find a suitable location have been on
5) limited
(4) then. The key factor is that the radar’s antenna is
Unmet = not satisfied
to be installed in an (5) area of a few square kilometres
Dismal = less good than expected; very poor;
miserable; gloomy far from highrises, (6) at an altitude. The radar would
Impoverish = to make somebody poor; to make also need to be (7) near the coast as it would be used
somebody poorer or worse in quality to (8) high-intensity storms or cyclones. MHCC has
Amicable = based on or achieved through polite hinted it is willing to (9) clearance for the Colaba site,
430 Test of English Language

but only after (10) the location. It was after (11) around Encumber = to pr ev ent somebody/
for locations across the city that the office proposed something from moving or
to locate the radar near the observatory. But the acting freely and easily
Scout around = to look in various places to find
problem of finding a suitable site within the (12) still
somebody/something
remains. The area is very congested. We will have to Abstain = to keep oneself from doing or
locate a site not only from the heritage (13) of view having something that one
but also the radar needs to be at a height which is likes or enjoys.
higher than all the buildings in the area. The naval Precinct = an area in a town for specific or
residential buildings which are in the area are 13-14 restricted use, especially a
storeys high. If at all it is to be set up at Colaba then shoping area where vehicles
it must be above the (14) structures so that signals may not enter.
reaching the antenna are not (15).
Passage 37
1. 1) detach 2) install
3) launch 4) fix Several studies have (1) that folks who (2) engage
5) attach in mentally challenging activities—like reading, doing
2. 1) granted 2) realised crossword puzzles or playing chess—(3) less likely to
3) abstained 4) seen (4) dementia later in life. The difficulty comes in
5) sanctioned figuring out (5) their good fortune is a direct (6) of
3. 1) try 2) project their leisure activities or whether their continuing
3) commission 4) efforts pursuit of these pleasures merely (7) good genes for

K
5) worked cognitive function.
4. 1) since 2) until A 20-year survey of 469 elderly people living in the
3) already 4) at Bronx, New York, tried to get to the (8) of this chicken-
5) for or-egg question by following subjects who (9) no signs
5. 1) inseparable 2) encumbered of dementia in the first seven years of the study. The
3) unencumbered 4) unpossessed results, which were published in 2003, showed that
5) occupied reading and playing board games or a musical
6. 1) hopelessly 2) hoping instrume nt was (10) with a de cre ase d risk of
3) enacting 4) preferably Alzehimer's disease or other forms of dementia. (11),
5) undesirably those with the strongest habits (12) the greatest
7. 1) erected 2) located benefits. Participants who solved crossword puzzles

KUNDAN
3) stalled 4) tied four days a week, for instance, had a 47% (13) risk of
5) build dementia than those who do the puzzles once a week.
8. 1) deduct 2) examine By the same (14), several studies have suggested
3) feel 4) evaluate that older folks who are socially active — (15), for
5) detect example, do volunteer work or attend religious services
9. 1) advocate 2) launch — have a reduced risk of dementia.
3) pass 4) grant 1. 1) done 2) performed
5) grand 3) found 4) led
10. 1) examining 2) study 5) ensured
3) scanning 4) combing 2. 1) seldom 2) never
5) watching 3) absently 4) reluctantly
11. 1) marching 2) chasing 5) regularly
3) scouting 4) pursuing 3. 1) seem 2) have
5) hunting 3) were 4) refrain
12. 1) campus 2) premises 5) ascertain
3) area 4) perimeter 4. 1) cure 2) engage
5) precinct 3) embarrass 4) develop
13. 1) site 2) point 5) form
3) angle 4) out 5. 1) that 2) low
5) sight 3) when 4) why
14. 1) existing 2) enacted 5) whether
3) demolished 4) planned 6. 1) goal 2) result
5) conceived 3) measure 4) route
15. 1) stopped 2) hurdled 5) offer
3) blocked 4) paused 7. 1) encourages 2) reflects
5) halted 3) enhances 4) engenders
In the wake of = coming af ter or f ollowing 5) threats
something
Cloze Test 431

8. 1) height 2) cause Demonstrate = to show something clearly by

3) bottom 4) dilemma giving proof or evidence
5) anxiety
9. 1) had 2) conceal
Passage 38
3) reserve 4) force The growth story in any developing country cannot
5) accumulate be (1) without (2) its impact on the poverty and
10. 1) bereft 2) together employment situation. The Planning Commission has
3) envisaged 4) associated (3) that India should strive for ‘more inclusive growth’.
5) anticipated The number of people living below the poverty line
11. 1) Luckily 2) Certainly has (4) from 36 per cent in 1993-94 to 22.0 per cent in
3) Intriguingly 4) Unfortunately 2004-05. Again, the issue is to bring more and more
5) Obviously pe ople out of pove rty by (5) the m productive
12. 1) targeted 2) demonstrated employment opportunities. The Approach Paper to 11th
3) deserved 4) demanded Five Year Plan suggests that doubling the growth of
5) expected agricultural GDP to 4 per cent per annum will (6) rural
13. 1) more 2) greatly employment conditions, by raising real wages and
3) sharper 4) steeper reducing underemployment. However, even if this is
5) lower attained, an overall growth of 9 per cent will further
14. 1) token 2) way increase income (7) between agricultural and non-
3) analogy 4) example agricultural households, (8) around 10 million workers

K
5) author currently in agriculture find remunerative non-
15. 1) they 2) always agricultural employment. This (9) a major challenge
3) same 4) who not only in terms of generating non-agricultural
5) many employment but also in (10) its required location and
Dementia = a serious disorder of mind caused type.
by brain disease or injury 1. 1) completed 2) retold
Figure out = t o under st and somebody/
3) achieved 4) constructed
something by thinking about them/
it. 5) narrated
Pursuit = the action of looking for or trying to 2. 1) generating 2) assessing
find something. 3) realising 4) counting
Merely = only; simply 5) finding
Cognitive = of or relating to the action or process 3. 1) desired 2) estimated

KUNDAN
of acquir ing knowledge and 3) focused 4) verified
understanding through thought, 5) stressed
experience or the senses
4. 1) uplifted 2) degraded
By the same = exactly the one or ones referred
token to or mentioned; not different; 3) vanished 4) decreased
identical 5) enhanced
Refrain = to stop oneself doing something, 5. 1) absolving 2) providing
especially something that one would 3) nurturing 4) ignoring
like to do. 5) refusing
Ascertain = to investigate something so that one 6. 1) impact 2) diversify
knows and is certain; to find out 3) lay 4) aggravate
something
5) improve
Engender = to be the cause of a situation or
condition 7. 1) opportunity 2) assessment
Dilemma = a situation in which one has to 3) disparity 4) parity
choose between two undesirable 5) tax
things or courses of action. 8. 1) unless 2) for
Conceal = to hide somebody/something 3) in spite of 4) despite
Bereft = without or having lost a particular 5) by
power or quality; lacking hope, 9. 1) addresses 2) meets
support or ideas
3) poses 4) recognises
Envisage = to imagine something as a future
possibility; to form a mental picture 5) solves
of something 10. 1) exploring 2) acquitting
Anticipate = to expect something; to see what is 3) reciprocating 4) matching
going to happen or what will need 5) solving
to be done and take action to Strive = to try very hard or for a long time to
prepare for it in advance. obtain or achieve something; to fight
Intriguing = interest ing especially because hard against somebody/something
unusual; fascinating or mysterious Remunerative = for which one is well paid
432 Test of English Language

Absolve = to declare that somebody is free of 9. 1) resolve 2) order

guilt blame etc 3) observe 4) diagnose
Parity = the state of being equal especially 5) recommend
as regards status or pay
10. 1) casual 2) good
Disparity = a difference
Explore = to examine something thoroughly in
3) surgeon 4) handsome
order to test it or find out about it 5) insincere
Acquit = to declare somebody to be not guilty 11. 1) with 2) for
of a crime etc; to free or clear 3) at 4) upon
somebody of blame responsibility 5) in
etc 12. 1) dose 2) drug
Reciprocate = to give and receive something in 3) intake 4) nourishment
return; to make a mutual exchange
5) punishment
of something
13. 1) oppose 2) protest
Passage 39 3) subject 4) care
5) object
Though I had hired cabins in Bandra and a house 14. 1) oppose 2) take
in Andheri, divinity would not let me settle down. (1) 3) prescribe 4) describe
had I moved into my new house when my brother 5) propose
Balmukund, who had already been through an (2) 15. 1) hard 2) unkind
attack of jaundice some years back, had a (3) attack 3) easy 4) wise

K
of typhoid, ( 4) with pne umonia and signs of 5) careful
restlessness at night. The doctor was (5) in. He said Divinity = the quality of being God or a god.
medicine would have (6) effect, but eggs and chicken Confer with = to have discussions especially in
both might be given. Balmukund was only five years order to exchange opinions or get
old. To confer with his wishes was out of the question. advice
Being his (7) I had to (8). The doctor was very good. I Nourishment = f ood that keeps somebody/
something alive and well.
told him that we were all vegetarians and that I could
Prescribe = to advise or order the use of a
not possibly give either of the two things to my brother. medicine or medical treatment.
Would he therefore (9) something else? ‘Your brother’s Burly = big and strong; heavily built.
life is in danger,’ said the (10) doctor. ‘We could give
him milk diluted (11) water, but that will not give him Passage 40
enough (12). As you know, I am called in by many

KUNDAN
In our system, a vast gap (1) the life children lead
vegetarian families, and they do not (13) to anything I
at school and what they experience outside. The space
(14). I think you will be well advised not to be so (15)
where they are (2) to learn about life is so far removed
on your brother.’
from (3) that we might as well ask (4) to buy space-
1. 1) Then 2) Hardly
suits for their little ones, instead of school uniforms.
3) Wherever 4) Quicker
(5) they read, listen to and copy from the blackboard
5) Why
is so meticulously deodorised and (6) that it carries
2. 1) heart 2) big
no resonance of experienced reality and (7) in life.
3) acute 4) hard
The school day becomes a (8) of didactic songs and
5) harsh
memorised information. Special (9) are marked by
3. 1) unforgiving 2) hard
elaborate acts of sycophancy and preaching. School
3) burly 4) severe
authorities (10) stop talking about values, but ignore
5) tough
the cynicism felt by the young over the high levels of
4. 1) couple 2) felt
chicanery and verbosity they find in adult talk.
3) combined 4) joint
1. 1) occurs 2) separates
5) adjoining
3) bridges 4) escapes
5. 1) brought 2) called
5) finds
3) invited 4) sent
2. 1) about 2) worried
5) commissioned
3) compelled 4) supposed
6. 1) negligent 2) soothed
5) deprived
3) rough 4) little
3. 1) reality 2) school
5) deep
3) fantasy 4) imagination
7. 1) doctor 2) attendant
5) existence
3) nurse 4) forefather
4. 1) teachers 2) principals
5) guardian
3) schools 4) coaching classes
8. 1) plead 2) hide
5) parents
3) pressurise 4) decide
5) proceed
Cloze Test 433

5. 1) When 2) How and economic settlements. Even though the numbers

3) What 4) Whether involved in violent deaths are (7) by the larger numbers
5) Whenever that (8) from (9) of healthcare, the crude and brutal
6. 1) sanctified 2) written nature of this form of gender inequality makes it a
3) emphasised 4) memorised particularly severe (10) of the deprivation of women.
5) imbibed 1. 1) expectations 2) counting
7. 1) demand 2) culture 3) incidence 4) acceptance
3) miseries 4) joy 5) responses
5) applicability 2. 1) frequency 2) occurrence
8. 1) programme 2) ritual 3) event 4) chance
3) consult 4) tradition 5) blocking
5) store 3. 1) relatively 2) clearly
9. 1) persons 2) leaders 3) surely 4) undoubtedly
3) locations 4) occasions 5) astonishingly
5) indications 4. 1) accomplished 2) acknowledged
10. 1) always 2) deliberately 3) cleared 4) understand
3) seldom 4) relentlessly 5) assured
5) invariably 5. 1) anxiety 2) terrible
Spacesuit = a sealed suit covering the whole 3) surprise 4) power
body and supplied with air, allowing 5) form

K
somebody to survive and move 6. 1) national 2) visible
about in space.
3) social 4) category
Sanctify = the state of being holy or sacred; to
make somebody/something holy; to
5) personal
justify something 7. 1) fewer 2) outshine
Resonance = the power to bring, images, feelings, 3) lean 4) dwarfed
memories etc into the mind of the 5) horrible
reader, listener etc. 8. 1) perish 2) develop
Deodorise = to hide or remove unpleasant smells 3) spoil 4) incline
from something 5) direct
Didactic = designed f or t he purpose of
9. 1) omission 2) attention
teaching something
Sycophancy = the action of gaining people’s favour
3) care 4) effort
by insincere pr aise or always 5) neglect

KUNDAN
agreeing with them 10. 1) remark 2) indication
Cynic = a person who questions whether 3) happening 4) manifestation
something will really happen, 5) rise
whether something is important etc Brutal = cruel; savage; without mercy
Chicanery = the use of clever but misleading talk Incidence = the extent to which something
in order to trick somebody; false happens or has an effect.
argument Remarkable = unusual or exceptional; worth
Verbosity = noun of the word ‘verbose’ noticing
Verbose = using or containing more words than Batter = to hit somebody/something hard
are needed and repeatedly.
Imbibe = to adsorb something Astonishingly = very surprisingly
Misery = great suffering or discomfort of mind Terrible = v er y unpleasant and ser ious;
or body. causing one to feel very unhappy or
Relentless = never ending; constant upset
Invariably = always Dwa rf = to make somebody/something seem
small by contrast or distance.
Passage 41 Perish = to be destroyed; to die
Manifestation = an event, an action, an object or a
One of the most brutal features of gender inequality statement that shows something
takes the form of physical violence against women. clearly eg illustrating and resulting
The (1) of such violence is remarkably high, not only from an abstract idea.
in poorer and less developed economies but also in Accomplish = to succeed in doing something; to
wealthy and modern societies. Indeed the (2) of complete something successfully.
battering wome n e ven in the richest and most Accomplished = skilled; well trained or educated
developed economies is (3) high. Turning to India, it in social skills such as conversation,
art, music etc.
must be (4) first that the frequency of assaults on
women is high in the country. To that (5) general
recognition has to be added the special role of violence
connected with particular (6) features, such as dowry
434 Test of English Language

Passage 42 13. 1) louder 2) fewer

3) magnificent 4) most
With the US military tied down on two fronts and 5) bigger
the rest of the world growing (1) to American power, 14. 1) instability 2) fuel
the challenges for Rice are as (2) as they have been 3) energy 4) peace
for any Secretary of State in the past three decades. 5) atrocity
After six years of tussling with others on Bush’s 15. 1) defusing 2) demolishing
national-security team, Rice has seen off her rivals 3) terminating 4) igniting
and (3) as the principal spokesperson for Bush’s 5) extinguishing
foreign (4). Her reward has been to (5) responsibility Tie down = to restrict somebody/oneself to
for selling a failed policy in Iraq and (6) a legacy for cer t ain conditions or a f ixed
Bush at a time when (7) in the world are in the mood occupation or place.
to help her. “Bush is severely (8) and has very little Tussle = to struggle or fight to get something
(9) or support at home or abroad,” says Leslie Gelb, See off = to force somebody to leave a place
Grim = very bad; of very low quality
former president of the Council on Foreign Relations.
Emanate = to come or flow from something/
“That is (10) true for his Secretary of State. So they somebody or from a place.
are (11) flailing around.” Ignite = to start to burn or make something
That’s a grim assessment, since the (12) to start to burn
international order are (13) today than at any other Subservient = giving too much respect, obedience
time since the end of the cold war. The most immediate etc

K
source of (14) emanates from where the country civil Trivial = of little importance; concerned with
war risks (15) a region-wide conflict. unimportant thing
Daunt = to discourage or frighten somebody
1. 1) resistant 2) subservient
Entrust = to give responsibility for somebody/
3) immune 4) cordial something to somebody
5) indifference Shi rk = to avoid doing work, one’s duty etc
2. 1) obvious 2) trivial because one is lazy, cowardly, not
3) superfluous 4) daunting interested etc.
5) rewarding Inherit = to have features or qualities similar
3. 1) renamed 2) emerged to those of an ancestor.
3) appointed 4) entrusted Visualize = t o f or m a ment al pict ur e of
somebody/something
5) visited
Salvage = to save something from harm,
4. 1) aid 2) recognition

KUNDAN
disaster, difficult circumstances etc.
3) policy 4) acceptability Autocrat = a person who expects to be obeyed
5) minister at all times and pays no attention to
5. 1) shirk 2) avoid the opinions, feelings etc of others
3) transfer 4) visualize Inadvertent = not done deliber ately or
5) inherit intentionally
6. 1) focusing 2) framing Pleasantry = a friendly casual remark usually
made in order to appear polite
3) escaping 4) salvage
Accolade = an award of praise, approval or
5) demolishing honour
7. 1) people 2) few Atrocity = a very wicked or cruel act.
3) diplomats 4) autocrats Extinguish = to cause something to stop burning
5) most Legacy = money or property left to a person
8. 1) intensified 2) master-minded when somebody dies.
3) weakened 4) projected
5) supported Passage 43
9. 1) credibility 2) difficulty Delinking of jobs from degrees is one of the (1)
3) majority 4) power features of our education (2). There has been a (3)
5) enthusiasm fall in (4) in the academic field in recent years. There
10. 1) not 2) uniformly is a (5) of degree holders in the country. As a result,
3) remotely 4) partially university degrees have (6) their value and charm while
5) also the number of students in colleges and universities
11. 1) effectively 2) inadvertently of the country has been (7) rising. Consequently,
3) basically 4) aimlessly thousands of graduates and postgraduates come out
5) not of these institutions and stand in queues waiting to
12. 1) admirations 2) threats get some (8) jobs (9) in the country. Moreover, these
3) pleasantries 4) demands degree holders do not have any technical or vocational
5) accolades knowledge needed for a particular job. As a result,
Cloze Test 435

the number of educated unemployed has been rising find programmes that (9) the benefits of remitted cash
(10). It has created a very serious problem. while (10) some of its downside.
1. 1) minor 2) trivial 1. 1) accelerated 2) grew
3) unachievable 4) irrelevant 3) expand 4) increase
5) salient 5) escalating
2. 1) process 2) policy 2. 1) strike 2) encouraged
3) development 4) guideline 3) astonished 4) convinced
5) procedures 5) disturb
3. 1) expected 2) sheer 3. 1) rise 2) represent
3) rough 4) steep 3) project 4) exceed
5) gentle 5) recover
4. 1) assessment 2) evaluation 4. 1) record 2) tracks
3) competence 4) fees 3) estimate 4) report
5) value 5) surveys
5. 1) flood 2) class 5. 1) Detrimental 2) Minor
3) party 4) mob 3) Profuse 4) Benefited
5) rabble 5) Vital
6. 1) mislaid 2) lost 6. 1) circumstance 2) profit
3) increase 4) found 3) impact 4) status
5) establish 5) quality

K
7. 1) slowly 2) hastily 7. 1) declaring 2) established
3) deeply 4) gradually 3) measuring 4) reforming
5) steadily 5) govern
8. 1) prestigious 2) trivial 8. 1) mask 2) hid
3) menial 4) academic 3) review 4) display
5) managerial 5) supported
9. 1) occurring 2) posted 9. 1) launch 2) predict
3) created 4) available 3) optimum 4) appreciate
5) advertised 5) maximize
10. 1) exponentially 2) awfully 10. 1) augmenting 2) avoiding
3) terribly 4) fast 3) suspend 4) protects
5) incalculably 5) detracting

KUNDAN
Salient = most noticeable or important; main Astonish = to surprise somebody greatly
Consequently = as a result; therefore Remittance = a sum of money sent in payment for
Vocational = of or relating to the qualifications something; the sending of money in
and pr epar at ion needed f or a payment for something
particular job Alleviate = to make something less severe; to
Sheer = complete; nothing more than ease something
Rabble = a large disorderly group of people; a Plight = a serious and difficult situation or
mob. condition
Menial = not requiring much skill and often Put off = put something to a later time or date;
boring to delay something
Awful = ext r emely bad or unpleasant ; Ma s k = to hide or disguise something
terrible Remit = to send money etc to a person or
place especially by post.
Passage 44 Escalate = to increase or develop by successive
stages
Mass migration has produced a huge worldwide Detrimental = harmful
economy of its own which has (1) so fast during the Prof use = in large amounts; abundant
past few years that the figures have (2) experts. Last Optimum = best or most favourable
year remittances sent home by migrants were expected Augment = to make something larger in number
to (3) $232 billion according to the World Bank which or size; to increase something
(4) these figures. (5) though the flow of remittances Detract = to make something seem less good
or of lower value
is to alleviate the plight of the migrant’s family it
cannot on its own lift entire nations out of poverty. Passage 45
Those who study the (6) of remittances argue that
the money allows poor countries to put off basic Some places are so beautiful that they (1) the viewer
decisions of economic management like (7) their tax for all eternity. So it was for Emperor Muhammad
collection systems and building schools. Remittances Zahiruddin Babur, the 16th-century monarch who (2)
to poor countries can also (8) the fact that they do away his time in the pleasure gardens of Kabul before
not produce much at home. The challenge is now to heading south to India in 1525 to (3) the Mughal
436 Test of English Language

Empire. Though Babur built a dynasty that was to last F ra g r an t = having a pleasant or sweet smell
for 300 years, he never (4) his beloved Kabul, and (5) Dwell = to live in or at a place
vast riche s to re cre ate the garde ns (6) the
subcontinent. Those Mughal gardens, as they are now
Passage 46
(7), grace ancient capitals from Delhi to Srinagar with At just (1) midnight on July 1, 1997 in a glittering
their (8) vistas and strict architectural symmetry. But, and poignant ceremony, Hong Kong passed from being
Babur never really (9) at home in India and asked a jewel of the British empire to a (2) of a new global
that (10) his death his body be returned to Kabul and power. Hong Kong people (3) their city’s handover from
laid to rest in his favourite garden. the UK to China with (4) feelings: apprehension over
1. 1) attracted 2) haunt the future, joy at a fresh start, sadness at seeing the
3) fascinated 4) accommodate British go, pride over returning to their motherland.
5) implore On the eve of the handover, the stock market index, a
2. 1) cast 2) fed key barometer of Hong Kong’s wealth, (5) at a record
3) gave 4) whiled 15,200 points and today it (6) near the 21,000 mark.
5) deported Being a part of a booming China almost guarantees
3. 1) establish 2) travelled that Hong Kong will remain (7). But mainland China
3) crown 4) situate is a (8) as well as a partner. China’s new ports, for
5) find example, will siphon trade (9) from Hong Kong and its
4. 1) reached 2) visited lower labour costs will impact the jobs. However, there
3) saw 4) remembered is little doubt that Hong Kong is fortunate to have

K
5) forgot become a part of China at a time when mainland China
5. 1) accumulates 2) confiscated can provide (10) opportunity.
3) exhausted 4) demanded 1. 1) recorded 2) near
5) looted 3) close 4) past
6. 1) into 2) over 5) quite
3) overlooking 4) throughout 2. 1) component 2) premises
5) encroaching 3) captive 4) merger
7. 1) destroyed 2) dilapidated 5) list
3) rebuilt 4) inhabited 3. 1) encounter 2) decided
5) known 3) viewed 4) restrained
8. 1) elegant 2) notorious 5) told

KUNDAN
3) obnoxious 4) fragrant 4. 1) flexible 2) emotional
5) infrequent 3) mixed 4) changed
9. 1) went 2) dwelt 5) negative
3) felt 4) rested 5. 1) plunged 2) rose
5) enjoyed 3) valued 4) climbed
10. 1) before 2) upon 5) stood
3) till 4) in 6. 1) follows 2) pauses
5) at 3) fell 4) hovers
Haunt = to return repeatedly to somebody’s 5) measure
mind; to be impossible for somebody 7. 1) marginalised 2) prosperous
to forget
3) orderly 4) friendly
Eternity = time without end; endless life after
death 5) poor
While away = to pass a period of time in a relaxed 8. 1) competitor 2) representative
way 3) adversary 4) colleague
Grace = a quality of simple elegant beauty 5) member
and smoothly controlled movement. 9. 1) against 2) away
Elegant = gr acef ul and att r act iv e in 3) illegally 4) moving
appearance or manner 5) through
V is ta s = a beautiful view eg of nat ural
10. 1) full 2) risky
scenery, a city etc.
At home = in one’s own country 3) lucky 4) unfair
Implore = to ask or beg for something in a 5) immense
serious way Glittering = magnificent , splendid or
Confiscate = to take somebody’s property away extremely successful
from them by the use of one’s Poignant = affecting one’s feelings deeply;
authority usually as a punishment making one sad or full of pity
Dilapidated = falling to pieces; in a bad state of Apprehension = anxiety about something in the
repair future, fear that something will
Obnoxious = very unpleasant; offensive be unpleasant or that
Cloze Test 437

something unpleasant will 8. 1) paid 2) offered

happen. 3) deserved 4) distracted
On the eve of = the day or evening before an 5) received
event, especially a religious
9. 1) enhancement 2) prevention
festival or holiday.
Hover = to remain near something or in
3) attachment 4) refurbishment
an uncertain state. 5) expedition
Siphon away = to transfer something from one 10. 1) anticipate 2) provoke
place to another often unfairly 3) discourage 4) envisage
or illegally 5) create
Captive = having little or no freedom to Insolvent = unable to pay debt; bankrupt
go elsewhere or t o make Hazard = a thing that can be dangerous or
choices cause damage; a danger or risk
Adversary = an opponent in a contest, an Sa f e gu ar d = a thing that serves as a protection
argument or a battle. from harm, risk or danger
Paramount = more important than anything else;
Passage 47 supreme
Predominantly = mainly; for the most part
India’s approach towards treatment of (1) banks is Eventual = happening at last as a result
yet another interesting issue. Rather than closing Dissolve = t o cause an or ganizat ion or
them down, policymakers in India have shown a arrangement to end officially
preference to (2) such banks with healthy public sector Relegate = to give somebody/something less
important rank, task or state

K
banks. It has been (3) in certain circles that such an
approach may give rise to a moral hazard problem. Anchor = a person or thing that gives security
However, two issues need (4) in this context. First, and confidence
Extradite = to send back somebody accused or
comme rcial banks are the most dominant and
found guilty of a crime to the country
systemically important segment of the financial where the crime was committed.
syste m. Second, ove r 70 pe r ce nt of the bank Imbibe = to absorb something; to drink
depositors in India are small depositors. Therefore, something especially alcohol
systemic concerns coupled with the necessity to (5) Connive = to work together with somebody in
the interest of small depositors have been (6) in the order to do something wrong or
minds of policy makers while (7) with insolvent banks. illegal
This issue had not (8) much attention in the context Cope = to deal successfully with something
difficult; to manage
of a predominantly government-owned banking system.
Converse = to talk to somebody especially in

KUNDAN
As the weight of private banks increases further informal way.
thinking will need to be done on this subject, both in Distracted = unable to concentrate because of
terms of (9) of insolvency through advance regulatory being worried or thinking about
supervision and action, and post-insolvency measures something else
that (10) moral hazard and eventual fiscal cost. Refurbish = to restore and decorate a building
1. 1) insolvent 2) foreign et c; t o develop and improv e
3) cooperative 4) small something
Expedition = an organized journey or voyage with
5) private
a particular aim
2. 1) dissolve 2) relegate Envisage = to imagine something as a future
3) anchor 4) merge possibility; to form a mental picture
5) connect of something
3. 1) resolved 2) felt
3) promised 4) identified Passage 48
5) done
Although he is no longer alive, (1) his influence
4. 1) resolutions 2) decisions
can be felt in the studio (2) he created cartoons and
3) approaches 4) priority
feature films which made him known and (3) around
5) consideration
the world. (4) many people who work to create humour
5. 1) enhance 2) increase
he took it very seriously. He would sit sadly (5) the
3) safeguard 4) rationalize
funniest cartoon concentrating or some way to improve
5) evolve
it. Walt Disney (6) the opinions of those working with
6. 1) paramount 2) superficial
him but the (7) judge me nt was always his. He
3) extradited 4) vested
demanded a lot (8) people but he gave a lot too. When
5) imbibing
the economy was not doing well he gave every one a
7. 1) conniving 2) coping
(9) and though some (10) of this, it gave his employees'
3) absorbing 4) dealing
morale a boost.
5) conversing
438 Test of English Language

1. 1) yet 2) even 1. 1) knowledge 2) security

3) and 4) till 3) presence 4) confidentiality
5) besides 5) guarantee
2. 1) from 2) where 2. 1) negotiate 2) advance
3) which 4) while 3) credit 4) disburse
5) that 5) sanction
3. 1) respect 2) seen 3. 1) pursue 2) interact
3) loved 4) entertained 3) operate 4) enable
5) laughed 5) engage
4. 1) For 2) To 4. 1) drawback 2) hurdle
3) Without 4) Not 3) consequence 4) luxury
5) Like 5) innovation
5. 1) on 2) until 5. 1) Despite 2) Although
3) front 4) through 3) Even 4) Yet
5) in 5) Until
6. 1) saw 2) concluded 6. 1) view 2) realise
3) discussed 4) discouraged 3) display 4) engineer
5) valued 5) assess
7. 1) final 2) ultimately 7. 1) essential 2) obsolete
3) important 4) hasty 3) extant 4) retreat

K
5) lasting 5) expired
8. 1) by 2) from 8. 1) moderately 2) occasionally
3) with 4) to 3) compulsorily 4) indiscriminately
5) many 5) effectively
9. 1) advance 2) share 9. 1) phenomenal 2) gradual
3) fee 4) raise 3) proportionate 4) competitive
5) profit 5) projected
10. 1) credit 2) disapproved 10. 1) discount 2) base
3) criticized 4) offended 3) expansion 4) satisfaction
5) paid 5) relationship
Raise = an increase in amount, number or Bedrock = basic facts or principles
intensity Virtual = almost or nearly the thing described,

KUNDAN
Morale = t he amount of confidence, but not completely
enthusiasm, determination etc that Obsolete = no longer used; out of date
a person or group has at a particular Phenomenal = very remarkable; extraordinary
time. Disburse = to pay out money especially from a
fund collected for a purpose
Passage 49 Extant = still in existence
Retreat = to move back or withdraw when
Traditional bank architecture is based on bank faced with danger or difficulty
branches. These branches ensure the physical (1) of
a customer’s savings. A customer may go there to Passage 50
deposit and withdraw money, (2) loans and (3) in other
Our company has set up a foundation which is (1)
financial transactions. In the past two decades
to spreading literacy. To (2) this cause the foundation
banking architecture has changed– the Automated
has a project called ‘A Library for Every School’ through
Teller Machine (ATM) has been a big (4) and credit
(3) the foundation donates books mainly to government
and debit cards have created new financial spaces.
school libraries so that children have easy (4) to books
(5) the bank branch has remained the bedrock of the
on a variety of subjects. In my (5) as Chairperson of
banking system–after all a person needs a bank
the Foundation I travel (6) in rural areas. All this
account in a branch before he can operate a debit or
travelling has (7) me to understand what children want
ATM card. This may be about to change as technocrats
to read in different parts of the country. (8) my travels
now (6) cell phones as the new architecture of virtual
I frequently stay in the houses of people I meet as (9)
banks. This has the potential to make branches (7).
there are no hotels in small towns and villages that I
Cell phone banking looks especially relevant for India
visit. In India a guest is always treated well; an old
since it can penetrate the countryside cheaply and
Sanskrit saying is Atithi Devo Bhava (10) that God
(8). The world over cell phones are spreading at a (9)
comes in the form of a guest.
rate and in India alone new cell phone connections
1. 1) dedicated 2) responsible
are growing at the rate of six million a month–a rate
3) trying 4) catered
of customer (10) that no bank can dream of.
5) involved
Cloze Test 439

2. 1) awaken 2) further Scientists from India’s space and atomic energy

3) aim 4) contribute departments and in some other places where serious
5) perform science is done can take (a/an) (9) out of the school’s
3. 1) those 2) which book and (10) the way in engaging with school pupils
3) whom 4) where and getting them to do real science.
5) these 1. 1) done 2) unlikely
4. 1) opportunity 2) admission 3) potential 4) promising
3) purchase 4) access 5) possible
5) contact 2. 1) questioned 2) said
5. 1) feeling 2) decision 3) retorted 4) answered
3) role 4) knowledge 5) address
5) order 3. 1) question 2) finding
6. 1) extensively 2) somehow 3) methodology 4) result
3) extremely 4) hastily 5) studies
5) sometime 4. 1) wage 2) create
7. 1) ensured 2) provided 3) execute 4) carry
3) enabled 4) deprived 5) attempt
5) made 5. 1) option 2) lives
8. 1) During 2) Since 3) visual 4) demands
3) From 4) Through 5) perception

K
5) Besides 6. 1) revolutionary 2) radical
9. 1) while 2) usual 3) rote 4) adequate
3) neither 4) often 5) bore
5) either 7. 1) stimulate 2) simulate
10. 1) threatens 2) meaning 3) make 4) peek
3) fearing 4) imply 5) judge
5) naturally 8. 1) cause 2) root
Cater = to provide what is needed or desired 3) reasons 4) issues
by somebody/something 5) sources
9. 1) thread 2) leaf
Passage 51 3) example 4) look
Can an experiment conceived, carried out, and 5) pages

KUNDAN
reported in kids-speak with pencil-coloured figures 10. 1) lead 2) start
and hand-written tables by school children aged 8 to 3) deliver 4) paved
10 years get published in a highly rated international 5) ahead
journal following a peer-reviewing process? Twenty- Peer = to look closely or car ef ully at
seven schoolchildren from a primary school in UK have something especially when unable
to see it well
proved this is (1) — if a simple but novel scientific
Bumble-bee = a large hairy bee that makes a loud
question raised is (2) in a scientific way. Their paper noise as it flies
was published in the Royal Society’s Biology Letters Fo ra ge = to search or hunt for something
journal. Their (3) was that bumble-bees can use a especially food and supplies
“combination of colour and spatial relationships in Spati al = related to space as a physical
deciding which colour of flower to forage from.” dimension
Considering that our understanding of how bees Carry out = to do something as required or
perceive coloured patterns and scenes is inadequate, specified; to fulfil something
Rote learning = learing something in order to be
this inspiring outcome has shown that schoolchildren
able to repeat it from memory, rather
guided by gifted teachers can think and (4) out than in order to understand it.
experiments like any hard-wired scientist. For these Retort = to make a quick, especially angry,
kids, doing science changed their (5) of the subject. reply to an accusation or a challenge
Science also became “cool and fun.” This refreshing Stimulate = to pretend to have or feel an emotion;
approach turns the spotlight on the best methods of to create certain conditions by
teaching science. The (6) learning system adopted means of model etc; to take the
by most schools in India, even classroom study appearance of somet hing/
somebody
combined with some laboratory work with pre-defined
outcomes, does very little to (7) curiosity and interest Passage 52
in science. Is that one of the (8) why out-of-the-box
thinking that produces path-breaking science rarely Does Indian industry need democracy? The Indian
comes out of Indian laboratories? The children at the economy’s sustained growth today is (1) by incomplete
UK school had their gifted teacher to guide them. democracy. While millions of Indians endure poverty,
440 Test of English Language

only a tiny majority (2) prosperity. On the other hand, Egalitarian = showing or holding a belief in equal
many Latin American countries have registered (3) rights, benefits and opportunities
growth rates under military dictators and today one of for everybody
Orthodox = following strictly the older, more
the fastest growing economies in the world — China
traditional practices.
— has an (4) rather than a democratic government. Imply = to suggest something indirectly
So why does India need democracy for sustained rather than stating it directly
growth? To many, democracy (5) slower decision- Gracious = kind, polite and generous especially
making with corrupt politicians and red-tapeism etc. to somebody of a lower social
Industry should therefore be (6) with less, not more, position
democracy. However, while China (7) consumption in Indulge = to become involved in an activity
order to save and invest more than half its output to especially one that is illegal or
disapproved of.
produce 10% growth, India (8) almost two-thirds of
Disperse = to go in different directions or make
its output and manages to achieve 9% growth from somebody/something do this
one-third of its output. (9) India’s democracy is not
inefficient when it comes to making (10) use of Passage 53
resources.
1. 1) deprived 2) hampered A factor that air passengers give little thought to
3) eliminated 4) faced but which is a serious threat to air safety is (1)
5) threaten maintenance. In the current global airline boom
2. 1) pursuit 2) acquisition competition is (2). Which compels airlines to (3) costs

K
3) benefit 4) enjoy and ( 4) output. In India with a se at capacity
5) value considerably (5) of the demand all airlines practise
3. 1) acceptable 2) insignificant severe cost-cutting to (6). Faced with having to cut
3) variable 4) inflated costs to the bone and maximise aircraft utilisation, a
5) affordable surprising number of airlines may cut (7) on aircraft
4. 1) autonomous 2) economical maintenance, even at the (8) of compromising safety.
3) authoritarian 4) egalitarian While commercial aircraft are (9) to take much
5) orthodox punishment, for example, in the event of pilots flying
5. 1) imply 2) mentions into thunderstorms there is a limit to the punishment
3) attracts 4) features that e ve n the toughest aircraft can take whe n
5) means profitability takes (10) over safety.
1. 1) expedient 2) incessant

KUNDAN
6. 1) gracious 2) adapted
3) fascinated 4) pleased 3) routine 4) laborious
5) urged 5) poor
7. 1) bans 2) curtails 2. 1) optimise 2) intense
3) regulate 4) ceases 3) destined 4) guarantee
5) discourage 5) profitable
8. 1) consumes 2) selects 3. 1) falsify 2) lavish
3) indulges 4) disperse 3) minimise 4) incline
5) hoard 5) ration
9. 1) Accordingly 2) Totally 4. 1) depress 2) productive
3) Thus 4) Even 3) curb 4) available
5) Likely 5) maximise
10. 1) ultimately 2) capably 5. 1) ahead 2) less
3) modest 4) secure 3) more 4) saturated
5) effective 5) above
Hamper = t o pr event somebody’s fr ee 6. 1) invest 2) survive
movement or activity; to restrict or 3) live 4) appraise
hinder somebody/something 5) reinforce
Endure = to suffer patiently something that 7. 1) out 2) taxes
is painful or uncomfortable 3) across 4) corners
Authoritarian = favouring complete obedience to 5) short
authority especially that of the state
8. 1) claim 2) formality
at the expense of personal freedom
Acquisition = the action or process of acquiring 3) reminder 4) strain
something 5) risk
Inflate = to make something more important, 9. 1) designed 2) unable
impressive etc than it really is; to 3) rotated 4) originally
exaggerate something 5) standard
Cloze Test 441

10. 1) encouragement 2) influence 2. 1) full 2) voluminous

3) precedence 4) cover 3) substantial 4) limited
5) guard 5) rapid
To cut to the = to reduce something greatly 3. 1) readily 2) tangible
bone 3) routinely 4) securely
To cut corners = to do something in the easiest, 5) unique
quickest or cheapest way, often by
4. 1) process 2) waves
ignoring rules or omitting something
Precedence = the right or requirement to come
3) deliveries 4) connection
before somebody/something else in 5) channels
time, order etc; priority 5. 1) valuable 2) answerable
Expedient = useful or convenient for a particular 3) amenable 4) exposed
purpose, though not necessarily fair 5) responsible
or moral 6. 1) waning 2) stable
Incessant = not stopping; continual 3) proportionate 4) marginal
La vi sh = giv ing or doing somet hing
5) high
generously or excessively; great in
extent, rich in quality and usually
7. 1) archive 2) domain
costing a lot of money 3) purpose 4) component
Ration = to limit the amount of something that 5) aspect
somebody is allowed to have 8. 1) law-abiding 2) tried
Curb = to prevent something from getting 3) reassuring 4) cost-effective

K
out of control; to restrain something 5) stop-gap
Appraise = to assess the value, quality or nature 9. 1) inclined 2) immune
of somebody/something
3) vulnerable 4) surrendered
Reinforce = t o st rengt hen or emphasize a
feeling, an idea, a habit etc
5) pressured
10. 1) person 2) own
Passage 54 3) relatives 4) purses
5) self
Mobile banking (M banking) involves the use of a Readily = without hesitating; willingly
mobile phone or any other mobile device to (1) Amenable = that can be treated in a particular
financial transactions linked to a client’s account. M way
banking is new in most countries and most mobile Domain = a field of knowledge or activity
payment models even in developed countries to date Single out = to choose somebody/something

KUNDAN
operate on a (2) scale. A mobile network offers a (3)
available te chnology platform onto which other
services can be provided at low cost with effective
results. For example, M banking services which use
(4) such as SMS can be carried at a cost of less than
one US cent per message. The low cost of using
existing infrastructure makes such services more (5)
to use by customers with lower purchasing power and
opens up access to services which did not reach them
earlier due to (6) cost of service delivery. Although M
banking is one aspect in the wider (7) of e-banking
there are reasons to single it out for focus—especially
because there are a lot more people with mobile
phones than bank accounts in India.
M banking could provide a (8) solution to bring more
“unbanked” people to the financial mainstream.
Without traditional credit, individuals are (9) to
exploitation by abusive lenders offering very high
interest rates on short term loans. Also of considerable
importance are public safety implications for the
unbanked—they are often victims of crime because
many operate on a cash-only basis and end up carrying
significant amounts of cash on their (10) or store cash
in their homes.
1. 1) disburse 2) undertake
3) subscribe 4) lure
5) amass
from a group for special attention
Vulnerable = that can be hurt, harmed or attacked
easily especially because of being
small or weak.
Implication = a thing that is not openly stated; a
thing that is suggested or implied.
Disburse = to pay out money especially from a
fund collected for a purpose
Lure = a thing that attracts or is used to
attract people or animal
Tangible = clear and definite; real; that can be
perceived by touch
Waning = becoming gradually smaller, weaker,
less powerful or less important
Law-abiding = obeying the law
Immune = not aff ected or inf luenced by
something
Passage 55
In July 2008, one of the most inspiring leaders of
our times, will (1) his ninetieth birthday. Nelson
Mandela retired from politics in 1999, but he has
remained (2), continuing his work through the Nelson
Mandela Foundation. The foundation has launched
an Aids awareness campaign, 46664, named (3)
Mandela’s prison number. He has also set up a
scholarship programme whose (4) was to promote
leadership among young Africans.
442 Test of English Language

During the 1990s, (5) I worked with Mr Mandela on efficiency by Japan. Mass production and production
his autobiography Long Walk to Freedom, I (6) his for the masses became the bases of new business
leadership firsthand. During his election campaign strategies. Large-scale consumption by all with the
we were on board a plane discussing his book. Twenty social benefit of (3) poverty, became the dominant
minutes (7) to landing the engine failed. Many began economic strategy. The advent of electricity and its
to panic. The only thing that (8) them was looking at large -scale application to lighting, heating and
Mandela, who was reading his paper as if he was a operating machine s added a fresh dimension to
passenger on a morning train to work. The plane manufacturing. By the 1950s came (4) in electronics
landed safely and when we got into the car taking us and transistor devices to be followed by innovations
to the hotel he (9) to me, “I was terrified on the plane in microelectronics, computers and various forms of
!” As a leader he realised he was a model for others sensors all of which (5) altered the manufacturing
and this gave him the strength to (10) over his own sce ne . It is now no longe r ne ce ssary to make
fear. prototypes in a factory or a laboratory to study a new
1. 1) tribute 2) remember product. Many new products can be (6) on computers
3) honour 4) celebrate and their behaviour simulated on them. By choosing
5) rejoice an optimum de sign through such simulations,
2. 1) resigned 2) active compute r programme s can dire ctly (7) the
3) influenced 4) participant manufacturing proce sse s. The se proce sse s are
5) reserved generally called Computer Aided Design (CAD) and
3. 1) by 2) with Computer Assisted Manufacturing (CAM). The se

K
3) after 4) as capabilities are leading to newer forms of (8) by
5) thereafter customers. Each customer can be offered several
4. 1) wish 2) pursuit special options. Customised product design or (9)
3) result 4) plot manufacturing are other popular techniques currently
5) aim in (10) in many developed countries.
5. 1) when 2) that 1. 1) havoc 2) transformation
3) period 4) later 3) destruction 4) violence
5) alongside 5) deforestation
6. 1) felt 2) acquainted 2. 1) discarded 2) resorted
3) experienced 4) underwent 3) indulged 4) perfected
5) learned 5) designated

KUNDAN
7. 1) before 2) sooner 3. 1) removing 2) nurturing
3) close 4) prior 3) appeasing 4) cajoling
5) advance 5) mastering
8. 1) calmed 2) soothing 4. 1) additions 2) gadgets
3) composed 4) restraint 3) modifications 4) variety
5) discipline 5) inventions
9. 1) speaks 2) confided 5. 1) immediately 2) precisely
3) confidentially 4) entrusted 3) irreversibly 4) indefinitely
5) assured 5) measurably
10. 1) success 2) overcame 6. 1) designed 2) produced
3) dominate 4) victory 3) manufactured 4) sold
5) triumph 5) purchased
Name after = to give a name to somebody or 7. 1) inspire 2) cultivate 3) visualise
something 4) drive 5) curtail
On board = on or in a ship or an aircraft 8. 1) uses 2) demands
Confide = to tell a secret to somebody
3) advertisements 4) consumption
which trusting them not to tell
others
5) goods
Terrified = very frightened; filled with 9. 1) visible 2) secure
terror 3) fundamental 4) overt
Triumph over = to be successful; to gain a 5) flexible
victory 10. 1) view 2) wings
Rejoice = to feel or show great joy 3) vogue 4) isolation
Acquainted = familiar with something 5) order
Advent = the approach or arrival of an important
Passage 56 person, event etc
Mankind has seen rapid (1) in the last 150 years Prototype = the first model or design of something
from which other forms are copied or
because of the mass manufacturing techniques (2) in
developed.
western nations and later taken to new levels of
Cloze Test 443

Simulated = artificial, but made to look, feel etc like accommodate all. Only then can we ensure the much-
the real thing needed supply-demand (10) in the education sector.
Vogue = a current fashion 1. 1) with 2) for
Discard = to throw something out or away; to stop
3) on 4) into
using, wearing, etc something that is no
longer useful
5) in
Resort = to make use of something especially bad 2. 1) around 2) near
or unpleasant as a means of achieving 3) into 4) about
something, often because no other course 5) reaching
of action is possible 3. 1) forming 2) translating
Indulge = t o become inv olv ed in an act ivit y 3) having 4) taking
especially one that is illegal or disapproved 5) framing
of
4. 1) affect 2) ideas
Designate = to mark or indicate something clearly; to
specify something
3) practice 4) concept
Nurture = to care for and encourage the growth of 5) procedure
somebody/something 5. 1) benefit 2) merit
Appease = to reduce the intensity of somebody’s 3) chance 4) basis
feelings usually by satisfying their needs 5) method
or demands partly or in full 6. 1) unless 2) until
Cajole = to make somebody do something by 3) executed 4) provided
cleverly persuading, deceiving or flattering
5) exercised
them.

K
Visualise = to form a mental picture of somebody/
7. 1) other 2) any
something 3) two 4) differ
Curtail = to make something shorter or less; to 5) after
reduce something 8. 1) on 2) of
Overt = done or shown openly or publicly; not 3) often 4) taken
secret or hidden 5) off
9. 1) soft 2) more
Passage 57 3) less 4) only
The Right of Children to Free and Compulsory 5) hard
Education (RTE) Act, 2009, which came (1) effect in 10. 1) need 2) equilibrium
April this year, is meant to transform the education 3) expectation 4) attempt
sector and take India closer to the goal of universal 5) aspects

KUNDAN
schooling. But with admissions to the new academic Just around the corner = very near
session just (2) the corner, it is fast becoming clear Translate into = to express something or to be
expr essed in a diff er ent
that (3) well-intentioned ideas into (4) will take some
especially a more practical form
doing. For a start, the guidelines for admissions under Random = done, chosen et c wit hout
the RTE prohibit schools from conducting any sort of method or conscious choice;
stude nt profiling. The stre ss on a random ye t haphazard
justifiable admission process means that schools will Quirk = a strange thing that happens
have to resort to something as quirky as a lottery especially accidently
system. However, leaving admission to a good school The crunch = an impor t ant and oft en
to pure (5) will only incentivise manipulations, unpleasant point, situation or
piece of information
defeating the very essence of RTE.
Mortar = a mixture of lime with cement
The main problem facing the education sector is sand and wat er , used in
that of a resource crunch. The provisions for ensuring building to hold bricks, stones
universal access to education are all very well, (6) we etc together.
have the infrastructure in place first. Brick-and-mortar Precede = to happen before something
schools need to precede open admission and not the The other way = in the opposite position or
(7) way around. In that sense, legislators’ assessment around direction
of ground realities is (8) target when they endorse Endorse = t o give one’s approv al or
support to a claim, statement,
the closure of tens of thousands of low-cost private
course of action etc
schools for not meeting the minimum standards of Specification = a descr iption of what is
land plot, building specifications and playground area required
as laid out in the RTE Act. Instead of bearing down (9) Bear down on = t o mov e quickly t owar ds
on private schools for failing to conform to abstract somebody/something in a
bureaucratic criteria, efforts to bring about universal determined or threatening way
education should focus on upgrading and expanding Conform = t o comply; t o agr ee or be
the existing government school infrastructure to consistent with something
Abstract = general; not based on any
particular person, situation etc.
444 Test of English Language

Passage 58
(1) a country needs money for a development
project, what can it do? It can (2) to the World Bank or
Asian Development Bank for aid. A country with a
foreign currency problem can ask the International
Monetary Fund for (3). However, (4) there is no way
out for a country which has shortage of food. The
country cannot (5) import the food if it is rare like
pulses which are grown only by a few countries. In
such cases the problem is more (6).
This situation has led experts to suggest the (7) of
establishing a World Agricultural Bank. The food
situation today is serious since production is not
keeping (8) with demand. The World Agricultural Bank
can therefore be established by member-countries who
have to (9) both capital as well as surplus food to the
Bank. The stocks would form a corpus which would be
used to assist members in (10) of distress.
1. 1) Though 2) Supposed
Passage 59
Re ce ntly the World Bank and the Asian
Development Bank (ADB) (1) separate reports on
poverty. The World Bank report (2) its benchmark of
extreme poverty by 25 cents from $1 per person per
day to $1.25 per person a day. The ADB announced an
even (3) benchmark of $ 1.35 per person a day. These
new benchmarks are (4) on surveys in the world’s
poorest countries.
Experts often like to (5) that poverty has declined
because of economic growth in India and China. This
is wrong and (6). In the past twenty-five years the
pove rty rate in India has (7) by less than one
percentage point a year. (8) we use a poverty line of
$1 per person per day or $1.25 per person per day
makes little (9). The number of poor in India is large.
The purpose of these statistics is not to dispute them
but to (10) whether the benefits of economic growth
are being shared with the poor.

K
3) Unless 4) That 1. 1) declared 2) released
5) When 3) print 4) issue
2. 1) appeals 2) go 5) publish
3) approach 4) solicit 2. 1) heightened 2) announced
5) requests 3) raised 4) maintained
3. 1) backing 2) helping 5) notified
3) solution 4) assistants 3. 1) better 2) significant
5) relieve 3) plausible 4) higher
4. 1) simply 2) during 5) lower
3) fact 4) presently 4. 1) based 2) collected
5) while 3) inferred 4) derived
5. 1) attempt 2) yet 5) gathered

KUNDAN
3) even 4) try 5. 1) realise 2) claim
5) start 3) discover 4) recommend
6. 1) address 2) acute 5) criticize
3) declined 4) achievable 6. 1) adverse 2) opposing
5) prohibited 3) corrupt 4) rejected
7. 1) object 2) implementation 5) misleading
3) knowledge 4) advice 7. 1) deplete 2) plunge
5) idea 3) declined 4) weaken
8. 1) up 2) ahead 5) fell
3) paced 4) line 8. 1) Unless 2) Despite
5) tune 3) Instead 4) Whether
9. 1) demand 2) share 5) Regardless
3) benefit 4) contribute 9. 1) difference 2) effect
5) fund 3) contrast 4) question
10. 1) controls 2) combats 5) option
3) times 4) needs 10. 1) acknowledge 2) suggest
5) areas 3) care 4) inspire
Backing = help; support 5) study
Acute = very great; severe Plausible = seeming to be right or reasonable
Keep up = to continue without stopping that can be believed
Corpus = a collect ion of wr itt en and/or Deplete = to reduce greatly the quantity, size,
spoken texts power or value of something
Distress = the state of being in danger or Plunge = to jump or fall into something quickly
difficulty and needing help and with force.
Solicit = to ask somebody eagerly or firmly
for something; to try to obtain
something
Combat = t o f ight or str uggle against
somebody/something
Cloze Test 445

Passage 60 Passage 61
Technology (1) lives. But (2) if people want it to. The US is in the (1) of a cleanup of toxic financial
This qualification is important, and (3) to waste that will (2) taxpayers hundreds of billions of
understanding progress. Akio Morita, the founder of dollars, at the very least. The primary manufacturers
Sony, used to make inventions not by writing code of these hazardous products (3) multimillion-dollar
but by making minute, detailed studies of (4) people paychecks for their efforts. So why shouldn’t they (4)
lived the ir live s. It is observable that when he to pay for their mop-up? This is, after all, what the US
re linquishe d dire ct involve me nt in product Congress (5) in 1980 for (6) of actual toxic waste.
development at the company in the 1980s, Sony Under the Superfund law (7) that year, polluters (8)
seemed to lose its (5) of developing a truly radical for the mess they make. Environmental lawyer E
invention like the Walkman that the world takes to Michael Thomas sees no (9) lawmakers couldn’t
en masse. demand the same of financial polluters and (10) them
However much it seems that machines are in (6), to ante up some of the bank bailout money.
they are not. Yet the belief that technology alone holds 1. 1) range 2) depth
the key to (7) the way people work, buy, and do 3) midst 4) essence
business is strong. The rise of dotcoms in the late 5) debate
1990s was (8) by a belief that technology was changing 2. 1) benefit 2) cost
the rules of marketing and employee relationships. 3) earn 4) facilitate
This is not to say there have been no changes in the 5) save

K
new economy; but that they (9) to appear where 3. 1) donated 2) demanded
technology makes it (10) for people to communicate 3) dwindled 4) spent
with each other, or have been unre lated to the 5) pocketed
technology. The dynamic is still a human one. 4. 1) hesitate 2) come
1. 1) ruins 2) changes 3) makes 3) defy 4) have
4) explains 5) shakes 5) admit
2. 1) not 2) occasionally 5. 1) decreed 2) refrained
3) seldom 4) only 3) commented 4) admonished
5) never 5) visualised
3. 1) key 2) primarily 6. 1) consumers 2) advocates
3) encouraging 4) supported 3) exponents 4) producers
5) disastrous 5) users

KUNDAN
4. 1) why 2) where 7. 1) revoked 2) forced
3) when 4) whether 3) squashed 4) abandoned
5) how 5) enacted
5. 1) share 2) profit 8. 1) regain 2) claim
3) knack 4) business 3) pay 4) demand
5) plant 5) consider
6. 1) progress 2) control 9. 1) practice 2) reason
3) action 4) operation 3) compensation 4) issue
5) transition 5) wonder
7. 1) encroaching 2) accomplishing 10. 1) force 2) plead 3) appeal
3) determining 4) highlighting 4) dupe 5) follow
5) informing In the midst of = while something is happening
8. 1) govern 2) successful or being done.
3) underlying 4) disputed Cleanup = t he r emov al of cr iminals,
harmful influences etc; the
5) accompanied
removal of dirt etc from a person
9. 1) tend 2) cease or place
3) fail 4) refuse Toxic = poisonous
5) avoid At the very least = and probably more than that
10. 1) essential 2) laborious H a z ar d o u s = dangerous; risky
3) tough 4) easier Pocket = to keep or take something for
5) awkward oneself especially dishonestly
Relinquish = to stop having, doing or claiming After all = in spite of what has been said,
something; to give something up done or expected.
Knack = a skill at performing some special Decree = t o or der somet hing by a
task; an ability judgement or decision made by
Radical = fundamental; of or from the root or certain lawcourts
base Mess = a dirty or untidy state.
en masse = in a mass or crowd; all together
446 Test of English Language

Ante = money etc risked or gambled 4. 1) prove 2) search

on the unknown result of a 3) application 4) understanding
future event eg a race or a card 5) acknowledge
game
5. 1) law 2) aspects
Facilitate = to make something especially
an action or a process, easy or
3) experts 4) books
easier 5) loop
Dwindle = to become gradually less or 6. 1) equip 2) arm
smaller 3) decorate 4) promote
Refrain = to st op oneself doing 5) load
somet hing especially 7. 1) optional 2) expensive
something that one would like 3) tough 4) deep
to do
5) specialized
Admonish = to give a mild but firm warning
to somebody; to advise urge
8. 1) authentic 2) voluminous
somebody seriously 3) many 4) prompt
Revoke = to withdraw or cancel a law, 5) shining
licence, etc 9. 1) consulting 2) qualified
S q ua s h = to press or crush something so 3) rich 4) merchant
that it changes shape, becomes 5) tired
very soft etc 10. 1) learned 2) powerful
Dupe = to deceive or trick somebody in
3) ready 4) comprehensive

K
doing something
Plead = t o make r epeat ed ur gent
5) prescribed
r equest s to somebody for Pave the way = to create a situation in which
something somebody will be able to do
Defy = to ref use to obey or show something or something can
r espect f or somebody/ happen.
something Lo op = a set of instructions that is
repeated again and again until
Passage 62 a par ticular condit ion is
satisfied
It is a pity that we do not have good books on
insurance written by Indian authors (1) to the steady Passage 63
growth of literature on the subject in other countries, On October 2, 1983 the Grameen Bank Project (1)

KUNDAN
especially the USA, whose insurance laws and (2) are the Grameen Bank. We invited the Finance Minister
very much similar to those of our country. And to be the Chief Guest at our (2) ceremony. But when
students studying in our colleges and the millions of the Ministry came to (3) that the ceremony would take
insurance employees appearing for various insurance place in a remote district, they said it would not be an
examinations have to depend (3) on books written by (4) place to launch a Bank and that the ceremony
foreign authors. As these books mainly deal with the should be (5) in Dhaka so that all the top Government
problems of insurance industry of foreign countries, Officials could (6). We stood firm and (7) to them that
the (4) of the insurance scene in India and the various we did not work in urban areas so it made no (8) to
legal (5) and insurance procedures remains very weak. have the ceremony in a city (9) we had no borrowers.
To (6) the insurance employee s and the college We had the ceremony in a big open field with the
students who have opted for (7) courses in insurance Finance Minister present as Chief Guest. For all of
with different aspects of theory and practice of us who had worked so hard to (10) this it was a dream
insurance, we should have good and (8) textbooks. come true.
The book under review written by VMR Nair himself, 1. 1) reorganised 2) merged
an experienced and (9) expert on insurance law based 3) named 4) converted
on leading Indian cases, will be found very useful by 5) became
students of insurance sector as a (10) guide to the 2. 1) opening 2) closing
principles of insurance. 3) dedicated 4) inaugurate
1. 1) paving 2) corresponding 5) induction
3) following 4) emphasize 3. 1) reveal 2) know
5) correcting 3) aware 4) inform
2. 1) process 2) product 5) acquaint
3) notes 4) currency 4. 1) excellent 2) available
5) procedures 3) inauspicious 4) appropriate
3. 1) slightly 2) upon 5) obvious
3) still 4) at 5. 1) invited 2) assembled
5) until 3) done 4) shifted
5) held
Cloze Test 447

6. 1) present 2) accompany 6. 1) requests 2) bring

3) attend 4) involve 3) emphasises 4) speculates
5) entertain 5) postulates
7. 1) apologised 2) told 7. 1) Sufficient 2) Good
3) explained 4) denied 3) Competent 4) Absence
5) refused 5) Inadequate
8. 1) difference 2) sense 8. 1) grow 2) multiplication
3) difficulty 4) meaning 3) expansion 4) rise
5) point 5) inflation
9. 1) where 2) while 9. 1) reported 2) produced
3) that 4) however 3) develop 4) composed
5) which 5) resulted
10. 1) obey 2) achieve 10. 1) weather 2) if
3) discover 4) built 3) whether 4) unless
5) perform 5) provided
Induction = the action or process of admitting At the expense = with loss or damage to
somebody or of being admitted to of something something
an office or organization Believe = to feel sure of the truth of
Reveal = to make facts etc known something
Acquaint = to make somebody/oneself familiar Consider = to t hink about somebody/
with or aware of something something especially in order

K
to make a decision
Passage 64 Speculate = to guess; to form opinions
without having definite or
Twenty years (1) now, nearly 60% of the world’s complet e knowledge or
population will live in urban areas. The impact of evidence
urbanization might not all be positive on India as Vicinity = the area round a place
urban expansion is happening at a much (2) rate than
infrastructure expansion. Passage 65
Sustainability issue s ne e d to be (3) so that Today, it is (1) recognized that the 21st century
economic development is not at the (4) of public will be driven by knowledge. To (2) the challenges of
health. Some urban services that ought to be in (5) in this century, India needs to usher in a knowledge
a city like water, electricity, transport etc need special revolution that (3) to bring about systemic changes in

KUNDAN
consideration. education.
TERI has put together a detailed report that (6) While our economy has made significant strides,
Sustainability in the provision of basic urban services the education system has not kept (4) with the
in Indian cities. aspirations of the youth. The vast disparity in the
(7) public transport is a major reason for the country today is a result of skewed (5) to knowledge.
proliferation of private vehicles on the road. Respiratory To address this, we need a substantial expansion in
illness in children living in urban areas is on the (8) educational opportunities, with a spe cial (6) on
with more cases of Asthma being (9) because of inclusion of the underprivileged.
pollution. The future of cities of Indian dreams At the bottom of the pyramid, steps must be taken
depends on (10) we can build better cities today. to ( 7) acce ss to quality e ducation. While the
1. 1) on 2) till government has taken steps to ensure education to
3) since 4) from all, where it lacks in its e fforts in the quality
5) after perspective. Being a spirally upward drive, education
2. 1) quick 2) faster can not be (8) to improve at the higher level unless it
3) slower 4) changed improves at the very grassroots level. The top of the
5) speed pyramid, ie higher education, is also uneven. Students
3. 1) understand 2) speculated struggle to compete in the exams which (9) a sound
3) believed 4) imagined knowledge of English. While candidates are expected
5) considered to travel several kilometres to reach school to obtain
4. 1) expense 2) payment any education, the higher education organisations
3) rate 4) costs often (10) candidates from vernacular media through
5) charge State-sponsored exams and proudly affirm them as
5. 1) location 2) abundance ‘unbiased’.
3) large 4) functional 1. 1) thickly 2) widely 3) ample
5) vicinity 4) partly 5) considered
448 Test of English Language

2. 1) adhere to 2) gather better. However, when the economy starts to recover

3) cover 4) contact growth, stocks te nd to recover faster. The re is
5) meet significant disagreement about how health care and
3. 1) sought 2) wanted utilities tend to (6).
3) seeks 4) attempt In 2008, an economic recession was suggested by
5) determined several important indicators of economic downturn.
4. 1) adequate 2) sufficient These (7) high oil prices, which led to (8) high food
3) influence 4) pace prices due to a dependence of food production on
5) ahead petroleum, as well as using food crop products such
5. 1) access 2) approaching as ethanol and biodiesel as an (9) to petroleum; and
3) rights 4) infiltration global inflation; a substantial credit crisis leading to
5) excess the drastic bankruptcy of large and we ll (10)
6. 1) aspiration 2) intensity investment banks as well as commercial banks in
3) important 4) place various, diverse nations around the world; increased
5) emphasis unemployme nt; and signs of conte mporaneous
7. 1) enjoy 2) help economic downturns in major economics of the world,
3) provide 4) diminish a global recession.
5) deepen 1. 1) imagined 2) depict
8. 1) awaited 2) judged 3) shown 4) visualized
3) thought 4) expected 5) characterized

K
5) said 2. 1) increase 2) variance
9. 1) demand 2) has 3) more 4) decrease
3) consume 4) expects 5) abundance
5) wants 3. 1) weakens 2) initiates
10. 1) discourages 2) disobey 3) awakens 4) strengthens
3) contest 4) assume 5) volatile
5) reject 4. 1) maintained 2) yield
To usher in = to mark the start of something; 3) heavy 4) result
to cause something to begin 5) payment
To bring about = to make something happen 5. 1) are 2) want
Stride = one long step; the distance
3) tend 4) yearn
covered by one long step

KUNDAN
Disparity = a difference
5) made
Skewed = not normal or usual; distorted; 6. 1) distribute 2) recover
not straight; crooked 3) wait 4) increased
Spir al = t o increase r apidly and 5) fight
continuously 7. 1) meant 2) show
Vernacular = a language or form of a language 3) numbered 4) included
spoken in particular country or 5) encompass
region or by a particular group
8. 1) fearful 2) dangerous
as compared with a formal or
written language
3) abnormally 4) healthy
Ample = enough or more than enough 5) nutritious
Adhere to = to obey something; to remain 9. 1) alternative 2) variant
attached to something 3) substitute 4) element
Diminish = to become or make something 5) integral
smaller or less; to decrease 10. 1) wealthy 2) costly 3) stand
4) created 5) established
Passage 66 To hold up = to delay or block the movement or
In e conomics, the te rm re ce ssion ge ne rally progress of somebody/something;
t o use or pr esent somebody/
describes the reduction of a country’s Gross Domestic
something as an example
Product (GDP) for at least two quarters. A recession Downturn = a reduction in economic or business
is (1) by rising unemployment, increase in government activity
borrowing, (2) of share and stock prices, and falling Contemporaneous = existing or happening at the
investment. All of these characteristics have effects same time
on people. Some recessions have been anticipated by Variance = the extent to which something
stock market declines. The real-estate market also varies or differs from something else
usually (3) before a recession. However, real-estate Encompass = to include something; to surround
or cover something completely
declines can last much longer than recessions. During
an economic decline, high-(4) stocks such as financial
services, pharmaceuticals and tobacco (5) to hold up
Cloze Test 449

Passage 67 Hail from = to originate from a place

Without doubt, there is one thing (1) to all of us.
We have played a game at some time in our lives.
Most of us play to relax or have fun, but for many
playing a game or a sport is a way to (2) poverty behind.
In fact, in many African countries, playing a sport
professionally can (3) the lives of a person’s entire
family.
For example, in the small town of Bekoji, in Ethiopia
(4) than a hundred boys and girls can be seen running
at dawn everyday. Each of these youth is (5) and
serious and their coach is (6) that one of them will be
a world champion. This seems like an idle (7) but it is
virtually a guarantee in this small community (8)
mainly farmers. Many of the fastest male and female
distance runners in the world hail from this small
town. A small handpainted sign which greets visitors
outside Bekoji (9) “Welcome to the Village of Athletes”.
Children here start running at an early age, (10) great
Fetch = to go and find and bring back
somebody/something
Alleviate = to make something less severe
Passage 68
The barter system for getting goods and services
(1) back many centuries. In most cultures the barter
system was used before money was (2). People who
had specific items or services would (3) these with
others for the things they needed. Good negotiation
was the (4) to making good trades. While the barter
system (5) based on basic needs, today the barter
syste m continue s to thrive . The barte r syste m
transcends the monetary system. The barter system
is making a (6) today. What makes the barter system
even better today than ever before is that it can now
be done globally. In the past, bartering was simply
done with those that were located nearby. Today, the
barter system can be used in a much more (7) way

K
distances to fetch water and firewood or to reach than ever before yet it carries with it the same basic
school. At the Olympics, runners from this small town motivation - the need for something that you don’t
are likely to win more medals than those from have and the excess of something that someone else
developed countries. It will give their families a way wants.
out of poverty. The barter system is enjoying (8) interest today.
1. 1) accepted 2) common Bartering allows you to get the things you need without
3) alike 4) similar having to (9) additional money. Instead, you can use
5) popular the things you no longer need or want to get the things
2. 1) alleviate 2) forgot you do need. There are swap markets and online
3) prevent 4) reduce auctions that (10) you to sell or trade your items or to
5) leave purchase items that you want. Negotiation takes place
3. 1) changes 2) arrange just like it did hundreds of years ago.

KUNDAN
3) control 4) transform 1. 1) discovered 2) dates
5) shift 3) began 4) started
4. 1) further 2) more 5) initiated
3) greater 4) over 2. 1) bought 2) imagined
5) larger 3) began 4) emerged
5. 1) concentrated 2) rival 5) invented
3) focused 4) playful 3. 1) buy 2) sell
5) performed 3) exchange 4) give
6. 1) convince 2) optimist 5) return
3) intended 4) privilege 4. 1) important 2) essential
5) confident 3) result 4) key
7. 1) boast 2) suspicion 5) intention
3) risk 4) worship 5. 1) originated 2) stood
5) precaution 3) generated 4) created
8. 1) existing 2) that 5) produced
3) comprising 4) consisting 6. 1) issue 2) comeback
5) for 3) withdrawal 4) recall
9. 1) warn 2) inform 5) fading
3) notices 4) reads 7. 1) primitive 2) appreciated
5) wish 3) promoted 4) sophisticated
10. 1) covering 2) driving 5) better
3) measuring 4) following 8. 1) diminishing 2) revival
5) competing 3) perishing 4) declining
Da wn = the time of day when light first 5) renewed
appears 9. 1) expend 2) exchanging
Bo as t = a statement showing too much pride
3) expand 4) consume
and satisfaction
Virtually = almost
5) cost
450 Test of English Language

10. 1) insist 2) force 6. 1) unless 2) because

3) allow 4) lure 3) against 4) whether
5) constraint 5) that
Barter = to exchange goods, property etc for 7. 1) recommend 2) think
other goods etc without using 3) point 4) refer
money 5) suggest
Thrive = to live, continue, grow or develop
8. 1) respect 2) debt
well and vigorously
Transcend = to be or go beyond the normal limits
3) attention 4) expense
of something 5) compensation
Swap = t o exchange somet hing f or 9. 1) lower 2) attain
something else 3) decline 4) shrunk
Expend = to use or spend resources in doing 5) recover
something 10. 1) difficult 2) interpret
Perish = to be destroyed; to die 3) reveal 4) intended
Cure = to attract or tempt a person or an
5) inferred
animal
To take on = to assume something; to begin to
Constraint = a thing that limits or restricts
something have a particular characteristic,
quality or appearance.
Passage 69 Owing to = because of or on account of
The (1) of India as an economic superpower is not something

K
reflected in the (2) of life enjoyed by its 1.2 billion Enhance = to increase or improve further for
good quality, value or status of
citizens, according to the Human Development Index,
somebody
which (3) India very low among 182 countries. In our Pursuit = the action of looking for or trying to
performance-oriented world, measurement issues find something
have taken on (4) importance as what we measure Compliance = the tendency to agree to do what
affects what we do. In fact, the French President has others want
established an international commission on the Intend = to have a particular purpose or plan
Measurement of Economic Performance and Social in mind
Progress, owing to his (5) and that of others with the
current state of statistical information about the
Passage 70
economy and society. Asteroids are rocks and debris which are the
The big question concerns (6) Gross Domestic leftovers of the construction of our solar system. Most

KUNDAN
Product (GDP) provides a good measure of living are in a belt, which (1) between Mars and Jupiter.
standards. In many cases, GDP statistics seem to (7) However, the gravitational influence of the giant
that the economy is doing far better than most citizens planets, like Jupiter, or an impact by a comet can
fe el it is. More over, the focus on GDP cre ate s knock these large rocks out of their orbit, thus hurling
conflicts—while political leaders are told to maximise them (2) the Earth. Many bodies have struck Earth in
it, citizens also demand that (8), be paid to enhancing the (3), and a widely accepted theory blames the impact
security, reducing air, water and noise pollution all of of an asteroid for the extinction of dinosaurs about
which actually (9) GDP growth. Statistics are (10) to 65 million years ago. The scale of such a disaster can
summarise what is going on in our complex society, it be understood by the example of a relatively small-
is therefore obvious that we can’t reduce everything size asteroid strike in Siberia in early 20th century
to a single number —GDP. which (4) more than half a million acres of forest.
1. 1) pursuit 2) perception However, what relieves the common man of the (5)
3) conversion regarding asteroid impact is the fact that many
4) title scientific groups are dedicated towards tracking the
5) tribute asteroid paths and orbit all around the year. With
2. 1) quality 2) spirit advanced equipment and technology, they can predict
3) span 4) joy any upcoming danger much in (6). According to them
5) loss the chances of finding such an asteroid crossing Earth
3. 1) scored 2) qualified in this or the next five generations’ lifetime is only
3) regard 4) ranked one in thousands. Even if such an asteroid is found
5) counted out, there will be (7) of time to track it, measure its
4. 1) great 2) unduly orbit precisely, and plan a system for (8) it from its
3) trivial 4) considerably orbit away from that of the Earth’s. There will be no
5) negligible great hurry, and no great panic. It would be a project
5. 1) confidence 2) belief for all the world’s nations to take part in. It could be
3) dissatisfaction 4) compliance a globally unifying event. Because it will be (9) long
5) obedience before it actually hits the Earth, it probably would
Cloze Test 451

take only a small measure such as chemical rockets, Passage 71

or perhaps an atomic explosion to divert it from a
threatening path. The World Diabetes Congress has determined that
Thus, in short, it can be said that though the impact India has the largest number of diabetics in the world.
would pose enormous risk to all living forms on Earth, Apart from the loss of productivity, the (1) burden is
the odds of it occurring within our lifetimes is very alarming - $ 2.8 billion annually. Sedentary jobs, (2)
(10) and it is unnecessary to run around believing of electronic entertainment, changing diet patterns
that the sky is falling. and (3) dependence on automobiles have driven the
1. 1) rotates 2) appears activity (4) of Indians’ lives, especially in cities.
3) strikes 4) encircles The (5) is, therefore, to make people physically (6)
5) exists and requires interventions which impact a large (7) of
2. 1) past 2) around the population. Admittedly, physical activity is a (8)
3) towards 4) against of choice and is strongly driven by (9) preferences.
5) inside But policy making needs to shift to (10) moderate
3. 1) future 2) centuries levels of physical activity in the daily lives of people.
3) earliest 4) past One way to accomplish this is to create walkable
5) history communitie s that give re side nts a varie ty of
4. 1) extinct 2) devastated destinations within walking distance.
3) wasted 4) shrivelled 1. 1) health 2) economic
5) fell 3) finance 4) subsidy

K
5. 1) apprehension 2) expectation 5) physical
3) distrust 4) sufferings 2. 1) widespread 2) broadcast
5) hesitation 3) spread 4) prevalent
6. 1) sooner 2) accuracy 5) expand
3) advance 4) time 3. 1) increasing 2) totally
5) distance 3) entirely 4) grown
7. 1) dearth 2) loss 5) mutual
3) most 4) lack 4. 1) outside 2) most
5) plenty 3) out 4) from
8. 1) blocking 2) deflecting 5) through
3) avoiding 4) destroying 5. 1) dispute 2) ultimatum
5) changing 3) hazard 4) sensitivity

KUNDAN
9. 1) experienced 2) harmful 5) challenge
3) perceived 4) noticed 6. 1) qualified 2) equip
5) devastating. 3) built 4) active
10. 1) low 2) large 5) trained
3) narrow 4) high 7. 1) piece 2) section
5) few 3) scale 4) degree
Leftovers = food remaining at the end of a meal; 5) per cent
something that belongs to a past 8. 1) lack 2) want
period and surprisingly still exists 3) matter 4) scarcity
although most other things of that 5) right
period no longer do. 9. 1) individually 2) showing
Hurl = to throw somebody/something
3) given 4) special
violently in a particular direction
Extinct = no longer in existence 5) personal
Apprehension = anxiety about something in the 10. 1) attract 2) pursuit
future; fear that something will be 3) indulge 4) introduce
unpleasant or t hat something 5) insist
unpleasant will happen. Sedentary = done sitting down; spending a
Plenty = a number or an amount that is lot of time sitting down
sufficient for somebody or more than Drive somebody/ = to force somebody/something
they need. something out to leave or disappear
Deflect = to change or make somet hing Intervene = to come or be between
change direction especially after Accomplish = to succeed in doing something;
hitting something to complete somet hing
Devastated = to r uin something; to destr oy successf ully; t o achiev e
something completely. something
Shrivel = to shrink or wrinkle from heat or cold Prevalent = exist ing or happening
or because of being dry generally; widespread
Dearth = a lack or shortage of things or people
452 Test of English Language

Passage 72 Ambiguous = not clearly stated or defined

Revert = to retur n to a former state or
Economic growth figures for the first quarter of this condition
financial year seem to support the claim that the worst Atrocious = very wicked; cruel or shocking
may be over for the Indian economy. The gradual revival Contradict = to say that something a person has
said or written is wrong, and that
is also an indication that the government’s economic
the opposition is true
stimulus package is (1). What could, however, upset Futile = producing no result; having no
the positive outlook is the drought which (2) large purpose
parts of the country and its impact on overall growth.
Even though the monsoon had picked up (3), the rains Passage 73
received were grossly (4). There are clear (5) that farm
There is a considerable amount of research about
output, particularly cereals, will fall drastically.
the factors that make a company innovate. So is it
Insufficient rain is bound to shoot up the (6) of
possible to create an environment (1) to innovation?
agricultural commodities and that would impact the
This is a particularly pertinent (2) for India today.
economy as a whole. The drought would also (7) a
Massive problems in health, education, etc (3) be
drastic re duction in rural e mployme nt and
solved using a conventional approach but (4) creative
consumption besides inflation in the prices of food
and innovative solutions that can ensure radical
articles.
change and (5). There are several factors in India’s
Food prices have been (8) since the past few
(6). Few countries have the rich diversity that India
months, and lower agricultural production is likely to

K
or its large, young population (7). While these (8)
(9) the situation. The government has said that food
innovation policy interventions, certain additional
grain from the buffer stocks will be used to keep prices
steps are also required. These include (9) investment
(10). Subsidised food grain is necessary in these
in research and development by (10) the government
times, but its effectiveness will depend a lot on the
and the private sector, easy transfer of technology
distribution system.
from the academic world etc. To fulfil its promise of
1. 1) impractical 2) ambiguous
being prosperous and to be at the forefront, India must
3) failing 4) working
be innovative.
5) weakening
1. 1) stimuli 2) conducive
2. 1) strike 2) affected
3) incentive 4) facilitated
3) exposed 4) reverted
5) impetus
5) altered
2. 1) objective 2) controversy
3. 1) unseasonably 2) unfavourably

KUNDAN
3) doubt 4) question
3) presently 4) meagrely
5) inference
5) later
3. 1) cannot 2) possibly
4. 1) inadequate 2) enough
3) should 4) never
3) missing 4) ample
5) must
5) atrocious
4. 1) necessary 2) apply
5. 1) contradictions 2) advices
3) need 4) consider
3) reasons 4) results
5) requires
5) indications
5. 1) quantity 2) advantages
6. 1) production 2) requirement
3) increase 4) chaos
3) prices 4) yield
5) growth
5) labour
6. 1) challenges 2) praises
7. 1) trigger 2) lead
3) favour 4) leverage
3) result 4) contribute
5) esteem
5) dampen
7. 1) blessed 2) enjoys
8. 1) improving 2) balanced
3) endows 4) prevails 5) occurs
3) stable 4) increasing
8. 1) aid 2) jeopardise
5) decreasing
3) promotes 4) endure
9. 1) aggravate 2) amend
5) cater
3) smoothen 4) improve
9. 1) acute 2) utilising
5) challenge
3) restricting 4) inspiring
10. 1) unprofitable 2) futile
5) increased
3) maximum 4) growing
10. 1) both 2) besides
5) down
Stimulus = a thing that encourages or excites
3) combining 4) participating
somebody/something to activity, 5) also
greater effort etc Conducive = helping something to happen or
Aggravate = to make a disease, a situation, an making it likely
offence etc worse or more serious Pertinent = relevant to something
Cloze Test 453

Radical = fundamental 4. 1) unexplained 2) doubt

Foref ront = the most forward or important 3) some 4) true
position or place 5) sad
Stimuli = plural of ‘stimulus’.
5. 1) himself 2) sometimes
Facilitate = to make something especially an
action or a process easy or easier
3) proper 4) improve
Impetus = a force that encourages a process to 5) themselves
develop more quickly 6. 1) established 2) created
Leverage = power or influence 3) set 4) wound
Esteem = high regard; a favourable opinion 5) thought
Endow = to provide somebody/something 7. 1) tried 2) mattered
with a good quality, ability, feature 3) meaning 4) supposed
etc.
5) expect
Jeopardise = to cause something to be harmed,
lost or destroyed; to put something
8. 1) renounced 2) showed
in danger of this happening 3) passed 4) negated
Endure = to tolerate a person, an event etc 5) directed
9. 1) shift 2) make
Passage 74 3) turn 4) mull
5) switch
Seed quality is an (1) aspect of crop production.
10. 1) sell 2) equipments
For ages, farmers have traditionally been selecting
3) people 4) techniques
and (2) good quality seed, since it was in their interest

K
5) creatures
to do so. They knew and understood the importance
Advent = the approach or arrival of an
of quality seed in production. important person, event etc
However, with the adve nt of gre en revolution Set something up = to place or build something; to
technology, based (3) on the high-yielding dwarf establish or create something
varieties of wheat and rice, mainstream thinking Staple = main or principal
changed. Agricultural scientists, for reasons that Soar = to rise quickly to a high level or
remain (4), began to doubt the ability of farmers to standard
maintain seed quality (5). Aided by the World Bank, Empathy = the ability to imagine and share
another person’s experience,
the Ministry of Agriculture launched a National Seeds
feelings etc
Project in 1967. Under the project, spread into three Renounce = to give up a habit; abandon
phases, seed processing plants were (6) up in nine something

KUNDAN
states. Six states were covered under phase three. Mull over = to think about or consider
All that the huge processing plants were (7) to do was something long and carefully
to provide ‘certified’ seeds of food crops, mainly self-
pollinating crops, to farmers. In mid-1980s, the Passage 75
International Rice Research Institute (IRRI) in the The world’s climate has always changed and species
Philippines concluded a study which (8) that there have evolved accordingly to survive it. The surprising
was hardly any difference in the crop yields from fact about the (1) between evolution and global
transplante d rice and from the crop sown by warming (2) that it is not linear. (3) temperatures alone
broadcasted seeds. One would wonder why, in the first are not (4) of evolution. Evolution is also the (5) of
instance, were the farmers asked to (9) ove r to seasonal changes. As the environment (6) those
transplanting paddy ? The answe r is simple — species which don’t adapt (7) to exist. But the sheer
probably, to help the mechanical industries grow. (8) of manmade climate change today is (9). ‘Bad things
Since rice is the! staple food in Asia, tractor sales could are happening’ and by one (10) global warming could
only grow if there was a way to move the machine in threaten upto one-third of the world’s species if left
the rice fields. No wonder, the sales of tractors, unchecked. In fact, a lot of the species which will be
puddlers, reapers and other associated (10) soared in able to survive are the ones we consider pests like
rice-growing areas. insects and weeds.
1. 1) irrational 2) main 1. 1) difference 2) similarity
3) brilliant 4) important 3) argument 4) relationship
5) empathetic 5) alliance
2. 1) maintaining 2) trusting 2. 1) being 2) seems
3) selling 4) processing 3) mainly 4) besides
5) creating 5) is
3. 1) necessarily 2) exceptionally 3. 1) However 2) Mounted
3) primarily 4) regularly 3) Rising 4) Elevating
5) truly 5) Inclining
454 Test of English Language

4. 1) means 2) triggers a conscious effort to (10) the right policies in place

3) responses 4) threats soon.
5) stimulus 1. 1) past 2) against
5. 1) result 2) precursor 3) through 4) across
3) resistance 4) cause 5) on
5) provocation 2. 1) earning 2) share
6. 1) conserves 2) stifles 3) venture 4) delivery
3) predicts 4) changes 5) distribution
5) emerges 3. 1) commonly 2) ideally
7. 1) continue 2) halt 3) indefinitely 4) preferably
3) cease 4) terminate 5) invariably
5) discontinue 4. 1) whereas 2) unlike
8. 1) luck 2) value 3) besides 4) although
3) collapse 4) pace 5) despite
5) attention 5. 1) encouraging 2) second
9. 1) threatened 2) pursued 3) lesser 4) beating
3) unprecedented 4) record 5) greater
5) debated 6. 1) affords 2) cures
10. 1) forecast 2) chance 3) visits 4) reaches
3) pattern 4) occasion 5) provides

K
5) imagination 7. 1) look 2) plan
Ad apt = to make something suitable for 3) weigh 4) admire
a new use, situation etc 5) consider
Cease = to come to or bring something 8. 1) persuade 2) ascertain
to an end; to stop
3) influence 4) impede
Sheer = complete; nothing more than
Unprecedented = never having happened; been
5) estimate
done or been known before 9. 1) thought 2) credited
Weed = a wild plant growing where it is 3) identified 4) believed
not wanted especially among 5) supposed
crops or garden plants 10. 1) derive 2) frame
Precursor = a person or thing that comes 3) figure 4) consider
before somebody/something

KUNDAN
more important, larger or more
highly developed.
Stifle = t o suppr ess or contr ol
something; to feel or make
somebody f eel unable t o
breathe properly because of
lack of fresh air.
Passage 76
The world is going (1) a deep recession. At such a
time, one thing we need in abundance is jobs for the
semi-skilled and unskilled. This is the only way in
which e qual (2) of we alth can take place . The
healthcare industry is (3) poised to occupy this
position. The IT industry hires people from the upper-
middle strata and rich families, usually engineers,
(4) the health care industry hires nurses, to the tune
of eighty per cent of the jobs created, from the lower
economic strata.
Global health care is a $ 4.5-trillion industry, (5)
only to the agro industry. Even then health care (6)
only eight per cent of world’s population. Policymakers
should (7) at health care industry as not only an
industry which addresses pain but also as one which
can (8) the economy. The last century was driven by
machines that addressed human toil and it is strongly
(9) that this century will be driven by health care.
This, however, will only happen if policymakers make
5) put
Poise = to be or keep something balanced
or suspended
Toil = work that is hard and makes one
very tired
Invariably = always
Impede = to delay or stop the progress or
movement of something/somebody
Passage 77
The large number of natural disasters within a few
days in late September has led to two assumptions.
First, we are experiencing more natural calamities
today (1) ever before, and second, the distribution of
disasters (2) unequal. A UN report studied natural
disasters (3) 1975 and 2007 found that not only is the
(4) of catastrophes increasing because of climate
change and environmental (5) but also that the brunt
of tragedies is borne (6) poor countries least equipped
to deal with such (7). It is true that some countries
are disaster-prone but some (8) Japan for example
have manage d to ove rcome the ir ge ographical
disadvantage s. (9) to UN e stimate s, equivalent
populations in the Philippines and Japan (10) the
same number of cyclones each year but 17 times more
people perish in the Philippines than in Japan. In
same ways natural disaste rs give de ve lope d
economies an excuse for technological improvement
Cloze Test 455

while in poorer ones it feeds a vicious cycle —since illegal fishing and the clearing of land are direct results
they are constantly struggling to recover from natural of urbanization and deforestation. People have (4) and
calamities they cannot afford the disaster prevention damaged almost half of earth’s land, at a very
measures needed. unsustainable rate.
1. 1) as 2) than Global warming is having a serious impact as well.
3) not 4) of A six-degree Celsius increase in global temperature
5) since killed 95% of all species on Earth 251 million years
2. 1) being 2) are ago. An increase of six-degree Celsius is forecast this
3) often 4) is century if a change is not made to (5) the damage
5) seem done to earth. Humans will be one of the 95% of
3. 1) after 2) prior species lost. Noticeable, changes of global warming
3) between 4) separating include migration (6) and the change in se ason
5) affecting timings. Migrating birds are migrating earlier which
4. 1) response 2) dances in turn is causing them to hatch eggs and (7) young
3) occurring 4) damage earlier than they did at the beginning of this century.
5) frequency While this is just the tip of the iceberg many other (8)
5. 1) degradation 2) protection regarding the extinction of plant and animal species
3) detriment 4) audit need addressing. It is more important now than ever
5) summit before to pull our heads out of the sand and make
6. 1) of 2) by changes for the (9) of the earth. Future generations

K
3) with 4) for are (10), as they are a species as well.
5) on 1. 1) killing 2) alive
7. 1) calm 2) misbelieve 3) born 4) left
3) misfortunes 4) faith 5) lost
5) mistake 2. 1) speak 2) told
8. 1) inspite 2) even 3) estimation 4) believe
3) since 4) how 5) consider
5) like 3. 1) shape 2) development
9. 1) Thanks 2) Comparing 3) deterioration 4) warmth
3) Similar 4) According 5) expansion
5) Linked 4. 1) altered 2) created
10. 1) endure 2) incite 3) produced 4) made

KUNDAN
3) enjoys 4) trigger 5) brought
5) encountersor 5. 1) void 2) dissipate
Calamity = an event that causes great harm 3) augment 4) reverse
or damage; a disaster 5) increase
Catastrophe = a sudden great disaster 6. 1) delay 2) birds
Bear the brunt = t o r eceiv e t he mainf orce,
3) slowdown 4) hasten
of something sock or impact of something
Endure = to tolerate an event
5) acceleration
Perish = to be destroyed; to die 7. 1) spare 2) bear
Detriment = causing harm to somebody/ 3) destroy 4) amend
something 5) generation
Incite = to urge or persuade somebody 8. 1) animals 2) difficulty
to do something by making 3) issues 4) humans
them very angry or excited; to 5) problem
create or cause something
9. 1) extinction 2) better
especially conflict or violence
3) wealth 4) stigma
Passage 78 5) demand
10. 1) endangered 2) threaten
Hundreds of plants and animals are (1) every day 3) evaluated 4) living
due to deforestation and urbanization. What might 5) compared
happen if this continues in the future? The last mass Extinct = no longer in existence
extinction of plant and animal species occurred 65 Deterioration = the action of becoming worse
million years ago with the dinosaurs. In all, five mass in quality or condition
extinctions have occurred and scientists (2) earth is Contaminate = to make something/somebody
in the sixth mass extinction. The world as it is now is impure by adding substances
that are dangerous or carry
threatened, including people, who are responsible for
disease
e arth’s ( 3). Pe sticide s contaminating wate r; Hatch = to come out of an egg.
overharvesting of animals and plants; air pollution; B ea r = to give birth to somebody
456 Test of English Language

Endanger = to cause danger to somebody/ Catastrophe = a sudden great disaster

something; to put somebody/
something in danger.
Hide one’s head = to pretend that an obvious
in the sand problem or danger does not
exist
Passage 79
India has become, in purchasing power parity
terms, the fourth largest economy in the world. India’s
economic (1) since 1980 has been among the (2) rapid.
Although India managed its one incipient crisis in
the early 1990s, it avoided the catastrophic losses
(3). While many (4) that exposing India’s economy to
global competition would reveal India’s economic (5)
it has rather revealed strengths and often unexpected
strengths in new areas no planner would have (6) of.
India is increasingly taking its (7) on the global stage
and in inte rnational forums as a 21st-ce ntury
superpower. The generations of politicians and policy
Void = empty; without something;
lacking something
A figment of some- = a thing that is not real
body’s imagination but only imagined
Passage 80
The world is witnessing food price turbulence again.
A bad drought in Russia, rising demand in the US and
developing countries, and Pakistan’s blighted crop
prospe cts after its floods are ke eping price s of
commodities such as cereals, sugar, oil and meat high.
The Food and Agriculture Organization’s monthly food
price (1) is heading north.
India is not (2) from this problem even at the best
of times. For the week that ended on 11 September,
food prices (as (3) by the Wholesale Price Index) rose
by 15.86%.
Given the robust demand for foodstuffs, a time of
price volatility calls for a careful look at the “design”

K
makers who have been (8) of leading India to where it issues surrounding food supply management. At times,
is today can be justifiably (9) of the transformation. even huge food stocks are not able to (4) rising food
But achievements create new (10) , two of which are prices. The fault lies in how food is released to traders
improving service delivery, particularly to the poor, by government agencies such as the Food Corporation
through greater accountability and expanding the of India (FCI). This problem is apart from FCI’s high
benefits of rapid growth—across sectors, regions, and carrying cost of foodgrains. But this is not the problem
people. at (5).
1. 1) decline 2) policy For example, under the open market sales scheme
3) crisis 4) treaty (OMSS) a fixed quantity of grain, usually in multiples
5) growth of 10 metric tonnes, is sold to traders, flour mills
2. 1) several 2) very and other buyers when supplies are (6) or there is
3) most 4) much price volatility. But a combination of price rigidity,

KUNDAN
5) so terms of sale and the quantity sold under OMSS
3. 1) end 2) deterioration defeats its purpose. One reason for this is the large
3) thus 4) together volume in the hands of very few individual buyers.
5) elsewhere This (7) to perverse economic incentives.
4. 1) asked 2) feared Often, the grain sold under this scheme winds up
3) think 4) spoke back with food (8) age ncie s be cause of price
5) believe differentials (the price at which it is sold and the
5. 1) growth 2) space prevailing market price). This has been observed many
3) gain 4) weakness times in states as diverse as Punjab and Uttar
5) void Pradesh. If the number of buyers is (9) and the
6. 1) questioned 2) dreamed quantity sold to each buyer reduced, or the price fixed
3) arranged 4) plan but the amount of grain that can be bought kept
5) wanted flexible, these problems can be (10).
7. 1) matter 2) place This makes for a sensible menu of options. But it
3) life 4) generation needs careful implementation. And if, for some reason,
5) mark changes are required to suit (11) conditions in different
8. 1) part 2) issues states, the economic logic behind these ideas should
3) humans 4) figment not be lost (12) of.
5) thought 1. 1) index 2) state
9. 1) worried 2) angry 3) scheme 4) rate
3) honoured 4) distinguished 5) value
5) proud 2. 1) affected 2) above
10. 1) impossibilities 2) evaluations 3) immune 4) away
3) challenges 4) comparison 5) separate
5) dangers 3. 1) developed 2) increased
Incipient = in its early stages; beginning 3) reported 4) measured
to happen 5) handled
Cloze Test 457

4. 1) arrest 2) identify Turbulence = disturbance, conf usion or

3) find 4) slow conflict
5) stop Blight = to affect the plant with a
disease; to spoil or ruin
5. 1) this 2) juncture
something
3) all 4) best Immune = not affected or influenced by
5) hand something
6. 1) nil 2) short Robust = strong and able to survive
3) plenty 4) enough rough treatment
5) least Call for = to require, demand or need
7. 1) rises 2) leads something
3) gives 4) is Volatile = likely to change suddenly or
sharply; not stable
5) jumps
At hand = near in place or time
8. 1) hoarding 2) storing Perverse = showing a deliber at e and
3) supply 4) producing stubborn desire to behave in a
5) procurement way t hat is wr ong,
9. 1) controlled 2) promoted unreasonable or unacceptable
3) constant 4) increased Wind up = to end up; to arrive finally in a
5) decreased place
10. 1) neglected 2) solve Overcome = to succeed in dealing with or
controlling something
3) overcome 4) indicated
To lose sight = to f ail to consider

K
5) highlighted of somebody/ something; to forget
11. 1) good 2) local something something
3) all 4) similar At this Juncture = at a par t icular especially
5) bad important, stage in a series of
12. 1) weight 2) look events
3) value 4) sight Procurement = t he process of obtaining
5) significant something

Answers

KUNDAN
Passage 1 Passage 8
1. 5 2. 4 3. 2 4. 2 5. 3 1. 5 2. 4 3. 1 4. 3 5. 3
6. 3 7. 4 8. 1 9. 5 10. 2 6. 5 7. 2 8. 1 9. 2 10. 2
Passage 2 Passage 9
1. 3 2. 4 3. 1 4. 5 5. 2 1. 2 2. 1 3. 3 4. 3 5. 3
6. 4 7. 1 8. 2 9. 5 10. 3 6. 2 7. 2 8. 4 9. 3 10. 5
Passage 3 11. 4 12. 5 13. 5 14. 1 15. 3
1. 2 2. 1 3. 5 4. 3 5. 4 Passage 10
6. 3 7. 4 8. 1 9. 5 10. 3 1. 5 2. 5 3. 1 4. 4 5. 4
Passage 4 6. 3 7. 5 8. 2 9. 4 10. 1
11. 4
1. 2 2. 5 3. 1 4. 5 5. 3
6. 5 7. 2 8. 1 9. 4 10. 2 Passage 11
Passage 5 1. 4 2. 1 3. 3 4. 2 5. 5
6. 4 7. 1 8. 3 9. 2 10. 5
1. 1 2. 3 3. 2 4. 2 5. 4
6. 5 7. 3 8. 5 9. 4 10. 2 Passage 12
Passage 6 1. 1 2. 4 3. 2 4. 5 5. 3
6. 5 7. 4 8. 2 9. 1 10. 3
1. 4 2. 5 3. 3 4. 2 5. 4
6. 4 7. 5 8. 2 9. 1 10. 2 Passage 13
Passage 7 1. 4 2. 1 3. 3 4. 5 5. 2
6. 3 7. 4 8. 1 9. 5 10. 2
1. 3 2. 4 3. 5 4. 1 5. 2
6. 4 7. 1 8. 3 9. 2 10. 5 Passage 14
1. 5 2. 2 3. 5 4. 1 5. 3
6. 5 7. 3 8. 2 9. 4 10. 1
458 Test of English Language

Passage 15 Passage 30
1. 3 2. 1 3. 5 4. 2 5. 3 1. 4 2. 5 3. 3 4. 2 5. 4
6. 1 7. 3 8. 5 9. 2 10. 2 6. 3 7. 1 8. 4 9. 2 10. 2
11. 3 12. 1 13. 5 Passage 31
Passage 16 1. 1 2. 3 3. 3 4. 2 5. 2
1. 4 2. 2 3. 3 4. 5 5. 3 6. 4 7. 2 8. 1 9. 5 10. 5
6. 2 7. 1 8. 4 9. 5 10. 1 Passage 32
11. 4 12. 3 13. 2 14. 5 15. 1
1. 4 2. 2 3. 1 4. 2 5. 3
Passage 17 6. 5 7. 4 8. 3 9. 5 10. 1
1. 5 2. 2 3. 4 4. 1 5. 3 Passage 33
6. 1 7. 3 8. 5 9. 2 10. 4
1. 4 2. 1 3. 5 4. 3 5. 5
Passage 18 6. 4 7. 2 8. 1 9. 3 10. 5
1. 5 2. 2 3. 3 4. 4 5. 2 Passage 34
6. 5 7. 3 8. 1 9. 4 10. 2
1. 3 2. 5 3. 2 4. 1 5. 5
Passage 19 6. 3 7. 5 8. 2 9. 4 10. 1
1. 5 2. 3 3. 2 4. 4 5. 1 Passage 35
6. 3 7. 4 8. 2 9. 1 10. 5
1. 5 2. 3 3. 1 4. 4 5. 2

K
Passage 20 6. 3 7. 5 8. 4 9. 1 10. 2
1. 5 2. 1 3. 3 4. 4 5. 2 Passage 36
6. 4 7. 2 8. 1 9. 3 10. 1
1. 2 2. 5 3. 4 4. 1 5. 3
Passage 21 6. 4 7. 2 8. 5 9. 4 10. 1
1. 1 2. 5 3. 3 4. 4 5. 2 11. 3 12. 3 13. 2 14. 1 15. 3
6. 3 7. 4 8. 4 9. 2 10. 5 Passage 37
Passage 22 1. 3 2. 5 3. 1 4. 4 5. 5
1. 3 2. 4 3. 1 4. 2 5. 5 6. 2 7. 1 8. 3 9. 1 10. 4
6. 1 7. 4 8. 3 9. 2 10. 5 11. 3 12. 2 13. 5 14. 1 15. 4
Passage 23 Passage 38

KUNDAN
1. 1 2. 3 3. 5 4. 4 5. 2 1. 1 2. 2 3. 5 4. 4 5. 2
6. 3 7. 5 8. 4 9. 1 10. 2 6. 5 7. 3 8. 1 9. 3 10. 1
Passage 24 Passage 39
1. 4 2. 2 3. 5 4. 3 5. 1 1. 2 2. 3 3. 4 4. 3 5. 2
6. 1 7. 3 8. 5 9. 1 10. 2 6. 4 7. 5 8. 1 9. 5 10. 2
11. 3 12. 4 13. 5 11. 1 12. 4 13. 5 14. 3 15. 1
Passage 25 Passage 40
1. 5 2. 1 3. 4 4. 1 5. 3 1. 2 2. 4 3. 1 4. 5 5. 3
6. 3 7. 1 8. 3 9. 5 10. 2 6. 1 7. 5 8. 1 9. 4 10. 3
Passage 26 Passage 41
1. 3 2. 1 3. 2 4. 4 5. 1 1. 3 2. 1 3. 5 4. 2 5. 2
6. 1 7. 5 8. 4 9. 1 10. 2 6. 5 7. 4 8. 1 9. 5 10. 4
Passage 27 Passage 42
1. 3 2. 2 3. 5 4. 1 5. 4 1. 1 2. 4 3. 2 4. 3 5. 2
6. 2 7. 4 8. 4 9. 1 10. 3 6. 4 7. 2 8. 3 9. 1 10. 5
Passage 28 11. 4 12. 2 13. 5 14. 1 15. 4
1. 2 2. 1 3. 1 4. 5 5. 3 Passage 43
6. 3 7. 5 8. 4 9. 2 10. 1 1. 5 2. 2 3. 4 4. 3 5. 1
Passage 29 6. 2 7. 5 8. 1 9. 4 10. 4
1. 2 2. 3 3. 5 4. 4 5. 2 Passage 44
6. 1 7. 5 8. 2 9. 4 10. 3 1. 1 2. 3 3. 4 4. 2 5. 5
6. 3 7. 4 8. 1 9. 5 10. 2
Cloze Test 459

Passage 45 Passage 61
1. 2 2. 4 3. 1 4. 5 5. 3 1. 3 2. 2 3. 5 4. 4 5. 1
6. 4 7. 5 8. 1 9. 3 10. 2 6. 4 7. 5 8. 3 9. 2 10. 1
Passage 46 Passage 62
1. 4 2. 1 3. 3 4. 3 5. 5 1. 2 2. 5 3. 3 4. 4 5. 2
6. 4 7. 2 8. 1 9. 2 10. 5 6. 1 7. 5 8. 1 9. 2 10. 4
Passage 47 Passage 63
1. 1 2. 4 3. 2 4. 5 5. 3 1. 5 2. 1 3. 2 4. 4 5. 5
6. 1 7. 4 8. 5 9. 2 10. 3 6. 3 7. 3 8. 2 9. 1 10. 2
Passage 48 Passage 64
1. 1 2. 2 3. 3 4. 5 5. 1 1. 4 2. 2 3. 3 4. 1 5. 2
6. 5 7. 1 8. 2 9. 4 10. 2 6. 3 7. 5 8. 4 9. 1 10. 3
Passage 49 Passage 65
1. 3 2. 1 3. 5 4. 5 5. 4 1. 2 2. 5 3. 3 4. 4 5. 1
6. 1 7. 2 8. 5 9. 1 10. 3 6. 5 7. 3 8. 4 9. 1 10. 5
Passage 50 Passage 66
1. 1 2. 2 3. 2 4. 4 5. 3 1. 5 2. 4 3. 1 4. 2 5. 3

K
6. 1 7. 3 8. 1 9. 4 10. 2 6. 2 7. 4 8. 3 9. 1 10. 5
Passage 51 Passage 67
1. 5 2. 4 3. 2 4. 4 5. 5 1. 2 2. 5 3. 4 4. 2 5. 3
6. 3 7. 1 8. 3 9. 5 10. 4 6. 5 7. 1 8. 3 9. 4 10. 1
Passage 52 Passage 68
1. 2 2. 4 3. 1 4. 3 5. 5 1. 2 2. 5 3. 3 4. 4 5. 1
6. 4 7. 2 8. 1 9. 3 10. 5 6. 2 7. 4 8. 5 9. 1 10. 3
Passage 53 Passage 69
1. 5 2. 2 3. 3 4. 5 5. 1 1. 2 2. 1 3. 4 4. 1 5. 3
6. 2 7. 4 8. 5 9. 1 10. 3 6. 4 7. 5 8. 3 9. 1 10. 4

KUNDAN
Passage 54 Passage 70
1. 2 2. 4 3. 1 4. 5 5. 3 1. 5 2. 3 3. 4 4. 2 5. 1
6. 5 7. 2 8. 4 9. 3 10. 1 6. 3 7. 5 8. 2 9. 4 10. 1
Passage 55 Passage 71
1. 4 2. 2 3. 3 4. 5 5. 1 1. 2 2. 3 3. 1 4. 3 5. 5
6. 3 7. 4 8. 1 9. 2 10. 5 6. 4 7. 2 8. 3 9. 5 10. 4
Passage 56 Passage 72
1. 2 2. 4 3. 1 4. 5 5. 3 1. 4 2. 2 3. 5 4. 1 5. 5
6. 1 7. 3 8. 2 9. 5 10. 3 6. 3 7. 1 8. 4 9. 1 10. 5
Passage 57 Passage 73
1. 4 2. 1 3. 2 4. 3 5. 3 1. 2 2. 4 3. 1 4. 3 5. 5
6. 4 7. 1 8. 5 9. 4 10. 2 6. 3 7. 2 8. 1 9. 5 10. 1
Passage 58 Passage 74
1. 5 2. 2 3. 1 4. 4 5. 3 1. 4 2. 1 3. 3 4. 1 5. 5
6. 2 7. 5 8. 1 9. 4 10. 3 6. 3 7. 4 8. 2 9. 5 10. 2
Passage 59 Passage 75
1. 2 2. 3 3. 4 4. 1 5. 2 1. 4 2. 5 3. 3 4. 2 5. 1
6. 5 7. 3 8. 4 9. 1 10. 5 6. 4 7. 3 8. 4 9. 3 10. 1
Passage 60 Passage 76
1. 2 2. 4 3. 1 4. 5 5. 3 1. 3 2. 5 3. 2 4. 1 5. 2
6. 2 7. 3 8. 5 9. 1 51. 4 6. 4 7. 1 8. 3 9. 4 10. 5
460 Test of English Language

Passage 77 Passage 79
1. 2 2. 4 3. 3 4. 5 5. 1 1. 5 2. 3 3. 5 4. 2 5. 4
6. 2 7. 3 8. 5 9. 4 10. 1 6. 2 7. 2 8. 1 9. 5 10. 3
Passage 78 Passage 80
1. 5 2. 4 3. 3 4. 1 5. 4 1. 1 2. 3 3. 4 4. 1 5. 5
6. 5 7. 2 8. 3 9. 2 10. 1 6. 2 7. 2 8. 3 9. 3 10. 3
11. 2 12. 4

K
KUNDAN
Error Detection
Chapter 22
Error Detection
Introduction
We are prone to commit mistakes. It is because of
our ignorance of the fundamental rules of grammar
and curre nt usage . On occasions e ve n the
knowledgeable, in their weaker moments. It is in fact
slippery spot which demands of us a cautious approach.
The following are some of the mistakes commonly
made in the use of English language. You will do well
to study them together with the clear explanations of
how to correct these errors.
1. One of my friends are a doctor. (Incorrect)
One of my friends is a doctor. (Correct)
Explanation
‘One of’ is followed by a plural noun phrase. It
means ‘one of them’. It takes a singular verb because
the subject is ‘one’.
2. (a) I don’t know nothing about him. (Incorrect)
K KUNDAN
I don’t know anything about him. (Correct)
(b) I couldn’t find him nowhere. (Incorrect)
I couldn’t find him anywhere. (Correct)
(c) He doe s not want no ne of that cake .
(Incorrect)
He does not want any of that cake. (Correct)
Explanation:
The use of two negatives to express a single
negative idea is wrong. Two negatives lead to a positive
meaning. One negative word should, therefore, be used
for the expression of a negative idea.
3. (a) I always like to closely ex amine e ve ry
proposal. (Incorrect)
I always like to ex amine closely e ve ry
proposal. (Correct)
(b) He plans to hurriedly complete this work.
(Incorrect)
He plans to complete this work hurriedly.
(Correct)
Explanation:
Both the sentences are examples of split infinitive.
The infinitive is the “to” form of the verb, for example,
“to sing”, “to dance”, “to finish”. If a word is placed
between the two words (eg, “to closely examine”), the
infinitive is said to be “split”. Such splittings are to
be avoided.
4. (a) I wish I was as tall as my father. (Incorrect)
I wish I were as tall as my father. (Correct)
(b) If he was alive he would help me. (Incorrect)
If he were alive he would help me. (Correct)
English Language and Comprehension 257
Explanation:
The subjunctive mood is use d in English
specifically in two situations: (i) with the expression
of a wish and (ii) to express a condition contrary to
actual fact. The present subjunctive is conjugated as
follows: I were; We were; You were; He were; They
were.
5. (a) He is working hard with a view to win this
match. (Incorrect)
He is working hard with a view to winning
this match. (Correct)
(b) I look forward to meet my old friend next
month. (Incorrect)
I look forward to meeting my old friend next
month. (Correct)
Explanation:
The verb that follows the phrase ‘with a view to’ or
‘look forward to’ is to be always in the ‘-ing’ form.
with a view to V1 (ing) + ......
look forward to + V1 (ing) + ......
6. (a) He prides on his wealth. (Incorrect)
He prides himself on his wealth. (Correct)
(b) She absented from her class. (Incorrect)
She ab sent ed her self from he r class.
(Correct)
(c) I availed of this opportunity. (Incorrect)
I availed mysel f of this op portunity.
(Correct)
(d) I enjoyed during the holidays. (Incorrect)
I enj oyed mysel f during the holidays.
(Correct)
Or, I enjoyed the holidays. (Correct)
(e) He resigned to the will of God. (Incorrect)
He resigned himself to the will of God.
(Correct)
Explanation:
When verbs like absent, apply, acquit, enjoy, over-
reach, resign, and pride are used reflectively (that is,
when the subject of the verb is also the receiver of
the action, the action is ‘reflected’) a reflexive pronoun
(I—myself; you—yourself; We—ourselves; The y—
themselves; He—himself; She—herself; One—oneself)
is used after it.
7. (a) I cut me shaving this morning. (Incorrect)
I cut myself shaving this morning. (Correct)
(b) We got out of the swimming pool and dried
us. (Incorrect)
We got out of the swimming pool and dried
ourselves. (Correct)
258 English Language and Comprehension
Explanation:
When the same person is the subject and the
object, it is necessary to use the reflexive pronouns:
myself, yourself, herself, himself, itself, ourselves,
themselves, oneself.
8. (a) I, you and he are neighbours. (Incorrect)
You, he and I are neighbours. (Correct)
(b) You, they and we must work togethe r.
(Incorrect)
We, you and they must work toge ther.
(Correct)
Explanation:
When first, second and third person singular
pronouns (I, You and He) are used together, they are
placed in this order: Second person (You), third person
(he) and then first person (I). In the case of plural
pronouns ‘we’ comes first, then ‘you’ and then ‘they’.
9. (a) I have read Shakespeare’s works who was a
great dramatist (Incorrect)
I have read the works of shakespeare who
was a great dramatist. (Correct)
(b) Ravi’s dog who was my frie nd has died.
(Incorrect)
The dog of Ravi, who is my friend, has died.
(Correct)
Explanation:
Relative pronoun should be placed as close to its
K KUNDAN
antecedent as possible.
10. (a) Let he do whatever he likes to do. (Incorrect)
Let him do whatever he likes to do (Correct)
(b) Let you and I solve this riddle. (Incorrect)
Let you and me solve this riddle. (Correct)
Explanation:
Pronouns following ‘Let’ must be in the objective
case, and not in the nominative case.
Always keep in mind these forms of Personal
Pronouns:
When the pronoun is the subject of a sentence,
the nominative case is used. When the pronoun is
the object of a sentence, the objective case is used.
And whe n the pronoun shows posse ssion, the
possessive case is used.
11. (a) These books are for you and I. (Incorrect)
These books are for you and me. (Correct)
(b) Between he and I there is an understanding.
(Incorrect)
Between him and me there is an understand-
ing. (Correct)
Error Detection
Explanation:
When a pronoun is the object of a verb or a
preposition it should be in objective case.
12. (a) He is taller then me. (Incorrect)
He is taller than I (am). (Correct)
(b) I love you more than him. (Incorrect)
I love you more than he (loves you). (Correct)
(c) I love you more than he (Incorrect)
I love you more than (I love) him. (Correct)
Explanation:
The case of the pronoun following ‘than’ and ‘as’ is
decided by mentally supplying the verb and completing
the sentence.
13. (a) The Climate of Patna is better than Delhi.
(Incorrect)
The Climate of Patna is better than that of
Delhi (Correct)
(b) The roads of Delhi are wider than Mumbai.
(Incorrect)
The roads of Delhi are wider than those of
Mumbai. (Correct)
Explanation:
The objects of comparison are ‘the climate of Patna’
and ‘the climate of Delhi’; ‘the roads of Delhi’ and ‘the
roads of Patna’. To avoid the repetition of a noun in a
sentence we use ‘that’ for singular noun and ‘those’
for plural noun.
14. (a) One of them has already given up one’s
studies. (Incorrect)
One of them has already given up his studies.
(Correct)
(b) One should not waste his time. (Incorrect)
One should not waste one’s time. (Correct)
Explanation:
When ‘one’ means ‘one in number’, the pronoun for
it is third person singular pronoun (he, she, it). The
possessive formed from them can be his or her or its.
In the first sentence the meaning is one taken out of
them. Hence the possessive should be ‘his’. In the
second sentence ‘One’ is an indefinite pronoun,
meaning ‘anyone’. The possessive of ‘one’ is ‘one’s’.
Hence the use of ‘one’s’ in place of ‘his’.
15. (a) Eithe r the Chief Minister or his Cabinet
colleagues have submitted his resignation.
(Incorrect)
Eithe r the Chief Ministe r or his cabine t
colleagues have submitted their resignation.
(Correct)
(b) Neither the officer nor the clerks could get
his salary. (Incorrect)
Neither the officer nor the clerks could get
their salary. (Correct)
Explanation:
Whe n two nouns joine d by ‘Either....or’ or
‘Neither....nor’ differ in number, the pronoun must
agree with the plural noun which comes after ‘or’/
‘nor’.
Error Detection
16. (a) The mother and the daughter love one
another. (Incorrect)
The mother and the daughter love each
other. (Correct)
(b) Those thre e boys love each o ther.
(Incorrect)
Those thre e boys love on e an other.
(Correct)
Explanation:
‘Each other’ is used in speaking of two persons or
things, ‘one another’ in speaking of more than two.
17. (a) Neither of the three boys came. (Incorrect)
None of the three boys came. (Correct)
(b) None of the two boys came. (Incorrect)
Neither of the two boys came. (Correct)
(c) Either of the four boys has done this work.
(Incorrect)
Anyone of the four boys has done this work.
(Correct)
(d) Anyone of the two candidates is fit for this
post. (Incorrect)
Either of the two candidates is fit for this
post. (Correct)
Explanation:
‘Either’ or ‘Neither’ is used in reference to two only.
‘Anyone’ or ‘None’ is used for more than two.
18. (a) Each boy and each girl was in their best
dress. (Incorrect)
K KUNDAN
Each boy and each girl was in her best dress.
(Correct)
(b) Every soldier and every sailor is in their
place. (Incorrect)
Every soldier and every sailor is in his
place. (Correct)
(c) Every night and every day brings their own
responsibility. (Incorrect)
Every night and every day brings its own
responsibility. (Correct)
Explanation:
When two singular nouns are joined by ‘and’ and
preceded by ‘each’ or ‘every’, the pronoun is always
singular.
19. (a) It is not such a good book which I expected.
(Incorrect)
It is not such a good book as I expected.
(Correct)
(b) This is the same be ggar who came
yesterday. (Incorrect)
This the same beggar that came yesterday.
(Correct)
(c) My problem is the same which yours.
(Incorrect)
My problem is the same as yours. (Correct)
Explanation:
The relative pronoun ‘as’ or ‘that’ should be used
after ‘same’ or ‘such’. Never use ‘who’ or ‘which’ after
‘same’ or ‘such’.
20. (a) He is mor e wis er than his brothe r.
(Incorrect)
He is wiser than his brother. (Correct)
English Language and Comprehension 259
(b) He is the most wisest of all. (Incorrect)
He is the wisest of all. (Correct)
Explanation:
Double comparatives and double superlatives must
not be used.
21. (a) He is more wiser than brave. (Incorrect)
He is more wise than brave. (Correct)
(b) He is the more intelligent and wiser than
his brother. (Incorrect)
He is wiser and more intelligent than his
brother. (Correct)
Explanation:
When two adjectives in the comparative or the
superlative degree are used together, the one formed
by adding ‘more’ or ‘most’ must follow the other
adjective.
22. (a) You are wiser than old. (Incorrect)
You are more wise than old. (Correct)
(b) He is braver than wise. (Incorrect)
He is more brave than wise. (Correct)
Explanation:
When we compare two qualities in the same
person or thing, the comparative ending ‘er’ is not
used. In all such cases we should use ‘more’ before
the adjective.
23. (a) He is as wise, if not wiser than his brother.
(Incorrect)
He is as wise as, if not wiser than his
brother. (Correct)
(b) This book is as good, if not better than that
book. (Incorrect)
This book is as good as, if not better than
that book. (Correct)
Explanation:
When two adjectives with differing degrees of
comparison are used they should be complete in
themselves. We should complete the first comparison
before taking up the second.
24. (a) It is the best of the two books. (Incorrect)
It is the better of the two books. (Correct)
(b) He is the bett er of the thre e boys.
(Incorrect)
He is the best of the three boys. (Correct)
(c) Which is the bes t; bre ad or butte r?
(Incorrect)
Which is better; bread or butter? (Correct)
(d) Which is better–bread, butter or fruit?
(Incorrect)
Which is the best–bread, butter or fruit?
(Correct)
(e) Out of these two watches this is the best.
(Incorrect)
Out of these two watches this is better.
(Correct)
Explanation:
We should use comparative degree in comparing
two things or persons and the superlative degree in
comparing more than two things or persons.
260 English Language and Comprehension
25. (a) There are no less than twenty boys in this
class. (Incorrect)
There are no fewer than twenty boys in this
class. (Correct)
(b) He takes no fewer than one kilo of milk.
(Incorrect)
He takes no less than one kilo of milk.
(Correct)
Explanation:
‘Less’ refers to quantity only, whereas ‘fewer’
de note s numbe r. One is use d in the case of
uncountable things and the other in the case of
countable things; as—fewer people, fewer houses, fewer
boxes but less milk, less sunshine, less rice.
26. (a) It is a ten-miles walk. (Incorrect)
It is a ten-mile walk. (Correct)
(b) It is a four-men committee. (Incorrect)
It is a four-man committee. (Correct)
(c) It is a two-hours journey. (Incorrect)
It is a two-hour journey. (Correct)
Explanation:
When expressions of measurement, amount and
quantity are used as adjectives, they are usually
singular. The noun occurring after the hyphen is always
singular notwithstanding the fact that the preceding
word indicates plurality.
27. (a) It took us one and a half hour. (Incorrect)
K KUNDAN
It took us one and a half hours. (Correct)
(b) This box weighs one and a half pound.
(Incorrect)
This box weighs one and a half pounds.
(Correct)
(c) It is 1.5 millimetre in length. (Incorrect)
It is 1.5 millimetres in length. (Correct)
Explanation:
Plural nouns are used with fraction and decimal
over 1.
28. (a) Kapil is better than any bowler. (Incorrect)
Kapil is better than any other bowler.
(Correct)
(b) He is better than any student. (Incorrect)
He is be tter than any other stude nt.
(Correct)
Explanation:
Whe n comparative de gre e is use d in the
superlative sense it is followed by ‘any other’ and not
by ‘any’.
29. (a) He is senior than me. (Incorrect)
He is senior to me. (Correct)
(b) I am junior than him. (Incorrect)
I am junior to him. (Correct)
(c) This book is supe rior than that book.
(Incorrect)
This book is supe rior to that book.
(Correct)
(d) That book is infe rior than this book.
(Incorrect)
That book is inferior to this book. (Correct)
Error Detection
Explanation:
The comparative adjectives, senior, junior, superior,
inferior, posterior, anterior, prior are followed by ‘to’
instead of ‘than’.
30. (a) It is the most unique book. (Incorrect)
It is a unique book. (Correct)
(b) It is the most ideal place. (Incorrect)
It is an ideal place. (Correct)
(c) It is the most perfect answer. (Incorrect)
It is a perfect answer. (Correct)
Explanation:
Some adjectives are not compared because they
denote meanings which do not admit of variation of
degree or qualities already possessed by them to the
utmost possible extent. Such adjectives are: unique,
ideal, perfect, extreme, chief, complete, round, square,
universal, impossible, golden, infinite, perpetual.
31. (a) The higher you go, the cool you feel.
(Incorrect)
The higher you go the cooler you feel.
(Correct)
The older you get, the wise you grow.
(Incorrect)
The older you get, the wiser you grow.
(Correct)
Explanation:
When two changes happen together, that is, there
is parallel increase, it is expressed by: the + comparative
degree + the + comparative degree.
32. (a) He r house is be tte r than m y on e.
(Incorrect)
Her house is better than mine. (Correct)
(b) His motor car is more expensive than Ravi’s
one. (Incorrect)
His motor car is more expe nsive than
Ravi’s. (Correct)
Explanation:
We cannot use ‘one’ or ‘ones’ immediately after a
genitive or possessive adjective. If these words are
preceded by an adjective, however, they can come after
a genitive or a possessive adjective. For example,
Her new house is better than my old one.
My old watch, is in better condition than his
new one.
33. (a) The Victoria Memorial is a worth seeing
building. (Incorrect)
The Victoria Memorial is a building worth
seeing. (Correct)
(b) This is a worth seeing sight. (Incorrect)
That is a sight worth seeing. (Correct)
Explanation:
A compound adjective is sometimes formed by the
combination of ‘worth’ with some participle. It is placed
after the noun it qualifies.
34. (a) Have they heard the last news? (Incorrect)
Have they heard the latest news? (Correct)
(b) His last nove l is be ing published next
month. (Incorrect)
Error Detection
His latest novel is being published next
month. (Correct)
(c) ‘Edward II’ was Marlowe’s latest play.
(Incorrect)
‘Edwad II’ was Marlowe ’s last play.
(Correct)
Explanation:
We use ‘latest’ for things which are new. But last
means either ‘before this one’ or ‘at the end of a series’.
35. (a) I am looking forward to his nearest visit.
(Incorrect)
I am looking forward to his next visit.
(Correct)
(b) Excuse me . Where ’s the nex t railway
station? (Incorrect)
Excuse me. Where’s the nearest railway
station? (Correct)
Explanation:
We usually use ‘next’ for time. It means ‘nearest in
the future’. It is generally used when we think of things
coming one after another in a series. ‘Nearest’ is used
for ‘place’. It means ‘most near’ or ‘closest’.
36. (a) There are not some books on the table.
(Incorrect)
There are not any books on the table.
(Correct)
(b) Has he brought some books? (Incorrect)
Has he brought any books? (Correct)
K KUNDAN
Explanation:
‘Some’ is usually used in affirmative clauses
whereas ‘any’ is used in questions and negative. We
can use some in questions if we expect an affirmative
answer, or when we want to encourage people to say
‘yes’. For example,
Would you like some more potato chips?
Could I have some ripe mangoes, please?
37. (a) He is not as tall as his brother. (Incorrect)
He is not as tall as his brother is. (Correct)
(b) She is richer than you are. (Incorrect)
She is richer than you. (Correct)
Explanation:
When ‘than’ or ‘as’ is followed by third person
pronoun, the verb is repeated. But the verb is omitted
if ‘than’ or ‘as’ is followed by first and second person.
38. (a) He is my older brother. (Incorrect)
He is my elder brother (Correct)
(b) She is my oldest sister. (Incorrect)
She is my eldest sister. (Correct)
(c) He is the eldest man of this place .
(Incorrect)
He is the oldest man of this place .
(Correct)
Explanation:
The words ‘elder’ and ‘eldest’ are u se d for
comparing the members of the family. They are often
used before words brother, sister, son, daughter,
grandson, granddaughter. ‘Older’ and ‘oldest’ are used
with regard to age and in connection with human family
relationship.
English Language and Comprehension 261
39. (a) Few politician can be relied on. (Incorrect)
A f ew p olit icians can be re lie d on.
(Correct)
(b) Litt le le arning is a d ange rous thing.
(Incorrect)
A little learning is a dangerous thing.
(Correct)
(c) He has few interest in politics. (Incorrect)
He has little interest in politics. (Correct)
Explanation:
We usually use ‘few’ with plural nouns and ‘little’
with uncountable nouns. ‘Little’ means ‘not much/many’.
It is rather negative. ‘A little’ is more positive. It
means ‘some’.
40. (a) He is eno ugh bo ld to take up this
challenge. (Incorrect)
He is bol d enough to take up this
challenge. (Correct)
(b) He hasn’t got en ough goo d voice .
(Incorrect)
He hasn’t got a goo d enough voi ce .
(Correct)
(c) He is not driving enough fast. (Incorrect)
He is not driving fast enough. (Correct)
Explanation:
‘Enough’ can qualify an adjective or adverb. It
usually comes after adjectives and adverbs.
41. (a) His all books were burnt. (Incorrect)
All his books were burnt. (Correct)
(b) His both hands are skinny. (Incorrect)
Both his hands are skinny. (Correct)
(c) Raju’s all hopes were gone. (Incorrect)
All Raju’s hopes were gone. (Correct)
Explanation:
The noun of the possessive case (Raju’s Sheela’s)
or the pronoun of the possessive case (mine, ours,
theirs, his, her etc.) comes just before that noun for
which it is used.
42. (a) This is a best book. (Incorrect)
This is good book. (Correct)
(b) He is a worst scholar. (Incorrect)
He is a very bad scholar. (Correct)
Explanation:
An adjective of superlative degree is used when
the noun it qualifies shows the possession of a quality
to a higher degree than any other member of the same
class.
43. (a) He came latter than you. (Incorrect)
He came later than you. (Correct)
(b) If offered red or white shirt I’d choose the
later. (Incorrect)
If offered red or white shirt, I would choose
the latter. (Correct)
(c) I will see you latter. (Incorrect)
I will see you later. (Correct)
Explanation:
‘Later’ is the comparative of ‘late’. It means ‘more
late in time’, ‘after wards’. But ‘latter’ is the opposite of
‘former’. It means ‘the second of two people or things
262 English Language and Comprehension
just mentioned’. ‘Later’ denotes time whereas ‘latter’
denotes position.
44. (a) Have you any farther questions to ask?
(Incorrect)
Have you any further questions to ask?
(Correct)
(b) He made no farther remarks. (Incorrect)
He made no further remarks. (Correct)
(c) Delhi is further from Gaya than Allahabad.
(Incorrect)
Delhi is farther from Gaya than Allahabad.
(Correct)
(d) Let’s not walk any further. (Incorrect)
Let’s not walk any farther. (Correct)
Explanation:
Farther means ‘at or to a great distance or more
distant point’. ‘Further’ means ‘more’, ‘additional’.
45. (a) She sings beautiful. (Incorrect)
She sings beautifully. (Correct)
(b) This flower smells sweetly. (Incorrect)
This flower smells sweet. (Correct)
Explanation:
To give more information about the action - to say
how, where or when it is done - we use adverbs with
verbs. When the quality of the subject rather than
the action of the verb is to be expressed, we use
adjective with a verb. It is the smell of the flower that
K KUNDAN
has been described in the second sentence. Hence
the use of the adjective ‘sweet’, not the adverb
‘sweetly’.
46. (a) He hit the ball hardly. (Incorrect)
He hit the ball hard. (Correct)
(b) You have to work hardly. (Incorrect)
You have to work hard. (Correct)
(c) He has got hard any money. (Incorrect)
He has got hardly any money. (Correct)
(d) He is hardly pressed for time. (Incorrect)
He is hard pressed for time. (Correct)
Explanation:
‘Hard’ is both an adjective and adverb. Its meaning
is quite different from ‘hardly’ which is also an adverb.
‘Hardly’ means ‘almost no’ or ‘almost not’. The correct
expression is ‘be hard pressed’ which means ‘be under
pressure strained’.
47. (a) The two first pages of this book are torn.
(Incorrect)
The first two pages of this book are torn.
(Correct)
(b) The two first chapters of this book are good.
(Incorrect)
The first two chapters of this book are
good. (Correct)
Explanation:
The ‘two first’ is a meaningless expression. It
implies that two things may be first. It makes no
sense. The correct expression is ‘the first two’.
48. (a) He speaks well English. (Incorrect)
He speaks English well. (Correct)
Error Detection
(b) I like very much skating. (Incorrect)
I like skating very much.
Or, I very much like skating. (Correct)
Explanation:
We should not put adverbs between the verb and
its object. These are not generally separated.
49. (a) I yesterday met him. (Incorrect)
I met him yesterday. (Correct)
(b) The y’re to mor row le aving for Paris.
(Incorrect)
Tom orro w the y’re le aving for Paris.
(Correct)
Explanation:
Adverbs of definite time are put at the beginning
or end of a clause. They do not go in mid-position.
50. (a) You well organise d that function.
(Incorrect)
You organised that function well. (Correct)
(b) She badly dances. (Incorrect)
She dances badly. (Correct)
Explanation:
When we use an adverb to evaluate, it generally
goes in end-position, not in mid-position.
51. (a) She is very slower than Reena. (Incorrect)
She is much slower than Reena. (Correct)
(b) You are very older than me. (Incorrect)
You are much older than me. (Correct)
(c) She was walking much slowly. (Incorrect)
She was walking very slowly. (Correct)
Explanation:
‘Very’ is used with adjectives and adverbs in the
positive degree and with present participle whereas
‘much’ is used with adjectives and adverbs in the
comparative degree, and with past participle.
52. (a) It is nothing else than pride. (Incorrect)
It is nothing else but pride. (Correct)
(b) Call me anything els e than a thie f.
(Incorrect)
Call me anything else but a thief. (Correct)
Explanation:
We usually use the adverb ‘but’ (not, than) after
‘else’.
53. (a) He seldom or ever goes to his village home.
(Incorrect)
He seldom or never goes to his village
home. (Correct)
(b) He sel dom o r ev er plays c ricke t.
(Incorrect)
He seldom if ever (seldom or never) plays
cricket. (Correct)
Explanation:
‘Ever’ usually means ‘at any time’. It cannot go with
‘seldom’ which means ‘not often, rarely’. The correct
expression is ‘seldom or never’, or ‘seldom if ever’.
54. (a) It is no use to ask he r — she is not
interested in it. (Incorrect)
It is no use asking her — she is not
interested in it. (Correct)
Error Detection English Language and Comprehension 263

(b) Is it any use to try to talk to him? Explanation:

(Incorrect) Some verbs are never used in progressive forms.
Is it any use trying to talk to him? Here is the list of some of the most important ‘non-
(Correct) progressive’ verbs:
Explanation: 1. Relational Verbs : appear, belong to,
In expressions like these, ‘use’ is followed by an consist of, contain,
‘-ing’ form. The correct expression is, it or there is no equal, fit, include, owe,
use + -ing form of verb. require, resemble,
55. (a) His mother kept on to encourage him to seem, suffice
study. (Incorrect) 2. Verbs of Emotion : adore, abhor, care,
His mother kept on encouraging him to detest, dislike, hate,
study. (Correct) like, love, wish
(b) Whate ve r happe ns, keep o n t o tr y. 3. Verbs of Perception : hear, see, smell, taste
(Incorrect) 4. Verbs of Possession : have, own, possess
Whate ve r happe ns, keep on t ryin g. 5. Verbs of Cognition : believe, feel, forget,
(Correct) know, mean, mind,
Explanation: realise, recall, recollect,
remember, suppose,
‘Keep on’ is never followed by an infinitive. It is
think, trust,
always followed by the ‘-ing’ form of verb.
understand
56. (a) She knows to sing and dance. (Incorrect)
Note: Some of the verbs noted above are used in
She kn ows h ow to sing and dance .
progressive form in special cases, as for example,
(Correct)
Appear : (be published) When is your next article on
(b) He kno ws t o pre pare Fre nch toast.
his subject appearing?
(Incorrect)
Hear : (receive information) I have been hearing good
He knows how to prepare French toast.
news about him.
(Correct)
(receive a letter) I have been hearing from him
Explanation:

K KUNDAN
fairly regularly. : (try specially in a legal
‘Know’ is never followed directly by an infinitive. sense) The judge has been hearing this case
We generally use the expression ‘know how to’. for the last five years.
57. (a) He has finished to mend the puncture. See : (imagine, have hallucinations) She is seeing
(Incorrect) things; there is nothing there.
He has finished mending the puncture. (meet) I will be seeing the Managing Director
(Correct) tomorrow.
(b) I enjoy to travel. (Incorrect) Smell : (inhale the odour of) He was smelling the
I enjoy travelling. (Correct) mango to find out whether it was fresh or
Explanation: stale.
After some verbs we use an -ing form, and not an Feel : (go forward carefully) The blind beggar is
infinitive. Here is the list of verbs which are followed feeling his way.
by an -ing form. Think : (reflect upon, recall) he was thinking about
avoid forgive miss days long gone by.
consider give up practise : (examine the possibility of) Now I am thinking
delay go put off of leaving this place.
dislike (can’t) help risk 59. (a) I have not and shall not bear this trouble.
enjoy imagine spend money/time (Incorrect)
excuse keep suggest I have not borne and shall not bear this
feel like mind understand trouble. (Correct)
finish (b) I have never and will never do such a thing.
58. (a) Why is she appearing so sad? (Incorrect) (Incorrect)
Why does she appear so sad? (Correct) I have never done and shall never do such
a thing. (Correct)
(b) I am owing a great deal to my parents.
(Incorrect) Explanation:
I owe a great deal to my parents. (Correct) The present form of a verb cannot be used for
both the present perfect tense and the future indefinite
(c) I am not feeling well today. (Incorrect)
tense. The present perfect tense takes the past
I am not well today. (Correct)
participle form of the verb (bear; bore; borne; do; did;
(d) He is ado ring that political le ade r.
done) and the future indefinite takes the present form
(Incorrect) of the verb.
He adores that political leader. (Correct)
264 English Language and Comprehension Error Detection

60. (a) He hanged the lamp on the wall. (Incorrect) (Correct)

He hung the lamp on the wall. (Correct)
(b) He was hung for murder. (Incorrect)
He was hanged for murder. (Correct)
Explanation:
The word ‘hang’ has two different meanings: (i) to
kill a person by hanging; (ii) to suspend from or attach
loosely to some other object. The two different forms
of the verb ‘hang’ are:
V1 V2 V3
Hang : Hanged : Hanged (for persons)
Hang : hung : hung (for things)
61. (a) This book costed me half past twelve
rupees. (Incorrect)
This book cost me rupees twelve and fifty
paise. (Correct)
(b) The he ns have lain no e ggs today.
(Incorrect)
The hens have laid no eggs today. (Correct)
(c) Let me lay on the bed. (Incorrect)
Let me lie on the bed. (Correct)
Explanation:
‘Half past twelve’ is a time expression. We say, ‘It
is half past twelve by my watch’. It is never used for
denoting the price of something. We usually say,
‘rupees twelve and fifty paise’. The use of the verbs in
the sentences above is wrong.
(b) I awaited for his arrival (Incorrect)
I awaited (waited for) his arrival. (Correct)
(c) He has repaid back his loan. (Incorrect)
He has repaid (paid back) his loan.
(Correct)
Explanation:
To avoid such silly mistakes, it is well to remember
that:
return = come back; await = wait for; repay = pay back;
resume = start again
63. (a) The boat was dro wned in the rive r.
(Incorrect)
The boat was sunk in the river. (Correct)
(b) A boy has be e n sunk in the rive r.
(Incorrect)
A boy has been drowned in the rive r.
(Correct)
Explanation:
A boat capsizes or sinks; a ship sinks; a person is
drowned. ‘To be drowned’ is used only of living things.
64. (a) Who invented America? (Incorrect)
Who discovered America? (Correct)
(b) Marconi dis covered the wir e le ss.
(Incorrect)
Marconi invented the wireless. (Correct)
Explanation:

K KUNDAN
The correct past and perfect forms of certain verbs ‘To invent’ is to make something that did not exist
are as given below: before. ‘To discover’ is to find something that existed
Present Past Perfect before but was unknown.
lie = rest, be down lay lain 65. (a) If I was you I would not have done so.
lay = place, arrange, deposit, (Incorrect)
put down flat laid laid If I were you I would not have done so.
lie = to tell a lie lied lied (Correct)
leave = go away left left (b) He walks as if he is a king. (Incorrect)
live = be alive, be at home lived lived He walks as if he were a king. (Correct)
hang = to put up hung hung Explanation:
hang = to execute the order When we talk about events which are not certain
of death sentence hanged hanged to happen – which we hope will happen, or imagine
flow (water) flowed flowed might happen or want to happen - we use a special
fly (bird) flew flown group of verb-forms called the subjunctive (e.g., I were,
flee = run away (person) fled fled She be, etc.) The subjunctive form ‘were’ is used
bear = put up with bore borne instead of ‘was’ after ‘if’, ‘as if’, and ‘I wish’.
bore = to make a hole; to 66. (a) Neither his action was just nor unjust.
make tired or (Incorrect)
uninterested bored bored His action was neither just nor unjust.
find = to discover found found (Correct)
found = to establish founded founded (b) I neither saw him nor her. (Incorrect)
fall fell fallen I saw neither him nor her. (Correct)
fell = to cut down (a tree); (c) Neither it is good nor it is bad. (Incorrect)
to knock down It is neither good nor bad. (Correct)
(a person) felled felled Explanation:
feel felt felt Neither....nor is used to join together two negative
fill filled filled ideas. This structure is balanced, so that the same
awake (intransitive) awoke awoke kind of words follow neither and nor.
awake (transitive) awaked awaked 67. (a) Ten students have passed and one failed.
62. (a) He has returned back from De lhi. (Incorrect)
(Incorrect) Ten students have passed and one has
He has returned (come back) from Delhi. failed. (Correct)
Error Detection
(b) One of the thieves escaped and two caught.
(Incorrect)
One of the thieves escaped and two were
caught. (Correct)
Explanation:
The auxiliary verb is usually repeated if the voice
or number of one principal verb is not the same as
the voice or number of the other.
68. (a) Tell me where are you going. (Incorrect)
Tell me where you are going. (Correct)
(b) He aske d me wh at was y our nam e.
(Incorrect)
He asked me what my name was. (Correct)
(c) Tell me when are you leaving for New York.
(Incorrect)
Tell me when you are leaving for New York.
(Correct)
Explanation:
Indirect questions normally have the word-order
of affirmative sentences. The auxiliary verb is never
put before the subject.
69. (a) She finished her work when I met her.
(Incorrect)
She had finished her work when I met her.
(Correct)
(b) The train started before he reached the
station. (Incorrect)
The train had started before he reached
K KUNDAN
the station. (Correct)
Explanation:
When two actions take place in the past, the one
earlier in time is expressed by a verb in the past perfect
tense, while the one later in time by that in the past
simple tense.
70. (a) They will be delighted if you will welcome
them. (Incorrect)
They will be delighted if you welcome
them. (Correct)
(b) I will tell you as soon as I will know about
it. (Incorrect)
I will tell you as soon as I know about it.
(Correct)
(c) When I shall go to Paris, I shall inform
you. (Incorrect)
When I go to Paris, I shall inform you.
(Correct)
Explanation:
We generally use the present instead of the future
after if and conjunction of time such as when, as soon
as, after, while, until, and before.
71. (a) It is time you go to bed. (Incorrect)
It is time you went to bed. (Correct)
(b) It is time you wash your face. (Incorrect)
It is time you washed your face. (Correct)
Explanation:
When we want to say that ‘it’s time’ for somebody
else to do something, we generally use the structure:
It’s time + subject + past tense verb.
English Language and Comprehension 265
72. (a) She knew that I am coming. (Incorrect)
She knew that I was coming. (Correct)
(b) He said that he want s to go home .
(Incorrect)
He said that he wanted to go home .
(Correct)
Explanation:
If there is a past tense in the principal clause,
the dependent clause must also be in the past tense.
73. (a) Both Raju as well as his brother were
present. (Incorrect)
Both Raju and his brother were present.
(Correct)
(b) Tigers are both found is Asia and in Africa.
(Incorrect)
Tigers are found both in Asia and in Africa.
(Correct)
Explanation:
The correlative of ‘Both’ is ‘and’ (Both ...and) and
not ‘as well as’. The same kind of words generally follow
‘Both’ and ‘and’.
74. (a) Will I turn the light on? (Incorrect)
Shall I turn the light on? (Correct)
(b) Shall he come tomorrow? (Incorrect)
Will he come tomorrow? (Correct)
(c) Shall you do me a favour? (Incorrect)
Will you do me a favour? (Correct)
(d) Will we attend the party? (Incorrect)
Shall we attend the party? (Correct)
Explanation:
In interrogative sentences ‘shall’ is used in the
first person and ‘will’ in the third person. In the second
person ‘shall’ and ‘will’ are used in accordance with
the answer expected.
75. (a) Please excuse me being late. (Incorrect)
Please excuse my being late. (Correct)
(b) She disliked me coming late. (Incorrect)
She disliked my coming late. (Correct)
Explanation:
When a noun or pronoun is placed before a gerund,
it should be put in the possessive case.
76. (a) Unless you do not work hard, you will cut a
sorry figure. (Incorrect)
Unless you work hard, you will cut a sorry
figure. (Correct)
(b) Walk slowly lest you should not fall down.
(Incorrect)
Walk slowly lest you should fall down.
(Correct)
Explanation:
‘Unless’ means ‘if not’. It should, therefore, be not
used in a sentence or clause which is already negative.
‘Lest’ is here a subordinating conjunction expressing
a negative purpose. It should not be followed by ‘not’.
77. (a) I thought of attending the party, but could
not. (Incorrect)
I had thought of attending the party but
could not. (Correct)
266 English Language and Comprehension
(b) We hoped that you woul d solve this
problem. (Incorrect)
We had hoped that you would solve this
problem. (Correct)
(c) I ex pected not such a turn of events.
(Incorrect)
I had not expected such a turn of events.
(Correct)
Explanation:
The past perfect tense is used with such verbs as
hope, expect, think, intend, mean (=intend), suppose and
want to indicate that a past hope , e xpe ctation,
intention, desire, etc., was not realized.
78. (a) I had gone to Chandigarh. (Incorrect)
I went to Chandigarh. (Correct)
Or, I had been to Chandigarh. (Correct)
(b) I had slept for hours. (Incorrect)
I slept for hours. (Correct)
Explanation:
We do not usually used past perfect tense singly
in a sentence. We can use simple past tense instead.
When the verb ‘go’ is used in the sense of ‘go and
come back from’, ‘been’ is used in place of ‘gone’.
79. (a) He needs not seek my help. (Incorrect)
He need not seek my help. (Correct)
(b) She dares not walk in the dark. (Incorrect)
She dare not walk in the dark. (Correct)
K KUNDAN
Explanation:
In affirmative sentence the singular form of dare/
need (that is, dares/needs) is used with singular
subject. But need not and dare not admit of no change
even if the subject is third person singular.
80. (a) The re is a HE school in my village .
(Incorrect)
The re is an HE school in my village .
(Correct)
(b) We have filed a FIR. (Incorrect)
We have filed an FIR. (Correct)
(c) He is a NCC officer. (Incorrect)
He is an NCC officer. (Correct)
(d) He has set up a X-ray plant. (Incorrect)
He has set up an X-ray plant. (Correct)
Explanation:
Whether ‘a’ or ‘an’ is used before initials depends
on how the initial is pronounced. A, E, F, H, I, L, M,
N, O, R, S and X all begin with a vowel sound; hence
an LEA School, an MA, an MP but a BBC production, a
BA, a PhD, etc.
81. (a) He is an university professor. (Incorrect)
He is a university professor. (Correct)
(b) It is an unit of measurement. (Incorrect)
It is a unit of measurement. (Correct)
(c) It is an universal truth. (Incorrect)
It is a universal truth. (Correct)
Explanation:
We use ‘a’ before a consonant sound, even if it is
written with a vowel. When a word begins with ‘U’ and
is pronounced as ‘yu’, or when a word begins with ‘EU’
Error Detection
and is pronounced as ‘yu’, or when a word begins with
‘o’ and is pronounced as ‘wa’, it is preceded by the
article ‘a’ and not ‘an’. Such words are: unique, united,
usual, European, useful, unit, universal, university,
useless, one-eyed man, one-rupee not, unilateral, etc.
82. (a) He plays violin. (Incorrect)
He plays the violin. (Correct)
(b) Can you play tabla? (Incorrect)
Can you play the tabla? (Correct)
Explanation:
The definite article ‘the’ is used before musical
instruments. When ‘play’ means ‘produce music’, its
object is always preceded by an article.
83. (a) He has no knowledge and interest in music.
(Incorrect)
He has no knowledge of and interest in
music. (Correct)
(b) He did not agree but differed from my
opinion. (Incorrect)
He did not agree to but differed from my
opinion. (Correct)
Explanation:
Sometimes a single preposition can’t be used for
two words that take two different prepositions. In such
a situation both the prepositions should be used.
84. (a) There is no end of troubles. (Incorrect)
There is no end to troubles. (Correct)
(b) I am busy in my work. (Incorrect)
I am busy with my work. (Correct)
(c) Send this letter on my address. (Incorrect)
Send this letter to my address. (Correct)
Explanation:
We usually say, end to one’s troubles, busy with
some work, send something to someone’s address.
85. (a) Entering the room, the boys were found
quarrelling. (Incorrect)
Entering the room, he found the boys
quarrelling. (Correct)
(b) Walking in the garden, a snake bit him.
(Incorrect)
While he was walking in the garden, a snake
bit him. (Correct)
(c) Barking furiously I led the dog out of the
compound. (Incorrect)
I led the dog, barking furiously, out of the
compound. (Correct)
(d) Going out of the room, the door was left
open by her. (Incorrect)
Going out of the room, she left open the
door. (Correct)
(e) On examining the answer books, many silly
mistakes were detected. (Incorrect)
On ex amining the answe r books, we
detected many silly mistakes. (Correct)
Explanation:
These sentences are examples of unattached
participles. When the first word of a sentence is a
participle, it must refer to some noun or pronoun it
Error Detection
qualifies. That noun or pronoun should be the subject
of the main clause.
86. (a) I saw her to go. (Incorrect)
I saw her go. (Correct)
(b) I observed him to limp. (Incorrect)
I observed him limp. (Correct)
Explanation:
We usually leave out to, the sign of infinitive,
after sensory verbs like feel, hear, see, observe, perceive,
mark, behold, survey, view, watch.
87. (a) He insisted to go. (Incorrect)
He insisted on going. (Correct)
(b) I am tired to sing and dance. (Incorrect)
I am tired of singing and dancing. (Correct)
(c) He succeeded to win the match. (Incorrect)
He succe e de d in winning t he match.
(Correct)
Explanation:
An infinitive is generally not used after words
which take a preposition after them. Such words are:
Verbs: insist, object, prevent, succeed, think
Nouns: insistence, objection, intention, habit,
resistance, view
Adjectives: equal, fond, tired, used
The infinitive s should be change d into the
corresponding gerunds.
88. (a) Avoid to go there. (Incorrect)
Avoid going there. (Correct)
K KUNDAN
(b) Stop to worry. (Incorrect)
Stop worrying. (Correct)
(c) Keep on to try. (Incorrect)
Keep on trying. (Correct)
(d) He is busy to write letters. (Incorrect)
He is busy writing letters. (Correct)
Explanation:
The infinitives are changed into the corresponding
gerunds after certain words which do not take
prepositions after them. Such words are:
Verbs: avoid, enjoy, finish, go on, keep on, mind,
remember, can’t help, stop, give up
Adjectives: busy, worth
89. (a) It is no good to cry ove r spilt milk.
(Incorrect)
It is no good crying ove r spilt milk.
(Correct)
(b) There is no harm to do thi s work.
(Incorrect)
There is no harm in doing this work.
(Correct)
Explanation:
The infinitive is changed into the corresponding
gerund after such phrases as these: It is no use, It is
no good, Have the pleasure of, There is no harm in.
90. (a) Death is more preferable than dishonour.
(Incorrect)
Death is preferable to dishonour. (Correct)
(b) I prefer swimming than walking. (Incorrect)
I prefer swimming to walking. (Correct)
English Language and Comprehension 267
Explanation:
Though preferable is not a comparative yet it has
a comparative force. It is, therefore, wrong to write
‘more preferable’. Prefer takes to, not than.
91. (a) He regards me his guardian. (Incorrect)
He regards me as his guardian. (Correct)
(b) They portrayed Nehru a dictator. (Incorrect)
The y portraye d Ne hru as a dict ator.
(Correct)
Explanation:
Certain verbs are always followed by ‘as’. Such
verbs are: describe, depict, define, mention, portray,
regard, represent, treat.
92. (a) She called me as a dullard. (Incorrect)
She called me a dullard. (Correct)
(b) He was appointed as principal. (Incorrect)
He was appointed principal. (Correct)
Explanation:
Certain verbs are not followed by ‘as’ or ‘to be’.
Such verbs are: appoint, choose, elect, call, consider,
make, name, think.
93. (a) She looks as if she suspects foul play.
(Incorrect)
She looks as if she suspected foul play.
(Correct)
(b) You act as though everything is in your
hands. (Incorrect)
You act as though everything was in your
hands. (Correct)
Explanation:
We usually avoid the use of present tense after
‘as if’ and ‘as though’.
94. (a) He did nothing but to play. (Incorrect)
He did nothing but play. (Correct)
(b) She did nothing but to sing. (Incorrect)
She did nothing but sing. (Correct)
(c) She did no more than to cry. (Incorrect)
She did no more than cry. (Correct)
Explanation:
We usually use the infinitive without ‘to’ after the
preposition ‘but’ and ‘than’.
95. (a) She will wash up before she will go to bed.
(Incorrect)
She will wash up before she goes to bed.
(Correct)
(b) You won’t know how good pudding is till you
will have tasted it. (Incorrect)
You won’t know how good pudding is till you
have tasted it. (Correct)
Explanation:
The future simple is not used in time clauses.
The simple present tense is used instead. Nor is future
perfect tense used in time clauses. The present perfect
is used instead.
96. (a) It is I who is responsible for this mistake.
(Incorrect)
It is I who am responsible for this mistake.
(Correct)
268 English Language and Comprehension
(b) It is you who is responsible for this mistake.
(Incorrect)
It is you who are re sponsible for this
mistake. (Correct)
Explanation:
The verb governed by ‘who’ should follow its
antecedent. In the first sentence the antecedent is
‘I’. Hence the verb ‘am’. In the second sentence the
antecedent is ‘you’. Hence the verb ‘are’.
97. (a) I want an armchair for an old man with
sliding back. (Incorrect)
I want, for an old man, an armchair with
sliding back. (Correct)
(b) He shot himself dead after bidding his wife
goodbye with a pistol. (Incorrect)
He shot himself dead with a pistol after
bidding his wife goodbye. (Correct)
Explanation:
Both the sentences are examples of wrong word-
order impeding clarity of expression. It is well to
remember that an adjective, adjective-substitute or
adjective phrase should be put as near its antecedent
as possible. This applies to relative clauses, too.
98. (a) No body has over helped you, has he?
(Incorrect)
Nobody has ever helped you, have they?
(Correct)
K KUNDAN
(b) Don’t do that any more, do you? (Incorrect)
Don’t do that any more, will you? (Correct)
(c) I am taller than him, isn’t I? (Incorrect)
I am taller than him, aren’t I? (Correct)
Explanation:
If anybody, anyone, everybody, everyone, somebody,
someone, nobody or no one is the subject of the main
clause, the subject of the question tag is normally
‘they’. If the main clause is in the form of a negative
request or command, the question tag normally begins
with ‘will’. The question tag after ‘I am’ is ‘aren’t I’.
99. (a) Bring a cold glass of water. (Incorrect)
Bring a glass of cold water. (Correct)
(b) He has purchased a fresh basket of apples.
(Incorrect)
He has purchased a basket of fresh apples.
(Correct)
(c) I’d love to have a hot cup of tea. (Incorrect)
I’d love to have a cup of hot tea. (Correct)
Explanation:
In the present context the expression, ‘cold glass’,
‘fresh basket’ and ‘hot cup’ are meaningless. The
adjectives cold, fresh and hot qualify the noun ‘water’,
‘apples’ and ‘tea’ respectively. Hence the correct
expressions will be cold water, fresh apples and hot
tea.
100. (a) He already left for Delhi. (Incorrect)
He has already left for Delhi. (Correct)
(b) He did not speak to me since that incident.
(Incorrect)
He has not spoken to me since that
incident. (Correct)
Error Detection
(c) He did not receive any message up till now.
(Incorrect)
He has not received any message up till
now. (Correct)
(d) So f ar he did not re ac h the station.
(Incorrect)
So far he has not reached the station.
(Correct)
Explanation:
The present perfect tense can alone be used with
adverbials such as these: already, since, yet, so far, up
till now.
101. (a) This tragic incident has taken place last
year. (Incorrect)
This tragic incident took place last year.
(Correct)
(b) She has gone to bed at 9 o’ clock.
(Incorrect)
She went to bed at 9 o’ clock. (Correct)
(c) I have met him yesterday. (Incorrect)
I met him yesterday. (Correct)
Explanation:
Only the simple past can be used with adverbials
mentioning a definite time in the past.
102. (a) Reeta was married by Rakesh. (Incorrect)
Rakesh married Reeta. (Correct)
(b) He married his youngest daughter with an
engineer. (Incorrect)
He married his youngest daughter to an
engineer. (Correct)
(c) His youngest daughter was married with
an engineer. (Incorrect)
His youngest daughter was married to an
engineer. (Correct)
Explanation:
When ‘marry’ is used in the sense of ‘take as
husband or wife’, it can never be used in the passive
form. It can be used both in the active and passive
forms in the sense of ‘give in marriage’. It is to be
followed by ‘to’, not ‘with’.
103. (a) She come s to colle ge by a bicycl e.
(Incorrect)
She comes to college by bicycle.
Or, She comes to college on a bicycle.
(Correct)
(b) He came back by my car. (Incorrect)
He came back in my car. (Correct)
Explanation:
When the name of a vehicle is used in a general
sense, the preposition ‘by’ is used. In all such cases
no article is used before the name of the vehicle. If
the reference is to a particular vehicle, ‘by’ is not used.
We use ‘in’ or ‘on’ instead.
104. (a) Supposing if he does not come, what will
you do? (Incorrect)
Supposing he does not come, what will you
do? OR,
If be does not come, what will you do?
(Correct)
Error Detection English Language and Comprehension 269

Explanation: believe, suppose and imagine, we make the first verb

‘Supposing’ and ‘If’ are not used together. Either
of the two should be used.
105. (a) He informed that everybody had gone
against him. (Incorrect)
He informed me (us, him, them, etc.) that
everybody had gone against him. (Correct)
(b) She told that she was interested in chess.
(Incorrect)
She told me (us, him, them etc.) that she
was interested in chess. (Correct)
(c) He assured that every help would be given.
(Incorrect)
He assured me (us, him, them, etc.) that
every help would be given. (Correct)
Explanation:
The verbs assure, inform, remind and tell are not
immediately followed by that–clause as their object.
There has to be an indirect object between the verb
and the clause.
106. (a) Flour is made of wheat. (Incorrect)
Flour is made from wheat. (Correct)
(b) Your chair is not made fr om wood.
(Incorrect)
Your chair is not made of wood. (Correct)
Explanation:
When reference is made to the material of which
something is made, we use ‘of’. The original material
(think, believe, etc.) negative, not the second.
108. (a) Do sit down, will you? (Incorrect)
Do sit down, won’t you? (Correct)
(b) Give me sufficie nt time , won’t yo u?
(Incorrect)
Give sufficient time, will you? (Correct)
(c) Shut up, can you? (Incorrect)
Shut up, can’t you? (Correct)
Explanation:
After imperative we use (i) won’t you? — to invite
people to do things. (ii) will you?/would you?/could
you?/can’t you? — to tell people to do things.
109. (a) He pays more attention to films than books.
(Incorrect)
He pays more attention to films than to
books. (Correct)
(b) I can rely more on you than her. (Incorrect)
I can rely more on you than on he r.
(Correct)
Explanation:
When there is comparison between two objects,
the preposition is placed before each of the two objects.
110. (a) He is declared to pass in the first division.
(Incorrect)
He is declared to have passed in the first
division. (Correct)
(b) She is supposed to commit this murder.

K KUNDAN
of which something is made can still be recognised. (Incorrect)
But we use ‘from’ when something is changed beyond She is supposed to have committed this
recognition. murder. (Correct)
107. (a) I thin k you hav en’t me t my fathe r. Explanation:
(Incorrect) Perfect infinitive is used if it refers to a time prior
I do not think you have met my father. to that which is expressed by the finite verb.
(Correct) 111. (a) How do you do? Fine, thanks. (Incorrect)
(b) I believe you haven’t seen the Taj Mahal. How do you do? How do you do? (Correct)
(Incorrect) Explanation:
I don’t believe you have seen the Taj Mahal. Don’t confuse How do you do? with How are you? It
(Correct) is a formula used when people are formally introduced.
Explanation: The reply is exactly the same: How do you do?
When negative ideas are introduced with think,

Correct Usage
Here are two lists of such words and expressions earning earnings
as are commonly misused. Their correct forms will equipments equipment
help you avoid mistakes you occasionally commit. furnitures furniture/pieces of furniture
Incorrect Correct gentries gentry
advices advice/pieces of advice lecturership lectureship
arm (Weapon) arms machineries machinery/machines
auspice auspices offsprings offspring
blotting blotting paper outskirt outskirts
boarding boarding house, hostel poetries poems
bowel bowels sceneries scenery/scenes
breads pieces/slices/loaves of bread scissor scissors
cattles cattle stationeries stationery
270 English Language and Comprehension Error Detection

traffics traffic with black and blue black and blue

trouser trousers with heart and soul heart and soul
a coward man a cowardly man/a coward with tooth and nail tooth and nail
a miser person a miserly person/a miser good in studies good at studies
a man of his words a man of his word clever in figure works clever at figure works
a flight of stair a flight of stairs bad in studies bad at studies
a man of letter a man of letters in trice in a trice
Arrear Bill Arrears Bill in hurry in a hurry
a serial of lectures a series of lectures What to speak of Not to speak of
birth date date of birth abstain to speak ill of.. abstain from speaking ill of...
cousin brother/ aim to do good aim at doing good
sister cousin bent to do bent upon doing
custom duty customs duty desirous to go desirous of going
family members members of his family do the needful do whatever is necessary
famous criminal notorious criminal (have) passion to read (have) passion for reading
head pain headache persist to say persist in saying
stomach pain/ refrain to go refrain from going
tooth pain stomachache/toothache repent to do repent of doing
(He has a headache/toothache/stomachache.) succeed to win succeed in winning
in class tenth in class ten or in the tenth class take pride to do take pride in doing
in the campus on the campus think to do think of doing
in the committee on the committee build a home build a house
in leave on leave cut jokes crack jokes
mutual friend common friend cut the pencil sharpen the pencil

K KUNDAN
no place (in a bus, cook bread bake bread
train etc.) no room (in a bus, train etc) describe about describe
passing marks pass marks discuss about discuss
Tennis field Tennis court drink tea take tea
cheque of Rs. 200 cheque for Rs 200 excel to speak excel in speaking
The back side give a speech deliver a speech
of a building The back of a building give goodbye bid goodbye
The front side give the examination take the examination;
of a building The front of a building appear at the examination;
today morning this morning sit for the examination
today afternoon this afternoon eat the poor feed the poor
today evening this evening give order give orders
today night tonight make a lecture deliver a lecture
two dozens pens two dozen pens make a goal score a goal
three thousands people three thousand people make noise make a noise
(But we say, dozens of pens, thousands of people to de- open the knot untie the knot
note unspecified number).
pray God pray to God
Saving Bank Savings Bank
rise the lid raise the lid
sworn enemies avowed enemies
see the pulse feel the pulse
vacant vessels empty vessels
speak a lie tell a lie
white hair grey hair
stick the button sew the button
worth seeing sight a sight worth seeing
take out one’s shoes take off one’s shoes
9.30 o’clock train 9.30 train
to have headache to have a headache
details upon details detail upon detail
to have temperature to have a temperature
miles after miles mile after mile
to steal in the exami- to use unfair means
with bag and baggage bag and baggage
nation in the examination
 Chapter 3
Error Detection in Specific Words
Directions: In each sentence below four words
that the printed in bold have been lettered (1),
(2), (3), (4) and (5). One of them may be wrongly
spelt or inappropriate in the context of the
sentence. Find out the word, which is wrongly
spelt or inappropriate if there is any. The letter
of that word is the answer. If all the words, which
are printed in bold, are correctly spelt and
appropriate in the context of the sentence, mark
(5) as the answer ie All orrect.
1. Gandhiji is known 1)/ for his successful 2)/
afforts 3)/ to liberate 4)/ India. All correct 5)
2. The cruelties 1)/ of history 2)/ are perpetrated
3)/ in the name of nobal 4)/ causes. All correct
5)
3. The fear of universal 1)/ destruction 2)/ hangs
3)/ over us like a dark cloud 4)/. All correct 5)
4. The e nvironme nt has a pro found e 1) /
inf luen ce 2)/ on the way a Society 3)/
develops 4)/. All correct 5)
5. The atmosphere 1)/ was fragrent 2)/ with the
scent 3)/ of rose flowers 4)/. All correct 5)
6. Shareholders used to be liabel 1)/ for the debts
2)/ of the company in proportion 3)/ to the
size 4)/of their holdings. All correct 5)
7. The popular 1)/ understanding of the 2)/
incidence 3)/ was that he had resigned 4)/.
All correct 5)
8. He was felicitated 1)/ for his roll 2)/ in
resolving 3)/ the coniflict 4)/ in the region.
All correct 5)
9. He firmly 1)/ denied 2)/ that the document
3)/ existed 4)/. All Correct 5)
10. Today banks offer 1)/ the facility 2)/ of instint
3)/ transfer 4)/ of funds to their customers.
All correct 5).
11. Their sole 1)/ concern 2)/ was how they could
assisst 3)/ their colleague in his hour of crisis.
4)/ All correct 5)
12. We shall be disabled 1)/ to justify 2)/ this
excess 3)/ expenditure. 4)/ All correct 5)
13. The lease on these premises 1)/ has expired
2)/ and we have incured 3)/ significant debt.
4)/ All correct 5)
14. Your statement 1)/ that you received 2)/ no
prier 3)/ intimation 4)/ is not plausible. All
correct 5)
15. Mr Sharma refused to acknowledge 1)/ that
he had committed 2)/ an error 3)/ while taking
that desicion. 4)/ All correct 5)
16. The importanse 1)/ given to content-oriented
2)/ approach has affected the methodology 3)/
of this project 4)/. All correct 5)
17. Almost all risk-taking 1)/ work involve 2)/
decision 3)/ making under uncertainty. 4)/
All correct 5)
18. In developing 1)/ countries there is increesing
2)/ concern for fostering 3)/ human potential.
4)/ All correct 5)
19. I want to express 1)/ my appreciation 2)/ of
the help offered 3)/ by my former colleages.
4)/ All correct 5)
20. The research 1)/ reported 2)/ in this valume
3)/ assumes importance. 4)/ All correct 5)
21. Almost 1)/ two hours have elapsed 2)/ since
he fell 3)/ asleep. 4) All correct 5)
22. Have you noticed 1)/ that the country is on
the brink 2)/ of a serious 3)/ dissaster? 4)/
All correct 5)
23. The messanger’s 1)/ story that appreared 2)/
incredible 3)/ has turned out 4)/ to be grue-
some. All correct 5).
24. She shade 1)/ tears as if to display her grief,
2)/ but they were not a genuine 3)/ expression
of sorrow. 4) / All correct 5)
25. As a consequence 1)/ of 2)/ that earthquack
3)/ many families have been, ruined. 4)/ All
correct 5)
26. Rising 1)/ prices 2)/ of foodgrains will have an
adverse 3)/ impac on developing 4)/countries.
All correct 5)
27. To deal effectively 1)/ with a crisis 2)/ quick
decisions 3)/ are requited 4)/. All correct 5)
28. The IT Company has succeeded 1)/ in achieving
high growth rate despite 2)/ facing 3)/ several
4)/problems. All correct 5) .
29. On an average 1)/ there are very few persons
wil lingl y 2)/ to take on 3)/ such
responsibility. 4)/ All correct 5)
30. More than halve 1)/ of the budget 2)/ has been
spent 3)/ on modernising 4)/ the factory. All
correct. 5)
31. My gole 1)/ is to acquire 2)/ a position 3)/ of
aut horit y 4)/ and re spe ct within the
organization. All correct 5)
32. The refusal 1)/ of the Ministry to clear pending
2)/ dues is a couse 3)/ for concern 4)/. All
correct 5)
196
33. He was convinced 1)/ that discipline 2)/ and
hard work would result 3)/ in dividents 4)/ in
the long run. All correct 5)
34. This is a company which believes 1)/ in
transparency 2)/ and appointment is done
strictly 3)/ on merit 4)/. All correct 5)
35. There will be a decline 1)/ in the probability
2)/ of oil companies because of the hike 3)/ in
oil prices 4)/. All correct 5)
36. Private 1)/ companies offer more competitive
2)/ salaries and opportunities 3)/ for carrier
4)/ growth. All correct 5)
37. The company is trying 1)/ to raise 2)/ its
revenu 3)/ by offering more products and
services 4)/. All correct 5)
38. He has proved 1)/ his reliability 2)/ and
integrity 3)/ in accomplishing 4)/ a task. All
correct 5)
39. Many farmers still relie 1)/ on credit 2)/ from
mone yle nde rs, which is risky 3)/ and
inconvenient 4)/. All correct 5)
40. There is a possibly 1)/ that the merger will have
a negative 2)/ impact 3)/ on consumers 4)/.
All correct 5)
41. China attracts 1)/ plen ty 2)/ of fore ign
investors 3)/ and has huge forex reserves 4)/
All correct 5)
42. India should adopt 1)/ these strategies 2)/ to
handle the threat 3)/ of global warming
successively 4)/ All correct 5)
43. The shortage 1)/ of rice has led 2)/ to a severe
food crises 3)/ in the region 4)/ All correct 5)
44. You should delay 1)/ your plan to acquier 2)/
that company owing 3)/ to the risk involved.
4)/ All correct 5)
45. The panal 1)/ is of the view 2)/ that the
restrictions 3)/ should be implemented 4)/
immediately. All correct 5)
46. The sit e 1)/ of the acciden t 2)/ was
surrounded 3)/ by a lot of spectators 4)/ but
none helped the victims. All Correct 5)
47. Forecasts 1)/ of oil consumption 2)/ are
controvercial 3)/ because of excessive 4)/ use
of vehicles. All correct 5)
48. The flour 1)/ was cleaned using detergents
2)/and all the stains 3)/ were removed 4)/. All
correct 5)
49. The thief who was in the possession 1)/ of the
police escaped 2)/ but the police refrained 3)/
from chassing 4)/ him. All correct 5)
50. We figured 1)/ that no one would dear 2)/ to
come close 3)/ to us because of our weapons
4)/. All correct 5)
51. In the latest 1)/ few months the number of
con tract s 2)/ we have secured 3)/ has
declined 4)/ sharply. All correct 5)
52. No amount 1)/ of money can compensate 2)/
you for the losses 3)/ you have experienced
4)/. All correct 5)
Test of English Language
53. Our firm 1)/ manages 2)/ the investment of
several 3)/ foreigner 4)/ companies in India.
All correct 5)
54. The panel 1)/ is suppose 2)/ to meet tomorrow
to sanction 3)/ the purchase 4)/ of ne w
premises. All correct 5)
55. It is our intention 1)/ to keep a check 2)/ on
the expences 3)/ ncurred 4)/ by them. All
correct 5)
56. Since petroleum products are taxed 1)/ heavily
they are a majar 2)/ source 3)/ of revenue 4)/
for the government. All correct 5)
57. Even though the proposal appearrs 1)/ practical
2)/ the committee should discuss 3)/ it at
length 4)/. All correct 5)
58. The Indian stock market has been one of the
well 1)/ performing 2)/ markets globally 3)/
during the current 4)/ year. All correct 5)
59. Had the scheme been allowed 1)/ to continue
2)/ it would have generated 3)/ attracted 4)/
returns. All correct 5)
60. People should constantly 1)/ upgrade their
skills 2)/ in order to be effective 3)/ and
efficient 4)/. All correct 5)
61. Every single 1)/ decision will be reveiwed 2)/
at the regular 3)/ monthly 4)/ meeting. All
correct 5)
62. We often 1)/ ask our customers to give us their
opinion s 2)/ and suggest ions 3)/ for
improvement 4)/. All correct 5)
63. I tried to convince 1)/ him that the situation
2)/ was not as worse 3)/ as it appeared 4)/. All
correct 5)
64. Underneath 1)/ the new law 2)/ the managing
director will no longer 3)/ be appointed 4)/ by
the government. All correct 5)
65. After the meeting I discussed 1)/ the issue
2)/ with my colleagues 3)/ who were very
helpfull 4)/. All correct 5)
66. Inspite of my attempts 1)/ to encourage 2)/
him to continue 3)/ studying 4)/ he decided
to take up a job. All correct 5)
67. This is the first time that he has been selected
1)/ to give a speech 2)/ at the anual 3)/
conference 4)/. All correct 5)
68. To find a solution 1)/ to the problem, we met
2)/ daily after work and contributed 3)/ our
ideals 4)/. All correct 5)
69. In my opinion it will be difficullt 1)/ to
persuade 2)/ the employees to accept 3)/ these
changes 4)/ in the rules. All correct 5)
70. After the presentation 1)/ it was clearly 2)/
that they were not interested 3)/ in financing
4)/ the project. All correct 5)
71. We are now facing stiff 1)/ competing 2)/ from
foreign companies manufacturing 3)/ similar
4)/ products. All correct 5)
72. I have mentioned 1)/ this case to indicate
Error Detection in Specific Words
2)/ how deliberate 3)/ it will be to achieve our
goal 4)/. All correct 5)
73. Today, thank 1)/ to our support 2)/she has
managed 3)/ to purchase 4)/ her own house.
All correct 5)
74. As per your request 1)/ this is a detail 2)/ list
of our basic 3)/ requirements 4)/. All correct
5)
75. The final decision 1)/ of whether 2)/to go ahead
3)/ or not does not rest 4)/ with the manager.
All correct 5)
76. It is true 1)/ that credit card companies cannot
import 2)/ such 3)/ high charges 4)/ on
customers. All correct 5)
77. In our opinion the se norm s 1)/ ar e not
applicant 2)/ in this kind 3)/ of situation
4)/ All correct 5)
78. The government is trying 1)/ to control 2)/
the price raise 3)/ but this is not the method it
should adopt 4)/. All correct 5)
79. To ensure 1)/ there has been no fraud 2)/ the
accounts of the previous 3)/ year need to be
carelessly 4)/ examined. All correct 5)
80. In this time of recession you should consider
1)/ the possibility 2)/ of reducing 3)/ your
expenditure 4)/. All correct 5)
81. It is impossible 1)/ to complete 2)/ the entire
3)/ project within the specified 4)/ time frame.
All correct 5)
82. The Government is certain 1)/ to amend 2)/
the law to prevail 3)/ the crisis 4)/. All correct
5)
83. Except 1)/ for a few, the majority 2)/ of our
staff has been recruited 3)/ locally 4)/. All
correct 5)
84. The y pat ientl y 1)/ ex p lained 2)/ the
procedure 3)/ for appling 4)/ for a loan to the
villagers. All correct 5)
85. One can succeed 1)/ in business unless 2)/
one is prepared 3)/ to take risks 4)/. All correct
5)
86. Ex pl ain 1)/ why you believe 2)/ the se
practices 3)/ should be discontinued. 4)/ All
correct 5)
87. If you empl oy 1)/ m ore sys tematic 2) /
methods 3)/ you can lesser your costs. 4)/ All
correct 5)
88. On the basics 1)/ of this data 2)/ it is
worthwhile 3)/ to take this risk 4)/ All correct
5)
89. Our present 1)/ projects are running 2)/ on
schedule 3)/ and will be completely on time,
4)/ All correct 5)
90. We have noticed 1)/ you in advance 2)/
regarding 3)/ the regional 4)/ manager’s
conference. All correct 5)
91. A good 1)/ leader is of prime 2)/ importance
for develop 3)/ of any organisation 4)/. All
correct 5)
197
92. Rajan would 1)/ pick 2)/ up his children from
3)/ the school and sup erwis e 4)/ t he ir
homework. All correct 5)
93. The milk vendor 1)/ studied hard 2)/ for four
years before topped 3)/the national level 4)/
exam. All correct 5)
94. The issues 1)/ of hunger and poorty 2)/ are
left behind 3)/ as we have progressed 4)/ in
technology. All correct 5)
95. Indian peoples 1)/ invest 2)/ as much 3)/ in
gold as in bank savings accounts 4)/. All correct
5)
96. Oportunities 1)/ multiply 2)/ when they are
seized 3)/ and die 4)/ when they are not. All
correct 5)
97. He realized 1)/ he was alone 2)/ in the house
and rushed 3)/ to bolt 4)/all the doors and
windows. All correct 5)
98. The information 1)/ provided 2)/ to the staff
was not adecuate 3)/ and everyone retaliated.
4)/ All correct 5)
99. Worried 1)/ that he will fail in the exams,
Satish stayed 2)/ up the whole knight 3)/ and
studied. 4)/ All correct 5)
100. Thomas could not cook 1)/very well and thus
had to stay 2)/ food from 3)/ a restaurant. 4)/
All correct 5)
101. As it was the tenth 1)/ day of the festival 2)/
the constables 3)/ on duty were tried 4)/ of
patrolling. All correct 5)
102. Rita was tending 1)/ to her flower 2)/ beds
with joy 3)/ and pride. 4)/ All correct 5)
103. The most won derfulles t 1)/ thing about
miracles 2)/ is that the y sometimes 3)/
happen. 4)/All correct 5)
104. It is better 1)/ to die 2)/ on your feet then 3)/
live 4)/ on your knees. All correct 5)
105. He glanced 1)/ around the room suspisiously,
2)/ sure they were 3)/ hiding somewhere. 4)/
All correct 5)
106. They failed to adhear 1)/ to the terms of the
agreement 2)/ on which they 3)/ had agreed
upon 4)/ earlier. All correct 5)
107. The main problem 1)/ of education is that 2)/
it is not ex cessible 3)/ to all the pe ople
conveniently. 4)/ All correct 5)
108. Last night the ambassador 1)/ was summoned
2)/ to the foreign office to discuss 3)/ the cricis.
4)/ All correct 5)
109. He was an amature 1)/ singer till 2)/ the age
of forty, when 3)/ he turned a professional.
4)/ All correct 5)
110. It never ceases 1)/ to amazing 2)/ me how he
can talk for so long without ever 3)/ saying
anything interesting. 4)/ All correct 5)
111. Although 1)/ it was the first time the King had
lead 2)/ his troupes to the battle, he showed
3)/ remarkable 4)/ courage. All correct 5)
112. As the dinne r was read y 1)/ the hosts
198
requested 2)/ everyone to precede 3)/ to the
dining 4)/ hall. All correct 5)
113. The police stopped 1)/ him and asked for the
lisence 2)/ which he unfortunately 3)/did not
carry while going 4)/ for the drive. All correct 5)
114. His father thought 1)/ that he had more
potential 2)/ to become 3)/ an engineer then
4)/ a doctor. All correct 5)
115. The doctors at the hospital says 1)/ that he
will be absolutely 2)/ fine within a week’s time,
given 3)/ that he follows their advice. 4)/ All
correct 5)
116. He was unable 1)/ to give a satisfactory 2)/
e xplanation for his absense 3)/ from the
meeting. 4)/ All correct 5)
117. Much 1)/ countries are starting to turn 2)/ their
attention 3)/ to new sources 4)/ of energy. All
correct 5)
118. As the ship was sinking 1)/ fast, the captain
2)/ gave orders to abandon 3)/ it immediately.
4)/ All correct 5)
119. The council 1)/ denied having any hand 2)/ in
the recently 3)/ unearthed scandle. 4)/ All
correct 5)
120. Their 1)/ has been a series of abductions 2)/
of young children 3)/ of the schools in the area
4)/ All correct 5)
121. In such cir cums tans es 1)/ do not take
unnecessary 2)/risks 3)/with your savings 4)/
All correct 5)
122. RBI is unwilling 1)/ to enforce 2)/ the se
re gulations as the se will dis courage 3 )/
investment 4)/. All correct 5)
123. Many Indian firms have ent ry 1)/ into
partnership 2)/ with foreign 3)/ ones of late
4)/. All correct 5)
124. This is a prime 1)/ example 2)/ of what the
government can achieve 3)/ if it is determine
4)/. All correct 5)
125. They managed 1)/ to accomplice 2)/ this by
coming 3)/ up with unique 4)/ schemes. All
correct 5)
126. He was a member 1)/ of the orignal 2)/
committe e which draf ted 3)/ the se
recommendations 4)/. All correct 5)
127. Do not precede 1)/ with the transfer 2)/ of
funds until you re ce ive furt her 3 )/
instructions 4)/. All correct 5)
128. Our branch is located 1)/ in a remote 2)/ area
where water is scarcity 3)/ available 4)/. All
correct 5)
129. To gain 1)/ the ir support, 2)/ you must
convenience 3)/ them of the benefits 4)/ of
the proposal. All correct 5)
130. The deal we negotiated 1)/ has not be en
approved 2)/ by RBI and needs 3)/ to be
revized 4)/. All correct 5)
131. He found 1)/ the company in 1980 to provide
2)/ electricity to people living 3)/ in rural areas
Test of English Language
4)/. All coorrect 5)
132. Salaries 1)/ of bank employees 2)/ are likely
3)/ to go above 4)/ by ten per cent. All correct
5)
133. The Chairman has promissed 1)/ to look 2)/
into the matter 3)/ and take necessary 4)/
action. All correct 5)
134. Since 1)/ the interest rate on bank deposits is
low 2)/ at present, people prefer 3)/ to deposit
their savings 4)/ in post office schemes. All
correct 5)
135. Most 1)/ projects are delayed 2)/ because of
the absents 3)/ of proper planning 4)/. All
correct 5)
136. A large number of celebrities 1)/ have joined
an NGO involved 2)/ in the movement for
protection 3)/ of animal writes 4)/. All correct
5)
137. The teacher liked the poem 1)/ so much that
she requested 2)/ Saba to read it allowed 3)/
to the whole 4)/ class. All correct 5)
138. As the wind blue 1)/ harder every minute, 2)/
people got a fairly 3)/ good idea that a storm
was approaching 4)/ the town. All correct 5)
139. The family had to bear 1)/ a leaky sealing 2)/
throughout the rainy season 3)/ as they could
not afford 4)/ to get it repaired. All correct 5)
140. Breathe 1)/ deeply and inhale the sents 2)/ of
roses and daisies in the landscaped gardens
3)/ surrounding 4)/ my house. All correct 5)
141. Drivers 1)/ who exceed 2)/ the speed limit
3)/ are duly find 4)/ by the traffic police
personnel. All correct 5)
142. This project 1)/ is in its final faze 2)/ of
completion and is expected 3)/ to be ready 4)/
by the end of this year. All correct 5)
143. The bored 1)/ of governors meets 2)/ once every
month to discuss 3)/ the organisation’s policy
4)/. All correct 5)
144. There was a slight 1)/ reduction 2)/ in his
wait 3)/ after almost a week 4)/ of strict dieting.
All correct 5)
145. He has not been able to attend 1)/ the office
2)/ for last four 3)/ days be cause he is
suffering 4)/ from fever. All correct 5)
146. Ways and Means Advances is a facility 1)/ under
which the government can borrow 2)/ from RBI
to meet its revenue 3)/ requirments 4)/. All
correct 5)
147. We are finding 1)/ it difficult to meet our
targets 2)/ because of short 3)/ of funds 4)/.
All correct 5)
148. The company has received 1)/ a good responds
2)/ from people who have started 3)/ using its
new services 4)/ . All correct 5)
149. The government has ready 1)/ adopted 2)/ many
recommen datio ns 3)/ of the Narsimhan
Committee on banking sector reforms 4)/. All
correct 5)
Error Detection in Specific Words
150. Statistics are crucial 1)/ for the government to
frame 2)/ effective 3)/ policies 4)/. All correct
5)
151. Besides 1)/ the duties of compassion 2)/
harmlessness and 3)/ forgiveness there are
still duties that we owe to others 4)/. All correct
5)
152. There was once a Brahmana who had made a
vow 1)/ that he would only eat food that he
could 2)/ gather 3)/ in the feilds 4)/. All correct
5)
153. By far the most urgent 1)/ need of industry in
journal 2)/ and of IT industry in particular
3)/ is the need for skilled 4) / manpower. All
correct 5)
154. The King gave away 1)/ all that he had, and he
and his famly 2)/ went without food so that
they might 3)/ feed the hungry. 4)/ All correct5)
155. We must feal 1)/ love for all, no matter 2)/
whether 3)/ they are of our own family or
strangers or whether they are rich or poor 4)/
All correct 5)
156. Quality 1)/ is never an accident 2)/ and is
always the result of intelligent 3)/ effort 4)/.
All correct 5)
157. Sharad consoled 1)/ Vijay and asured 2)/ him
that his son would return 3)/ home by sunset
4)/. All correct 5)
158. One of the monkeys was keeping 1)/ a track
2)/ of the things 3)/ done by the king’s men
from a distance 4)/. All correct 5)
159. The Swan lived in a pawned 1)/and had striking
2)/ golden 3)/ feathers 4)/. All correct 5)
160. The mother and her daughter 1)/ were happily
selling milk which got them enough 2)/ money
to leed 3)/ a comfortable 4)/ life. All correct 5)
161. Information 1)/ about the exam 2)/ was
displaid 3)/ on the notice 4)/ board. All correct
5)
162. Richa promised 1)/ to kleen 2)/ her room 3)/
on Sunday 4)/. All correct 5)
163. The robers 1)/ tried to get 2)/ into the house
3)/ through the balcony 4)/. All correct 5)
164. The strike 1)/ continued for three days, because
2)/of which the company 3)/ underwent a huge
4)/ loss. All correct 5)
165. There 1)/ were many 2)/ seagulls 3)/ on the
beach 4)/. All correct 5)
166. The completion 1)/ of the tunnel 2)/ has been
held 3)/ up owning 4)/ to a strike. All correct
5)
167. The Directr 1)/ spoke clearly and distinctly,2)/
therefore the audience 3)/ could understand
4)/every word he spoke. All correct 5)
168. Shall I write 1)/ a lettr 2)/ to him or would you
prefer 3)/ to call 4)/ him? All correct 5).
169. It has always be en the policy 1)/ of the
company 2)/ to promote existing 3)/ staff to
senior positions 4)/. All correct 5)
199
170. The tennis 1)/ and cricket matches 2)/were
interpted 3)/as it began 4)/to rain. All correct5)
171. The car 1)/ was praked 2)/ near 3)/ her building
4)/. All correct 5)
172. A vaccination 1)/drive was held 2)/to prevent
the outbreak 3)/of an epidemic 4)/. All correct5)
173. Lina was 1)/the first 2)/one to reech 3)/ the
venue 4)/. All correct 5)
174. She could 1)/ not attend 2)/ the function 3)/
as her flight got canselled 4)/. All correct 5)
175. Mohan trried 1)/to help 2)/but his friend 3)/
refused to take his help 4)/. All correct 5)
176. The organization preferred 1)/ to hire locale
2)/ population as they understood the language
3)/ and customer preferences. 4)/All correct 5)
177. In our opinion the exicting 1)/ assessment
2)/ system required immediate 3)/ revision.
4)/ All correct 5)
178. In responds 1)/ to the advertisement a sizeable
2)/ number of candidates have submitted 3)/
their applications. 4)/ All correct 5)
179. There is no guarantee 1)/ that if this model is
adopted 2)/ the entire 3)/ sector will prosper.
4)/ All correct 5)
180. With this uniq ue 1)/ in itiative 2)/ the
company hopes to sustain 3)/ its currant 4)/
growth rate. All correct 5)
181. The income 1)/ of many people in rural 2)/
India is not adequate 3)/ to satisfy 4)/ their
basic needs. All correct 5)
182. He is always 1)/ prompt 2)/ in caring 3)/ out
instructions 4)/. All correct 5)
183. The revized 1)/ rates 2)/ of interest will be
effective 3)/ immediately 4)/. All correct 5)
184. Such transactions 1)/ are quiet 2)/ expensive
3)/ and time consuming 4)/ for customers. All
correct 5)
185. The guidelines 1)/ of the new scheme 2)/ are
expected 3)/ to be finally 4)/soon. All correct5)
186. We have incurred 1)/ an expense 2)/ of over
fifty thousands 3)/ this year alone 4)/. All
correct 5)
187. World Earth Day is celeberated 1)/ as a means
2)/ to make pe ople awar e 3)/ about the
environment 4)/. All correct 5)
188. The key issue 1)/ discused 2)/ at the meeting
was how to resolve 3)/ the food crisis 4)/. All
correct 5)
189. He deserves 1)/ some recognition 2)/ for
working diligently 3)/ for the passed 4)/ five
years. All correct 5)
190. The re are many emp loymen t 1) /
opportunities 2)/ for fresh graduates 3)/ in
the market 4)/ today. All correct 5)
191. There were many objectives 1)/ from employees
to the pro posal 2)/ to am en d 3)/ the
regulations 4)/. All correct 5)
192. Since he has provided 1)/ over halve 2)/ the
finance for the infrastructure 3)/ he should
200
be in charge 4)/. All correct 5)
193. The scheme permits 1)/ investors 2)/ to buy
the shares from foreign 3)/ companies at a
ficsed 4)/ price. All correct 5)
194. A leader who relies 1)/ on his team members
2)/ for advice 3)/ is respected 4)/. All correct
5)
195. He is in complete 1)/ agreement 2)/ with your
analyze 3)/ of the situation 4)/. All correct 5)
196. RBI has attempted 1)/ to spend 2)/ financial
3)/ awareness 4)/ through this programme. All
correct 5)
197. In order to succeed 1)/ it is crucial 2)/ for an
organisation to constantly 3)/ improve 4)/.
All correct 5)
198. With some assistance 1)/ from her son she
was enable 2)/ to settle 3)/ her debts 4)/ on
time. All correct 5)
199. Though the government initiated 1)/ a large
sum 2)/ of money in the scheme 3)/ it was a
failure 4)/. All correct 5)
200. We have prepared a detailed 1)/ report giving
various 2)/ solutions 3)/ to resort 4)/ the
problem. All correct 5)
201. Under existing 1)/ regulations we are not
permitted 2)/ to owe 3)/ more than a forty per
cent share 4)/ of the family business. All correct
5)
202. In case of any land dispute 1)/ panchayat
officials 2)/ will determine 3)/ how the property
is to be dividend 4)/. All correct 5)
203. The World Bank has consented 1)/ to sanction
2)/ the necessary 3)/ finance 4)/ for the project.
All correct 5)
204. To obtain 1)/ a refund you will have to fill 2)/ a
claim 3)/ with the appropriate 4)/ authority.
All correct 5)
205. Experts predict 1)/ there will be shortaze 2)/
of investment 3)/ in the infrastructure 4)/
sector. All correct 5)
206. When the young artist returned 1)/ to his
village, his family held a festive 2)/ dinner on
it's lawn to ce le brate his tr ium pan t 3)/
homecoming 4)/. All correct 5)
207. She trusted Mira with all her heart 1)/ and thus
handled 2)/ over her life's 3)/ savings to her
instantly 4)/. All correct 5)
208. It is difficult 1)/ to see the picture 2)/ when
you are inside 3)/ the frame 4)/. All correct 5)
209. Had she not suppressed 1)/ all the details of
her Company's project 2)/ her Company would
have bagged 3)/ the contract 4)/. All correct 5)
210. The whole 1)/ time she walked with her child
in her arms the only thing 2)/ that worried 3)/
her was her son's feature 4)/. All correct 5)
211. It is not unusual 1)/ for guests of the hotel to
carry 2)/ souveniers 3)/ back with them when
they return 4)/ to their homes. All correct 5)
212. She vested 1)/ her time in chatting 2)/ over
Test of English Language
the phone and ultimately 3)/ ended up not
finishing 4)/ her work. All correct 5)
213. She had not eaten 1)/ anything 2)/ for a very
long time now and her stomach 3)/ was groling
4)/. All correct 5)
214. Half of the harm 1)/ that is done in this world
2)/ is due to people 3)/ who want to feel
important 4)/. All correct 5)
215. Life is like a mirror; 1)/ smile at it, and it’s
charmeng; 2)/ frown 3)/ at it, and it becomes
sinister 4)/. All correct 5)
216. The designer will showcash 1)/ her collection
2)/ at an upcoming 3)/ fashion 4)/ event in
the city. All correct 5)
217. Our mind is like a garden 1)/ which can either
be intelligently 2)/ cultivated 3)/ or be
allowed to run wilde 4)/. All correct 5)
218. Researchers 1)/ have identified 2)/ the early
master cells make up the human heart could
be used to make patches 3)/ to fix damaged
4)/ hearts. All correct 5)
219. The girl spends 1)/ every knight 2)/ studying,
as she wants to graduate 3)/ from a well known
college 4)/ with good marks. All correct 5)
220. The next time your gym instructor 1)/ tells
you to do some stretching 2)/ exersises 3)/
before starting the workout, 4)/ say no. All
correct 5)
221. Discussion 1)/ is an exchange of knowledge
2)/ whereas arguement 3)/ is a depiction 4)/
of ignorance. All correct 5)
222. He was arrested 1)/ for the crime 2)/ and was
charged 3)/ with attempt 4)/ to murder. All
correct 5)
223. Commit 1)/ yourself to lifelong learning 2)/
as the most valuable 3)/ aset 4)/ you will have
is your mind. All correct 5)
224. Belive 1)/ that life is worth 2)/ living and your
belief will create 3)/ the fact 4)/. All correct 5)
225. The best educated 1)/ human bing 2)/ is the
one who understands 3)/ most about the life
in which 4)/ he is placed. All correct 5)
226. The city’s fashion-conscious ladies 1)/ came
together at a city hotel to check out an exibition
2)/ by various 3)/ designers 4)/ and labels.
All correct 5)
227. The ministry’s proposal 1)/ for an autonomous
2)/ ove rarching aut horit y 3)/ for highe r
education and research was finally approval
4)/. All correct 5)
228. Silense 1)/ is to retreat 2)/ in wordless prayer,
gazing 3)/ out the window of your heart, and
going for slow meandering 4)/ walks in a garden.
All correct 5)
229. A majority of Army tanks continue to grope 1)/
in the dark, stricken 2)/ as they are with an
ecute 3)/ case of night blindness 4)/. All
correct 5)
230. Back home, the ever affable 1)/ Bollywood singer
Error Detection in Specific Words
shares the ex citement 2)/ of having 3)/
performed 4)/ at the Royal Hall in London. All
correct 5)
231. Even though the state has been witnessing
1)/ deaths on a daily basis, 2)/ it has not
hindered 3)/ the festivity 4)/ spirit of the
people. All correct 5)
232. The player was arrestted 1)/ for kicking 2)/
and punching 3)/ a driver outside a fast-food
outlet 4)/ in the city. All correct 5)
233. The clever disciple 1)/ had decided to proved
2)/ his skills by reciting 3)/ the holy verse 3)/
from the book. All correct 5)
234. In just one year Beena has gained 1)/ around
eight kilograms 2)/ and doctors fear she might
be prune 3)/ to heart-related ailments 4)/. All
correct 5)
235. On being threatened 1)/ by the king’s servants,
the poor gardener 2)/ blurted 3)/ out that he
had stolen the jewels 4)/. All correct 5)
236. It is indeed recommendable 1)/ that the apex
court has deemed 2)/ it necessary to remind
the government of its duties in promoting 3)/
education and investing 4)/ in it. All correct 5)
237. The perception 1)/ of animal life was even more
ambigous 2)/ because of anthropomorphic 3)/
characterisations of animal behaviour 4)/All
correct 5)
238. Policy of permitting 1)/ legal 2)/ import of gold
has stimulated 3)/ its consumation 4)/. All
correct 5)
239. His continually 1)/ defending 2)/ his stand
on the issue has risen 3)/ doubts in the mind
of the jury 4)/. All correct 5)
240. The government’s strategy to encourage 1)/
entreprenurship 2)/ gathers momentum 3)/
with unenvisaged 4)/ response. All correct 5)
241. The roll 1)/ of the institute is to provide
technical support to other institutions and to
constantly monitor 2)/ their facilities 3)/ and
performance. 4)/ All correct 5)
242. The competitive 1)/ edge for survival 2)/ lays
3)/ in the effective 4)/ use of information
technology. All correct 5)
243. The most popular 1)/ method adopted 2)/ by
an organisation to com municate 3)/ job
vacancie s to the public is through
advertisement. 4)/ All correct 5)
244. The act of extending 1)/ preferential 2)/
treatment to service providers was high 3)/
appreciated. 4)/ All correct 5)
245. The significant 1)/ future 2)/ is that none of
the ancient Indian scientists claimed 3)/
originality 4)/ of their theories. All correct 5)
246. Owing 1)/ to scarsit y 2)/ of wate r, the
metropolitan 3)/ city of Mumbai is passing
through 4)/ a hard time. All correct 5)
247. I repriminded 1)/ him for using humiliating
2)/ language while addressing 3)/the audience.
201
4)/ All correct 5)
248. I appealed 1)/ to her to look after my children
2)/ during my absence 3)/ and she acceded to
my request. 4)/ All correct 5)
249. You have absolutely 1)/ no authority 2)/ to
interphere 3)/ in my affairs. 4)/ All correct 5)
250. This time I was compelled 1)/ to leave him
unpunished 2)/ although he deserved severe
3)/ punishment for breech of rules. 4)/ All correct
5)
251. The cine ma transfor ms 1)/ abs tract 2)/
themes 3)/ into concret stories. 4)/ All correct
5)
252. He adviced 1)/ me not to pick 2)/ up quarrel
3)/ with neighbours on trivial matters. 4)/ All
correct 5)
253. Imported items are costlier 1)/ than there 2)/
domestic 3)/ counterparts 4)/. All correct 5)
254. Although 1)/ I was paid significantly 2)/ low,
I found my salary to be insufficient 3)/ or
rather adequate. 4)/ All correct 5)
255. An exhorbitantly 1)/ rigid attitude may prove
2)/ very dangerous, 3)/ even fatal 4)/. All correct
5)
256. There is hardly any resemblence 1)/ between
the faces 2)/ of the so-called identical 3)/
twins 4)/. All correct 5)
257. India has progressed 1)/ remarkbly 2)/ in
ex ercisin g 3)/ our com mitme nts in
international affair 4)/. All correct 5)
258. They vouched 1)/ to lunch 2)/ the programme
3)/ without much fanfare 4)/. All correct 5)
259. The Gove rnme nt officials appe ar to be
committed 1)/ to implement 2)/ the poverty
elevation 3)/ project with due sincerity 4)/.
All correct 5)
260. Preventive majors 1)/ have controlled 2)/ the
enormous 3)/ growth rate of terrorist 4)/
activities. All correct 5)
261. Tackling 1)/ potentially 2)/ violent 3)/
creaminals 4)/ is not free from risk. All correct
5)
262. With the unusually 1)/ heavy rainfall, the
prediction 2)/ made by meteorological 3)/
department was proved 4)/ wrong. All correct
5)
263. The economic imperatives 1)/ for acquiring
2)/ technological strengths do not warrant 3)/
repeatition 4)/ here. All Correct 5)
264. The combination of a base of imported technology
and capabilities 1)/ built up indigenous 2)/
led in itiall y 3)/ to product and proce ss
involvement 4)/. All correct 5)
265. If a country does not learn to master 1)/ these
new realities of life, our aspirations 2)/ to
ensure the prosperity 3)/ of our people may
come to not 4)/. All correct 5)
266. Since vegetable and fruit consumtion 1)/ will
increase in future, an appropriate 2)/ choice
202
considering agro-climate 3)/ input needs and
economic returns 4)/ should be arrived at for
every region. All correct 5)
267. An environmental 1)/ concern 2)/ that is likely
to have implications 3)/ for Indian agriculture
is the emission 4)/ of gases like methane and
carbon dioxide. All correct 5)
268. The turgid 1)/ article 2)/ on liberalization is
very complicated 3)/ to following 4)/. All
correct 5)
269. The suspicion 1)/ was paralysed 2)/ due to
the impact of the tortuous 3)/ interrogation
4)/. All correct 5)
270. While con vincin g 1)/ othe rs about false
claims, he maintains 2)/ a strait 3)/ face 4)/
All correct 5)
271. Due to financial 1)/ constrents, 2)/ I can’t
help you solve 3)/ your problems 4)/. All correct
5)
272. Meditation 1)/ enables 2)/ us to acquire piece
3)/ and tranquility 4)/. All correct 5)
273. Sania competed 1)/ with the excellent 2)/
players from each state in our country 3)/ and
won the first prige 4)/ All correct 5)
274. The approach 1)/ of parents’ participation 2)/
in e ducation acknowleges 3)/ the social
dimensions 4)/ of this issue. All correct 5)
275. Vinayak is a shrewd 1)/ person, any moment
2)/ he may create 3)/ a truoble 4)/ for you. All
correct 5)
276. An exclucive 1)/ proposal will be presented
2)/ for discussion and fav ourabl e 3) /
consideration 4)/ All correct 5)
277. After several 1)/ rounds of negotiations 2)/
the flat owner axceeded 3)/ to our request 4)/
All correct 5)
278. Mr Banerjee is a popular 1)/ leader since he
del igat es 2)/ autho rity 3)/ to his
subordinates 4)/. All correct 5)
279. The manager was accompanied 1)/ by several
2)/ e xpe rts whe n he s urv eyed 3)/ the
devastation 4)/ caused by the fire. All correct
5)
280. He failed 1)/ to secure 2)/ that crucial 3)/
contract so he loss 4)/ his job. All correct 5)
281. The presents 1)/ of all parties 2)/ involved
3)/ in the dispute is essential 4)/. All correct5)
282. Mahesh has taken a momentous 1)/ decision
to sell his very profitible 2)/ business 3)/ to
his biggest rival 4)/. All correct 5)
283. The entire 1)/ process 2)/ of assiging 3)/
projects has undergone 4)/ a change. All correct
5)
284. In his speech Mr Leeladhar revealed 1)/ that
banks have to comply 2)/ with Basel norms
3)/ last by March next year. All correct 5)
285. The scheme 1)/ was launched to allow 3)/ a
customer to know the states 4)/ of his loan
application. All correct 5)
Test of English Language
286. The objective 1)/ of the seminar was to raise
2)/ awareness 3)/ about the consequenses 4)/
of corruption. All correct 5)
287. The government is commited 1)/ to providing
world-class infrastructure to sustain 2)/
extensive 3)/ growth 4)/ of industries. All
correct 5)
288. Non-communicable 1)/ diseases 2)/ are a
major 3)/ concerned 4)/ for people in this
region. All correct 5)
289. The industry is poised 1)/ for a quantum 2)/
jump as it has ventured into Indian markets
which have excellent 3)/ growth opportunities
4)/. All correct 5)
290. The Government administration is required to
undergo 1)/ a radicle 2)/ transformation for
better service orientation 4)/. All correct 5)
291. The squwad 1)/ that was entrusted with the
task of detection 2)/ of explosives and their
neutralizatio n 3)/ has com ple te d the
assignment 4)/. All correct 5)
292. The equipments 1)/ used for surveillance 2)/
must be reliability 3)/ and of appropriate 4)/
quality. All correct 5)
293. We are aware 1)/ that the funds have been
utilise d to me e t working 2)/ capitel 3)/
expenditure 4)/. All correct 5)
294. The slowdown of the global economy should be
considired 1)/ an opportunity 2)/ rather than
a challenge 4)/. All correct 5)
295. The conversion 1)/ of large investment banks
into commercial 2)/ banks meant that there
were fewer 3)/ employers in the sector 4)/. All
correct 5)
296. Employees frequently 1)/ avail of loan facilites
2)/ provided 3)/ by their employers at reduced
4)/ rates of interest. All correct 5)
297. This outlet 1)/ of the multinational company
is ex pected 2)/ to e mploy additional 3)/
personal 4)/. All correct 5)
298. We plan to comple te the ex haus tive 1)/
performance 2)/ review 3)/ undertook 4)/ by
us by next week. All correct 5)
299. Home loan borrowers 1)/ will be definitely 2)/
affected 3)/ since banks have raised their
lending 4)/ rates of interest. All correct 5)
300. The Finance Ministe r has imp ressed 1)/
satisfaction 2)/ over the progress 3)/ made
by regional 4)/ rural banks. All correct 5)
301. If they want to maintain 1)/ their current rate
of expansion 2)/ they have to consider 3)/
these parametres 4)/. All correct 5)
302. India’s overall 1)/ trade defecit 2)/ continues
3)/ to be a major source of concern for analysts
4)/. All correct 5)
303. After severel 1)/ rounds of discussions 2)/
the Manager assented 3)/ to our proposal 4)/
All correct 5)
304. The indafatigable 1)/ zeal and fearlessness
Error Detection in Specific Words
2)/ with which the youth worked rejoiced 3)/
me beyond measure 4)/. All correct 5)
305. He sliped 1)/ away in the night 2)/ and reached
3)/ there in the morning 4)/. All correct
306. He let the laugher 1)/ wash away 2)/ the
tension 3)/ and then held 4)/ up her hand. All
correct 5)
307. The author also advocated 1)/ fresh vegetable
2)/ and fruits 3)/ as naturel 4)/ diet of aged
peoples. All correct 5)
308. The document 1)/ he gave me was long and
complicated 2)/ and I st ruggled 3)/ to
understand 4)/ it. All correct 5)
309. We shall have to await 1)/ and see if these
measures 2)/ are sufficient 3)/ to address
4)/ the problem. All correct 5)
310. They are negotiating 1)/ to try and reach 2)/
an agreement which will beneficial 3)/ everyone
concerned 4)/. All correct 5)
311. The company has decided 1)/ to allott 2)/ a
substantial 3)/ portion 4)/of its profits to
research and development. All correct 5)
312. It remains 1)/to be seen whether 2)/ these
reforms 2)/ will be acceptable 4)/ by the Board.
All correct 5)
313. His main reasoning 1)/ for applying 2)/ for
this promotion is the possibility 3)/ of an
overseas posting 4)/. All correct 5)
314. Since our financial resources 1)/ are limitless
2)/ we cannot afford 3)/ this alternative. All
correct 5)
315. Your marketing strategy 1)/ should be devised
2)/ dependent 3)/ on the kind of business you
own. All correct 5)
316. To better understand the challenges 1)/ of
starting a ne w ven ture 2)/ he read u p
extensively 4)/. All correct 5)
317. The file contents 1)/ a revised 2)/ estimate
3)/ of the banking industry’s manpowe r
requirements 4)/for the next year. All correct5)
318. Though these programmes have proved 1)/ to
be extremely 2)/ effective 3)/ they do have
certain drawbacks 4)/. All correct 5)
319. Any failure 1)/ to complicit 2)/ with these
fundamental 3)/ regulations will result in a
fine 4)/. All correct 5)
320. Every organisation needs to be proactive 1)/
in devising 2)/ stratergies 3)/ to ensure the
retention 4)/of staff. All correct 5)
321. According to these estimates 1)/ our profitable
2)/ margin 3)/ will be higher if we adopt 4)/
this approach. All correct 5)
203
322. In order to confront 1)/ the threat 2)/ of global
warming it is imperative 3)/ that we work
altogether 4)/. All correct 5)
323. This firm which is based 1)/ in France is
prepaired 2)/ to finance 3)/ small Indian
businesses which produce 4)/environment-
friendly products. All correct 5)
324. Despite intense 1)/ pressure 2)/ from his
supe riors he refuse d to discl oze 3)/ the
findings 4)/ of the report. All correct 5)
325. Corporates have benefited tremendously 1)/
from the government’s timely 2)/ decision to
waive 3)/ various tax 4)/. All correct 5)
326. Since you are unable 1)/ to repay the loan you
have no alternate 2)/ but to seek 3)/ an
extension 4)/. All correct 5)
327. A major 1)/ disadvantage 2)/ of this deal is
that we shall have to bear 3)/ the cost 4)/ of
training. All correct 5)
328. The bank’s fluctuating 1)/ performance over
the prior 2)/ year has been a major 3)/ cause
4)/ for concern. All correct 5)
329. An economy relies 1)/ on its access 2)/ to
dependable 3)/ and affordable 4)/ sources of
energy. All correct 5)
330. Researches have used data prevalent 1)/ to
manufacturing companies to illustrate 2)/ the
harmful 3)/ impacts 4)/ of technology on the
environment. All correct 5)
331. Such a situation 1)/ is neither feasible 2)/
nor desirable 3)/ in a democratic country like
ours 4)/. All correct 5)
332. The gradual 1)/ withdrawal 2)/ of such safety
3)/ mechanisims 4)/ will affect small and
medium industries the most. All correct 5)
333. In order to curtale 1)/ the substantial 2)/
export of iron ore recently 3)/ the government
has imposed 4)/ an export tax All correct 5)
334. Several 1)/ mediam 2)/ and small sized 3)/
companies successfully survived 4)/the global
financial crisis of 2008. All correct 5)
335. One of the tan gibl e 1)/ benefit s 2)/ of
appearing 3)/ for a loan under this scheme is
the interest rate concessions 4)/ All correct 5)
336. With effect 1)/ from April, non-banking finance
companies with good performances 2)/ may be
granted 3)/ licences to convert 4)/ into banks.
All correct 5)
337. In 2009, the largest 1)/ remittances 2)/ sent
to India were from oversees 3)/ Indians living
4)/ in North America. All correct 5)
204 Test of English Language

Answers and explanations

1. 3; The correct spelling is ‘efforts’. 55. 3; The correct spelling is ‘expenses’.
2. 4; The correct spelling is ‘noble’. 56. 2; The correct spelling is ‘major’.
3. 5; All correct. 57. 1; The correct spelling is ‘appears’.
4. 1; The correct spelling is ‘profound’. 58. 5; All correct.
5. 2; The correct spelling is ‘fragrant’. 59. 4; Replace ‘attracted’ with ‘attractive’.
6. 1; The correct spelling is ‘liable’. 60. 5; All correct.
7. 2; The word ‘outcome’ should be used in place of 61. 2; The correct spelling is ‘reviewed’.
‘understanding’. 62. 5; All correct.
8. 2; The correct spelling is ‘role’. 63. 3; Change ‘worse’ to ‘bad’.
9. 5; All correct. 64. 1; Change ‘underneath’ to ‘under’ or ‘As per’ or
10. 3; The correct spelling is ‘instant’. ‘According to’.
11. 2; The correct spelling is ‘assist’. 65. 4; Change ‘helpfull’ to ‘helpful’.
12. 1; Replace ‘disabled’ with ‘capable’. 66. 4; Replace ‘studying’ with ‘study’.
13. 3; The correct spelling is ‘incurred’. 67. 3; The correct spelling is ‘annual’.
14. 3; The correct spelling is ‘prior’. 68. 4; Replace ‘ideals’ with ‘ideas’.
15. 4; The correct spelling is ‘decision’. 69. 5; All correct.
16. 1; The correct spelling is ‘importance’. 70. 2; Replace ‘clearly’ with ‘clear’.
17. 1; The appropriate word should be ‘risky’. 71. 2; The word ‘competing’ is inappropriately used.
18. 2; The correct spelling is ‘increasing’. The correct word is ‘competition’.
19. 4; The correct spelling is ‘colleagues’. 72. 3; The correct spelling is ‘deleberate’.
20. 3; The correct spelling is ‘volume’. 73. 5; All correct.
21. 5; All correct. 74. 2; Replace ‘detail’ with ‘detailed’.
22. 4; The correct spelling is ‘disaster’. 75. 5; All correct.
23. 1; The correct spelling is ‘messenger’s’. 76. 2; Replace the word ‘import’ with ‘impose’.
24. 1; The appropriate word is ‘shed’. 77. 2; Replace ‘applicant’ with ‘applicable’.
25. 3; The correct spelling is ‘earthquake’. 78. 3; Replace ‘raise’ with ‘rise’.
26. 3; The correct spelling is ‘impact’. 79. 4; Replace ‘carelessly’ with ‘carefully’.
27. 4; The correct spelling is ‘required’. 80. 5; All correct.
28. 5; All correct. 81. 5; All correct.
29. 2; The appropriate word is ‘willing’. 82. 3; Replace ‘prevail’ with ‘solve’.
30. 1; The appropriate word is ‘half’. 83. 5; All correct.
31. 1; The correct spelling is ‘goal’. 84. 4; The correct spelling is ‘applying’.
32. 3; The correct spelling is ‘cause’. 85. 5; All correct.
33. 4; The correct spelling is ‘dividends’. 86. 4; It is proper to use ‘prohibited’.
34. 5; All correct. 87. 4; It is proper to use ‘lessen’.
35. 2; The appropriate word should be ‘profitability’. 88. 1; It is appropriate to use ‘basis’.
36. 4; The appropriate word is ‘career’. 89. 4; It is proper to use ‘completed’.
37. 3; The correct spelling is ‘revenue’. 90. 3; It is proper to use ‘during’.
38. 5; All correct. 91. 3; Replace the word ‘develop’ with ‘development’.
39. 1; The correct spelling is ‘rely’. 92. 4; The correct spelling is ‘supervise’.
40. 1; The appropriate word is ‘possibility’. 93. 5; All correct.
41. 4; Replace the word ‘reserves’ with ‘reserve’. 94. 2; The appropriate word should be ‘poverty’.
42. 4; Re place the word ‘successively’ with 95. 1; The appropriate word should be ‘people’.
‘successfully’. 96. 1; The correct spelling is ‘opportunities’.
43. 3; The correct spelling is ‘crisis’. 97. 5; All correct.
44. 2; The correct spelling is ‘acquire’. 98. 3; The correct spelling is ‘adequate’.
45. 1; The correct spelling is ‘panel’. 99. 3; The appropriate word should be ‘night’.
46. 5; All correct. 100. 2; The appropriate word should be ‘buy’.
47. 3; The correct spelling is ‘controversial’. 101. 4; Replace ‘tried’ with ‘tired’.
48. 1; The appropriate word should be ‘floor’. 102. 1; Replace ‘tending’ with ‘attending’.
49. 4; The correct spelling is ‘chasing’. 103. 1; Replace ‘wonderfullest’ with ‘wonderful’.
50. 2; The appropriate word should be ‘dare’. 104. 3; Replace ‘than’ with ‘then’.
51. 1; Replace ‘latest’ with ‘last’. 105. 2; The correct spelling is ‘suspiciously’.
52. 5; All correct. 106. 1; The correct spelling is ‘adhere’.
53. 4; Replace ‘foreigner’ with ‘foreign’. 107. 3; The correct spelling is ‘accessible’.
54. 2; Replace ‘suppose’ with ‘supposed’. 108. 4; The correct spelling is ‘crisis’.
Error Detection in Specific Words 205

109. 1; The correct spelling is ‘amateur’. 168. 2; The correct spelling is ‘letter’.
110. 2; Replace ‘amazing’ with ‘amaze’. 169. 5; All correct.
111. 2; The appropriate word is ‘led’. 170. 3; The correct spelling is ‘interrupted’.
112. 3; The appropriate word is ‘proceed’. 171. 2; The correct spelling is ‘parked’.
113. 2; The correct spelling is ‘licence’. 172. 5; All correct
114. 4; The appropriate word is ‘than’. 173. 3; The correct spelling is ‘reach’.
115. 1; Replace ‘says’ with ‘say’. 174. 4; The correct spelling is ‘cancelled’.
116. 3; The correct spelling is ‘absence’. 175. 1; The correct spelling is ‘tried’.
117. 1; Replace ‘Much’ with ‘Many’. 176. 2; The correct spelling is ‘local’.
118. 5; All correct. 177. 1; The correct spelling is ‘existing’.
119. 4; The correct spelling is ‘scandal’. 178. 1; The appropriate word should be ‘response’.
120. 1; Replace ‘Their’ with ‘There’. 179. 5; All correct
121. 1; The correct spelling is ‘circumstances’. 180. 4; The correct spelling is ‘current’.
122. 5; All correct. 181. 5; All correct.
123. 1; Replace ‘entry’ with ‘entered’. 182. 3; Replace ‘caring’ by ‘carring’.
124. 4; Replace ‘determine’ with ‘determined’. 183. 1; The correct spelling is ‘revised’.
125. 2; The appropriate word is ‘accomplish’. 184. 2; ‘quiet’ should be replaced by ‘quite’.
126. 2; The correct spelling is ‘original’. 185. 4; ‘finally’ should be replaced by ‘final’.
127. 1; The appropriate word should be ‘proceed’. 186. 3; The correct use is ‘thousand’.
128. 3; Replace ‘scarcity’ with ‘scarcely’. 187. 1; The correct spelling is ‘celebrate’.
129. 3; Replace ‘convenience’ with ‘convince’. 188. 2; The correct spelling is ‘discussed’.
130. 4; The correct spelling is ‘revised’. 189. 4; Use ‘past’ in place of ‘passed’.
131. 1; The appropriate word is ‘founded’. 190. 5; All correct.
132. 4; The appropriate word is ‘up’. 191. 1; The appropriate word should be ‘objections’.
133. 1; The correct spelling is ‘promised’. 192. 2; Replace ‘halve’ with ‘half’.
134. 5; All correct. 193. 4; Replace ‘ficsed’ with ‘fixed’.
135. 3; The appropriate word is ‘absence’. 194. 5; All correct.
136. 4; The appropriate word is ‘rights’. 195. 3; Replace ‘analyze’ with ‘analysis’.
137. 3; The appropriate word is ‘aloud’. 196. 2; Change ‘spend’ to ‘awaken’.
138. 1; The appropriate word is ‘blew’. 197. 5; All correct.
139. 2; The appropriate word is ‘ceiling’. 198. 2; Change ‘enable’ to ‘able’.
140. 2; The appropriate word is ‘scent’. 199. 1; Change ‘initiated’to’spent’.
141. 4; The appropriate word is ‘fined’. 200. 4; Change ‘resort’ to ‘resolve’.
142. 2; The correct spelling is ‘phase’. 201. 5; All correct.
143. 1; The appropriate word is ‘bord’. 202. 4; The appropriate word should be ‘divided’.
144. 3; The appropriate word is ‘weight’. 203. 5; All correct.
145. 5; All correct. 204. 4; All correct.
146. 4; The correct spelling is ‘requirements’. 205. 2; The correct spelling is ‘shortage’.
147. 3; The appropriate word is ‘shortage’. 206. 2; The correct spelling is ‘triumphant’.
148. 2; The appropriate word is ‘response’. 207. 2; Replace ‘handled’ with ‘handle’.
149. 1; The appropriate word is ‘readily’. 208. 5; All correct.
150. 5; All correct. 209. 5; All correct.
151. 5; All correct. 210. 4; The appropriate word is ‘future’.
152. 4; The correct spelling is ‘field’. 211. 3; The correct spelling is ‘souvenirs’.
153. 2; The appropriate word is ‘general’. 212. 1; The appropriate word should be ‘wasted’.
154. 4; The correct spelling is ‘family’. 213. 4; The correct spelling is ‘growling’.
155. 1; The correct spelling is ‘feel’. 214. 5; All correct.
156. 5; All correct. 215. 2; The correct spelling is ‘charming’.
157. 2; The correct spelling is ‘assured’. 216. 1; The correct spelling is ‘showcase’.
158. 5; All correct. 217. 4; The correct spelling is ‘wild’.
159. 1; The appropriate word is ‘pond’. 218. 5; All correct.
160. 3; The correct spelling is ‘lead’. 219. 2; The correct spelling is ‘night’.
161. 3; The correct spelling is ‘displayed’. 220. 3; The correct spelling is ‘exercises’.
162. 2; The correct spelling is ‘clean’. 221. 3; The correct spelling is ‘argument’.
163. 1; The correct spelling is ‘robbers’. 222. 5; All correct.
164. 5; All correct. 223. 4; The correct spelling is ‘asset’.
165. 5; All correct. 224. 1; The correct spelling is ‘Believe’.
166. 4; The appropriate word is ‘owing’. 225. 2; The correct spelling is ‘being’.
167. 1; The correct spelling is ‘Director’. 226. 2; The correct spelling is ‘exhibition’.
206 Test of English Language

227. 4; Replace ‘approval’ with ‘approved’. 280. 4; The appropriate word is ‘lost’.
228. 1; The correct spelling is ‘silence’. 281. 1; The appropriate word is ‘presence’.
229. 3; The correct spelling is ‘acute’. 282. 2; The correct spelling is ‘profitable’.
230. 5; All correct. 283. 3; The correct spelling is ‘assigning’.
231. 4; Replace ‘festivity’ with ‘festive’. 284. 4; The appropriate word is ‘latest’.
232. 1; The correct spelling is ‘arrested’. 285. 4; The appropriate word is ‘status’.
233. 2; Replace ‘proved’ with ‘prove’. 286. 4; The correct spelling is ‘consequences’.
234. 4; Replace ‘prune’ with ‘prone’. 287. 1; The correct spelling is ‘committed’.
235. 5; All correct. 288. 4; The appropriate word is ‘concern’.
236. 5; All correct 289. 5; All correct.
237. 2; The correct spelling is ‘ambiguous’. 290. 2; The correct spelling is ‘radical’.
238. 4; The correct spelling is ‘consumption’. 291. 1; The correct spelling is ‘squad’.
239. 3; It should be ‘raised’ in place of ‘risen’. 292. 3; The appropriate word is ‘reliable’.
240. 2; The correct spelling is ‘entrepreneurship’. 293. 3; The correct spelling is ‘capital’.
241. 1; The word ‘roll’ makes no sense here. So replace 294. 1; The correct spelling is ‘considered’.
it with ‘role’, which means ‘function’. 295. 5; All correct.
242. 3; Replace ‘lays’ with ‘lies’. 296. 2; The correct spelling is ‘facilities’.
243. 5; All correct. 297. 4; The appropriate word is ‘personnel’.
244. 3; Replace ‘high’ with ‘highly’. 298. 4; The appropriate word is ‘undertaken’ .
245. 2; It should be ‘feature’ instead of ‘future’ to make 299. 5; All correct.
the sentence meaningful. 300. 1; The appropriate word is ‘expressed’.
246. 2; The correct spelling is ‘scarcity’. 301. 4; The correct spelling is ‘parameters’.
247. 1; The correct word will be ‘reprimand’. The 302. 2; The correct spelling is ‘deficit’.
meaning of ‘reprimand’ is ‘to express severe 303. 1; The correct spelling is ‘several’.
disapproval of somebody or their actions 304. 1; The correct spelling is ‘indefatigable’.
especially officially’. 305. 1; The correct spelling is ‘slipped’.
248. 5; All correct 306. 1; The correct spelling is ‘laughter’.
249. 3; The correct spelling is ‘interfere’. 307. 4; The correct spelling is ‘natural’.
250. 4; The correct spelling is ‘breach’. 308. 5; All correct.
251. 4; The correct spelling is ‘concrete’. 309. 1; The appropriate word is ‘wait’.
252. 1; The correct usage will be ‘advised’. 310. 3; The appropriate word is ‘benefit’.
253. 2; The appropriate word is ‘their’. 311. 2; The correct spelling is ‘allot’.
254. 3; The appropriate word is ‘sufficient’. 312. 4; The appropriate word is ‘accepted’.
255. 1; The correct spelling is ‘exorbitantly’. 313. 1; The appropriate word is ‘reason’.
256. 1; The correct spelling is ‘resemblance’. 314. 2; The appropriate word is ‘limited’.
257. 5; All correct. 315. 3; The appropriate word is ‘depending’.
258. 2; The appropriate word is ‘launch’. 316. 5; All correct.
259. 3; The correct spelling is ‘alleviation’. 317. 1; The appropriate word is ‘contains’
260. 1; The appropriate word is ‘measures’. 318. 5; All correct.
261. 4; The correct spelling is ‘criminals’. 319. 2; The appropriate word is ‘comply’.
262. 5; All correct. 320. 3; The correct spelling is ‘strategies’.
263. 4; The correct spelling is ‘repetition’. 321. 2; The appropriate word is ‘profit’.
264. 2; The appropriate word is ‘indigenously’. 322. 4; The appropriate word is ‘together’.
265. 4; The appropriate word is ‘nought’. 323. 2; The correct spelling is ‘prepared’.
266. 1; The correct spelling is ‘consumption’. 324. 3; The correct spelling is ‘disclose’.
267. 5; All correct. 325. 4; The appropriate word is ‘taxes’.
268. 4; The appropriate word is ‘follow’. 326. 2; The appropriate word is ‘alternative’.
269. 1; The appropriate word is ‘suspect’. 327. 5; All correct.
270. 3; The appropriate word is ‘straight’. 328. 2; The appropriate word is ‘previous’.
271. 2; The correct spelling is ‘constraints’. 329. 5; All correct.
272. 3; The appropriate word is ‘peace’. 330. 1; The appropriate word is ‘relevant’.
273. 4; The appropriate word is ‘prize’. 331. 5; All correct.
274. 3; The correct spelling is ‘acknowledges’. 332. 4; The correct spelling is ‘mechanisms’.
275. 4; The correct spelling is ‘trouble’. 333. 1; The correct spelling is ‘curtail’.
276. 1; The correct spelling is ‘exclusive’. 334. 2; The correct spelling is ‘medium’.
277. 3; The correct spelling is ‘acceded’. 335. 3; The correct spelling is ‘applying’.
278. 2; The correct spelling is ‘delegates’. 336. 2; The appropriate word is ‘performance’.
279. 5; All correct. 337. 3; The correct spelling is ‘overseas’.
 match battle conspiracy
war blow defence
legislation war bulwark
fight safeguard campaign
Appropriate Prepositions insurance shield

ABOUT AS

(i) Here are some verbs which are followed by about: (i ) Here are some transitive verbs which are followed
agree care forget by as:
moan talk argue acknowledge class designate
chat fret muse name address classify
te ll ask complain diagnose nominate adopt
fuss protest think conceive disguise perceive
boast consult groan brand condemn elect
rave warn brag project cast consider
disagree grumble read employ regard categorise
wonder brood dream construe establish stamp

K
inquire speak worry certify count hail
(ii) Here are some nouns which are followed by about: use characterise denounce
advice decision misgivings interpret choose depict
row agreement fuss label cite describe
news anxiety idea mark
opinion book information (ii) He re are some intransitive verbs which are
phobia chat joke followed by as:
concern judgement prediction
act double pose
consultation lecture quarrel
begin function serve
debate letter question
come pass work
(iii)Here are some adjectives which are followed by

KUNDAN
about: AT
adamant embarrassed optimistic (i) Here are some verbs which are followed by at:
unclear angry enthusiastic
gape glance look
passionate unconcerned annoyed
gaze glare stare
fussy pleased undecided
bark shout swear
anxious guilty positive
scream snap yell
uneasy apprehensive happy
beam grin smile
sceptical unhappy bothered
ignorant sensitive unsure wave frown scowl
certain indignant sentimental sneer wink aim
upset complacent miserable grasp snatch clutch
serious vague concerned guess strike grab
mistaken sorry wary shoot throw dab
crazy nervous uncertain hack pick tear
worried gnaw nibble poke
work exclaim marvel
AGAINST shudder frown rail
smile jeer rave
(i) Here are some verbs which are followed by against: sneer laugh scoff
agitate compete play wander
align conspire plot
ally fight side (ii) Here are some adjectives which are followed by
advise guard insure at:
vaccinate counsel immunize aghast annoyed embarrassed
insulate protect fight pleased alarmed appalled
inoculate militate warn furious surprised amzaed
(ii) Here are some nouns which are followed by astonished impatient unhappy
against: amused bewildered indignant
aggression boycott crime upset angry disappointed
victory ally fight irritated
 BETWEEN prevent transform cut
get protect turn
(i ) He re are some nouns which are followe d by deflect glean receive
between: withhold
agreement consultation link IN
alliance contact merger
antagonism co-ordination misunderstanding (i) Here are some verbs which are followed by in:
balance correspondence partnership assist fail intervene
battle encounter rapport mediate believe gain
band feud relationship invest revel collaborate
breach fight split glory involve share
collision friendship truce dabble implicate join
connection interplay understanding specialise deal indulge
contrast disparity gulf luxuriate wallow (to enjoy)
similarity difference distinction engage interfere meddle
inequality discrepancy gap
(ii) Here are some nouns which are followed by in:
parity

K
belief decrease fluctuation
(ii) He re are some ve rbs which are followe d by
skill breach delight
between:
improvement slump catch
advertise bargin grope development increase stake
search aim fight change exercise interest
hunt send apply upsurge confidence experiment
fish look wait part voice cut
appeal call hope faith pride decline
lust press ask fall say difference
clamour hunger pine equality similarity disparity
wish beg hanker inequality variation
long pray yearn

KUNDAN
INTO
BY
Here are some verbs which are followed by into:
Here are some verbs which are followed by by: bully deceive galvanize
abide live stick seduce coax delude
go stand swear pressurize shame coerce
frighten push trick
FOR blossom develop make
Here are some nouns which are followed by for: change divide transform
admiration disdain enthusiasm convert evolve translate
nostalgia affection dislike degenerate grow turn
hatred partiality affinity
OF
disregard love passion
appreciation disrespect lust (i ) Here are some intransitive verbs which are followed
predilection contempt distaste by of:
mania weakness approve conceive dispose
FROM learn smell beware
consist dream partake
Here are some verbs which are followed by from: speak boast despair
ban detach graduate hear savour think
remove beg deter complain disapprove know
guard separate borrow smack weary
disconnect hide shelter (ii) Here are some transitive verbs which are followed
buy discourage inherit by of:
shield change dissuade
absolve avail cure
insulate stop come
make accuse cheat
disqualify keep switch
denude notify acquit
conceal elicit obtain
cleanse deprive purge
translate convert fall
advise convict divest
 warn assure convince (vi) Here are some verbs which are followed by on:
inform advise elaborate muse
(iii) Here are some adjectives which are followed by remark agree expand
of: ponder report comment
afraid beloved contemptuous lecture pronounce speculate
expressive appreciative bereft decide meditate reflect
critical fond apprehensive vote dwell
capable devoid forgetful OVER
ashamed certain empty
free aware characteristic (i) Here are some verbs which are followed by over:
enamoured full bare argue fight muse
conscious envious guilty brood fret quarrel
ignorant intolerant scared clash fuss quibble
uncertain impatient jealous disagree gloat row
sceptical unconscious incapable enthuse grieve wrangle
nervous scornful unsure
(ii) Here are some nouns which are followed by over:
independent oblivious short

K
unworthy indicative possessed anxiety debate outcry
unafraid wary insensible battle fuss quarrel
proud unware worthy concern misunderstanding row

ON THROUGH

(i ) Here are some transitive verbs which are followed Here are some verbs which are followd by through:
by on: browse glance look
base confer impose thumb flick go
lavish spend blame run wade flip
force inflict model leaf skim work

KUNDAN
(ii) Here are some intransitive verbs which are followed TO
by on:
bet count gamble (i) Here are some verbs which are followed by to:
intrude build depend beckon give point
impinge lean capitalise signal demostrate offer
embark impose plan show wave announce
check encroach improve explain say apologize
prevail choke focus mention speak complain
infringe rely concetrate mutter talk confide
frown insist settle report write change
verge full return convert
(iii) Here are some nouns which are followed by on: promote turn
assault boycott embargo (ii) Here are some adjectives which are followed by
limitation attack burden to:
emphasis onslaught attempt courteous fair kind
claim focus restriction sympathetic cruel faithful
ban effect limit loyal unfair devoted
(iv) Here are some nouns which are followed by on: friendly nice unfaithful
disloyal indifferent partial
advice debate lecture unkind accustomed identical
remark agreement decision proportional vulnerable adjacent
legislation report book immune sensitive allergic
ideas outlook verdict impervious similar central
commit judgment indebted subordinate comparable
(v) Here are some verbs which are followed by on: inferior superior equal
adamant dependent fair irrelevant susceptible equivalent
hooked intent bent married unaccustomed essential
easy hard incumbent parallelled useful fundamental
keen preferable vital
 WITH 3. Call

(i) Here are some verbs that are followed by with: at to visit somebody's place
ally confer merge for to demand
amalgamate conspire negotiate in to send for
associate dance share on to go to somebody's house to
chat debate speak Call meet him
coexist discuss trade off to postpone
collide interact work over to call out out the rolls
argue disagree row up to remember
bargain feud struggle upon to plead
clash fight vie 4. Die
compete haggle wrangle
of disease, illness, hunger, thirst, grief
(ii) Here are some adjectives which are followed by f rom a wound, over-eating
with: f or one's ideals, one's country
alarmed furnished overloaded Die in an accident, battle
suffused cluttered heavy by violence, one's own hands

K
painted swamped crawling (ie, commit suicide)
infested patterned teeming through neglect
crowded inlaid peopled 5. Go
thick draped inaden
piled tinged embellished af ter to chase
littered riddled filled against to oppose
overgrown studded angry Go f or to chase
displeased happy satisfied into to look into
annoyed dissatisfied impressed of f to explode
unhappy bored fascinated
6. Fall
infatuated unimpressed content

KUNDAN
fed up obsessed unsatisfied out to quarrel
disapoointed furious pleased back on use as a last resort if the
acquainted conversant impatient main thing fails
occupied afflicted engaged into to come into close contact
incompatible parallel comparable Fall in with meet by chance
faced inconsistent patient on pounce upon
compatible familiar infected upon come to pass
popular confronted frank through become unsuccessful
intoxicated unacquainted conneted off to be shed
free level unconnected
consistent friendly mixed up 7. Get
unfamiliar at to know
along to enjoy the company
Summary away to escape
Look at the charts given below: Get back to return
1. Break down to leave the train, bus or taxi
on with to maintain good relation
down of taxi, car, bus over to surmount
into a house
Break off relation 8. Look
up a meeting, class, etc after someone
with someone at see intently
2. Bring back upon recall
Look down upon dislike
down cause to fall into examine, investigate
f orth produce on consider
Bring f orward through study
produce, supply
out publish
9. Put 12. Turn
at lodge and entertain
across down reject
convey
aside on switch on
save Turn
forward out come out for special purposes
advance
Put in up arrive
submit
off delay, postpone
on wear Look at these charts, too:
out extinguish
(1)
10. Run
in an armchair, the car
away steal and disappear
She is at a table, a desk
back over reconsider
sitting on the chair, the ground, the floor,
down become weak or exhausted
af ter a horse, that seat
try to catch
Run of f make copies of

K
out come to an end (2)
over knock down and pass over
up against come car
face, encounter
go bus
11. Take travel train
by
boat
back withdraw plane
down write down bicycle
Take off deduct
up absorb, soak

KUNDAN
512 Test of English Language

Chapter 18

Sentence Arrangement

Exercise-1
Directions: In each of the questions below four To start something= to begin someting from the
sentences are given which are denoted by A, B, C from scratch very beginning without advantage
and D By using all the four sentences you have or preparation, especially when
building or devel oping
to frame a meaningful para. The correct order of
something
the sentences is your answer. Choose from the Spectacular = impressive or extraordinary
five alternatives the one having the correct order 4. (A) They think that India will disintegrate like
of the sentences. the Soviet Union or Yugoslavia.
1. (A) It was with this invincible spirit that Netaji (B) What will be the exact shape of India in 2000

K
opposed Wavell’s offer. AD can only be a matter of surmise.
(B) “Japan’s surrender is not India’s surrender,” (C) On the contrary, the blind patriots foresee a
he said. very bright future for India.
(C) The revolutionary spirit of Netaji was never (D) The prophets of doom say that the future of
dampened even after the surrender of Japan. India is doomed.
(D) He knew that a war of liberation demanded 1) BCDA 2) BDAC 3) DABC
great spirit, great sacrifice, courage and 4) DBAC 5) BCAD
patience. Surmise = a guess; guessing
1) BCDA 2) BCAD 3) CBAD Foresee = to predict something
4) DCBA 5) CBDA Doom = to cause somebody/something to
Invincible = too s trong to be overcome or suffer inevitable death destruction,
defeated failure etc

KUNDAN
Dampen = to make something less strong 5. (A) I wish I had more time, so that I could visit
2. (A) But all work is not education. the odd nooks and corners of India.
(B) In India, a majority of our people do hard (B) And yet I have not seen many parts of the
work, strenuous physical work, but all are country we love so much and seek to serve.
not educated. (C) Our own country is a little world by itself with
(C) It aims at concrete and objective realization an infinite variety and places for us to
of the ideas and is of great educative value. discover.
(D) “Work” is that activity of man which has a (D) I have travelled a great deal in this country
definite objective. and I have grown in years.
1) DCAB 2) BCDA 3) BACD 1) DCBA 2) DBCA 3) ADBC
4) DBCA 5) CBAD 4) CDBA 5) CBAD
Strenuous = requiring great effort or energy Every nook and corner = every part of a place;
Concrete = definite; positive everywhere
3. (A) Hari Prasad Nanda is one such person who A great deal = much; a lot
worked his way to the top from the scratch. 6. (A) By incre asing the se conne ctions the
(B) A few of them had a spark of proved adventure intelligence is also increased.
and their initiative, dedication and sincerity (B) Classical music has been proved to be very
brought them spectacular success. helpful in child development.
(C) The partition of India into India and Pakistan (C) Many doctors now a days use it for
made a numbe r of migrants to India therapeutic purposes which are based upon
penniless. the findings of this research.
(D) He rose to be come a first-ge ne ration (D) The research has demonstrated that listening
entrepreneur with the second largest complex to classical music increases the rate of
to his credit. nervous connections in brain.
1) ADBC 2) ADCB 3) CBAD 1) BDCA 2) DBAC 3) ACBD
4) CBDA 5) BCDA 4) BDAC 5) BCAD
Sentence Arrangement 513

Nowadays = at the present time, in contrast with 10. (A) Their invention has been proved to be a boon
the past to the society since many diseases caused
Therapeutic = of or connected with healing; having by the microbes could be cured by these
a good general effect on the body or
antibiotics.
the mind
Demonstrate =to show something clearly by giving
(B) The scientists, therefore, face a continuous
proof or evidence challenge to keep inventing newer drugs to
7. (A) This right, however, comes along with the counter this problem.
responsibility which the press is forced to (C) A major hurdle in the use of antibiotics,
work with. howe ve r, is that the microbe s de ve lop
(B) It means that the pressmen have every right resistance to the antibiotics, thus rendering
to expose matters re lated to public and these ineffective.
national interest. (D) Antibiotics are chemical substances produced
(C) Such re sponsibilitie s include not by microbes which are capable of inhibiting
broadcasting matters related to national the growth of other microbes.
security and other sensitive issues. 1) BACD 2) CBAD 3) DABC
(D) Freedom of press is symbolic of democracy. 4) DACB 5) ABDC
1) DBCA 2s) DBAC 3) ABCD Boon = a thing that is good or helpful for
somebody; a benefit; an advantage
4) BDAC 5) BCDA
Microbe = a tiny living thing that can only be
8. (A) A popular example of this damage is the Taj seen under a microscope
Mahal, whose marble has been corroded due Render = to cause somebody/something to be
to acid rain. in a specific condition

K
(B) It changes the acidic content of water bodies, Inhibit = to restrict or prevent a process or an
thus affecting the lives of the living organisms action
of this habitat. 11. (A) Goa is no exception.
(C) Acid rain has been a major factor responsible (B) Nevertheless, what has just transpired in the
for the degradation of the environment. state, le ading to the dissolution of the
(D) Along with affecting the living beings, it is asse mbly whe n its te rm was le ss than
also responsible for the corrosion of several halfway done, borders on the bizarre.
heritage buildings, thus causing irreparable (C) The country is used to receiving unusual
damages to them. political reports from states with small
1) CBAD 2) CDBA 3) BADC legislatures, mainly concerning defections
4) BDAC 5) CBDA that make it easy to change the colour of
Corrode = to destroy something sl owly, governments.

KUNDAN
especially by chemical action (D) Sensing that his game might be up, the chief
Habitat = the natural environment of an ministe r hurrie d to the gove rnor and
animal or a plant recommended the dissolution of the House.
Corrosion = the action of destroying something
1) ABCD 2) DCBA 3) CABD
slowly, especially by chemical action
Heritage = things such as works of art, cultural
4) BDCA 5) DABC
achievements and customs that Transpire = to become known; to prove to be so;
have been passed on from earlier to happen
generations Nevertheless = In spite of this; however; still
Bizarre = very strange; not at all logical
9. (A) Along with missing their education, these
12. (A) It has intensified patrolling in key areas and
children also face life-threatening dangers by
is keeping a close watch on rowdy elements.
working in hazardous chemical factories.
(B) The communally sensitive city has been
(B) Child labour has been interfering with the
largely peaceful, barring stray incidents.
education of millions of children across India.
(C) Amid the frenzy that has gripped Gujarat,
(C) However, there is a dire need to reinforce
Surat is an island of sanity.
these laws strictly throughout the country.
(D) However, the police does not want to take
(D) Many laws have been framed in order to curb
any chances.
this evil.
1) ADBC 2) DACB 3) BCDA
1) BADC 2) CBAD 3) DBAC
4) CBAD 5) CBDA
4) BDAC 5) BACD
Patrol = to go round an area to check that it
Vitally = extremely
is secure or safe and that there is
Hazar dous = dangerous; risky
no trouble
In dire need = extreme
Rowdy = creating a lot of noise and disorder
Reinforce = to cause a process to continue or
Stray = separated from a group; not in the
increase in intensity
right place
Curb = to restrain something; to prevent
Amid = in the middle of something; during
something from getting out of control
something, especially something
Dire = terrible; very serious or urgent
that causes excitement, alarm etc
514 Test of English Language

Frenzy = a s tate of extreme excitement; (D) For the first time in so many years a broad
extreme and wil d activity or consensus has been achieved, across the
behaviour political spectrum, on the direction and pace
Sanity = the state of having a normal healthy
of economic reforms.
mind; the state of being sensible or
reasonable; good sound judgement
1) CBAD 2) ABCD 3) BDAC
13. (A) Those who conduct the poll surveys defend 4) ADBC 5) CBDA
Albeit = although
their predictions saying there is a ‘slight
17. (A) A person living a totally worldly life is like a
permissible’ error up to two per cent.
line which is not a tangent.
(B) They only mislead the already confused
(B) The world we live in is like a limited size curve.
voters.
(C) He has no rules of living and follows a path
(C) But in the present era of close results, this
which suits him at a particular point of time.
is a big deviation which can tilt the whole
(D) In other words, he lives a directionless life.
predictions for some party.
1) ABCD 2) BACD 3) DCBA
(D) The results of the recent assembly elections
4) CDAB 5) DABC
have once again proved that poll surveys and
18. (A) Be it floods, cyclones, drought or deaths due
exit polls are highly unreliable.
to starvation, this state has witnessed them
1) DBAC 2) ACDB 3) ADBC
all.
4) DCBA 5) BCAD
Tilt = to move or make something move
(B) Ironically, whenever a calamity befalls the
into a sloping position state, things are given a political colour.

K
14. (A) There is a need for reformation in Muslim (C) People of Orissa have a bizarre fate.
education and in the thought process of the (D) The state is prone to all kinds of natural
community. disasters.
(B) Prophet Mohammed said that if in acquiring 1) CDAB 2) DCBA 3) ABCD
knowledge one had to travel to the distant 4) CADB 5) BADC
land of ‘Chin’, one should do so. Starvation = suffering or death caused by lack of
food.
(C) The basic teachings of Islam, as emphasised
Calamity = an event that causes great harm or
in the Quran, state that knowledge wherever damage; a disaster
found should be acquired by the Muslims. Befall = to happen
(D) What he intended was that Muslims should Bizarre = very strange; not at all logical
acquire modern knowledge. Prone = likely to suffer from, do or get
1) ABCD 2) DCBA 3) ACDB something

KUNDAN
4) CDAB 5) ACBD
15. (A) They epitomise a people’s civilisation that
goes back to the dawn of history.
(B) The Himalayas have nurtured this land with
life -sustaining wate r and e nable d a
civilisation to blossom.
(C) If these majestic mountains were not there,
the rain clouds sweeping up from the Indian
Ocean would have passed over our sub-
contine nt into Central Asia, leaving it a
burning desert.
(D) The Himalayas are not merely a geographical
feature, a mere chain of mountain ranges.
1) ABCD 2) DCBA 3) CDBA
4) ACBD 5) DACB
Epitomise = to be a perfect example of
something
Dawn of something = the beginning or first sign of
something
Nurture = to help the development of
something
16. (A) Albeit slowly, but things have started to move.
(B) The last decade has been a landmark of our
economy in more ways than one.
(C) New perspectives have emerged — the New
Agricultural Policy and the Disinvestment
formula, being the cases in point.
19. (A) But for a poor country like India, corruption
is a matte r which vitally touche s the
developmental process.
(B) Existence of rampant corruption in carrying
out the works of deve lopment is wide ly
acknowledged.
(C) In a wealthy country, corruption may be only
a moral issue.
(D) So, there is an urgent need to root out this
evil from the system if we need to see a
developed India.
1) ABCD 2) DCBA 3) BCAD
4) BADC 5) CABD
Rampant = existing or spreading everywhere in
a way that cannot be controlled
Carry out = to do something as required or
specified; to fulfil something; to
perform or conduct an experiment
Root out = to f ind and destroy or remove
something completely
20. (A) If some step is not taken to check this trend,
only God knows what will be the fate of this
country in coming years.
(B) Every political party is responsible for playing
with the spirit of democracy by giving tickets
to law-breakers in elections.
(C) People with criminal records are finding easy
Sentence Arrangement 515

to win elections and enter into the power 25. (A) Although the Constitution provides for the
circle. removal of a judge through impeachment, it
(D) Criminalisation of politics has become a is silent on deviant behaviour not amounting
grave concern for our democracy today. to proven misbehaviour.
1) ABCD 2) DCBA 3) ADBC (B) It has been left to Parliament to decide on a
4) CBAD 5) BDAC case-to-case basis.
Grave = serious and important (C) The issue of disciplining the judges is, of
21. (A) Jesus wanted his followers to live like light. course, a tougher one.
(B) It is not meant to change a situation or a (D) But no laws have be en enacte d by the
person. Parliament for investigating misconduct of
(C) Light is that which when given, enables that judges.
which is already present to be recognised. 1) ABCD 2) DCBA 3) CDAB
(D) Light has no content. 4) BCAD 5) CABD
1) ADBC 2) DCBA 3) ABCD Impeach = to accuse a public official or politician
4) CBAD 5) BCDA of committing a serious crime.
Enable = to make soembody abl e to do Deviant = different in moral or social standards
s omething by giving them the from what is considered normal or
necessary authority or means acceptable
22. (A) The techniques and theories are many but 26. (A) A comparison with China is also irrelevant.
the aim is one — to lead us to a non-dualistic (B) The apprehension of a slowdown is perhaps
state of mind where we feel one with our exaggerated.
Creator. (C) It is too early to say what impact the latest

K
(B) Meditation is done to quieten the mind, to judgement will have on economic reforms.
control thoughts and to move on a path of (D) A de mocracy proceeds at its own pace,
higher consciousness. through the process of checks and balances.
(C) It generates tolerance, stillness in mind and 1) ABCD 2) DCBA 3) ACDB
a general feeling of well-being. 4) CDAB 5) CBAD
(D) It brings about an intimate feeling of oneness Apprehension = anxiety about something in the
with everyone and with the entire universe. future; fear that something will
be unpleas ant or that
1) ABDC 2) DABC 3) CADB
something unpl easant wil l
4) BCAD 5) CBAD happen.
Quieten = to become or make somebody/
27. (A) For the poor, the sick, the hungry, the
something less disturbed, noisy etc
homeless and the unemployed, peace is

KUNDAN
Bring about = to mike something happen
23. (A) One group of emotions makes us feel restless release from poverty, is healthcare, is a meal,
and uneasy, the other brings about balance is a roof, is a job.
and harmony. (B) It is now generally understood that peace is
(B) We label the two as positive and negative. much more than the absence of war.
(C) All emotions flow from two basic emotions — (C) What is not as universally acknowledged is
love and fear. how much more, and how the essence of
(D) It also encourages us to accept the happy peace beyond war varies critically from person
ones and reject the others. to person.
1) ABCD 2) DCBA 3) BCAD (D) There is no peace, it is true, without freedom
4) CABD 5) BCDA from fear, but there is no peace without
24. (A) Also, the police needs to be more cooperative freedom from want.
and encourage people to come forward with 1) BCAD 2) ABCD 3) CBDA
information. 4) DBAC 5) ADBC
(B) We must remember that a pre dominant 28. (A) It is human to find fault with others.
section of the minority community has (B) The prejudices thus acquired blunt our power
nothing to do with nefarious activities, but to reason and we become less receptive to
unforunately keeps quiet out of fear or a false new thoughts and ideas.
sense of brotherhood. (C) We get conditioned unconsciously through
(C) Bomb blasts can only be controlled by a subtle environmental influence.
vigilant public which notices and reports (D) We also tend to give our own interpretation
suspicious activities. to doctrines.
(D) The people in the largely minority localities 1) DCBA 2) CBAD 3) BADC
need to be extra-vigilant. 4) ADCB 5) BCAD
Prejudice = dislike or distrust of a person, group,
1) ABCD 2) DACB 3) CBDA
custom etc that is based on fear or
4) ADBC 5) BADC false information rather than on
Nefarious = wicked; morally bad; evil
516 Test of English Language

reas on or experience and that Heed = to pay attention to s omething/

inf luences ones attitude and somebody
behaviour towards them. 31. (A) However, the maxim does not apply to politics.
Blunt = to cause something to have less (B) This is the only way others with political
power or effect ambitions will learn a lesson about what they
Subtle = difficult to detect or describe; fine;
may or may not do after they have achieved
organised in a clever and complex
way
their targets.
Doctrine = a belief or set of beliefs held and (C) One must not hit a man when he is down.
taught by a church, a political party, (D) One has every justification to hit a politician
a group of scientists etc who has been toppled off his ministerial chair
29. (A) This is evident from the fact that there are for his misdeeds and cripple him till he can
parties which favour disinvestment in the never rise again.
states under their control while opposing it 1) ABCD 2) DCBA 3) CADB
at the Central level. 4) ACBD 5) DABC
(B) It is pity, though, that there is an element of Maxim = a well-known saying that expresses
dishonesty behind this rupture. a general truth or rule of conduct
(C) However, the earlie r agreements on the Topple = to cause somebody to lose their
position of power or authority
reforms process seem to have broken down
Misdid = a wicked act; crime
because of political compulsions. Cripple = to damage or harm somebody/
(D) It would obviously have been easier for the something seriously

K
government if a consensus existed among the 32. (A) Nor was there a banner proclaiming ‘mission
political partie s on the matte r of accomplished’ in the background.
disinvestment. (B) Only then did the world know that a US
1) ABCD 2) DCBA 3) CDAB President had paid the first-ever visit to Iraq.
4) BCAD 5) ACBD (C) Inste ad, he arrive d unannounce d in a
Rupture = An ending of friendly relations darkened Air Force One at Baghdad airport in
30. (A) In an ugly throwback to the dark decade of the midst of utmost secrecy and left two- and-
the 1980s, Assam is once more in the grip of a-half hours later.
an intense anti-immigrant frenzy. (D) President George W Bush wasn’t wearing a
(B) With elements from the extremist outfits flight suit this time.
active ly aiding and abe tting the mass 1) CABD 2) BDCA 3) ACDB
violence, the situation on the ground has 4) CDAB 5) DACB

KUNDAN
rapidly spiralled out of control. Proclaim = to announce something
(C) Across large parts of the state, armed mobs Accomplish = to succeed in doing something;
have taken to the streets, targeting the life to compl ete something
and prope rty of the Hindi-spe aking s uccess full y; to achieve
community. something
(D) While the state government can legitimately In the midst of = while something is happening
or being done.
accuse the Centre of not sending in enough
Ut most = greatest; most extreme
forces to put down the violence, it has only
33. (A) Thus democratic elections do not remedy the
itself to blame for not heeding the danger
criminalisation of politics since all parties
signals early enough.
now are replete with criminals.
1) DCBA 2) ACBD 3) CDAB
(B) There was a time when voters used to vote
4) DBCA 5) BDAC
out politicians suspected of crimes, but not
Throwback = a person or thing that shows the
characteris tics of somebody/
any more.
something in the past. (C) People vote on the basis of caste and religion
Frenzy = a s tate of extreme excitement; regardless of the criminal re cord of the
extreme and wil d activity or candidates.
behaviour (D) Since politicians remain out of jail regardless
Outfit = a group of people working together; of how much they embezzle or even murder.
an organisation 1) ADBC 2) DABC 3) BDCA
Abet = to help or encourage somebody to
4) ADCB 5) DCBA
commit an offence or do something
Replete = wel l provided or supplied with
wrong
something; filled with something;
Spiral = to increase rapidly and continuously
very full of food
Legitimate = that can be defended; reasonable;
Embezzle = to use money placed in one’s care
in accordance with the law or rule;
wrongly, especially so as to benefit
legal
oneself.
Put down = to stop or suppress something by
force
Sentence Arrangement 517

34. (A) So it needn’t cause any moral outrage that (C) Just as bad money drives out good money,
cricket superstar Sachin should ask the bad politicians have very nearly cleared the
government to waive the roadworthiness test political arena of good politicians committed
for his new Ferrari. to moral principles and values.
(B) Fearing that the state-of-the-art car is not (D) Through the ir dubious ways, the y are
compatible to Indian road conditions, he has distorting and redefining morality.
sought to avoid the Indian road test. 1) DCBA 2) CDAB 3) BACD
(C) Earlier , a hue and cry was raised over his 4) ABCD 5) CABD
asking for a duty waiver for the same car, Compatible = that can exis t together without
gifted to him by auto giant, Fiat. problems or conflict
(D) Excellence must be rewarded, only then will Canard = false report or rumour
Propagate = to spread an idea, a belief , a
more people be inspired to excel.
knowledge etc more widely
1) ABCD 2) DABC 3) BCAD Vitiate = to spoil the quality or reduce the
4) CDAB 5) CABD force of something
Outrage = a strong feeling of anger and Arena = a place or scene of activity or conflict
shock Dubious = not certain and slightly suspicious
Waive = to choose not to insist on about something; doubtful
something in a particular case, Distort = to give a false account of something
even though one has a legal or 37. (A) A freedom that is limitless has no meaning
official right to do so.
— the re can be no right without a
Roadworthy = fit to be driven on a public road
State-of-the-art = using the mos t modern or
corresponding duty.

K
advanced techniques or (B) Also, a distinction needs to be made between
methods freedom and licence.
Compatible = suited; that can exist together (C) However, we have not evolved a corresponding
without problems or conflict; awareness about the value of restraint and
that can be used together self-control.
Hue and cry = a general alarm or loud public (D) We are all acutely conscious of our right to
protest
freedom.
Waiver = a document that records the
waiving of a legal right, etc.
1) DCAB 2) ABCD 3) CABD
35. (A) The women’s reservation Bill continues to 4) BACD 5) BCDA
be stalled by almost all political parties. 38. (A) What is evidently needed is some criterion,
(B) And even when women have made it to the some test for determining the authenticity
top in politics, little is done to help other of a claim that any given political system is a

KUNDAN
women. democratic one.
(C) Though the overt reasons for doing so may (B) The very word ‘democracy’ has acquired
differ from party to party, the net result universal prestige, something it did not
remains the same: keeping women out of possess a hundred years ago.
power. (C) Nearly every country in the world either
(D) Indian politics has yet again paid just lip- claims to be democratic or to be on the way
service to the cause of women’s emancipation. to democracy.
1) CDAB 2) BCAD 3) CABD (D) But despite this general attachment to the
4) DACB 5) DBCA idea of democracy, there is clearly no general
Stall = to avoid giving a definite answer or agreement as to which political societies
taking action, in order to get more deserve to bear the name.
time; to delay 1) DABC 2) CBAD 3) BACD
Overt = done or shown openly or publicly; 4) CBDA 5) ABCD
not secret or hidden 39. (A) By contrast, our homes are often scenes of
Emancipate = to set somebody free especially from strife and rivalry.
political, legal or social restrictions
(B) So, it would be better for the sake of humanity
Lip-service (or give/pay lip-service
to something) = to say that one approves of or
if pace, harmony and divinity prevails on
supports something while not doing earth.
so in practice (C) It is easier to visualise God in the starry
36. (A) That politics and morality are not compatible heavens than in our own homes.
is a canard propagated deliberately by a few (D) The stars, so remote from our humdrum
who have come to dominate public life. earthly e xiste nce, suggest to our minds
(B) As a result, the entire social system and the infinite stillness, harmony and wisdom.
e nvironme nt is vitiate d—re sulting in 1) ABCD 2) DCBA 3) CDAB
wide spre ad corruption and une thical 4) BCAD 5) ADCB
behaviour.
518 Test of English Language

Strife = angry or violent disagreement; 1) ADCB 2 ) BDCA 3) DCBA

conflict 4) CDBA 5) CABD
Rivalry = competition between people Dialect = the form of a language used in a
wanting the same thing part of a country or by a class of
For the sake of = in order to help somebody/ people with grammar, words and
something or because one likes pronunciation that may be different
somebody/something f rom other forms of the s ame
Humdrum = lacking excitement or variety language
40. (A) Globalisation has led to openness in trade, Incarnation = a person or thing that strongly
investment and financial flows. displays a particular quality
(B) This asymmetry is neither an accident nor a Allegiance = support of or loyalty to government,
coincidence. ruler etc
(C) It also e xte nds to flows of se rvice s, At large = as a whole; in general
technology, information and ideas across 44. (A) We should judge and determine if our acts
national boundaries. are correct, whether they are appropriate
(D) But the cross-border movement of people is before the Lord who has granted us life.
highly restricted. (B) We should live in a manner that material
1) DCAB 2) ACDB 3) CDBA considerations and personal benefits don’t
4) BCAD 5) CABD matter.
41. (A) One major issue is the de bate around (C) Every one of us should find the time for
foreigners, especially whether we can have meditation and communion with the Almighty.

K
someone of foreign origin as leader of our (D) If we find we have acted properly, we should
country. fear no one.
(B) But as it shines across middle class, diasporic 1) DCBA 2) ABCD 3) CADB
culture, claiming that opportunity has found 4) ACBD 5) DACB
Communion = a group of people with the same
a ne w ge ography, one must look at its
religious beliefs
shadows.
45. (A) Therefore, all this breast-beating about the
(C) Packaged as an election issue, it hides more
few knocking advertisements that are being
fundame ntal proble ms of citize nship,
aired, taking potshots at our political leaders,
hospitality and history.
is needless.
(D) Shining India is now a fact of life.
(B) The right to information is the bedrock of a
1) ABCD 2) DCBA 3) BCDA
true democracy.
4) CBAD 5) DBAC

KUNDAN
Diaspora = the process by which people of a
particular nation become scattered
and settled in other countries
42. (A) At best, it has had one or two dangerous
bowlers in an attack of four.
(B) Except for a brief spell in the 1970s, India
has never had a match-winning bowling
combination.
(C) But this comes as no surprise to those who
have followed Indian cricket over the last 50
years.
(D) India has one of the worst bowling attacks in
the world.
1) ABCD 2) DCBA 3) CDAB
4) BCAD 5) CBAD
43. (A) Language, it was once said, is a dialect
backed by an army.
(B) De spite more than 50 ye ars of state
sponsorship, neither Urdu nor Hindi, at least
in its official incarnation, has gained the
allegiance of the people at large.
(C) Yet, the history of ‘national’ languages in the
region tells a very different story.
(D) On the face of it, this is perhaps more true
of the Indian subcontinent than any other
part of the world.
(C) By the very fact that these politicians are in
the public space and are seeking our mandate
to represent us and rule this country for the
next five years, we have the right to know
both their pluses and minuses.
(D) What is not spelt out but is implicit in this
right is that the information can be both
negative as well as positive.
1) ABCD 2) DCBA 3) CDAB
4) DABC 5) BDAC
Bedrock = basic facts or principles
Mandate = the authority to do something, given
to a government or other organization
by the people who support it.
Implicit = implied, but not expressed directly
46. (A) An individual’s decline begins with desire and
ends in misery.
(B) Animals take life as it comes, but when man
fails to do a certain thing or to possess certain
things, he gets angry and slips into mental
depression.
(C) To keep the mind happy, we have to learn to
be content with minimum wants.
(D) Human beings are the only species in God’s
creation who make an issue out of nothing.
1) BACD 2) DCBA 3) ABCD
4) DBAC 5) ACBD
Sentence Arrangement 519

47. (A) There are times in history when political Tout = to offer or propose somebody/
formations need to look beyond ideological something in the hope that people
strait-jackets. will believe or accept them/it
Lopsided = with one side lower, smaller etc than
(B) Such junctures demand imaginative reading
the other; not evenly balanced.
of the present political moment and a break
51. (A) On the contrary, the new states have been
from rehearsed responses.
successful in containing socially divisive
(C) It now needs to decide whether to be part of
tendencies by taking on board the interests
a ruling dispensation in New Delhi or not.
of hitherto marginalised sections of the
(D) Poll 2004 has place d be fore the Le ft a
population.
challenge that it had once refused to take
(B) The process needs to be encouraged.
on.
(C) This has led to a more equitable distribution
1) BDCA 2) DABC 3) CDAB
of political powe r as we ll as e conomic
4) ABDC 5) BCDA
resources.
Straitjacket = a thing that stops or restricts growth
or development
(D) There is no empirical evidence to suggest that
Juncture = at a particular, especially important, creation of new states has led to any increase
stage in a series of events in social tensions.
Rehearse = to give a list of things, especially 1) BACD 2) ACBD 3) CDAB
things that have been mentioned 4) BCDA 5) DACB
many times before On the contrary = (used at the begining of a clause
Dispensation = permission to do something that or sentence to emphasise) that
is not normally allowed what follows is true, and it is

K
Take on = to accept opposite of what was said
48. (A) The be st option the n is to e ngage previously
constructively with the regimes and promote Contain = to prevent s omething f rom
democratic institutions. spreading in a harmful way and
(B) Democracy cannot be foisted on any society becomeing more serious
Take som ethi ng on board = to accept a
from the outside.
responsibility, etc; to
(C) Neither can such states be wished away. understand and appreciate
(D) No amount of external pressure can force something fully.
regimes to turn democratic, as is evident in Hitherto = until now; until a particular time
the case of China and Myanmar. Equitable = fair and just; reasonable
1) CABD 2) ABCD 3) BDCA Empirical = based on obs ervation or
4) DACB 5) CDAB experiment, not on theory

KUNDAN
Regime = a method or system of government
Foist (foist something on/upon
somebody) = to force somebody into accepting
something that is not wanted
49. (A) It has been seen that illiterate people are
basically guided by emotions.
(B) Emotions are the main motivating factor for
most people.
(C) Hence it is important to counter this with a
broad-based education system that is both
scientific and spiritual.
(D) This is especially so when illiteracy is high.
1) ABCD 2) BDAC 3) BCDA
4) CABD 5) CDAB
50. (A) Independent statehood is touted as a remedy
for such lopsided development.
(B) With state governments according unequal
priority to different regions within a state,
some parts are inevitably neglected.
(C) The principal argument in favour of smaller
states is that of regional imbalance.
(D) But there is little evidence to suggest that
the creation of smaller states has actually
resolved the issue.
1) CBAD 2) DABC 3) BDAC
4) DBCA 5) ADBC
52. (A) Children in most schools are packed like
sardines into dingy classrooms and spend
most of their time jostling for space instead
of learning.
(B) Education is not just about imparting
literacy; it is about developing a well-rounded
personality in the child.
(C) This has contributed to stress, lack of interest
in le arning and othe r physical and
psychological disorders.
(D) This is difficult to achieve in today’s crowded
classrooms which have made learning a
joyless experience.
1) DABC 2) CDAB 3) BDAC
4) ADBC 5) ADCB
ike sardine = pressed tightly together in a way
that is uncomfortable or unpleasant
Dingy = dirty and dark; not cheerful or bright
Jost le = to compete with other people in a
forceful manner in order to gain
something; to push roughly against
somebody usually in a crowd
Impart = to give a quality to something
53. (A) If it were so, the one billion-plus and still
growing population, overcrowded metros and
schools would have by now led to a crisis,
triggering regression.
520 Test of English Language

(B) That hasn’t happened. Inoculate = to inject a person or an animal with

(C) We continue to grow — in numbers as well a mild form of a disease as a way of
as in terms of income per head and literacy preventing them/it catching the
disease itself.
levels.
57. (A) In a TV set an echo within the crystal is used
(D) In India, lack of space has never majorly
to set the timing for the electron beam that
deterred achievers.
scans the screen.
1) CABD 2) BCAD 3) ABCD
(B) Toshiro Higuchi and his colleagues at the
4) BADC 5) DABC
Regression = the process of returning to an earlier
Department of Precision Engineering at the
or less advanced form or state University of Tokyo built their motor using a
Deter = to make somebody decide not to do sliver of lithium niobate 60 millimetres long
something and 15 millimetres wide.
54. (A) The re are still two we eks to go for the (C) But when these waves bounce along the
American presidential election. surface of a crystal small objects on top will
(B) Our newspapers and TV channels are full of ‘surf’ along with them.
Kerry-Bush debate. (D) Applying a small voltage to a piezoelectric
(C) But the kind of media attention it is attracting crystal flexes and stretches its atomic lattice,
in India, makes it appear as if India is creating a surface acoustic wave.
America’s 51st state. 1) ABCD 2) DBCA 3) ADCB
(D) Every statement and its implication has been 4) CDAB 5) DACB

K
discussed threadbare. 58. (A) The name malaria itself has its origin from
1) ACBD 2) BACD 3) DACB ‘mal air’ conveying ‘foul air’.
4) CBAD 5) DBCA (B) In those days malaria was considered a
Thr eadbare = not adequate or effective; old and mysterious scourge on mankind causing
worn thin untold havoc over centuries.
55. (A) It is only a means giving a fair chance to (C) No one knew its cause and how it spread.
those who have been discriminated against (D) Rather, it was widely believed, the disease
for centuries. was transmitted through a foul, poisonous
(B) The myth that reservations will bring doom gas known as Marsh Miasma.
to the private sector is being deliberately 1) ADCB 2) BCDA 3) CDBA
propagated. 4) ABDC 5) BACD
(C) Instead of lowering the cut-off percentage for Scourge = a person or thing that causes trouble

KUNDAN
the reserved categories, a large number of or suffering
scholarships should be made available to Untold = too many or too much to be counted,
them. measured etc
(D) Reservation does not mean employing the Foul = an act or a piece of play that is
against the rules of game; dirty and
incompetent.
smelling bad.
1) CDAB 2) BDAC 3) ADCB
59. (A) If there is a large problem that fits ESs, then
4) DCAB 5) CBAD
perhaps this is the approach to be followed.
Di scrim inati on = treating a person or group
differently (usually worse) than
(B) Many companie s choose to build large
others. systems which usually must be run on
Myth = a thing or person that is imaginary mainframe computers.
or not true (C) The benefits of large systems are that the
Doom = death or ruin; any terrible fate savings can be large.
Propagate = to spread an idea, a belief , (D) The downside to building large systems is
knowledge, etc more widely that they require special programmers to
56. (A) That is because all vaccines lose their ability build.
to provide protection against disease over a 1) ADCB 2) BDAC 3) CABD
period of time. 4) BCAD 5) ADBC
(B) Vaccines have saved millions of lives and vast Downside = a negative aspect; a disadvantage
sums of money have gone into preserving the or set of disadvantages
inoculations at low temperatures. 60. (A) Chemical reactions are about to become
(C) The loss of potency becomes quicker when easier to control, as German researchers have
they are exposed to high temperatures. built a laser that ‘learns’ to direct them.
(D) In order to maintain their quality, they must (B) But chemists seldom know the energies of
be stored at the appropriate temperature from bonds well enough to tailor the laser for the
the time they are manufactured right up to task.
the moment of use. (C) Now the team has built the first working
1) DBCA 2) CDAB 3) ACDB system that relies on the feedback to find
4) BACD 5) CBDA the right laser pulse for the job.
Sentence Arrangement 521

(D) By exciting specific bonds, precisely shaped Log = to enter information in an official
laser pulses can split large molecules into written record.
desired products. Optimise = to make something as good or as
favourable as possible
1) ADBC 2) BCDA 3) DBAC
Nasty = painful; severe
4) DABC 5) BDAC
64. (A) And if one has more products one will have
Tailor = to make or adapt something for a
particular purpose, person or type
to forecast which market, which city, which
of person. shop and when they will need a particular
61. (A) A carbon crystal that might eventually be used brand and a particular size.
to make optical circuits (which use light (B) The focus of most CPG companies used to
beams instead of electric currents) has been be first to get the manufacturing right.
de ve lope d by an Ame rican e le ctronic (C) There are lots of issues around the supply
company. chain management side.
(B) They then chemically removed the gemstone, (D) Once the y achie ve this they go for the
leaving the carbon in a form they dub ‘inverse distribution right.
opal’. 1) CABD 2) CDBA 3) CBAD
(C) The resulting crystal can strongly diffract 4) ADBC 5) BDCA
visible light, a quality the researchers have 65. (A) Moreover, the anti-venom contains a mixture
exploited to build an optical switch. of fore ign prote ins and cause s alle rgic
(D) Researchers took a a synthetic version of the reactions in many patients.
gemstone opal and filled the spaces in its (B) Antibodies are then harve ste d from the
animals’ blood.

K
lattice with carbon.
1) BCDA 2) ABCD 3) ADBC (C) Until now, anti-ve nom for neutralising
4) CDBA 5) DACB snakebite toxins has been made by injecting
62. (A) Dobson’s conclusions, they contend, are a horses or sheep with small quantities of
stretch based on highly circumstantial venom to produce an immune reaction.
evidence and at odds with evolutionary (D) However, a single dose of anti-venom costs
biology. around $ 15 and several may be needed to
(B) “We sometimes have to rock the boat,” said treat each patient.
Dr Karl W Butze r, a ge ographe r at the 1) ABCD 2) DCBA 3) BADC
University of Texas at Austin. 4) CDAB 5) CBDA
(C) Pale ontologists who spe cialise in 66. (A) This result is reported in the October 16th
Neanderthal rese arch have raised sharp issue of Science.

KUNDAN
objections. (B) Antarctica is not shrinking according to a
(D) But some anthropologists and othe r report from the European Space Agency (ESA).
geographers said that the data see me d (C) The same investigation provides evidence that
impressive and that the inte rpretations one part of West Antarctica may be rapidly
should be taken seriously. losing its ice to the ocean.
1) ABCD 2) ABDC 3) CADB (D) A team of British, Dutch and Ame rican
4) BDCA 5) CABD scientists, led by Prof Duncan Wingham at
63. (A) Call monitoring features are useful in terms the University College, London, based the
of security, but also enable tracking of call findings on ERS (European Remote Sensing)
volume and logging of all connections so that satellites’ data collected over five years.
administrators can optimise the number of 1) CABD 2) BDAC 3) ACDB
ISDN lines ordered. 4) DBCA 5) CDBA
(B) Call monitoring is also an important element 67. (A) Storage of cadaver organs for transplant
of any ISDN data communications solution. re mains a pe re nnial proble m and is
(C) Given that ISDN costs are ofte n usage- influenced by legal, ethical and other issues.
related, this checking and recording also (B) The function of the organs must be protected
serves to prevent any nasty surprises that before and during procurement from the
user might receive with the monthly phone donor.
bill. (C) Organ transplant for end-stage disease is well
(D) At the same time, usage logs can provide accepted worldwide.
managers with the justification required to (D) The supply of organs from heart-beating dead
add ISDN lines as the need for additional donors is inade quate to mee t the total
bandwidth arises. demand.
1) ABDC 2) BACD 3) DABC 1) CADB 2) CBAD 3) BACD
4) DACB 5) ACDB 4) CDAB 5) ADCB
Cadaver = a person’s dead body
Perennial = constantly occurring
522 Test of English Language

68. (A) The remarkable point has been made in this 1) CADB 2) CABD 3) ADBC
context that language owes its origin to art. 4) DCBA 5) ABDC
(B) Both art and language involve symbols that Hitherto = until now; until a particular time
have some kind of “socially shared meaning”. Dev oi d of som et hi ng = without s omething;
(C) Dr Ian Tattersall of the American Museum of completely lacking in something
Scorching = very hot
Natural History in New York is quoted as
72. (A) Fallow condition of the land favours the loss
saying: “Empathy, intuitive reasoning, and
of valuable top soil by water erosion during
future planning are impossible without
monsoon by run-off and loss of soil moisture
language.”
by evaporation during dry periods.
(D) Art is symbolic representation, and a society
(B) This makes inter-culture operations difficult.
that indulged in art must have had a language.
(C) This favours weeds and harbours pests and
1) BDCA 2) CDAB 3) BADC
diseases.
4) BCAD 5) ADBC
Empathy = the ability to imagine and share
(D) Most of the farmers keep the land fallow up
another person’s feel ings , to the bearing period.
experience etc 1) ABDC 2) CDBA 3) DCBA
Intuitive = of or coming from intuition 4) ACBD 5) CDAB
Indulge = to all ow oneself to enjoy the Fallow = that has been dug but then left
pleasure of something without crops being planted on it,
69. (A) And for good reason: Experts cannot seem to in order to allow essential chemical
agree, either. elements, etc to increase in it.

K
(B) For example, the biomechanics laboratory at Harbour = to contain and allow something to
develop
Ce ntine la Hospital Me dical Ce ntre in
73. (A) The lesions are small, smooth, later enlarge
Inglewood, Calif., completed a study this year
and become slightly depressed.
comparing the effectiveness and safety of
(B) Phytopthora blight produce s diffe re nt
eight popular abdominal movements.
symptoms on affected plants, depending on
(C) Even the research is not definitive.
the age and the plant part affected.
(D) Exercisers are often confused about the best
(C) Initially, purple to dark necrotic lesions girdle
way to strengthen and tone up the midriff.
the basal portion of the stem and later occur
1) ACBD 2) DACB 3) BCDA
on the aerial parts of the seedlings.
4) DBCA 5) DABC
Midriff = the middle part of the human body,
(D) The seedling infection commences with the
onset of heavy rains during July-August.

KUNDAN
between the waist and the chest.
Tone up = to make one’s body stronger, fitter 1) BDCA 2) DCBA 3) ADCB
etc 4) ABCA 5) CDBA
70. (A) There is significant variability in seedlings Lesion = a wound; an injury
raised through seeds. Blight = any plant disease
(B) Small cardamom, the queen of spices, enjoys Necrotic = adjective of ‘Necrosis’.
Necrosis = the death of most or all of the cells
a unique position in the spices market.
in an organ or tissue due to disease,
(C) Clonal multiplication and tissue culture injury, or failure of the blood supply.
method of propagation are advantageous for Girdle = to surround something
true-to-type and uniform crop. Aerial = existing or suspended in the air
(D) It is propagated through seeds and rhizomes. Onset = a beginning, especially of something
1) ACDB 2) CDBA 3) BDCA unpleasant.
4) CADB 5) ADBC 74. (A) It is de sirable that political partie s
Seedling = a young plant newly grown from a themselves develop a code of conduct that
seed will sustain the level playing field.
True to something = being or acting as one would (B) Any code should evolve more as a healthy
expect from something convention having the force of a statute.
71. (A) Bananas cultivated in the Cauvery delta have (C) It is said that conduct cannot always be laid
begun to develop severe salt injury. down by the law.
(B) The wetland tracts hitherto considered as (D) As regards giving statutory status to the
devoid of such problem have now shown signs model code, some have opposed it.
of salt injury by way of marginal scorching 1) ABCD 2) DCBA 3) BDCA
characterised by yellow lining. 4) CADB 5) ACBD
(C) The lower leaves get dried up at a faster rate 75. (A) Social attitudes sometimes lag behind social
and the number as well as the size of the realities in a period of transition.
leaves showed a decline. (B) Perhaps it is time for a fe w determined
(D) The scorching is so severe that the leaf area pushe s to be gin the first ste p of
gets reduced to even 50 per cent.
Sentence Arrangement 523

reconstructing social structures so that they system.

address modern needs. (C) This could be tolerated in the past but can
(C) The roles of the primary care-giver in a family be catastrophic in a nucle ar we apons
ne e ds to be re de fine d to include male environment.
members. (D) The Indian security system with its colonial
(D) If the social superstructure does not reflect structures is quite unsuited to manage the
the current needs then it has to be changed. de mands of de fe nce in strate gic and
1) ADCB 2) ACDB 3) BDCA operational terms.
4) BCDA 5) ABDC 1) ACBD 2) DBAC 3) CBAD
Lag behind = to go too slowly; to fail to go as fast 4) BCAD 5) CDBA
as others Prone = likely to suffer from
76. (A) A close integration in the working of nations Systemic = of or affecting the whole of the body
to achieve political and economic goals is only Catastrophic= a sudden great disaster
to be welcomed. Strategic = that gives an advantage in a war;
(B) It is as if a movement towards securing a forming part of a plan or an aim to
achieve a specific purpose or to gain
world vision is gradually gaining force.
an advantage
(C) The interaction between nations is greater
80. (A) Women had played a very active role in Iran’s
than it ever was.
Islamic revolution from the beginning.
(D) Today, the world is taking on the form of a
(B) It was more an imitation of western culture
global community.
than true freedom for women.
1) DACB 2) ABDC 3) DCBA
(C) However, these reforms were quite superficial

K
4) CDAB 5) ABCD
as women had no freedom to participate in
Take on something = to begin to have a particular
characteris tic, quality or
political activities.
appearance; to ass ume (D) The Shah had imposed modern se cular
something reforms and had abolished the veil and
77. (A) The imagination paints many of these as western dress was encouraged.
unknown terrors. 1) DCBA 2) CBAD 3) BADC
(B) Outside this circle is a vast darkness that 4) ADCB 5) CBDA
holds many mysteries. Abolish = to end the existence of a law, a
(C) The earliest maps were rough sketches of an practice, an institution etc
Veil = a covering of fine net or other usual
unknown world made by the wisest of our
trans parent material worn,
ancestors. especially by women, to protect or

KUNDAN
(D) The geographer of those days was like a hide the face, or as a part of hat, etc.
traveller who stands at night in an unknown 81. (A) Perhaps this will take a long time as it is
place holding a flickering lantern that casts very difficult to get together equals and to
a little circle of light near his feet. decide who is primus inter pares.
1) ABCD 2) DCBA 3) CDAB (B) In this, China and India have to play major
4) CDBA 5) DCBA roles not to mention Japan and the ASEAN.
Flicker = to move backwards and forwards (C) But as a first step, we can have a cooperative
lightly and quickly
community structure embracing certain parts
78. (A) One of the great delusions of modern times
of China adjacent to India, north Myanmar,
is the prevailing belief that we are more
Bangladesh and the Seven sisters of the
civilised than our ancestors.
Northeast.
(B) At no other period in the history of mankind
(D) In the coming years, India should pave the
has the word ‘civilisation’ been so often
way for an Asian Common Market like its
misused and misunderstood.
Europe counterpart.
(C) It is not in the abundance of material goods
1) DBAC 2) BCAD 3) CABD
alone that civilisation lies.
4) ACDB 5) BDCA
(D) Neither does it consist in the advance of To pave the way = to create a situation in which
scientific knowledge, however amazing it may somebody will be able to do
be. something or something can
1) BACD 2) CBAD 3) ACDB happen
4) BADC 5) ABCD 82. (A) But it has always been the other way round
Delusion = a false opinion or belief, especially for Indian participants who either lost their
one that may be a symptom of cool or are subjected to a sudden illness.
madness (B) Besides all these shortcomings, what is
79. (A) It has been prone to systemic failures. glaringly missing is the genuine government
(B) If it has retained substantial strength in the efforts.
tactical field, it is in spite of the slow moving
524 Test of English Language

(C) The Government of India should concentrate have be e n major re asons for its
more on de ve loping the ne ce ssary backwardness.
infrastructure for Indian sportspersons to 1) BCAD 2) ACBD 3) CBAD
acquire skills to compete in international 4) DACB 5) CDAB
events. Skew = to change something from its usual
(D) It is important that any sports participant in position or direction
big events like Olympics should have a poised 86. (A) The number of HIV-positive is increasing at
mind besides being physically fit at least an alarming rate.
during the days of his or her stay in the sports (B) Eve n with crore s be ing spe nt on AIDS
venue. aware ne ss programme s, we see m to be
1) BCAD 2) CDBA 3) ACDB making little headway.
4) CBAD 5) DABC (C) It is obvious that prevention and control
The other way round = in the opposite position or strategies have been ineffective.
direction; the opposite of what is (D) According to reports, there are around 50
expected or supposed million HIV-positive in the world.
Shortcoming= a fault, eg in somebody’s character, 1) DBAC 2) BACD 3) DCBA
a plan or a system; a defect 4) BADC 5) CABD
Glaring = bright in an unpleasant way; angry; Headway = progress, especially in difficult
fierce; that cannot or should not be circumstances
ignored; shocking
87. (A) It is the result of a long-drawn campaign by
Poised = in a state of balance; showing calm

K
self-control; in a state of physical
disabled rights activists.
tension, ready for action. (B) It is only because of a sustained campaign
Glaringly = shockingly and the judiciary’s pre ssure that the
83. (A) That is what health is all about — not illness executive has finally given in.
and hospitals. (C) The move to open up non-technical A and B
(B) On the contrary, it is concerned with the category posts in the civil service to the
well-being and ability to perform tasks in a disabled is commendable.
vibrant society. (D) The judiciary’s stand in this regard has also
(C) The word ‘health’ is often misunderstood and been encouraging.
linke d with hospitals and tre atme nt by 1) DABC 2) CADB 3) BCAD
medical doctors. 4) ABCD 5) CDBA
(D) After all, staying healthy is the most important Commendable = deserving praise

KUNDAN
thing. 88. (A) The Indian government’s response to post-
1) BACD 2) ACDB 3) DBAC election Iraq shows a new flexibility and
4) CBDA 5) CADB vibrancy in our foreign policy.
Vibrant = full of life and energy; exciting (B) The way India deals with Iraq can be used as
84. (A) In India, banking is the largest national a benchmark for future foreign policy.
instrument for socio-economic development. (C) An ability to react quickly is required today.
(B) The sure st way to e nsure that is to (D) As the geopolitical situation changes rapidly,
strengthen banks and professionalise their India cannot afford to have a rigid foreign
managements. policy.
(C) When banks fail, taking with them the money 1) ADCB 2) BCDA 3) CDAB
of depositors, confidence in the banking 4) DABC 5) CABD
sector slips and damages the investment 89. (A) What we should be worried about is the
climate. mismatch between the two.
(D) We need focussed and well-directed lending (B) Internal reforms are crucial to the long-term
to agriculture and industry; banks can and health of the Indian economy.
should play a crucial role in a growing (C) If the pace of internal reforms does not keep
economy. up with that of globalisation, it can ruin the
1) ABCD 2) DCBA 3) CABD kind of vibrancy that the Indian economy has
4) DABC 5) ADBC built for itself.
85. (A) Today it is arguably the most backward and (D) The quicker the speed of reforms at home,
under-developed state. the better chance we will have of integrating
(B) It gave the country leaders like Rajendra with the global economy.
Prasad and Jayaprakash Narayan. 1) DCBA 2) ADBC 3) BDAC
(C) In the early years of independence, Bihar was 4) ABCD 5) CBDA
one of the best-administered states. 90. (A) The fact that India is thinking of asking the
(D) Consistent neglect by the Centre in allocation US for frontline we apons is a positive
of funds and policies skewed against the state development.
Sentence Arrangement 525

(B) But the sum and substance of this (C) Only once after Independence did India grow
relationship has changed considerably over at above 7% in consecutive years — in 1994-
the years. 95, 1995-96 and 1996-97, when industrial
(C) This is a major foreign policy shift and a delicensing spurred an increase in capacity.
we lcome change from the country’s (D) We are expected to round off the current fiscal
overdependence. with 6.9% growth in GDP, despite a mere
(D) The former Soviet Union and its successor 1.1% growth in agriculture.
have be e n India’s principal armaments 1) ADCB 2) BCDA 3) CABD
supplier for over 30 years. 4) DBCA 5) BACD
1) CBAD 2) DCAB 3) BCAD Invariably = always
4) CADB 5) ACDB Spur = to stimulate somebody/something;
Armament = weapons, especially large guns, to encourage or be a reason for
tanks etc. somebody to act or make an effort
91. (A) It was America which made Saddam Hussein, 94. (A) Drugs are big business after all.
once its blue-eyed boy, fight eight-year proxy (B) This is because pharmaceutical companies
war against Iran. do not actively promote generic drugs.
(B) But once its interests were served, the US (C) Several generic drugs are better than brand
saw him as a threat to the region. name drugs.
(C) It is ironical that the US is now training its (D) Yet doctors largely prescribe brand name
gun on Iran. drugs.
(D) It finally hounded him out of office on the 1) BACD 2) CABD 3) DBAC
4) CDBA 5) ADCB

K
pretext of WMD.
1) ABCD 2) CABD 3) CDBA Generic = shared by or including a whole group
or class of things; not specific
4) BACD 5) DACB
Somebody’s blue-eyed boy = a person treated with
95. (A) But as long as adve rtising achieves its
special favour by somebody objective it is effective.
Proxy = a person who is given the authority (B) People classify advertising as good or bad
to act on behalf of another. depending on how it appeals to them.
To hound somebody out (of something/....) = (C) In the ultimate analysis there is only effective
to force somebody to leave and ineffective advertising.
something/a place, especially by (D) The re is no such thing as good or bad
making their life there very difficult.
advertising.
Pretext = an excuse; a reason given for doing
something that is not the real reason
1) ACBD 2) DBAC 3) ABCD

KUNDAN
92. (A) For democracy to succeed, the urge has to 4) CABD 5) BCDA
come from the people. 96. (A) Private property rights alone enable the
(B) But despite democratic elections, peace will freedom of expression.
be elusive in Iraq as it is in J&K. (B) However, in reality, this is a completely
(C) The American leadership urged people to meaningless right.
appre ciate the gre at task the US has (C) Whe re these rights are non-e xistent, or
undertaken to introduce democracy in Iraq. flouted by the authorities, the freedom of
(D) The Iraq elections are being touted as a great expression disappears.
democratic success. (D) Journalists are the first to de fe nd the
1) ACBD 2) CDAB 3) ABCD 'freedom of expression'.
4) DCBA 5) BADC 1) BACD 2) CADB 3) ABCD
Ur ge = strong desire or impulse 4) BDCA 5) DBAC
Elusive = tending to escape or disappear; Flout = to show that one has no respect for
difficult to find or capture; difficult something by openly refusing to
to remember obey it.
To urge = to try hard to persuade somebody 97. (A) The system of nature set up by God already
to do something rests on the basis of peace.
Tout = to offer or propose somebody/ (B) Peace is no external factor to be artificially
something in the hope that people imposed upon man.
will believe or accept them/it. (C) Peace is inherent in nature itself.
93. (A) For arguably the first time ever, India’s (D) If this syste m is not disrupte d, it will
economy looks both buoyant and stable. continue to stay the course set for it by the
(B) In earlier decades, the occasional high-growth Almighty.
year meant very little, as it was invariably 1) DACB 2) ACBD 3) BCAD
preceded by a year of very low or negative 4) DBAC 5) ADCB
growth. Impose = to try forcefully to make somebody
accept an opinion, a belief etc
526 Test of English Language

Inherent = existing as a natural or permanent (C) Besides, we do need proper price signals for
feature or quality of something/ everyday consumption, and fast.
somebody (D) It would summarily distort inve stme nt
Disrupt = to make it difficult for something to
decisions.
proceed eg by causing noise,
problems, interruptions etc
1) BDCA 2) DCAB 3) ADCB
98. (A) Which is why we need to promptly stop the 4) CABD 5) ABCD
Sheer = complete; nothing more than
ring-fencing of petro-product sales, and
Folly = a foolish or unwise act, idea or
thoroughly open up retailing. practice
(B) In a liberalising economy it is sheer folly to
provide sky-high protection for oil refining.

Exercise-2
Directions (Q. 1-5) : Rearrange the following
six sentences (A), (B), (C), (D), (E) and (F) in the
proper sequence to form a meaningful paragraph.
Then answer the questions given below them.
(A) While doing so, we may also correct any
distortions that we may discern.
(B) That rests with the judge, and it is ultimately
for the judge to decide which side is right,
and how justice should prevail.
(C) When he was asked what he thought of an
advocate supporting a cause which he knew
to be bad, Johnson’s answer was that the

K
(B) With all our experie nce and insight, we
should be able to visualize them well in
advance.
(C) The celebration of the 50th anniversary of
the country’s independence is a historic
moment.
(D) Also, it is a time to consolidate on the gains
that we have made.
(E) But, most of all, it is a time to gear up for the
opportunities and challenges that lie ahead.
(F) It is a time to introspect and evaluate what
we have achieved in the last five decades.
advocate did not know it to be good or bad till
the judge determined it for him and for others.
(D) But, he must do so fairly, and without
concealing from it anything that it is his duty
to divulge.
(E) There is a belief that an advocate’s function
consists, for the most part, of showing white
as black and black as white.
(F) He is, after all, the client’s mouthpiece, and
he must put before the court all aspects of
the case which are favourable to his client.
(G) The only answer that one can give to this

KUNDAN
1. Which of the following should be the FOURTH popular misconception is the famous answer
statement after rearrangement? that Johnson gave to Boswell.
1) E 2) D 3) C 4) B 5) A (H) But he is not concerned with the final result.
2. Which of the following should be the SIXTH 6. Which of the following will be the FIR ST
(LAST) statement after rearrangement? sentence in the passage?
1) A 2) B 3) C 4) D 5) E 1) C 2) E 3) F 4) G 5) B
3. Which of the following should be the SECOND 7. Which of the following will be the FIF TH
statement after rearrangement? sentence in the passage?
1) F 2) E 3) D 4) C 5) B 1) F 2) G 3) D 4) C 5) H
4. Which of the following should be the THIRD 8. Which of the following will be the SECOND
statement after rearrangement? sentence in the passage?
1) B 2) C 3) D 4) E 5) F 1) C 2) A 3) F 4) G 5) E
5. Which of the following should be the FIRST 9. Which of the following will be the LAST sentence
statement after rearrangement? in the passage?
1) F 2) E 3) D 4) C 5) B 1) A 2) D 3) F 4) B 5) H
Distort = to give a false account of something 10. Which of the following will be the FOURTH
Discern = to perceive, know or f ind out sentence in the passage?
something 1) F 2) C 3) E 4) D 5) A
Introspect = to examine one’s own thoughts,
11. Which of the following will be the SEVENTH
feelings and motives
sentence in the passage?
Directions (Q. 6-11): Rearrange the following
1) D 2) B 3) H 4) A 5) C
eight sentences (A), (B), (C), (D), (E), (F), (G), and H
Prevail = to exist or happen generally; to be
in the proper sequence to form a meaningful widespread
paragraph; then answer the questions given below Divulge = to make s omething known,
them. especially a secret
(A) Therefore, the duty of the advocate is to do Mouthpiece = a person, newspaper etc that
his best for his client. expresses the opinions of others
Sentence Arrangement 527

Directions (Q. 12-16): Rearrange the following (D) The state exists for the citizens, not the
seven sentences (A), (B), (C), (D), (E), (F) and (G) in citizens for the state.
th e pr oper seq uence to for m a mean ingf ul (E) But it is a partnership of present with past
paragraph then answer the questions given below and future.
them. (F) It is also the trustee for its future.
(A) People thoroughly dedicated to social service (G) This is mainly be cause it is the
but not fulfilling the eligibility requirements representative and effective organ of the
would not be able to contest elections. largest and most inclusive community to
(B) Those who fulfil the stipulated criteria of age which he belongs.
and formal education may not be necessarily 17. Which sentence should be the FOURTH in the
devoted to social service. paragraph?
(C) This syste m has both advantage s and 1) A 2) B 3) C 4) D 5) E
disadvantages. 18. Which sentence should be the SIXTH in the
(D) The re fore , imposing such e ligibility paragraph?
re quire me nts is like ly to be counte r- 1) A 2) B 3) C 4) D 5) E
productive. 19. Which sentence should be the FIRST in the
(E) In certain democratic countries, elections paragraph?
can be contested by anybody. 1) A 2) B 3) C 4) D 5) E
(F) People would be deprived of the probable 20. Which sentence should be the SEVENTH (LAST)
benefit accrued from services of such people. in the paragraph?
(G) There are no eligibility requirements of formal 1) A 2) B 3) F 4) D 5) E

K
education and upper age limit stipulated in 21. Which sentence should be the SECOND in the
their Constitution. paragraph?
12. Which sentence should be the FOURTH in the 1) A 2) B 3) G 4) D 5) E
paragraph? Allegiance = s upport of or l oyal ty to a
1) A 2) B 3) C 4) D 5) E government, ruler, cause etc
13. Which sentence should be the LAST in the Fellowship = a group or society of people
sharing a common interest or
paragraph?
aim
1) A 2) B 3) C 4) D 5) E Contemporary = belonging to the same time; a
14. Which sentence should be the FIRST in the person who lives or lived at the
paragraph? same time as another, usually
1) G 2) F 3) E 4) D 5) C being roughly the same age
15. Which sentence should be the SECOND in the Trustee = a country given responsibilities

KUNDAN
paragraph? f or governing a particular
1) G 2) F 3) E 4) D 5) C territory by the United Nations
Organisation
16. Which sentence should be the THIRD in the
Directions (Q. 22-26): Rearrange the following
paragraph?
six sentences (A), (B), (C), (D), (E) and (F) in the
1) A 2) B 3) C 4) D 5) E
Stipulate = to state something clearly and firmly
proper sequence so as to make a meaningful
as a requirement paragraph, then answer the questions given below
Deprive of = to take something away f rom them.
somebody/something; to prevent (A) We feel these things are glorious because of
somebody/s omething f rom the splendid triumphs.
enjoying or using something (B) Because of these sacrifices we realise the
Accrue = to increase over a period of time; to victories of peace are even more glorious than
allow something to collect over a
victories of war.
period of time; to accumul ate
something
(C) The word victory is associated in our minds
Directions (Q. 17-21): Rearrange the following with war.
seven sentences (A), (B), (C), (D), (E), (F) and (G) in (D) We are impressed by their sacrifices.
the proper sequence so as to make a meaningful (E) It calls up visions of battles, bloodshed and
paragraph; then answer the questions given below conquests by force.
them. (F) But when we think of the philosophy of great
(A) The individual owes allegiance and obedience men, scholars, social reformers, scientists
to the state. and philanthropists we start thinking in a
(B) It is its organ for the present action, the different way.
custodian of its tradition. 22. Which sentence should be the FOURTH in the
(C) For, the nation is not only a fellowship of paragraph?
contemporaries. 1) B 2) C 3) D 4) E 5) F
528 Test of English Language

23. Which sentence should be the THIRD in the Fauna = all the animals of an area or a period
paragraph? of time
1) A 2) B 3) C 4) D 5) E Expedition = an organised journey or voyage with
a particular aim
24. Which sentence should be the FIRST in the
Ornithology = the scientific study of birds
paragraph?
Directions (Q. 32-35): Rearrange the following
1) A 2) B 3) C 4) D 5) E
six sentences (A), (B), (C), (D), (E) and (F) in the
25. Which sentence should be the LAST (SIXTH) in
proper sequence to form a meaningful paragraph;
the paragraph?
then answer the questions given below them.
1) A 2) B 3) C 4) D 5) E
(A) But all three have one focus individual
26. Which sentence should be the SECOND in the
performance improvement.
paragraph?
(B) The importance of each component will vary
1) B 2) C 3) D 4) E 5) F
from organization to organization according
Splendid = magnificent; very impressive
Triumph = the state of feeling great satisfaction
to the complexity of the operations.
or joy as the result of success or (C) They are individual development, career
victory development and organizational development.
Conquest = the action or an instance of (D) Since individual performance improvement is
defeating somebody/something the heart of HRD programme, HRD can be
Philanthropist = a person who is concerned for the described as the area of congruence among
welfare or benefit of others and who the three components.
supports good causes especially by
(E) There are three fundamental component

K
giving money
areas of human resource development.
Directions (Q. 27-31): Rearrange the following
(F) It will also vary according to the criticality of
six sentences (A), (B), (C), (D), (E) and (F) in the
human resources to organizational efficiency
proper sequence to form a meaningful paragraph;
and organization’s commitment to improve
then answer the questions given below them.
human resources.
(A) They collected plants, counted birds and
32. Which of the following will be the SIX TH
photographed the terrain and the fauna and
sentence?
made their recommendations.
1) C 2) F 3) B 4) D 5) A
(B) In spring of 1963, an alarmed King Hussain
33. Which of the following will be the FOURTH
invited a group of British scholars, scientists
sentence?
and naturalists.
1) F 2) C 3) D 4) B 5) A
(C) He also wanted them to cover the deserts to

KUNDAN
34. Which of the following will be the SECOND
the east of the mountains.
sentence?
(D) He wanted them to conduct an extensive
1) D 2) E 3) B 4) F 5) C
survey of the mountains on the eastern side
35. Which of the following will be the FIR ST
of the Dead Sea.
sentence?
(E) The problem of conservation of forests and
1) D 2) E 3) F 4) B 5) C
forest birds and nature in general was thus
Congruent = suitable or fitting for something
set rolling.
Directions (Q. 36-40): Rearrange the following
(F) Accordingly, an expedition of internationally
six sentences (A), (B), (C), (D), (E) and (F) in the
known e xpe rts in conservation, botany,
proper sequence to form a meaningful paragraph;
ornithology, etc went to Jordan.
then answer the questions given below them.
27. Which of the following should be the FIFTH in
(A) The application of economic, environmental
the paragraph?
and consumer pressures have been on an
1) A 2) B 3) C 4) D 5) E
increase in recent years.
28. Which of the following should be the FIRST in
(B) As a result, our agro-food production and
the paragraph?
technology are amongst the most advanced
1) A 2) B 3) C 4) D 5) E
in the world.
29. Which of the following should be the LAST in
(C) They are thus able to provide expertise and
the paragraph?
technology to satisfy the needs of agro-food
1) A 2) B 3) C 4) D 5) E
production.
30. Which of the following should be the SECOND
(D) In turn, the support industrie s have
in the paragraph?
developed to an equally advanced state.
1) F 2) E 3) D 4) C 5) B
(E) They have also equipped themselves with the
31. Which of the following should be the FOURTH
ne ce ssary expe rtise to satisfy the most
in the paragraph?
e xacting re quire me nts of the ove rse as
1) F 2) E 3) D 4) C 5) B
markets.
Terrain = a stretch of land with regard to its
natural features
Sentence Arrangement 529

(F) The se have gre atly influe nce d the Directions (Q. 46-50): Rearrange the following
development of the agriculture and food seven sentences (A), (B), (C), (D), (E), (F) and (G) in
industries in our country. th e pr oper seq uence to for m a mean ingf ul
36. Which of the following should be the SECOND paragraph, then answer the questions given below
sentence after rearrangement? them.
1) F 2) E 3) D 4) C 5) B (A) The history of that system is, however, a
37. Which of the following should be the THIRD warning than a stimulus to reorganise a
sentence after rearrangement? similar scheme.
1) F 2) E 3) D 4) C 5) B (B) However, we can’t resign ourselves merely
38. Which of the following should be the FOURTH because there are not data.
sentence after rearrangement? (C) One of the commone st risks which
1) F 2) E 3) D 4) C 5) B agricultural life is exposed to in this country
39. Which of the following should be the FIFTH is famine or failure of crops.
sentence after rearrangement? (D) There are, however, no reliable data on which
1) F 2) E 3) D 4) C 5) B such a scheme of insurance can be based.
40. Which of the following should be the SIXTH (E) A kind of Famine Insurance System was
(LAST) sentence after rearrangement? attempted by the British Government of India
1) F 2) E 3) D 4) C 5) B in the last century.
Expertise = expert knowledge or skill, especially (F) Still, the need for such a scheme to cover
in a particular field the losses due to famine, cattle plague, crop
Directions (Q. 41-45): Rearrange the following pests, etc can’t be undermined.

K
seven sentences (A), (B), (C), (D), (E), (F) and (G) in (G) It is obviously because of failure of rain and
th e pr oper seq uence to for m a mean ingf ul the consequence is starvation.
paragraph; then answer the question given below 46. Which of the following should be the fourth
them. sentence after rearrangement?
(A) In other words, floods and droughts are built 1) A 2) B 3) C 4) D 5) E
into the countries monsoonal ecology. 47. Which of the following should be the sixth
(B) “It pours cats and dogs” they said. sentence in the paragraph?
(C) In the remaining 8,660 hours there is hardly 1) E 2) D 3) B 4) C 5) A
any precipitation. 48. Which of the following should be there in the
(D) If the rain is not caught and stored, it will be third position in the paragraph?
impossible to live in this country. 1) B 2) C 3) D 4) E 5) F
(E) But most of it pours down in a mere hundred 49. Which of the following should be the first

KUNDAN
hours. sentence after rearrangement?
(F) India gets more rain annually 1,100 mm, on 1) A 2) B 3) D 4) C 5) E
an average than any other part of the world. 50. Which of the following should be the second
(G) When the British came to India, they were sentence after rearrangement?
struck by the amount it rained here. 1) B 2) G 3) D 4) E 5) F
41. Which of the following will be the FIR ST Stimulus = a thing that encourages or excite
sentence? somebody/something to activity,
1) G 2) A 3) C 4) D 5) F greater effort etc
42. Which of the following will be the SECOND Undermine = to make s omething/s omebody
sentence? gradually weaker or less effective
Starvation = suffering or death caused by lack of
1) C 2) D 3) F 4) G 5) B
food
43. Which of the following will be the FOURTH
Directions (Q. 51-55): Rearrange the following
sentence?
six sentences (A), (B), (C), (D), (E) and (F) in the
1) B 2) C 3) E 4) F 5) D
proper sequence to form a meaningful paragraph;
44. Which of the following will be the FIF TH
then answer the questions given below them.
sentence?
(A) Some people believe that at prese nt its
1) A 2) C 3) D 4) F 5) G
importance is decreasing because of rapid
45. Which of the following will be the LA ST
economic and social changes.
sentence?
(B) The extent of its importance may be slightly
1) D 2) E 3) F 4) A 5) C
le ss in citie s as compare d to rural
To rain cats and dogs = to rain very heavily
To be struck by = to be favourably impressed by
communities.
somebody/something; to like (C) Some even go to the extreme and say that it
somebody/s omething very will soon become obsolete because of these
much changes.
(D) The family is an important socialisation
agency both in rural and city communities.
530 Test of English Language

(E) The difference in the degree of importance Dizzy = unable to balance; confused
does not matter much and therefore has no Prophecy = the power of s aying what wil l
significance. happen in the future
(F) There are others who believe that the family Directions (61-65): Rearrange the following six
has survived such storms in the past and it sentences (A), (B), (C), (D), (E) and (F) in the proper
will do so in the future also. sequence to form a meaningful paragraph; then
51. Which of the following should be the FIRST answer the questions given below them.
sentence after rearrangement? (A) We we re inte re ste d by contrast in
1) F 2) E 3) D 4) C 5) B understanding what lessons actual teams and
52. Which of the following should be the SIXTH non-teams had for others to choose to
(LAST) sentence after rearrangement? struggle with change and performance.
1) F 2) E 3) D 4) C 5) B (B) Still, we suspe cte d that most of the se
53. Which of the following should be the FIFTH focussed on persuading readers that “teams
sentence after rearrangement? are important”.
1) F 2) E 3) D 4) C 5) B (C) After all we thought teams are a well-known
54. Which of the following should be the THIRD subject and there must be a thousand books
sentence after rearrangement? on the subject already.
1) F 2) E 3) D 4) C 5) B (D) By going down this path we hoped to discover
55. Which of the following should be the SECOND something to say that was different from most
sentence after rearrangement? books on the subject.

K
1) F 2) E 3) D 4) C 5) B (E) We approached the idea of a book on teams
Obsolete = no longer used; out of date cautiously.
Directions (Q. 56-60): Rearrange the following (F) Alternatively they focussed on providing you
five sentences (A), (B), (C), (D) and (E) in the proper advice on building teams as an objective in
sequence to form a meaning paragraph; then itself.
answer the questions given below them. 61. Which of the following will be the se cond
(A) The reasons for formal education getting sentence?
nullified are that we teachers have limited 1) A 2) B 3) F 4) C 5) D
vision, our judgements about students are 62. Which of the following will be the first sentence?
hasty and we are more knowledge-centred 1) E 2) A 3) B 4) C 5) D
than student-centred. 63. Which of the following will be the third sentence?
(B) Life educates as nothing else does. 1) E 2) C 3) B 4) F 5) D

KUNDAN
(C) Churchill rose to dizzy heights despite his 64. Which of the following will be the fifth sentence?
teachers’ prophecies to the contrary. And 1) C 2) D 3) B 4) F 5) A
there are many more such examples. 65. Which of the following will be the last sentence?
(D) Life’s teachings sometimes supplement the 1) C 2) D 3) E 4) F 5) B
education received in the classroom and at Persuade = to make s omebody believe
something; to convince somebody
other times nullify it.
Directions (Q. 66-70): Rearrange the following
(E) Education re ce ive d in the classroom is
five sentences into a meaningful paragraph and
insignificant as compared to what life teaches
answer the questions given below:
us.
(A) However, with innovation coming into play
56. Which of the following will be the SECOND
unit-linked/market-linked products have also
sentence?
found a place in insurance business after
1) A 2) B 3) C 4) D 5) E
privatisation.
57. Which of the following will be the THIRD
(B) It is also worth mentioning here that world
sentence?
over unit-linked products constitute quite a
1) A 2) B 3) C 4) D 5) E
substantial chunk of the total portfolio of
58. Which of the following will be the FIR ST
insurance companies.
sentence?
(C) There was a time when only traditional
1) A 2) B 3) C 4) D 5) E
insurance products used to dominate the
59. Which of the following will be the FOURTH
arena.
sentence?
(D) The emergence of these products of various
1) A 2) B 3) C 4) D 5) E
insurance companie s combine s the
60. Which of the following will be the LA ST
characteristics of both endowment insurance
sentence?
policies and mutual funds.
1) A 2) B 3) C 4) D 5) E
Nullify = to make something lose its effect; to
(E) The insurance industry in India is evolving
act against something and assuming different proportion since it
Hasty = acting or deciding too quickly, was privatised.
without enough thought.
Sentence Arrangement 531

66. Which of the following will be the Fourth (A) The north is bordered by mountain ranges
sentence in the paragraph? while the remaining sides of Greece are
1) A 2) B 3) C 4) D 5) E enclosed by the Mediterranean sea.
67. Which of the following will be the Second (B) The people there were called the Greeks.
sentence in the paragraph? (C) Greeks, therefore, became good navigators.
1) A 2) B 3) C 4) D 5) E (D) The typical character of Greek civilisation is
68. Which of the following will be the Last sentence due to the geographic conditions prevailing
in the paragraph? there.
1) A 2) B 3) C 4) D 5) E (E) The name Greece comes from one of the
69. Which of the following will be the First sentence islands to the south-east of Europe known
in the paragraph? as Graecia.
1) A 2) B 3) C 4) D 5) E 76. Which of the following will be the THIRD
70. Which of the following will be the Third sentence sentence?
in the paragraph? 1) C 2) D 3) A 4) B 5) E
1) A 2) B 3) C 4) D 5) E 77. Which of the following will be the FOURTH
Innovation= the process of making changes or sentence?
in-troducing new ideas methods etc 1) B 2) E 3) A 4) D 5) C
Chunk = a fairly large amount of something 78. Which of the following will be the SECOND
Arena = a place or scene of activity or conflict
sentence?
Endowment = money, property etc given to provide
an income.
1) A 2) E 3) D 4) C 5) B
Emerge = to develop or become noticeable 79. Which of the following will be the LA ST

K
Directions (Q. 71-75): Rearrange the following sentence?
seven sentences (A), (B), (C), (D), (E), (F) and (G) in 1) C 2) D 3) B 4) E 5) A
th e pr oper seq uence to for m a mean ingf ul 80. Which of the following will be the FIR ST
paragraph; then answer the questions given below sentence?
them. 1) B 2) C 3) A 4) E 5) D
(A) Japanese toys, for instance, are in great Directions (Q. 81-85): Rearrange the following
demand despite the heavy import duty. sentences to form a meaningful paragraph and
(B) The toys that they produce are, almost without answer the questions given below:
exception, of inferior quality. (A) We must explore new methods of boosting
(C) The ir manufacture rs he re ne e d to be agricultural development and grow more food.
reminded of this. (B) The scientists should be e ncourage d to
(D) The two toy-libraries in Mumbai also rely contribute.

KUNDAN
largely on foreign-made toys. (C) Food can also be had by import.
(E) But making them is no child’s play. (D) The most important factor in any planning
(F) Toys are meant for children. for India’s development and economic uplift
(G) Not surprisingly, many parents prefer to buy is that of turning a hungry, discontented
the imported variety even though these are people into a happy well-fed one.
usually much more expensive. (E) Whatever be the way and means, India must
71. Which of the following will be the THIRD feed its hungry millions.
sentence? (F) They should be given due scope for carrying
1) C 2) B 3) D 4) E 5) G on experiments and researches.
72. Which of the following will be the LA ST (G) The problem, therefore, reduces itself to one
sentence? of agricultural development.
1) C 2) D 3) B 4) E 5) G 81. Which of the following is the fourth sentence
73. Which of the following will be the FIR ST in the paragraph?
sentence? 1) A 2) D 3) E 4) G 5) F
1) E 2) G 3) A 4) F 5) B 82. Which of the following is fifth sentence in the
74. Which of the following will be the FOURTH paragraph?
sentence? 1) G 2) A 3) D 4) C 5) E
1) C 2) E 3) B 4) G 5) D 83. Which of the following is the third sentence in
75. Which of the following will be the SIX TH the paragraph?
sentence? 1) F 2) A 3) G 4) D 5) E
1) F 2) E 3) C 4) D 5) A 84. Which of the following is the last sentence in
Child’s play = a thing that is very easy to do the paragraph?
Directions (Q. 76-80): Rearrange the following 1) F 2) C 3) D 4) B 5) G
five sentences (A), (B), (C), (D) and (E) in the proper 85. Which of the following is the second sentence
sequence to form a meaningful paragraph and then in the paragraph?
answer the questions given below them. 1) B 2) E 3) C 4) G 5) F
532 Test of English Language

Explore = to examine something thoroughly in (D) Some rhymes can be traced to popular ballads,
order to test it or find out about it folk songs and games, political satire, ancient
Carry on = to continue doing something proverbs, cries of street vendors, real or
Directions (Q. 86-90): Rearrange the following legendary events.
seven sentences (A), (B), (C), (D), (E), (F) and (G) in (E) About twenty-five years later the book was
th e pr oper seq uence to for m a mean ingf ul reprinted in the United States in Worcester,
paragraph; then answer the questions given below Massachusetts.
them. (F) In fact, until the eighteenth century Mother
(A) It takes its recourse to progressive march Goose did not have a name in print in English
towards perfection. literature.
(B) But, one may conclude, while science is 91. Which of the following will be the last sentence?
inclined towards reason, spiritualism is the 1) A 2) B 3) C 4) D 5) E
essence of religion. 92. Which of the following will be the fourth
(C) In religion deviation from the set course is sentence?
permissible, though some more rationalistic I) F 2) E 3) D 4) C 5) B
religious leaders also allow questioning and 93. Which of the following will be the fifth sentence?
their satisfactory answers. 1) F 2) E 3) D 4) C 5) B
(D) Many people believe that science and religion 94. Which of the following will be the first sentence?
are contrary to each other. 1) A 2) B 3) C 4) D 5) E
(E) The tools of religion, on the other hand, are 95. Which of the following will be the se cond

K
faith, intuition, and the spoken word of the sentence?
enlightened. 1) A 2) B 3) C 4) D 5) E
(F) The me thod of scie nce is obse rvation, To grow in something = to gain a larger amount of
experiment and experience. a particular quality or feeling
(G) There is no doubt that the methods of science Verse = a group of lines forming a unit in a
and religion are different. poem or song
86. Which of the following will be the SECOND Ballad = a simple song or poem especially
sentence? one that tells a story
Satire = the art or practice of mocking people,
1) F 2) E 3) D 4) B 5) G
institutions etc and making them
87. Which of the following will be the FOURTH appear ridiculous in order to show
sentence? how foolish, wicked or incompetent
1) B 2) A 3) D 4) F 5) C they are.

KUNDAN
88. Which of the following will be the LA ST Legendary = very wel l- known; f amous and
sentence? inspiring admiration
1) C 2) A 3) D 4) B 5) E Directions (Q. 96-100): Rearrange the following
89. Which of the following will be the FIR ST six sentences (A), (B), (C), (D), (E) and (F) in a proper
sentence? sequence so as to form a meaningful paragraph.
1) C 2) B 3) D 4) F 5) A Then answer the questions given below them.
90. Which of the following will be the SIX TH (A) The child will be taught that hard work is
sentence? necessary to bring about academic success,
1) C 2) F 3) A 4) G 5) D which is the forerunner to occupational
Recourse = a source of help in a diff icul t success.
situation, or the use of this (B) In the case of the city family educated to
Essence = the most important quality, feature professional standards, the process is likely
or characteristic of something to take a different form.
Enlightened = free from prejudice, false belief etc
(C) The rural family will transmit these values
Directions (Q. 91-95): Rearrange the following
to the child in order to prepare it for its future
six sentences (A), (B), (C), (D), (E) and (F) in the
role as an adult.
proper sequence so as to form a meaningful
(D) In the rural community emphasis will be
paragraph, then answer the questions given below
placed upon values such as group solidarity
them.
and the belief in the natural superiority of
(A) It was further revived by a Boston publishing
the male.
firm, and from that time Mothe r Goose
(E) The child is more likely to be taught the
continued and grew in fame and interest till
values necessary for success in a world
date.
dominated by individual achievement.
(B) The first collection of verses under her name
(F) Thus the child will grow up placing greater
was published in London in book form by John
value upon the family as a unit than upon
Newberry.
himself as an individual : more emphasis
(C) These were known long before they were
upon a segregation of the roles of husband
designated as Mother Goose rhymes.
and wife than upon equality, and so on.
Sentence Arrangement 533

96. Which of-the following will be FO UR TH Kinship = a family relationship; a close feeling
sentence? between people that develops as a
1) F 2) E 3) D 4) C 5) B result of common origins, attitudes
etc
97. Which of the following will be the FIR ST
Dir ection ( Q. 106-110): Rearran ge t he
sentence?
following six sentences (A), (B), (C), (D), (E) and
1) A 2) B 3) C 4) D 5) E
(F) in the proper sequence to form a meaningful
98. Which of the following will be the SECOND
paragraph; then answer the questions given below
sentence?
them.
1) A 2) B 3) C 4) D 5) E
(A) We at Infoquicktech thus make sure that our
99. Which of the following will be the FIF TH
clients receive the best and the quickest
sentence?
services in the field of IT.
1) F 2) E 3) D 4) C 5) B
(B) Information Technology has transformed a lot
100. Which of the following will be the LA ST
in this decade and this metamorphosis is
sentence?
exceedingly quick.
1) A 2) B 3) C 4) D 5) E
To bring something about = to make something
(C) The user can now get the desired information
happen in a fraction of a second.
Forerunner = a sign of what is to follow (D) Our newer packages now perform in a far
Solidarity = unity agreement and support better way than our clients used to get in
resulting from shared interests, the past.
feelings, actions, sympathies etc (E) Our search engines have been astoundingly
Segregation = the action of isolating people or powerful to process and fetch the required

K
things or the state of being isolated
information to the user.
Directions (Q. 101-105): Rearrange the following
(F) These improvements perform a real magic,
five sentences (A), (B), (C), (D) and (E) in the proper
in the true sense of the term, to facilitate
sequence to form a meaningful paragraph; then
quicker access.
answer the questions given below them.
106. Which of the following will be the FIF TH
(A) The socialisation function of the family is a
sentence after rearrangement?
generalised one and is aimed at preparing us
1) A 2) B 3) C 4) D 5) E
for membership of kinship group and the
107. Which of the following will be the SIXTH (LAST)
community.
sentence after rearrangement?
(B) The family is only one of the varieties of
1) A 2) B 3) C 4) D 5) E
agencies of socialisation.
108. Which of the following will be the FIR ST
(C) In other words, through the socialisation

KUNDAN
sentence after rearrangement?
process we learn the basic facts necessary
1) A 2) B 3) C 4) D 5) E
for the performance of a variety of social roles
109. Which of the following will be the SECOND
in the society in which we grow up.
sentence after rearrangement?
(D) Socialisation is the process by which cultural,
1) A 2) B 3) C 4) D 5) E
social and moral values and be lie fs are
110. Which of the following will be the FOURTH
transmitted from one generation to the next.
sentence after rearrangement?
(E) The way in which the process operates will
1) A 2) B 3) C 4) D 5) F
depend largely upon the views taken by the Metamorphosis = a change of form or nature
parents of what their children ought to be Astounding = extremely surprising
like when they are grown up. Fetch = to go and find and bring back
101. Which of the following should be the SECOND somebody/something
sentence after rearrangement? Directions (Q. 111-115): Rearrange the following
1) A 2) B 3) C 4) D 5)E six sentences (A), (B), (C), (D), (E) and (F) in the
102. Which of the following should be the FOURTH proper sequence to form a meaningful paragraph;
sentence after rearrangement? then answer the questions given below them.
1) A 2) B 3) C 4) D 5) E (A) For other wishes, it enlists the help of those
103. Which of the following should be the FIRST who make or own what the child desires.
sentence after rearrangement? (B) It grants some wishes with its own funds
1) A 2) B 3) C 4) D 5) E depending upon the availability of funds.
104. Which of the following should be the THIRD (C) I was deeply moved when I learnt about the
sentence after rearrangement? activity of “Make-a-Wish Foundation”.
1) A 2) B 3) C 4) D 5)E (D) From parents, friends, or hospital attendants,
105. Which of following will be the FIFTH (LAST) the foundation learns about the child’s wish
sentence after rearrangement? for anything from a special toy to a visit to
1) A 2) B 3) C 4) D 5) E Disneyland.
534 Test of English Language

(E) I am sure you also now must have been Invade = to enter a place in large numbers,
moved by the noble act of the foundation. especially so as to cause damage; to
(F) It grants the wishes of children who are crowd into something
C rab = a sea creature that has a hard shell
terminally ill.
and ten l egs two of which are
111. Which of the following should be the FOURTH pincers
sentence after rearrangement? Malignant = that cannot be controlled and is
1) F 2) E 3) D 4) C 5) B likely to prove fatal
112. Which of the following should be the SIXTH Directions (Q. 121-125): Rearrange the following
(LAST) sentence after rearrangement? six sentences (A), (B), (C), (D), (E) and (F) in the
1) F 2) E 3) D 4) C 5) B proper sequence to form a meaningful paragraph;
113. Which of the following should be the SECOND then answer the questions given below them.
sentence after rearrangement? (A) Happiness, if at all found, is accompanied
1) F 2) E 3) D 4) C 5) B with sorrow.
114. Which of the following should be the THIRD (B) This attitude helps us to cope up with our
sentence after rearrangement? unhappiness.
1) F 2) E 3) D 4) C 5) B (C) The world is full of miseries, problems, risks
115. Which of the following should be the FIRST and discomfiture.
sentence after rearrangement? (D) It also helps us to be sympathetic to others
1) F 2) E 3) D 4) C 5) B who are more unhappy.
Directions (Q. 116-120): Rearrange the following (E) Therefore, it seems to be wise to compare

K
six sentences (A), (B), (C), (D), (E) and (F) in the our lot with the lot of those who are less
proper sequence to form a meaningful paragraph; fortunate.
then answer the questions given below them. (F) None can find here perfect happiness.
(A) It is a general term used to describe over 200 121. Which of the following should be the FIRST
individual diseases. sentence after rearrangement?
(B) The abnormal cells grow without any control, 1) B 2) C 3) D 4) E 5) F
invade through normal tissue barriers and 122. Which of the following should be the FIFTH
reproduce indefinitely. sentence after rearrangement?
(C) The word “cancer” comes from Latin, meaning 1) B 2) C 3) D 4) E 5) F
a crab. 123. Which of the following should be the SIXTH
(D) These characteristics include development (LAST) sentence after rearrangement?
within any tissue of a malignant growth. 1) B 2) C 3) D 4) E 5) F

KUNDAN
(E) A tumour was called cance r because of 124. Which of the following should be the SECOND
swollen veins around the area resembling a sentence after rearrangement?
crab’s limbs. 1) B 2) C 3) D 4) E 5) F
(F) These diseases progress differently over a 125. Which of the following should be the FOURTH
pe riod of time and share ce rtain sentence after rearrangement?
characteristics. 1) B 2) C 3) D 4) E 5) F
116. Which of the following should be the SECOND Cope up with = to have the capacity to deal
sentence after rearrangement? with something successfully
1) A 2) B 3) C Discomfiture = noun of the verb ‘discomfit’.
4) D 5) E Discomfit = to confuse or embarras s
somebody
117. Which of the following should be the THIRD
Directions (Q. 126-130): Rearrange the following
sentence after rearrangement?
seven sentences (A), (B), (C), (D), (E), (F) and (G) in
1) A 2) B 3) C
th e pr oper seq uence to for m a mean ingf ul
4) D 5) E
paragraph; then answer the questions given below
118. Which of the following should be the FOURTH
them.
sentence after rearrangement?
(A) Equally, if you show disloyalty to your
1) A 2) B 3) C
company or colleagues, your manners will be
4) D 5) None of these
seen as unacceptable.
119. Which of the following should be the FIFTH
(B) Much of this book is concerned with this
sentence after rearrangement?
golden rule.
1) A 2) B 3) C
(C) The other half is good manners invoke taking
4) D 5) None of these
positive action to make the other person feel
120. Which of the following should be the SIXTH
good about your relationship with him.
(LAST) sentence after rearrangement?
(D) They indicate to the person you are dealing
1) A 2) B 3) C
with whether you can be relied on to act
4) D 5) None of these
correctly and fairly when he does business
with you.
Sentence Arrangement 535

(E) Avoiding these negatives is only half the Directions (Q. 136-140): Rearrange the following
story. sentences into a meaningful paragraph and then
(F) Manners are the patterns of behaviour. answer the questions given below it.
(G) If he thinks that you are boorish, selfish or (A) Development of drought resistance could
undisciplined your relationship is unlikely to benefit large numbers of farmers.
be proper. (B) Hence the human race has no choice but to
126. Which of the following will be the SEVENTH adapt to these impacts.
sentence? (C) India has to be concerned about climatic
1) C 2) D 3) E 4) B 5) A changes.
127. Which of the following will be the FIR ST (D) This impact can run into de cade s and
sentence? centuries.
1) G 2) F 3) A 4) B 5) C (E) Environme nt day is thus an important
128. Which of the following will be the THIRD occasion to assess the past and our future.
sentence? (F) Since there is a possibility of adverse impact
1) G 2) E 3) F 4) B 5) A on agriculture which could deter growth.
129. Which of the following will be the FIF TH 136. Which is the THIRD sentence of the paragraph?
sentence? 1) A 2) D 3) B 4) C 5) E
1) A 2) G 3) E 4) F 5) D 137. Which is the LAST (SIXTH) sentence of the
130. Which of the following will be the SIX TH paragraph?
sentence? 1) C 2) B 3) F 4) D 5) E
1) B 2) D 3) F 4) A 5) C 138. Which is the FIRST sentence of the paragraph?

K
Invoke = to ask, call, beg or pray for something 1) A 2) D 3) C 4) B 5) E
Boorish = of or like a rough or rude person 139. Which is the FIFTH sentence of the passage?
Directions (Q. 131-135): Rearrange the following 1) F 2) D 3) E 4) A 5) C
six sentences (A), (B), (C), (D), (E) and (F) in the 140. Which is the SECO ND se nte nce of the
proper sequence to form a meaningful paragraph; paragraph?
then answer the questions given below them. 1) B 2) D 3) F 4) C 5) E
(A) To propose the idea of becoming perfected is Adapt = to become adjusted to new
not the same as saying that we human beings condition; to make something
can be perfect. suitable for a new use, situation,
(B) It only means that we are capable of learning, etc.
changing and growing throughout the span Deter = to make somebody decide not to do
something
of our earthly life.

KUNDAN
Directions (Q. 141-145): Rearrange the following
(C) Learning is a process that begins at birth and
six sentences (A), (B), (C), (D), (E) and (F) in the
lasts till death.
proper sequence to form a meaningful paragraph;
(D) This development through understanding new
then answer the questions given below them.
things, transforming and de ve loping
(A) Basic human needs also include a sense of
throughout may be conside re d as the
belongingness, a feeling of control over one’s
perfection of soul.
life.
(E) Given that we are here to continually learn on
(B) Motivation and inspiration energise people
the journey of life, it seems that the ultimate
into action.
goal of learning is the perfection of our souls.
(C) Ability to live up to one’s ideals besides all
(F) Nor that we should be perfect in everything.
these is also a fundamental need.
131. Which of the following should be the FIRST
(D) This is done not by pushing them in the right
statement after rearrangement?
direction as control mechanisms.
1) A 2) B 3) C 4) D 5) E
(E) Such feelings touch us deeply and elicit
132. Which of the following should be the SECOND
powerful response.
statement after rearrangement?
(F) But it is done by satisfying basic human needs
1) A 2) B 3) C 4) D 5) E
for achievement.
133. Which of the following should be the THIRD
141. Which of the following should be the FIRST
statement after rearrangement?
statement after rearrangement?
1) A 2) B 3) C 4) D 5) F
1) A 2) B 3) C 4) D 5) E
134. Which of the following should be FOURTH
142. Which of the following should be the SECOND
statement after rearrangement?
statement after rearrangement?
1) A 2) B 3) C 4) D 5) F
1) A 2) B 3) C 4) D 5) E
135. Which of the following should be the LAST
143. Which of the following should be the FOURTH
statement after rearrangement?
statement after rearrangement?
1) A 2) B 3) C 4) D 5) E
Earthly = of this world; not spiritual
1) A 2) B 3) C 4) D 5) E
536 Test of English Language

144. Which of the following should be the FIFTH Directions (Q. 151-155): Rearrange the following
statement after rearrangement? sentences (A), (B), (C), (D), (E) and (F) in the proper
1) A 2) B 3) C 4) D 5) E sequence to form a meaningful paragraph and then
145. Which of the following should be the SIXTH answer the questions given below it.
(LAST) statement after rearrangement? (A) Strict obedience to these rules is called
1) A 2) B 3) C 4) D 5) E discipline.
Elicit = to draw facts, a response, etc from (B) In the same way, a society where rules are
s omebody, s ometimes with not followed cannot survive for long.
difficulty (C) Only then a society can be run in an orderly
To live up to something = to behave as well as or
fashion.
be as good as expected
(D) A society can exist properly only when men
Directions (Q. 146-150): Rearrange the following
living in it agree upon certain rules of conduct.
six sentences (A), (B), (C), (D), (E) and (F) in the
(E) For example, if the people on the road do not
proper sequence to form a meaningful paragraph;
obey traffic rules there will be complete
then answer the questions given below them.
disorder and confusion.
(A) There are a number of items in the atomic
(F) Students must obey their teachers, children
energy programme which are being made
their parents, citizens the laws and so on
indigenously.
and so forth.
(B) Given the overall energy situation in India,
151. Which of the following is the FIFTH sentence?
the use of nuclear power in some measure is
1) A 2) B 3) C 4) E 5) F
inescapable even while thermal and hydro

K
152. Which of the following is the SIXTH (LAST)
power continue to be the dominant elements.
sentence?
(C) However, commercial aspects of exploiting
1) A 2) B 3) C 4) D 5) E
nuclear capabilities, especially for power-
153. Which of the following is the SECOND sentence?
generation programmes, have been recently
1) A 2) B 3) C 4) D 5) E
given high priority.
154. Which of the following is the FIRST sentence?
(D) Atomic energy programmes have been subject
1) A 2) B 3) C 4) D 5) E
to se ve re re strictions for ve ry obvious
155. Which of the following is the THIRD sentence?
reasons as the Department of Atomic Energy
1) A 2) B 3) C 4) E 5) F
is becoming self-reliant in areas in which
And so for th; And so on ( and so fort h) =
only a few countries have such capability. used for indicating things additional
(E) Eve n to me e t the se nucle ar powe r to or s imil ar to thos e al ready

KUNDAN
requirements, India critically requires a mentioned
commercial-level power-generation capability, Directions (Q. 156-160): Rearrange the following
with its commensurate safety and nuclear six sentences (A), (B), (C), (D), (E) and (F) in the
waste management arrangements. proper sequence to form a meaningful paragraph;
(F) Thus, in the Indian context energy security then answer the questions given below them.
is also crucial, perhaps much more than it is (A) To address these issues Indian corporates
for the USA, because India imports a good are increasingly turning eco-friendly.
part of its crude oil requirements, paying for (B) At present, however, there are only a dozen
it with precious foreign exchange. green buildings in the private sector.
146. Which of the following will be the FIF TH (C) However, though an eco-friendly building may
sentence after rearrangement? cost more upfront, it is cost-effective because
1) A 2) B 3) C 4) D 5) E of lower operating costs in the long run.
147. Which of the following will be the THIRD (D) Today there is growing concern about global
sentence after rearrangement? warming, energy and water crises.
1) A 2) B 3) C 4) D 5) E (E) The reason is the construction cost of an eco-
148. Which of the following will be the SECOND friendly building is 15% to 20% more than
sentence after rearrangement? putting up a conventional building.
1) A 2) B 3) C 4) D 5) E (F) Planting trees, using energy-saving lighting
149. Which of the following will be the FIR ST systems and constructing eco-friendly green
sentence after rearrangement? buildings are some of the measures they are
1) A 2) B 3) C 4) D 5) E taking.
150. Which of the following will be the FOURTH 156. Which of the following will be the FIR ST
sentence after rearrangement? sentence after rearrangement?
1) A 2) B 3) C 4) D 5) E 1) A 2) B 3) C 4) D 5) E
Commensurate = in the right proportion; 157. Which of the following will be the SECOND
appropriate sentence after rearrangement?
1) A 2) C 3) D 4) E 5) F
Sentence Arrangement 537

158. Which of the following will be the THIRD (F) However, from the basics of food, clothing
sentence after rearrangement? and shelter we gradually seek luxury cars and
1) B 2) D 3) C 4) E 5) F holidays.
159. Which of the following will be the FIF TH 166. Which of the following is the FIRST sentence
sentence after rearrangement? after rearrangement?
1) C 2) D 3) E 4) F 5) A 1) A 2) B 3) C 4) D 5) E
160. Which of the following will be the SIXTH (LAST) 167. Which of the following is the SIXTH (LAST)
sentence after rearrangement? sentence after rearrangement?
1) B 2) C 3) D 4) E 5) F 1) A 2) B 3) C 4) D 5) E
Upfront = in advance; honest; open; frank 168. Which of the following is the FIFTH sentence
Directions (Q. 161-165): Rearrange the following after rearrangement?
six sentences (A), (B), (C), (D), (E) and (F) in the 1) A 2) B 3) C 4) D 5) (F)
proper sequence to form a meaningful paragraph; 169. Which of the following is the SECOND sentence
then answer the questions given below them. after rearrangement?
(A) The re is ample justification for the 1) A 2) B 3) C 4) D 5) E
phenomenon of the description. 170. Which of the following is the THIRD sentence
(B) In the present era also, efforts are being after rearrangement?
made to rejuvenate Pali. 1) A 2) B 3) C 4) D 5) E
(C) A curious researcher can study them provided Directions (Q. 171-175): Rearrange the following
he has mastery over Pali language. six sentences (A), (B), (C), (D), (E) and (F) in the
(D) The Indian tradition describes Buddha as an proper sequence to form a meaningful paragraph;

K
advocate of analytical method. then answer the questions given below them.
(E) Pali was perhaps the most commonly used (A) Securitization Act provides teeth to banks to
language in those days. deal well with such defaulters.
(F) This justification is found in se ve ral (B) Therefore, the banks should first examine
discourses. thoroughly the genuineness of the clients and
161. Which of the following should be the FIRST prevent them from turning into defaulters.
sentence after rearrangement? (C) Recovery of loans from the borrowers is one
1) A 2) B 3) C 4) D 5) E of the biggest problems of almost all of them.
162. Which of the following should be the SECOND (D) It is because most of them have a tendency
sentence after rearrangement? to misutilize the funds.
1) A 2) B 3) C 4) D 5) E (E) Most banks these days have been facing a
163. Which of the following should be the FOURTH lot of different problems.

KUNDAN
sentence after rearrangement? (F) Most of the borrowers don’t have money to
1) A 2) B 3) C 4) D 5) E repay.
164. Which of the following should be the FIFTH 171. Which of the following should be the FOURTH
sentence after rearrangement? statement after rearrangement?
1) A 2) B 3) C 4) D 5) E 1) A 2) B 3) C 4) D 5) E
165. Which of the following should be the SIXTH 172. Which of the following should be the FIFTH
(LAST) sentence after rearrangement? statement after rearrangement?
1) A 2) B 3) C 4) D 5) E 1) A 2) B 3) C 4) D 5) E
Discourse = spoken or written language 173. Which of the following should be the SIXTH
Rejuvenate = to make somebody/something look (LAST) statement after rearrangement?
or feel younger or more lively
1) A 2) B 3) C 4) D 5) E
Advocate = a person who supports or speaks
in favour of a cause, policy etc
174. Which of the following should be the SECOND
Directions (Q. 166-170): Rearrange the following statement after rearrangement?
sentences (A), (B), (C), (D), (E) and (F) into a 1) A 2) B 3) C 4) D 5) E
meanin gful par agraph and t hen answer t he 175. Which of the following should be the FIRST
questions given below it. statement after rearrangement?
(A) According to conventional wisdom, no amount 1) A 2) B 3) C 4) D 5) E
Defaulter = a person who fails to do what he or
can suffice.
she supposed to do, eg to appear in
(B) In the process of seeking it is money which a law-court; a person who fails to
unfortunately gets a bad name. pay a debt etc
(C) How much money is enough? Directions (Q. 176-180): Rearrange the following
(D) The modern reasoning is that money coming six sentences (A), (B), (C), (D), (E) and (F) in the
in should cover our basic needs. proper sequence to form a meaningful paragraph;
(E) The real culprit, however, is a living thing then answer the questions given below them.
called desire, which although it is difficult
to, can be controlled.
538 Test of English Language

(A) Thus rapid development is still unable to 182. Which of the following should be the SECOND
meet demand. sentence after rearrangement?
(B) Surplus funds from hikes in passenger fares 1) B 2) C 3) D 4) E 5) (F)
and cuts in staff have made this possible. 183. Which of the following should be the THIRD
(C) This de monstrate s that it has be e n sentence after rearrangement?
transformed into a modern high-standard 1) A 2) B 3) C 4) D 5) E
design and high-service reliable system. 184. Which of the following should be the FIFTH
(D) However, China’s railways are not problem- sentence after rearrangement?
free. 1)A 2) B 3) C 4) D 5) (F)
(E) China’s railways have been able to generate 185. Which of the following should be the LAST
the funds needed for the construction of new (SIXTH) sentence after rearrangement?
railway lines internally. 1) A 2) B 3) C 4) D 5) E
(F) For example, at present about 2,80,000 cars Lure = to attract or tempt a person or an
are requested daily to transport goods but animal
only half the requests can be met. Directions (Q. 186-190): Rearrange the following
176. Which of the following is the FIFTH sentence six sentences (A), (B), (C), (D), (E) and (F) in the
after rearrangement? proper sequence to form a meaningful paragraph;
1) A 2) C 3) D 4) E 5) F then answer the questions given below them.
177. Which of the following is the SIXTH (LAST) (A) He then hid nearby to watch and see who
sentence after rearrangement? would remove it.

K
1) A 2) C 3) D 4) E 5) F (B) He saw a purse full of gold lying in the middle
178. Which of the following is the SECOND sentence of the road. It was the king’s reward to the
after rearrangement? person who did something about the problem.
1) A 2) C 3) D 4) E 5) F (C) The king was tire d of his subje cts only
179. Which of the following is the THIRD sentence complaining but doing nothing to solve their
after rearrangement? problems.
1) A 2) C 3) D 4) E 5) F (D) A youth on his way to market saw the stone,
180. Which of the following is the FIRST sentence put down his produce and rolled the stone to
after rearrangement? the side of the road.
1) A 2) C 3) D 4) E 5) F (E) Many people passed by but dodged their duty
Demonstrate = to show something clearly by of moving the stone instead of blaming the
giving proof or evidence king for not keeping the highways clear.

KUNDAN
Directions (Q. 181-185): Rearrange the following (F) One day he placed a heavy stone in the middle
sentences (A), (B), (C), (D), (E) and (F) into a of the road.
meanin gful par agraph and t hen answer t he 186. Which of the following is the SECOND sentence
questions given below it. after rearrangement?
(A) Moreover salaries in public sector enterprises 1) B 2) C 3) D 4) E 5) F
are not as competitive as those offered by 187. Which of the following is the SIXTH (LAST)
private or foreign corporates. sentence after rearrangement?
(B) This trend should be a wake-up call for 1) A 2) B 3) C 4) D 5) E
stakeholders to examine why employees are 188. Which of the following is the FIRST sentence
seeking better opportunities with private after rearrangement?
companies in India and abroad. 1) A 2) B 3) C 4) D 5) F
(C) Public Sector Enterprises (PSEs) have been 189. Which of the following is the THIRD sentence
experiencing severe challenges in attracting, after rearrangement?
motivating and retaining their key staff. 1) A 2) B 3) C 4) D 5) E
(D) Having ide ntifie d the se as the re asons 190. Which of the following is the FIFTH sentence
employees leave PSEs, it is important to after rearrangement?
empower stakeholders to find ways to remedy 1) B 2) C 3) D 4) E 5) F
the situation. Nearby = near in position; not far away; at a
(E) One reason is that young employees lured short distance from somebody/
away by private firms are more willing to something
undertake professional risks. Dodge = to move quickly and suddenly to one
side or out of the way in order to
(F) Employees in specialist roles especially have
avoid somebody/something
become increasingly difficult to retain.
Directions (Q. 191-195): Rearrange the following
181. Which of the following should be the FIRST
six sentences (A), (B), (C), (D), (E) and (F) in the
sentence after rearrangement?
proper sequence to form a meaningful paragraph;
1) A 2) B 3) C 4) D 5) E
then answer the questions given below them.
Sentence Arrangement 539

(A) One of them said, “I never buy imported 200. Which of the following should be the THIRD
goods.” sentence in the paragraph?
(B) Patriotism was the topic of discussion. 1) A 2) B 3) C 4) D 5) E
(C) “Well,” said the third, “I haven’t passed the Tap = to extract or obtain a supply of
foreign language ie English, since I started something from a source
my schooling.” Directions (Q. 201-205): Rearrange the following
(D) Some stude nts we re discussing among six statements (A), (B), (C), (D), (E) and (F) in the
themselves. proper sequence to form a meaningful paragraph;
(E) “I never see foreign films,” said another. then answer the questions given below them.
(F) In the discussion, everyone was trying to (A) Other factors are important in determining
prove how he was more patriotic than the whether a stock market decline causes an
rest of them. economic setback.
191. Which of the following will be the SECOND (B) We tend to associate a stock market crash
statement after rearrangement? with an economic slump.
1) A 2) B 3) C 4) D 5) E (C) The two most important factors are the
192. Which of the following will be the FOURTH impact on the banking sector and policy
statement after rearrangement? response to the crash.
1) A 2) B 3) C 4) D 5) E (D) That is because we have seen such a link
193. Which of the following will be the SIXTH (LAST) several times in the past.
statement after rearrangement ? (E) But there is no automatic link between the
1) A 2) B 3) C 4) D 5) E stock marke t crash and the e conomic

K
194. Which of the following will be the FIR ST downturn, say experts.
statement after rearrangement? (F) For example, the Great Depression followed
1) A 2) B 3) C 4) D 5) E the Great Crash of 1929 in the US.
195. Which of the following will be the FIF TH 201. Which of the following should be the FIRST
statement after rearrangement? statement after rearrangement?
1) A 2) B 3) C 4) D 5) E 1) A 2) B 3) C 4) D 5) E
Directions (Q. 196-200): Rearrange the following 202. Which of the following should be the SECOND
six sentences (A), (B), (C), (D), (E) and (F) in the statement after rearrangement?
proper sequence to form a meaningful paragraph; 1) A 2) B 3) C 4) D 5) E
then answer the questions given below them. 203. Which of the following should be the THIRD
(A) In fact, today, social entrepreneurship is no statement after rearrangement?
different from starting a profit-motivated 1) B 2) C 3) D 4) E 5) F

KUNDAN
company. 204. Which of the following should be the FIFTH
(B) The major challenge they face is employee statement after rearrangement?
selection and retention. 1) A 2) B 3) C 4) D 5) E
(C) For decades social development in India 205. Which of the following should be the SIXTH
meant charity. (LAST) statement after rearrangement?
(D) However, the challenges social organisations 1) A 2) B 3) C 4) D 5) E
experience are tougher. Slump = a period when business is bad,
sales are few etc
(E) This is because while volunteering for social
Downturn = a reduction in economic or business
work is not new, attracting talented people activity
and tapping their potential at lower costs is Directions (Q. 206-210): Rearrange the following
difficult. six sentences (A), (B), (C), (D), (E) and (F) in the
(F) In recent years, however, economic changes proper sequence to form a meaningful paragraph;
have brought busine ss se nse and then answer the questions given below them.
professionalism to the sector. (A) In this early period a good memory was a
196. Which of the following should be the FIFTH prerequisite for success and poets like Homer
sentence in the paraaraph? memorised their work before it was ever
1) A 2) B 3) C 4) D 5) E written down.
197. Which of the following should be the SIXTH (B) If we have to remember everything will it not
(LAST) sentence in the paragraph? increase the feeling of stress?
1) B 2) C 3) D 4) E 5) F (C) Today memory is widely regarded as a useful
198. Which of the following should be the SECOND aid to survival.
sentence in the paragraph? (D) However, it is not what we grasp but what we
1) B 2) C 3) D 4) E 5) F fail to—forgetting a file, key points at an
199. Which of the following should be the FIRST interview— which causes stress.
sentence in the paragraph? (E) Some people, however, are of the view that
1) A 2) B 3) C 4) D 5) E
540 Test of English Language

having an exceptional memory in a world of proper sequence to form a meaningful paragraph;

high pressure working is a disadvantage. then answer the questions given below them.
(F) To our ancestors, though, in the absence of (A) Assuming that all these reasons are true,
the printing press it was much more—it was the fact remains that there is an urgent need
the slate on which history was recorded. to check the accelerated costs and initiate
206. Which of the following will be the THIRD suitable measures.
sentence after rearrangement ? (B) Some people attribute it to the increasing
1) A 2) B 3) C 4) D 5) E greediness among the medicos.
207. Which of the following will be the FIR ST (C) The impact of these measures will be visible
sentence after rearrangement? only after a considerable passage of time.
1) A 2) B 3) C 4) D 5) E (D) Healthcare costs have been sky-rocketing in
208. Which of the following will be the SECOND our country.
sentence after rearrangement? (E) The measures include yoga classes with
1) B 2) C 3) D 4) E 5) F emphasis on physical and mental exercises
209. Which of the following will be the SIXTH (LAST) and also change in food habits.
sentence after rearrangement? (F) Certain others feel that it is because of
1) B 2) C 3) D 4) E 5) F drastic changes in people's lifestyle and
210. Which of the following will be the FIF TH eating habits.
sentence after rearrangement? 216. Which of the following would be the FIRST
1) A 2) B 3) C 4) D 5) E statement after rearrangement?

K
Prerequisite = a thing required as a condition for 1) A 2) B 3) C 4) D 5) E
something to happen or exist 217. Which of the following would be the SECOND
Directions (Q. 211-215): Rearrange the following statement after rearrangement?
six sentences (A), (B), (C ), (D), (E) and (F) in the 1) A 2) B 3) C 4) D 5) E
proper sequence to form a meaningful paragraph; 218. Which of the following would be the FOURTH
then answer the questions given below them. statement after rearrangement?
(A) It was a cycling race launched in 153, by Henri 1) A 2) B 3) C 4) D 5) E
Desgrange, a magazine editor in Paris. 219. Which of the following would be the FIFTH
(B) The Tour de France is a te st of human statement after rearrangement?
endurance. 1) A 2) B 3) C 4) D 5) E
(C) His idea worked and the magazine boomed. 220. Which of the following would be the SIXTH
(D) His aim was to boost the circulation of his (LAST) statement after rearrangement?

KUNDAN
magazine. 1) A 2) B 3) C 4) D 5) E
(E) He wanted to achieve this by covering every Attribute = to regard something as belonging
stage of the three-week-long, 3,500 kilometre- to, caused by or produced by
long cycling race. somebody/something
(F) Till today the race remains more popular than Medico = a medical student or doctor
he could ever have dreamed. Sky-rocket = to rise to a very high level
211. Which of the following should be the FIRST Directions (Q. 221-225): Rearrange the following
sentence after rearrangement? six sentences (A), (B), (C), (D), (E) and (F) in the
1) A 2) B 3) C 4) D 5) E proper sequence to form a meaningful paragraph;
212. Which of the following should be the SECOND then answer the questions given below them.
sentence after rearrangement? (A) If China is the world’s factory, India has
1) A 2) B 3) C 4) D 5) E become the world’s outsourcing centre—
213. Which of the following should be the THIRD keeping in line with this image.
sentence after rearrangement? (B) But India’s future depends crucially on its
1) A 2) B 3) C 4) D 5) E ability to compe te fully in the Cre ative
214. Which of the following should be the FIFTH Economy—not just in tech and software, but
sentence after rearrangement? across design and entrepreneurship; arts,
1) A 2) B 3) C 4) D 5) F culture and e nte rtainme nt; and the
215. Which of the following should be the SIXTH knowledge-based professions of medicine,
(LAST) sentence after rearrangement? finance and law.
1) B 2) C 3) D 4) E 5) F (C) While its creative assets outstrip those of
Endurance = the abiltiy or willingness to suffer other e merging competitors, India must
patiently and without complaining address several challenges to increase its
or to tolerate a difficult situation for international competitiveness as the world
a long time is in the midst of a sweeping transformation.
Directions (Q. 216-220): Rearrange the following (D) This transformation is evident in the fact that
six sentences (A), (B), (C), (D), (E) and (F) in the the world is moving from an industrial
Sentence Arrangement 541

e conomy to a Cre ative Economy that 226. Which of the following should be the LAST
generates wealth by harnessing intellectual (SIXTH) sentence after rearrangement?
labour, intangible goods and human creative 1) A 2) B 3) C 4) D 5) F
capabilities. 227. Which of the following should be the THIRD
(E) Its software industry is the world’s second- sentence after rearrangement?
largest, its tech outsourcing accounts for 1) A 2) B 3) C 4) D 5) F
more than half of the $300 billion global 228. Which of the following should be the FOURTH
industry, according to a technology expert. sentence after rearrangement?
(F) If the meeting of world leaders at Davos is 1) A 2) B 3) C 4) D 5) E
any indication, India is rapidly becoming an 229. Which of the following should be the SECOND
economic ‘rock star’. sentence after rearrangement?
216. Which of the following should be the SIXTH 1) A 2) B 3) C 4) D 5) E
(LAST) sentence after the rearrangement? 230. Which of the following should be the FIRST
1) A 2) B 3) C 4) D 5) E sentence after rearrangement?
217. Which of the following should be the THIRD 1) A 2) B 3) C 4) D 5) E
sentence after the rearrangement? Irrevocable = that cannot be changed or altered;
1) A 2) B 3) C 4) D 5) E final
218. Which of the following should be the FIFTH Directions (Q. 231-235): Rearrange the following
sentence after the rearrangement? six sentences (A), (B), (C), (D), (E) and (F) in the
1) A 2) B 3) C 4) F 5) E proper sequence to form a meaningful paragraph;
219. Which of the following should be the FIRST then answer the questions given below them.

K
sentence after the rearrangement? (A) As a re sult the non-stop te nsions and
1) F 2) B 3) C 4) A 5) E anxieties at work often result in health-
220. Which of the following should be the SECOND related problems.
sentence after the rearrangement? (B) The truth is we cannot change the world of
1) A 2) B 3) C 4) D 5) F work.
Outstrip = to be f as ter, better or more (C) We spend at least half our waking hours at
successful than somebody you are work.
competing against; to become larger, (D) We have the re fore to take charge and
more important, etc than somebody/ transform the way in which we respond to
something our work environment.
In the midst of something = while something is
(E) So how can we control these problems and
happening or being done; while you
are doing something
perform at work?

KUNDAN
Sweeping = having an important effect on a (F) However, we can change the way we feel and
larger part of it deal with various situations.
Harness = to control and use the force or 231. Which of the following should be the LAST
strength of something to produce (SIXTH) sentence after rearrangement?
power or to achieve something 1) B 2) C 3) D 4) E 5) F
Intangible = that does not exist as a physical 232. Which of the following should be the FIFTH
thing but is s till valuable to a
sentence after rearrangement?
company
To account for something = to be the explanation
1) B 2) C 3) D 4) E 5) F
or cause of something 233. Which of the following should be the SECOND
Directions (Q. 226-230): Rearrange the following sentence after rearrangement?
six sentences (A), (B), (C), (D), (E) and (F) in the 1) A 2) B 3) C 4) D 5) E
proper sequence to form a meaningful paragraph; 234. Which of the following should be the FIRST
then answer the questions given below them. sentence after rearrangement?
(A) Se ttle me nt in ‘re al time ’ me ans the 1) A 2) B 3) C 4) D 5) E
transaction is not subjected to any waiting 235. Which of the following should be the FOURTH
period. sentence after rearrangement?
(B) It is a funds transfer mechanism. 1) A 2) B 3) C 4) D 5) E
(C) Moreover, as the money transfer takes place Waking = the state of not being asleep
in the books of RBI it is final and irrevocable. Directions (Q. 236-240): Rearrange the following
(D) The acronym RTGS stands for Real Time six sentences (A), (B), (C), (D), (E) and (F) in the
Gross Settlement. proper sequence to form a meaningful paragraph;
(E) While ‘gross se ttle me nt' me ans the then answer the questions given below them.
transaction is settled without bunching it (A) Nobody likes to practise it, no matter how
with any other transaction. easy and how beneficial it is.
(F) The transfer of funds takes place on a real (B) An ounce of patience is worth, or at times
time and gross basis. even better than, a pound of brains.
542 Test of English Language

(C) Patience, a virtue, is considered to be even Subtle = difficult to detect or describe

better than wisdom. Verse = a group of lines forming a unit in a
(D) This is the worst drawback in us, in our poem or song
Allusion = a brief or indirect reference
national character.
Directions (Q. 246-450): Rearrange the following
(E) Every one of us agrees with this fact in
five sentences (A), (B), (C), (D) and (E) in the proper
principle, without reservation.
sequence to form a meaningful paragraph; then
(F) But, unfortunate ly, whe n it come s to
answer the questions given below them.
practising patience, there is a problem.
(A) For instance , if we me asure the room
236. Which of the following should be the FIRST
temperature continuously and plot its graph
statement after rearrangement?
with time on the X-axis and temperature on
1) A 2) B 3) C 4) D 5) E
the Y-axis, we get a continuous waveform,
237. Which of the following should be the SECOND
which is an analog signal. Analog is always
statement after rearrangement?
continuous.
1) A 2) B 3) C 4) D 5) E
(B) The absence or presence of something can
238. Which of the following should be the THIRD
be used to plot a digital signal.
statement after rearrangement?
(C) An analog signal is a continuously varying
1) A 2) B 3) C 4) D 5) E
signal, similar to a sinusoidal waveform.
239. Which of the following should be the FIFTH
(D) Any signal can be classified into one of the
statement after rearrangement?
two types: analog and digital.
1) A 2) B 3) C 4) D 5) E

K
(E) In contrast, a digital signal takes the form of
240. Which of the following should be the SIXTH
pulses, where we have something or nothing.
(LAST) statement after rearrangement?
246. Which of the following should be the FIRST
1) A 2) B 3) C 4) D 5) E
Ounce of something = a very small quantity of
sentence after rearrangement?
something 1) A 2) B 3) C 4) D 5) E
At times = sometimes 247. Which of the following should be the FIFTH
Virtue = behaviour that shows high moral sentence after rearrangement?
standards; goodness 1) A 2) B 3) C 4) D 5) E
Directions (Q. 241-245): Rearrange the following 248. Which of the following should be the FOURTH
six sentences (A), (B), (C), (D), (E) and (F) in the sentence after rearrangement?
proper sequence to form a meaningful paragraph, 1) A 2) B 3) C 4) D 5) E
then answer the questions given below them. 249. Which of the following should be the THIRD

KUNDAN
(A) In all varieties of humour, especially the sentence after rearrangement?
subtle ones, it is therefore what the reader 1) A 2) B 3) C 4) D 5) E
thinks which gives extra meaning to these 250. Which of the following should be the SECOND
verses. sentence after rearrangement?
(B) But such a verse may also be enjoyed at the 1) A 2) B 3) C 4) D 5) E
surface level. Directions (Q. 251-255): Rearrange the following
(C) Nonse nse ve rse is one of the most sentences (A), (B), (C), (D), (E) and (F) to make a
sophisticated forms of literature. meanin gful par agraph and t hen answer t he
(D) This fulfils the author’s main intention in questions which follow :
such a verse which is to give pleasure. (A) However while reading they would not know
(E) However, the reader who understands the when to pause and what to emphasise.
broad implications of the content and allusion (B) Since then their use has been regularised
finds greater pleasure. and the punctuation rules have been followed
(F) The reason being it requires the reader to by all.
supply a me aning be yond the surface (C) In earlier days, people learnt by reading out
meaning. loud.
241. Which of the following is the FIFTH sentence? (D) But not e ve rybody use d the same
1) D 2) E 3) B 4) C 5) A punctuations for the same thing.
242. Which of the following is the SIXTH (LAST) (E) To addre ss this proble m, various signs
sentence? de picting various punctuations we re
1) F 2) E 3) D 4) A 5) C introduced.
243. Which of the following is the FIRST sentence? (F) Thus firme r guide line s re garding
1) E 2) A 3) F 4) D 5) C punctuations were framed so that everyone
244. Which of the following is the SECOND sentence? used them in similar way.
1) A 2) E 3) F 4) B 5) C 251. Which of the following sentence should be the
245. Which of the following is the THIRD sentence? FIRST after rearrangement?
1) A 2) B 3) F 4) C 5) D 1) A 2) B 3) C 4) D 5) E
Sentence Arrangement 543

252. Which of the following sentence should be the (C) This means that it gives permission for the
SECOND after rearrangement? buyer to use its name and sell its products.
1) A 2) B 3) D 4) E 5) F (D) He pays money to the franchisor, and agrees
253. Which of the following sentence should be the to obey the rules the franchisor makes.
THIRD after rearrangement? (E) A franchising agreement includes two parties.
1) A 2) E 3) D 4) F 5) C (F) The franchisor is the business house/entity
254. Which of the following sentence should be the which grants the franchisee license.
FIFTH after rearrangement? 261. Which of the following should he the FOURTH
1) B 2) C 3) A 4) E 5) F sentence after rearrangement?
255. Which of the following sentence should be the 1) B 2) C 3) D 4) E 5) F
SIXTH (LAST) after rearrangement? 262. Which of the following should be the LAST
1) C 2) E 3) D 4) B 5) F (SIXTH) sentence after rearrangement?
Directions (Q. 256-260): Rearrange the following 1) B 2) C 3) D 4) E 5) F
sentences (A), (B), (C), (D), (E) and (F) to make a 263. Which of the following should be the SECOND
meaningful paragraph and then answer the sentence after rearrangement?
questions which follow: 1) B 2) C 3) D 4) E 5) F
(A) Had it been not for them, Indian banks would 264. Which of the following should be the THIRD
have had their hands tied down. sentence after rearrangement?
(B) Today, almost all the countries are facing the 1) E 2) F 3) A 4) D 5) B
heat of recession. 265. Which of the following should be the FIRST
(C) One of these is the strict RBI and SEBI rules sentence after rearrangement?

K
which re gulate d banking se ctor ve ry
efficiently.
(D) This could have led to massive losses to
them, which could have percolated to other
sectors as well.
(E) However, there are a few things which help
India in bouncing back from the state of
recession.
(F) Like others, India too has not remained
immune to the epidemic.
256. Which of the following sentences should be the
THIRD after rearrangement?
1) A 2) B 3) C 4) D 5) E
Directions (Q. 266-270): Rearrange the following
sentences (A), (B), (C), (D), (E) and (F) to make a
meanin gful par agraph and t hen answer t he
questions which follow:
(A) The only way in which this problem can be
solved is by making artificial blood, which has
remained a distant dream for science.
(B) Donation of blood is considered to be the
most noble of all the charities.
(C) If they succeed, it would be noted as one of
the most important inventions in the history

KUNDAN
1) A 2) E 3) D 4) F 5) C of mankind.
257. Which of the following sentences should be the (D) This is because this donated magic potion
FIRST after rearrangement? can give life to anothe r pe rson in an
1) A 2) B 3) C 4) D 5) E emergency.
258. Which of the following sentences should be the (E) A group of scientists, however, has dedicated
SECOND after rearrangement? itself towards making this a reality.
1) A 2) B 3) D 4) E 5) F (F) A growing problem, however, is that the
259. Which of the following sentences should be the requirement for safe blood is increasing
SIXTH (LAST) after rearrangement? whereas the number of donors is decreasing.
1) A 2) E 3) D 4) B 5) F 266. Which of the following sentences should be the
260. Which of the following sentences should be the FIRST after rearrangement?
FIFTH after rearrangement? 1) A 2) B 3) C 4) D 5) E
1) B 2) C 3) A 4) E 5) F 267. Which of the following sentences should be the
Percolate = to move gradually through a surface SECOND after rearrangement?
containing tiny holes or spaces 1) A 2) B 3) C 4) D 5) F
Bounce back = to recover well after trouble, illness, 268. Which of the following sentence should be the
hardship etc
THIRD after rearrangement?
Epidemic = the rapid spread of a diseas e
among many people in the same
1) A 2) D 3) C 4) E 5) F
place 269. Which of the following sentences should be the
Directions (Q. 261-265): Rearrange the following FIFTH after rearrangement?
six sentences (A), (B), (C), (D), (E) and (F) in the 1) A 2) B 3) C 4) E 5) F
proper sequence to form a meaningful paragraph; 270. Which of the following sentences should be the
then answer the questions given below them. SIXTH (LAST) after rearrangement?
(A) In turn, the buyer is called the franchisee. 1) A 2) B 3) C 4) D 5) E
(B) These two parties are called the franchisor
and franchisee.
544 Test of English Language

Noble = having or showing very f ine (E) Without cheques, they are likely to keep large
personal qualities, eg honour and amounts of cash in their homes, making
honesty themselves vulnerable to theft.
Potion = a drink of medicine or poison, or a
(F) British banks have thus vote d to phase
liquid used in magic
cheques out in favour of these more modern
Directions (Q. 271-275): Rearrange the following
payment methods.
sentences (A), (B), (C), (D), (E) and (F) to make a
276. Which of the following should be the LAST
meanin gful par agraph and t hen answer t he
(SIXTH) sentence after rearrangement?
questions which follow:
1) B 2) C 3) D 4) E 5) F
(A) This de cision on which force is to be
277. Which of the following should be the THIRD
maximised lies with every individual.
sentence after rearrangement?
(B) This belief comes from the fact that science
1) B 2) C 3) D 4) E 5) F
refle cts the social forces prevailing at a
278. Which of the following should be the FIFTH
particular time.
sentence after rearrangement?
(C) We must maximise the constructive forces
1) A 2) B 3) C 4) D 5) E
of science and the destructive ones should
279. Which of the following should be the FIRST
be minimised. . .
sentence after rearrangement?
(D) Contrary to popular belief, the greatest enemy
1) B 2) C 3) D 4) E 5) F
of mankind is not science but war.
280. Which of the following should be the SECOND
(E) She/he must understand that science can
sentence after rearrangement?
only help in providing ways to reach at either

K
1) A 2) B 3) C 4) D 5) F
war or peace and is actually not responsible
Elderly = rather old; past middle age
for causing these. Vulnerable = that can be hurt, harmed or attacked
(F) During peaceful times science is constructive easily especially because of being
and during war, science is perverted to small or weak
destructive ends. Phase something out = to withdraw or stop using
271. Which of the following sentences should be the something gradually or in stages.
SIXTH (LAST) after rearrangement? Directions (Q. 281-285): Rearrange the following
1) A 2) B 3) C 4) D 5) E sentences (A), (B), (C), (D), (E) and (F) to make a
272. Which of the following sentences should be the meanin gful par agraph and t hen answer t he
THIRD after rearrangement? questions which follow:
1) A 2) E 3) F 4) D 5) C (A) According to it, organised retail stores are

KUNDAN
273. Which of the following sentences should be the not wolve s at the doors of frie ndly
FIFTH after rearrangement? neighbourhood grocery stores as there is room
1) A 2) B 3) C 4) E 5) F for expansion of both.
274. Which of the following sentences should be the (B) Many have been crying foul over the entry of
FIRST after rearrangement? organised retail stores expressing concern
1) A 2) B 3) C 4) D 5) E over their impact on small store owners.
275. Which of the following sentences should be the (C) The final winner in the competition, however,
SECOND after rearrangement? is the common man who gets to choose
1) A 2) B 3) D 4) E 5) F between the most suitable options and in
Pervert = to make somebody, their mind, etc turn fights with the runaway inflation in prices
turn away from what is considered of essential commodities.
right or natural (D) In spite of this potential for expansion, it is
Directions (Q. 276-280): Rearrange the following doubtless that the small store owners face a
six sentences (A), (B), (C), (D), (E) and (F) in the decline in profit in initial years if organised
proper sequence to form a meaningful paragraph; retailers set up stores in the vicinity.
then answer the questions given below them. (E) But a study conducted over a period of two
(A) Howe ve r, if this happe ns it will cause years goes a long way towards allaying these
problems for the elderly who mainly use fears.
cheques. (F) This impact, however, wears off once they
(B) The use of cheques has fallen dramatically learn to take on the competition which in
in the past few years. turn enhances efficiency all around.
(C) Thus, cheques may be phased out gradually, 281. Which of the following sentences should be the
making sure that the needs of all consumers, FIRST after rearrangement?
including the elderly, are met. 1) A 2) B 3) C 4) D 5) E
(D) This is because more and more consumers 282. Which of the following sentences should be the
are transferring money electronically by direct THIRD after rearrangement?
debit or credit cards. 1) A 2) E 3) D 4) F 5) C
Sentence Arrangement 545

283. Which of the following sentences should be the 286. Which of the following sentences should be the
SIXTH (LAST) after rearrangement? FIFTH after rearrangement?
1) A 2) B 3) C 4) E 5) F 1) A 2) B 3) C 4) E 5) F
284. Which of the following sentences should be the 287. Which of the following sentences should be the
SECOND after rearrangement? THIRD after rearrangement?
1) A 2) B 3) C 4) E 5) F 1) A 2) B 3) C 4) D 5) E
285. Which of the following sentences should be the 288. Which of the following sentences should be the
FIFTH after rearrangement? FIRST after rearrangement?
1) D 2) B 3) C 4) E 5) F 1) A 2) B 3) C 4) D 5) E
Keep the wolf from = to have enough money to 289. Which of the following sentences should be the
the door avoid hunger and need SIXTH (LAST) after rearrangement?
Foul = very unpleasant; very bad; 1) A 2) C 3) D 4) E 5) F
terrible
290. Which of the following sentences should be the
Runaway = happening very rapidly or
easily
SECOND after rearrangement?
Vicinity = the area round a place 1) A 2) B 3) D 4) E 5) F
Allay = to make something less; to Stimulate = to make somebody/something more
relieve something active or al ert; to encourage
Wear something off = to disappear or remove somebody/something
something gradually. Turn-around = a complete change in a situation or
Take on = to assume something; to begin a trend, especially from bad to good
to have a particular Exorbitant = much too high or great;
characteris tic, quality or unreasonable

K
appearance
Enhance = to increase or improve further
the good qual ity, val ue or
status of somebody/
something
Directions (Q. 286-290): Rearrange the following
sentences (A), (B), (C), (D), (E) and (F) to make a
meanin gful par agraph and t hen answer t he
questions which follow :
(A) While these disadvantages of biofuels are
serious, they are the only alternate energy
source of the future and the sooner we find
Abundance = a quantity that is more than enough;
a very large amount
Overshadow = to dominate somebody/something;
to make somebody something seem
less important or noticeable
Directions (Q. 291-295): Rearrange the following
six sentences (A), (B), (C), (D), (E) and (F) in the
proper sequence to form a meaningful paragraph;
then answer the questions given below.
(A) With all the bid information being available
and tracke d online , corruption has
considerably reduced.

KUNDAN
solutions to these problems the faster we (B) Today, most, ie over ninety-five per cent,
will be able to solve the problems we are now households, in the city enjoy broadband
facing with gasoline. connection.
(B) This fuel can also help to stimulate jobs (C) All city contracts are now bid for online.
locally since they are also much safer to (D) Over twenty years ago the city government,
handle than gasoline and can thus have the Central Government and the private sector
potential to turn around a global economy. made a concerted effort to shift the economy
(C) These include dependence on fossil fuels for to include IT.
the machinery required to produce biofuel (E) As our cities do expand and become more
which ends up polluting as much as the complex, such a system will make governance
burning of fossil fue ls on roads and more manageable.
exorbitant cost of biofuels which makes it (F) This level of connectedness has changed not
very difficult for the common man to switch only the city’s economy but also how it is
to this option. governed and how business is conducted.
(D) This turnaround can potentially help to bring 291. Which of the following should be the FIRST
world peace and end the need to depend on sentence after rearrangement?
foreign countries for energy requirements. 1) A 2) B 3) C 4) D 5) E
(E) Biofuels are made from plant sources and 292. Which of the following should be the SECOND
since the se source s are available in sentence after rearrangement?
abundance and can be reproduced on a 1) A 2) B 3) C 4) D 5) F
massive scale, they form an energy source 293. Which of the following should be the THIRD
that is potentially unlimited. sentence after rearrangement?
(F) However everything is not as green with the 1) A 2) C 3) D 4) E 5) F
biofuels as it seems as there are numerous 294. Which of the following should be the FIFTH
disadvantages involve d, which at time s sentence after rearrangement?
overshadow their positive impact. 1) A 2) B 3) C 4) D 5) E
546 Test of English Language

295. Which of the following should be the LAST
(SIXTH) sentence after rearrangement?
1) B 2) C 3) D 4) E 5) F
Bid = to offer a price in order to buy
something especially at an auction;
a price offered in order to buy
something at an auction or in
business
Concerted = arranged or done together with
somebody
Directions (Q. 296-300): Rearrange the following
sentences (A), (B), (C). (D), (E) and (F) to make a
meanin gful par agraph and t hen answer t he
questions which follow:
(A) In fact, according to mainstream economists,
it is inevitable and a necessary evil in any
economy.
(B) It is thus important for every nation to
maintain this reserve of labour force to
maintain an optimal level of unemployment.
(C) Unemployment is popularly believed to be an
Deprive somebody/something of something =
to take something away f rom
somebody/something; to prevent
somebody/s omething f rom
enjoying or using something
Directions (Q. 301-305): Rearrange the following
sentences (A), (B), (C), (D), (E) & (F) to make a
meanin gful par agraph and t hen answer t he
questions which follow:
(A) If tomorrow’s children meet these two crucial
criteria they are likely to have the opportunity
both to pursue work to fulfil their dreams
and make an impact on the world around.
(B) In the 21st century, however, this no longer
holds true as the e xpe ctations of
organisations have changed.
(C) The concept of job in the 20th century was
often equated with toil.
(D) In order to meet these changed expectations,
employees need commitment and access to
continuous learning.

K
index which measures the economic condition
of a nation.
(D) This is because it helps avert inflation by
providing a reserve army of labour which
keeps wages in check.
(E) The problem, however, only emerges when
gove rnme nts indire ctly facilitate
unemployment in order to curb inflation
through various policies and frameworks,
de priving a large population of its
fundamental rights.
(E) Jobs were acquired, learned and performed
until retirement and did not have to be
rewarding.
(F) They demand more creativity and expertise
and want employees to be responsible for both
outputs and outcomes.
301. Which of the following should be the FIRST
sentence after rearrangement?
1) A 2) B 3) C 4) D 5) E
302. Which of the following should be the SECOND
sentence after rearrangement?

KUNDAN
(F) But contrary to popular belief unemployment 1) A 2) B 3) C 4) D 5) E
is not always disadvantage ous to the 303. Which of the following should be the THIRD
economy of a state. sentence after rearrangement?
296. Which of the following sentences should be the 1) B 2) C 3) D 4) E 5) F
SIXTH (LAST) after rearrangement? 304. Which of the following should be the FIFTH
1) A 2) B 3) C 4) E 5) F sentence after rearrangement?
297. Which of the following sentences should be the 1) A 2) B 3) C 4) D 5) F
FIRST after rearrangement? 305. Which of the following should be the LAST
1) A 2) B 3) C 4) D 5) E (SIXTH) sentence after rearrangement?
298. Which of the following sentences should be the 1) A 2) B 3) C 4) D 5) F
FIFTH after rearrangement? Toil = work that is hard and makes one
1) A 2) B 3) C 4) E 5) F very tired
299. Which of the following sentences should be the Outcome = the effect or result of an action or
SECOND after rearrangement? event
1) A 2) B 3) D 4) E 5) F Output = the amount of something that a
pers on, a machine or an
300. Which of the following sentences should be the
organisation produces
THIRD after rearrangement?
Directions (Q. 306-310): Rearrange the following
1) A 2) E 3) D 4) F 5) C
six sentences (A), (B), (C), (D), (E) and (F) in the
Inevitable = certain to happen
Optimal = best or most favourable
proper sequence to form a meaningful paragraph;
Avert = to turn something away; to prevent then answer the questions given below them.
something; to avoid something (A) It is therefore a contributing factor to the
Emerge = to develop and become noticeable, growth of landfills and waterway pollution,
important or prominent both of which are costly and energy-intensive
Facilitate = to make something especially an to solve.
action or a process, easy or easier (B) Making an effort to use those resources and
Curb = to restrain something; to prevent
avoid polystyrene ones can help to decrease
something from getting out of
control
your environmental impact.
Sentence Arrangement 547

(C) Non-biodegradable essentially means that 311. Which of the following will be the THIRD
any polystyrene that makes its way into a sentence?
landfill will stay there indefinitely, never 1) A 2) B 3) C 4) D 5) E
breaking down and returning to the earth. 312. Which of the following will be the SECOND
(D) Polystyrene, as a product, is very convenient sentence?
to use, but it has some important effects we 1) A 2) B 3) C 4) D 5) E
should consider when making choices as 313. Which of the following will be the FOURTH
consumers, sentence?
(E) While recycling polystyrene material can 1) A 2) B 3) C 4) D 5) E
cushion the environmental blow of its use, 314. Which of the following will be the FIR ST
alternatives are available that are created sentence?
from renewable resources and biodegrade 1) A 2) B 3) C 4) D 5) E
more readily. 315. Which of the following will be the FIFTH (LAST)
(F) For example, while polystyrene has some sentence?
excellent uses and is technically recyclable, 1) A 2) B 3) C 4) D 5) E
it is not a substance that biodegrades. Ageing = the process of growing old
306. Which of the following should be the LAST Oblivious = not aware of or not noticing
(SIXTH) sentence after rearrangement? something
1) A 2) B 3) C 4) D 5) E Directions (Q. 316-320): Rearrange the following
307. Which of the following should be the FOURTH six sentences (A), (B), (C), (D), (E) and (F) in the
sentence after rearrangement? proper sequence to form a meaningful paragraph;

K
1) E 2) F 3) A 4) D 5) B then answer the questions given below them.
308. Which of the following should be the FIRST (A) A legal framework is thus now available for
sentence after rearrangement? promoting energy efficiency in all sectors of
1) A 2) B 3) C 4) D 5) E the economy.
309. Which of the following should be the SECOND (B) The increasing preference for commercial
sentence after rearrangement? energy has led to a sharp increase in the
1) B 2) C 3) D 4) E 5) F demand for electricity and fossil fuels.
310. Which of the following should be the FIFTH (C) There is still a considerable potential for
sentence after rearrangement? repairing such damage and reducing energy
1) A 2) B 3) C 4) D 5) E consumption by adopting energy-efficiency
Landfill = an area of land where waste material measures at various sectors of our country.
is buried under layers of earth (D) This framework is nothing but the Energy

KUNDAN
Cushion = to soften the effect of an impact; to Conservation Act, 2001, the success of which
protect somebody/something from greatly depends on the people who take the
s omething harmf ul , sometimes lead in supporting this programme.
excessively. (E) This use of fossil fue ls has re sulted in
Directions (Q. 311-315): Rearrange the following emission of a huge quantity of carbon dioxide
five sentences (A), (B), (C), (D) and (E) in the proper causing serious environmental damage.
sequence to form a meaningful paragraph; then (F) These adopted measures will not only reduce
answer the questions given below them. the need to create new capacity requiring high
(A) During this ageing process, you had first investment, but also result in substantial
heard statements such as: “You can’t ride environmental benefits.
your bicycle until you are seven” and, “You 316. Which of the following should be the FIRST
can’t drive a car until you’re 18.” sentence after rearrangement?
(B) But, you need to remember that part of you 1) A 2) B 3) C 4) D 5) E
has an ageless mind and is quite oblivious 317. Which of the following should be the FOURTH
to the physical ageing process — you just sentence after rearrangement?
need to encourage it to overcome this excuse 1) E 2) F 3) A 4) D 5) B
of being old. 318. Which of the following should be the SECOND
(C) The age excuse of being too old comes from sentence after rearrangement?
an inclination to identify yourself with the 1) B 2) C 3) D 4) E 5) F
number of trips you have made around the 319. Which of the following should be the LAST
sun. (SIXTH) sentence after rearrangement?
(D) The age of your body can seem to be quite an 1) A 2) B 3) C 4) D 5) E
obstacle on the road to changing long-held 320. Which of the following should be the FIFTH
thinking habits. sentence after rearrangement?
(E) Then at some point you discovered that you 1) A 2) B 3) C 4) D 5) E
went from being not old enough to being too
old.
548 Test of English Language

Directions (Q. 321-325): Rearrange the following (B) “Speak to her,” he said, “She’s into books”.
six sentences (A), (B), (C), (D), (E) and (F) in the (C) The friend who had brought me there noticed
proper sequence to form a meaningful paragraph; my noticing her.
then answer the questions given below them. (D) In late 2003, I was still paying taxes in
(A) The Reserve Bank of India (RBI), which had America, so it horrifie d me that the US
last intervened in the foreign exchange Consulate was hosting a “Gallo drinking
market in June 2009, was seen buying dollars appreciation event”.
to stem the rupee’s runaway appreciation. (E) Behind them, a pianist was playing old film
(B) The bank had for so long resisted a rate tunes, and a slim short woman was dancing
increase, but finally toed the line of other around him.
banks as its cost of funds has gone up. 326. Which of the following would be the FOURTH
(C) The local currency recently rose to a 25- sentence?
month high against the dollar on sustained 1) A 2) B 3) C 4) D 5) E
capital inflows. 327. Which of the following would be the FIRST
(D) Some interesting things have happened in sentence?
the Indian financial system in the past few 1) A 2) B 3) C 4) D 5) E
weeks. 328. Which of the following would be the FIFTH
(E) The RBI also announced a `12,000 crore buy- (LAST) sentence?
back of government bonds from the market 1) A 2) B 3) C 4) D 5) E
to infuse money into a liquidity-starved 329. Which of the following would be the SECOND

K
banking system. sentence?
(F) Finally, the State Bank of India, the nation’s 1) A 2) B 3) C 4) D 5) E
large st lende r, has raise d its minimum 330. Which of the following would be the THIRD
lending rate, or base rate, by 10 basis points. sentence?
(One basis point is one-hundredth of a 1) A 2) B 3) C 4) D 5) E
percentage point) Directions (Q. 331-335): Rearrange the following
321. Which of the following would be the THIRD six sentences (A), (B), (C), (D), (E) and (F) in the
sentence? proper sequence to form a meaningful paragraph;
1) B 2) A 3) D 4) E 5) F then answer the questions given below.
322. Which of the following would be the SIXTH (A) Ironically the same pare nts who are
(LAST) sentence? considered to be ignorant are thought to be
1) B 2) C 3) D 4) E 5) A very enlightened in choosing private schools

KUNDAN
323. Which of the following would be the SECOND over state-run ones.
sentence? (B) This is all the more reason why we should
1) A 2) C 3) D 4) E 5) F include the m during the planning and
324. Which of the following would be the FOURTH implementation of the system.
sentence? (C) This is apparent at every stage from policy
1) B 2) C 3) D 4) A 5) E making to imple me ntation as critical
325. Which of the following would be the FIRST decisions are made without the participation
sentence? of the stakeholders, an attitude that can only
1) B 2) C 3) D 4) E 5) F be de scribe d as e ithe r arrogance or
Intervene = to come or be between indifference.
To stem = to stop something which is (D) In reality, every parent decides which school
fl owing, s preading or is a good one, based on his/her own set of
increasing
values, perceptions and aspirations.
Runaway = happening very rapidly and
easily
(E) The root cause of most of the ills that plague
To toe the line = to obey the orders and express our e ducation syste m is the e normous
the opinions of one’s group or distance that separates the power centres
party; to conform within the system and the schools where the
Infuse = to put a quality into somebody/ action takes place.
something; to fill somebody/ (F) It is often said in defense of such an approach
something with a quality that poor parents are too ignorant to be
Directions (Q. 326-330): Rearrange the following partners in a meaningful dialogue.
five sentences (A), (B), (C), (D) and (E) in the proper 331. Which of the following should be the SIXTH
sequence to form a meaningful paragraph; then (LAST) sentence after rearrangement?
answer the questions given below. 1) A 2) B 3) C 4) D 5) E
(A) “What a waste of my tax money,” I thought, 332. Which of the following should be the THIRD
walking past the pe ople having fre e sentence after rearrangement?
Californian Chardonnay. 1) A 2) B 2) C 3) D 5) F
Sentence Arrangement 549

333. Which of the following should be the SECOND Ignorant = rude through lack of knowledge of
sentence after rearrangement? or respect for good manners
1) F 2) D 3) C 4) E 5) A Enlightened = having or s howing an
understanding of what the current
334. Which of the following should be the FIRST
situation requires , rather than
sentence after rearrangement? following conventional thought
1) A 2) B 3) C 4) D 5) E Apparent = clearly seen or undrestood; obvious
335. Which of the following should be the FOURTH Arrogant = behaving in a proud and superior
sentence after rearrangement? manner; showing too much pride in
1) E 2) D 3) C 4) B 5) A oneself and too l ittl e
Ironically = it seems ironic that considerations for others
Ironic = happening in the opposite way to Indifference = a lack of interest, feeling or reaction
what is expected, and often causing towards somebody/something
amusement because of this Plague = to cause trouble or difficulty to
somebody/something especially
continually or repeatedly

Answers and explantions

Exercise-1

K
1. 5 2. 1 3. 3 4. 2 5. 4 51. 5 52. 3 53. 5 54. 1 55. 2
6. 4 7. 2 8. 5 9. 1 10. 4 56. 4 57. 5 58. 2 59. 4 60. 1
11. 3 12. 4 13. 3 14. 5 15. 2 61. 3 62. 3 63. 2 64. 5 65. 5
16. 3 17. 2 18. 1 19. 5 20. 2 66. 2 67. 1 68. 5 69. 2 70. 3
21. 1 22. 4 23. 4 24. 3 25. 5 71. 5 72. 3 73. 1 74. 2 75. 2
26. 5 27. 1 28. 4 29. 2 30. 2 76. 3 77. 4 78. 5 79. 2 80. 4
31. 3 32. 5 33. 3 34. 2 35. 4 81. 1 82. 5 83. 4 84. 5 85. 3
36. 4 37. 1 38. 4 39. 3 40. 2 86. 4 87. 2 88. 1 89. 3 90. 5
41. 5 42. 2 43. 1 44. 3 45. 5 91. 2 92. 4 93. 1 94. 4 95. 2
46. 4 47. 4 48. 3 49. 2 50. 1 96. 5 97. 3 98. 1

KUNDAN
Exercise-2
(1-5): C come s first be cause it is the only (22-26):
independent sentence. We then place the 22. 5 23. 1 24. 3 25. 2 26. 4
sentences having “it is a time”, the phrase (27-31):
that refers to C. Among three such sentences 27. 1 28. 2 29. 5 30. 3 31. 1
— D, E and F —, F comes first because of its (32-35): The sequence of the sentences: ECADBF
plain structure . Also in D makes it the 32. 2 33. 3 34. 5 35. 2
subsequent sentence. While most of all in E (36-40):
makes it the last among these three. Thus, 36. 1 37. 3 38. 2 39. 4 40. 5
our sentences are CFDE. (41-45):
Now, look at the words “visualise them” in B. 41. 5 42. 4 43. 3 44. 2 45. 1
These words are a clear reference to the words (46-50): The right sequence will be CGEAFDB.
in E: “opportunities ... challenges ... ahead.” 46. 1 47. 2 48. 4 49. 4 50. 2
Thus, E is followed by B. The remaining (51-55):
sentence, i.e. A, comes at the end. Thus, we 51. 3 52. 1 53. 4 54. 2 55. 5
have C F D E B A (56-60): Order of the sentences of the passage is
1. 1 2. 1 3. 1 4. 3 5. 4 BEDAC.
(6-11): The order of the sentences will be EGCAFDHB. 56. 5 57. 4 58. 2 59. 1 60. 3
6. 2 7. 1 8. 4 (61-65):
9. 4 10. 5 11. 3 61. 4 62. 1 63. 3 64. 5 65. 2
(12-16): (66-70): The right order of the sentences will be
12. 1 13. 4 14. 3 15. 1 16. 3 ECADB.
(17-21): 66. 4 67. 3 68. 2 69. 5 70. 1
17. 3 18. 2 19. 1 20. 3 21. 3 (71-75):
71. 1 72. 2 73. 4 74. 3 75. 5
550 Test of English Language

(76-80): (181-185): The correct sequence of sentences will be

76. 2 77. 3 78. 5 79. 1 80. 4 CFBEAD.
(81-85): 181. 3 182. 5 183. 2 184. 1 185. 4
81. 1 82. 4 83. 3 84. 1 85. 2 (186-190): The correct sequence of sentences will be
(86-90): CFAEDB.
86. 5 87. 2 88. 4 89. 3 90. 1 186. 5 187. 2 188. 3 189. 1 190. 3
(91-95): Correct order of the sentence will be DCFBEA. (191-195): The correct sequence of sentences will be
91. 1 92. 5 93. 2 94. 4 95. 3 DBFAEC.
(96-100): Correct order of the se ntence will be 191. 2 192. 1 193. 3 194. 4 195. 5
DCFBEA (196-200): The correct sequence of sentences will be
96. 5 97. 4 98. 3 99. 2 100. 1 CFADBE.
(101-105): The arrangement should be DBACE. 196. 2 197. 4 198. 5 199. 3 200. 1
101. 2 102. 3 103. 4 104. 1 105. 5 (201-205): The correct sequence of sentences will be
(106-110:): Correct order of the sentence will be BDFEAC.
BDEFCA. 201. 2 202. 4 203. 5 204. 1 205. 3
106. 3 107. 1 108. 2 109. 4 110. 5 (206-210): The correct sequence of sentences will be
(111-115): Correct order of the sentence will be CFAEBD.
CFDBAE. 206. 1 207. 3 208. 5 209. 3 210. 2
111. 5 112. 2 113. 1 114. 3 115. 4 (211-215): The correct sequence of sentences will be
(116-120): Correct order of the sentence will be BADECF.

K
CEAFDB. 211. 2 212. 1 213. 4 214. 3 215. 5
116. 5 117. 1 118. 5 119. 4 120. 2 (216-220): The correct sequence of sentences will be
(121-125): Correct order of the sentence will be DBFAEC
CFAEBD. 216. 4 217. 2 218. 1 219. 5 220. 3
121. 2 122. 1 123. 3 124. 5 125. 4 (221-225): The correct sequence of sentences will be
(126-130); Correct order of the sentence will be FAEBCD
FDGAECB. 221. 4 222. 5 223. 3 224. 1 225. 1
126. 4 127. 2 128. 1 129. 3 130. 5 (226-230): The correct sequence of sentences will be
(131-135):The correct sequence of sentences will be DBFAEC.
CEAFBD. 226. 3 227. 5 228. 1 229. 2 230. 4
131. 3 132. 5 133. 1 134. 5 135. 4 (231-235): The correct sequence of sentences will be
(136-140): Correct sequence of the sentences will be CAEBFD.

KUNDAN
CFDBAE. 231. 3 232. 5 233. 1 234. 3 335. 2
136. 2 137. 5 138. 3 139. 4 140. 3 (236-240): The correct sequence of sentences will be
(141-145): Correct sequence of the sentences will be CBEFAD.
BDFAEC. 236. 3 237. 2 238. 5 239. 1 240. 4
141. 2 142. 4 143. 1 144. 5 145. 3 (241-245): The correct sequence of sentences will be
(146-150): The correct sequence of the sentences will CFBDEA.
be BDACEF. 241. 2 242. 4 243. 5 244. 3 245. 2
146. 5 147. 1 148. 4 149. 2 150. 3 (246-250): The correct sequence of sentences will be
(151-155): The correct sequence of the sentences will DCAEB.
be. DEBAFC 246. 4 247. 2 248. 5 249. 1 250. 3
151. 5 152. 3 153. 5 154. 4 155. 2 (251-255): The correct sequence of sentences will be
(156-160): Correct sequence of the sentences will be CAEDFB.
DAFBEC. 251. 3 252. 1 253. 2 254. 5 255. 4
156. 4 157. 1 158. 5 159. 3 160. 2 256-260: The correct sequence of sentences will be
(161-165): Correct sequence of the sentences will be BFECAD.
DAFCEB. 256. 2 257. 2 258. 5 259. 3 260. 3
161. 4 162. 1 163. 3 164. 5 165. 2 (261-265): The correct sequence of sentences will be
(166-170): Correct sequence of the sentences will be EBFCAD.
CADFBE. 261. 2 262. 3 263. 1 264. 2 265. 5
166. 3 167. 5 168. 2 169. 1 170. 4 (266-270): The correct sequence of the sentence will
(171-175): The correct sequence of sentences will be be BDFAEC.
ECFDBA. 266. 2 267. 4 268. 5 269. 4 270. 3
171. 4 172. 2 173. 1 174. 3 175. 5 (271-275): The correct sequence of sentences will be
(176-180): The correct sequence of sentences will be DBFCAE.
EBCDFA. 271. 5 272. 3 273. 1 274. 4 275. 2
176. 5 177. 1 178. 2 179. 3 180. 5
Sentence Arrangement 551

(276-280): The correct sequence of sentences will be (316-320): The correct sequence of sentences will be
BDFCAE. BECFAD.
276. 4 277. 5 278. 1 279. 1 280. 4 316. 2 317. 2 318. 4 319. 4 320. 1
(281-285): The correct sequence of sentences will be (321-325): The correct sequence of sentences will be
BEADFC. DCAEFB.
281. 2 9282. 1 283. 3 284. 4 285. 5 321. 2 322. 1 323. 2 324. 5 325. 3
(286-290): The correct sequence of sentences will be (326-330): “he” in sentence (B) is used for “The friend”
EBDFCA. in sentence (C). Hence (B) must follow (C). Playing
286. 3 287. 4 288. 5 289. 1 290. 2 piano and a dancing woman, as mentioned in sentence
(291-295): The correct sequence of sentences will be (E), is what the author thinks as a waste of his money
DBFCAE. state d in sente nce (A). Sentence (D) is giving the
291. 4 292. 2 293. 5 294. 1 295. 4 introduction of the topic. Hence the correct sequence
(296-300): The correct sequence of sentences will be is DAECB.
CFADBE. 326. 3 327. 4 328. 2 329. 1 330. 5
296. 4 297. 3 298. 2 299. 5 300. 1 (331-335): Every other sentence except (E) has a key
(301-305): The correct sequence of sentences will be connector in it, suggesting that (E) inde ed is the
CEBFDA. opening sentence. ‘This’ in sentence (C) is used for the
301. 3 302. 5 303. 1 304. 4 305. 1 situation de scribe d in (E). He nce, (C) follows (E).
(306-310): The correct sequence of sentences will be Sentence (C) supports the sentence (B). Hence, (B)
DFCAEB. follows (C). (A) follows (F) because (A) is contradicting
306. 2 307. 3 308. 4 309. 5 310. 5 the condition mentioned in (F) using ‘ironically’. Hence,

K
(311-315): The correct sequence of sentences will be the correct sequence is ECDBFA
DAECB. 331. 2 332. 5 333. 3 334. 5 335. 5
311. 5 312. 1 313. 3 314. 4 315. 2

KUNDAN
300 Test of English Language

Chapter 8

Vocabulary Test
Directions: In each of the following questions 5. (A) Fallacy (B) Adage
four words are given of which two are most nearly (C) Dictum (D) Endorse
the same or opposite in meaning. Find the two 1) B-D 2) C-D 3) B-C
words which are most nearly the same or opposite 4) A-D 5) A-B
in meaning and find the number of the correct Fallacy = a false or mistaken belief.
letter combination. Adage = a traditional phrases expressing a
1. (A) Enthralling (B) Respecting general truth.
Dictum = a s hort, of ten well -known,
(C) Projecting (D) Alluring
statement; a saying.
1) A-B 2) B-C 3) C-D Endorse = to give one’s approval or support to
4) A-D 5) B-D a claim, statement, course of action.
Enthrall = to capture the whole of somebody’s 6. (A) Elevate (B) Frugal
attention; to interest or entertain
(C) Exult (D) Lament
somebody greatly
Allure = the quality of being attractive or
1) C-D 2) A-B 3) B-C
charming 4) B-D 5) A-D
2. (A) Swoop (B) Perturb Elevate = to raise somebody/something to a
higher place or rank.
(C) Plump (D) Boil
Frugal = using as little as poss ible of
1) A-D 2) B-C 3) A-C something especially money or food.
4) B-D 5) C-D Exult = to show or feel great joy because of
Swoop = to come down suddenly with a something that has happened.
rushing movement Lam ent = to feel or express great sorrow or
Plump down = to fall or drop something suddenly regret for somebody/something.
and heavily 7. (A) Surreptitious (B) Taciturn
Perturb = to make somebody very worried; to
(C) Exaggerate (D) Covert
disturb somebody
1) A-D 2) A-B 3) A-C
3. (A) Concise (B) Elegant
4) B-D 5) C-D
(C) Indifferent (D) Indecorous
Surreptitious = done or acting secretly or in a way
1) B-C 2) A-C 3) A-B that one does not want others to
4) C-D 5) B-D notice.
Concise = brief; giving a lot of information in Taciturn = saying very little; not communicating
few words a lot.
Elegant = graceful and attractive in Exaggerate = to make something seem larger,
appearance or manner better, worse etc than it really is.
Indifferent = having no interest in somebody/ Covert = concealed or secret; not open.
something; not caring about 8. (A) Handy (B) Sparse
somebody/something
(C) Redundant (D) Exhausted
Indecorous = showing a lack of dignity, good
manners or good taste
1) A-C 2) B-C 3) B-D
4. (A) Acquit (B) Defend 4) C-D 5) A-B
Handy = useful; convenient
(C) Forbid (D) Condemn
Sparse = in small amounts; thin and scattered
1) B-C 2) A-C 3) C-D Redundant = no longer needed
4) B-D 5) A-D Exhausted = very tired
Acquit = to declare somebody to be not guilty 9. (A) Timid (B) Conceited
of crime etc.
(C) Humane (D) Modest
Defend = to act, speak or write in support of
somebody/something; to protect
1) A-C 2) B-D 3) B-C
somebody/something from harm; to 4) A-D 5) C-D
guard somebody/something Timid = easily frightened; shy
For bid = to order s omebody not to do Conceit = excessive pride in oneself or in
something one’s powers; abilities etc.
Condemn = to say that one disapproves strongly Humane = having or showing sympathy,
of somebody/something; to criticize kindness and understanding.
somebody/something
Vocabulary Test 301

Modest = not taking much or boasting about 18. (A) Plunge (B) Grouch
one’s abilities. (C) Grumble (D) Despise
10. (A) Conversion (B) Desistance 1) A-B 2) A-C 3) A-D
(C) Substitution (D) Cessation 4) B-C 5) B-D
1) A-B 2) C-D 3) A-D Plunge = a sudden violent move.
4) B-D 5) A-C Grouchy = bad-tempered or complaining.
Desist = to stop something/doing something Grumble = to complain or protest in a bad-
Cessation = the action or act of stopping; a pause tempered way, usually not loudly; a
11. (A) Desecrate (B) Describe complaint or protest.
(C) Damage (D) Descent Despise = to feel contempt for somebody/
1) B-C 2) C-D 3) A-C something.
4) A-D 5) A-B 19. (A) Prosaic (B) Interesting
Desecrate = to treat a sacred thing or place badly (C) Stupid (D) Marathon
or without respect 1) A-C 2) B-C 3) B-D
Descent = a coming or going down 4) C-D 5) A-B
12. (A) Asinine (B) Profound Prosaic = dull; not romantic
(C) Intelligent (D) Cruel Marathon = a task, event etc that lasts a long
1) B-C 2) B-D 3) A-C time and requires a lot of effort or
patience.
4) A-B 5) A-D
Asinine = very stupid or foolish
20. (A) Debility (B) Strength
Profound = having or showing great knowledge (C) Prosperity (D) Sociability
or understanding of a subject; deep; 1) A-C 2) A-B 3) B-D
intense; very great 4) B-C 5) A-D
13. (A) Vivacious (B) Weird Debility = physical weakness especially as a
(C) Rabid (D) Fanatical result of illness.
1) A-B 2) B-C 3) B-D 21. (A) Audacious (B) Venturous
4) C-D 5) A-C (C) Abstruse (D) Silent
Vivacious = having or showing a lively attractive 1) A-C 2) B-C 3) C-D
personality. 4) A-B 5) B-D
Weird = odd; not usual or conventional. Audacious = showing a willingness to take risks.
Rabid = (of feeling or opinions) violent or Venture = to take the risk of losing or failing in
extreme. something.
Fanatic = a person who is too enthusiastic Abstruse = difficult to understand.
about something. 22. (A) Encomium (B) Extol
14. (A) Feed (B) Avoid (C) Eulogise (D) Euphemism
(C) Hoick (D) Eschew 1) A-B 2) B-C 3) B-D
1) B-D 2) A-B 3) A-C 4) A-D 5) C-D
4) A-D 5) C-D Encomium = a speech or piece of writing that
Hoick = to lift or pool something in a specified prais es s omeone or something
direction es peciall y with quick highly.
sudden movement Extol = praise enthusiastically.
Eschew = to keep away f rom something Eulogise = to praise somebody/something
deliberately; to avoid something. highly in speech or writing.
15. (A) Stupendous (B) Calm Euphemism = an expression that is gentler or less
(C) Livid (D) Pretentious direct than the one normally used
to refer to something unpleasant or
1) B-D 2) A-D 3) A-B
embarrassing.
4) A-C 5) B-C
23. (A) Recluse (B) Pandemic
Stupendous = extremely great or large
Livid = extremely angry
(C) Transparent (D) Opaque
Pretentious = claiming importance, value or style, 1) A-B 2) C-D 3) A-C
especially without good cause. 4) A-D 5) B-D
16. (A) Shambles (B) Flexible Recluse = a person who lives alone and likes
(C) Periodic (D) Organised to avoid other people
Pandemic = (of a disease) occurring over a whole
1) A-D 2) B-C 3) A-C
country or the whole world.
4) C-D 5) A-B
24. (A) Diminutive (B) Intelligent
Sham bles = a scene of complete disorder
(C) Large (D) Prolific
17. (A) Prophetic (B) Strange
1) B-D 2) C-D 3) A-C
(C) Poor (D) Sterling
4) A-B 5) C-B
1) A-B 2) C-D 3) B-D
Diminutive = extremely or unusually small
4) A-D 5) B-C Prolific = producing many work
Sterling = of excellent quality; reliable; genuine
302 Test of English Language

25. (A) Enormous (B) Malign Meagre = small in quantity and poor in quality
(C) Absorb (D) Slander 33. (A) Cutting (B) Establishing
1) A-C 2) B-C 3) C-D (C) Transferring (D) Pruning
4) B-D 5) A-D 1) A-B 2) C-D 3) B-C
Enormous = very large, huge 4) A-C 5) A-D
Malign = harmful Prune = to trim the shape of a tree, bush etc
Slander = a false spoken statement intended by cutting away some of the
to damage somebody’s reputation. branches etc es pecial ly to
26. (A) Concentration (B) Dissociation encourage new shoots to grow.
(C) Distraction (D) Deliberation 34. (A) Fixed (B) Stiff
1) A-D 2) B-C 3) A-C (C) Indelible (D) Soapy
4) C-D 5) D-B 1) A-B 2) A-D 3) A-C
Dissociate = to say that one does not agree with 4) B-C 5) C-D
or support somebody/something; to Stiff = not easily bent, folded, moved,
separate people or things in one’s changed in shape etc
thought or feelings Indelible = that cannot be rubbed out or
Distraction = a thing that prevents somebody from removed
concentrating on what they are 35. (A) Interminable (B) Long
doing or thinking about. (C) Endless (D) Interfering
Deliberation = careful consideration or discussion 1) A-C 2) B-C 3) C-D
27. (A) Exaggeration (B) Reiteration 4) A-B 5) B-D
(C) Imagination (D) Repetition 36. (A) Wobbly (B) Steady
1) A-D 2) B-D 3) C-D (C) Slight (D) Outlandish
4) B-C 5) A-B 1) A-B 2) B-D 3) C-D
Reiterate = to repeat something that has already
4) B-C 5) A-C
been said especially for emphasis.
Wobbly = tending to move in an unsteady way
Exaggeration = the action of making something
from side to side
seem larger, better, worse etc than
Outlandish = looking or sounding strange
it really is.
37. (A) Withstand (B) Climate
28. (A) Implies (B) Leads
(C) Hot (D) Surrender
(C) Confirms (D) Connotes
1) A-B 2) B-C 3) A-D
1) C-B 2) A-D 3) B-A
4) B-D 5) C-D
4) D-C 5) D-B
Withstand = to resist something
Imply = to suggest something indirectly
rather than stating it indirectly
38. (A) Perky (B) Lively
Connote = to suggest something in addition to (C) Honest (D) Kind
the main meaning. 1) A-B 2) B-C 3) C-D
29. (A) Surfaced (B) Nurtured 4) B-D 5) A-C
(C) Created (D) Developed Perky = lively and cheerful
1) B-A 2) B-C 3) C-A 39. (A) Reverie (B) Stirring
4) C-D 5) B-D (C) Serene (D) Fascination
Nurture = to help the devel opment of 1) A-D 2) B-D
something 3) C-D
30. (A) Expanded (B) Proclaimed 4) A-B 5) B-C
(C) Shrunk (D) Facilitated Serene = calm and peaceful
1) A-D 2) B-D 3) C-D Stirring = very exciting
4) B-C 5) A-C Reverie = a state in which one ignores what is
Facilitate = to make something especially an happening around one and has
action or a process easy or easier pleasant thoughts.
Proclaim = to announce something Fascination = a very strong attraction
31. (A) Indelible (B) Erasable 40. (A) Pandemonium (B) Scramble
(C) Insignificant (D) Temporary (C) Wriggle (D) Order
1) A-C 2) C-B 3) A-B 1) A-B 2) B-C 3) C-D
4) B-D 5) C-D 4) A-D 5) A-C
Indelible = that cannot be rubbed out or Pandemonium = wil d and nois y disorder or
removed confusion.
Scramble = an act of walking or climbing with
32. (A) Intangible (B) Restless
difficulty or over rough ground.
(C) Vast (D) Meagre Wriggle = to twist and turn with quick short
1) C-A 2) C-D 3) C-B movements.
4) B-A 5) B-D 41. (A) Stimulate (B) Apprehend
Intangible = difficul t to define; that has no (C) Facilitate (D) Understand
physical existence
Vocabulary Test 303

1) A-B 2) B-C 3) A-C 49. (A) Push (B) Thrive

4) B-D 5) C-D (C) Flourish (D) Arrange
Stimulate = to make somebody/something more 1) A-C 2) A-D 3) C-D
active or alert 4) B-C 5) B-D
Facilitate = to make something especially an Thrive = to become and continue to be
action or a process easy or easier successful, strong, healthy etc.
Apprehend = to understand somebody/
something Flourish = to be succes sf ul , active or
42. (A) Dense (B) Graze widespread; to prosper
(C) Pristine (D) Fresh 50. (A) Refuse (B) Discourage
1) B-C 2) C-D 3) B-A (C) Lurk (D) Hide
4) A-C 5) B-D 1) A-C 2) C-D 3) B-D
Pristine = Fresh and clean 4) B-C 5) A-D
43. (A) Prolixity (B) Brevity Lur k = to be or stay hidden especially when
waiting to attack or appear.
(C) Agreement (D) Proposition
51. (A) Delirious (B) Confluent
1) A-B 2) B-C 3) C-D
(C) Curt (D) Gracious
4) A-C 5) A-D
Prolix = using too many words and therefore
1) A-B 2) B-C 3) C-D
boring. 4) B-D 5) A-D
Brevity = the quality of using few words when Delirious = extremely excited and happy
speaking or writing Confluence = the place where two rivers flow
Proposition = an idea or a plan of action that is together and become one
suggested, especially in business. Curt = (of a person’s manner or behaviour)
44. (A) Suffuse (B) Deplete appearing rude because very few
words are used, or becaus e
(C) Fight (D) Delay
something is done in a very quick
1) B-C 2) C-D 3) A-C way
4) A-D 5) A-B Gracious = (of people or behaviour) kind, polite
Suffuse = to s pread al l over or through and generous , es pecial ly to
somebody/something somebody of a lower social position
Deplete = to reduce something by a large 52. (A) Punishment (B) Divergence
amount so that there is not enough
(C) Confluence (D) Confidence
left.
1) B-C 2) B-D 3) C-D
45. (A) Forensic (B) Delectable
4) A-B 5) A-C
(C) Leaflike (D) Charming
Diverge = to separate and go in different
1) A-C 2) B-D 3) A-D directions
4) B-C 5) A-B 53. (A) Doleful (B) Slothful
Forensic = connected with the scientific tests
(C) Laughable (D) Terrible
used by the police when trying to
solve a crime.
1) A-C 2) B-C 3) B-D
Delectable = extremely pleasant to taste, smell 4) C-D 5) A-D
or look at. Doleful = sad; miserable
46. (A) Benevolent (B) Alarming Slothful = lazy
Terrible = very unpleasant or serious causing
(C) Charitable (D) Stupendous
one to feel very unhappy or upset
1) A-B 2) B-C 3) C-D Laughable = causing people to laugh; ridiculous
4) A-C 5) B-D 54. (A) Dormant (B) Active
Benevolent = kind, helpful and generous
(C) Inconsequential (D) Antiquated
Stupendous = extremely l arge or impres sive,
especially greater or better than you
1) A-B 2) A-C 3) A-D
expect. 4) B-C 5) C-D
47. (A) Convenient (B) Intolerant Inconsequential = unimportant or irrelevant; trivial
Antiquated = old-fashioned and no longer
(C) Enduring (D) Protestant
appropriate
1) A-B 2) A-C 3) B-C
55. (A) Ailing (B) Pessimist
4) B-D 5) C-D
(C) Indispensed (D) Stylish
Enduring = lasting for a long time
1) C-D 2) B-C 3) A-B
48. (A) Eject (B) Spread
4) A-C 5) B-D
(C) Mark (D) Spout
Ailing = ill and not improving
1) B-D 2) A-C 3) B-C Pessimist = a person who expects the worst to
4) A-B 5) A-D happen
Spout = a stream of liquid coming out of 56. (A) Transferable (B) Unimpressive
somewhere with great force.
(C) Estimable (D) Equitable
Eject = to push something out suddenly and
with a lot of force.
1) A-B 2) B-D 3) B-C
4) A-D 5) C-D
304 Test of English Language

Estimable = worthy of great respect 64. (A) Articulate (B) Decipher

Equitable = fair and just; reasonable (C) Senseless (D) Decode
57. (A) Prompt (B) Doubtful 1) C-B 2) A-D 3) B-A
(C) Finery (D) Doctrinaire 4) D-C 5) D-B
1) A-B 2) B-D 3) C-D Decipher = to s ucceed in unders tanding
4) A-D 5) B-C something such as a code, an old
Finery = colourful and elegant clothes or document, somebody’s writing etc
decoration Articulate = able to express one’s ideas clearly
Doctrinaire = strictly applying or insisting on a in words
theory in all circums tances , 65. (A) Moderate (B) Easy
regardless of practical problems or (C) Significant (D) Strenuous
disagreement 1) B-D 2) A-B 3) A-C
58. (A) Census (B) Censure 4) B-C 5) C-D
(C) Reprimand (D) Universe Strenuous = requiring great effort or energy;
1) A-B 2) A-D 3) A-C making great efforts; energetic
4) B-C 5) C-D 66. (A) Focus (B) Trivial
Censure = strong criticism; disapproval (C) Vital (D) Site
Reprimand = a spoken or written statement 1) A-B 2) B-D 3) A-C
off iciall y expres sing s evere
4) C-D 5) B-C
disapproval of somebody or their
Trivial = of little importance; concerned with
actions.
unimportant things.
59. (A) Reason (B) Discernible Vital = essential to the existence, success
(C) Valid (D) Perceptible or operation of something
1) A-D 2) B-C 3) A-C 67. (A) Defer (B) Dispute
4) C-D 5) B-D (C) Prefer (D) Challenge
Discernible = that can be seen, tasted, noticed etc 1) B-C 2) A-C 3) B-A
something but not without effort
4) B-D 5) C-D
Perceptible = that can be felt or noticed with the
Defer = to delay something until a later time;
senses; great enough to be noticed.
to postpone something
60. (A) Critical (B) Space Dispute = to question whether something is
(C) Concourse (D) Courtyard true or valid
1) A-D 2) B-D 3) C-D 68. (A) Consequence (B) Potential
4) B-C 5) A-B (C) Influence (D) Ability
Concourse = an open area forming part of a 1) D-C 2) B-D 3) B-C
building or large group of buildings,
4) A-C 5) D-A
where people can walk about.
69. (A) Rebuke (B) Oppose
61. (A) Mitigation (B) Risking
(C) Praise (D) Distrust
(C) Appreciation (D) Alleviation
1) A-B 2) B-C 3) C-A
1) C-A 2) C-D 3) A-D
4) C-D 5) B-D
4) A-B 5) B-D
Rebuke = to expres s sharp or s evere
Mitigate = to make something less severe,
disapproval to somebody especially
violent or painful
officially.
Alleviate = to make something less severe; to
ease something
70. (A) Waive (B) Speculate
62. (A) Reiteration (B) Honouring (C) Pursue (D) Revise
(C) Reverberation (D) Hollow 1) A-B 2) C-B 3) D-C
1) A-C 2) B-C 3) C-D 4) C-A 5) D-B
Waive = to choose not to insist on something
4) A-B 5) B-D
in a particular case even though one
Reiterate = to repeat something that has already
has a legal or official right to do so.
been said especially for emphasis
Speculate = to guess
Reverberate = to be repeated several times as an
Pursue = to do, have or take part in something
echo.
71. (A) Contrary (B) Compatible
63. (A) Refurbish (B) Furnish
(C) Incomparable (D) Ambiguous
(C) Innovate (D) Renovate
1) A-B 2) B-C 3) C-D
1) C-A 2) C-D 3) C-B
4) A-C 5) B-D
4) B-A 5) A-D
Contrary = opposite in nature, tendency or
Refurbish = to restore and decorate a building
direction; the opposite
etc; to develop and improve
Compatible = that can exis t together without
something
problems or conflict; that can b e
Innovate = to make changes; to introduce new
used together
ideas, methods etc.
Ambiguous = not clearly stated or defined; that
Renovate = to get old buildings back into good
can be interpreted in more than one
condition
way
Vocabulary Test 305

72. (A) Pliable (B) Dependable 78. (A) Opaque (B) Translucent
(C) Flexible (D) Viable (C) Transverse (D) Transvestite
1) A-D 2) B-C 3) B-D 1) A-D 2) B-D 3) C-A
4) C-D 5) A-C 4) B-A 5) None of these
Pliable = easily bent, shaped or twisted; Opaque = not allowing light to pass through;
flexible not transparent
Viable = that can be done; that will work; Translucent = allowing light to pass through but
possible. not transparent
73. (A) Contingent (B) Permissive Transverse = lying or acting across something
(C) Confirmed (D) Endorsed Transvestite= a person who dresses in the clothes
1) B-A 2) C-A 3) C-B of the opposite sex especially for
sexual pleasure
4) B-D 5) D-C
Contingent = dependent on something that may
79. (A) Exorbitant (B) Expeditious
or may not happen (C) Quick (D) Quest
Endorse = to give one’s approval or support to 1) C-D 2) A-B 3) A-D
a claim, statement, course of action 4) C-B 5) None of these
etc Exorbitant = much too high or great; un-
74. (A) Repeat (B) Reverberate reasonable
(C) Retaliate (D) Reciprocate Expeditious = done with speed and efficiency
1) B-D 2) C-D 3) A-C Quest = the act of seeking something; a long
search for something
4) A-B 5) B-C
Reverberate = to be repeated several times as an
80. (A) Explicit (B) Cautious
echo. (C) Introvert (D) Clear
Retaliate = to harm, injure etc s omebody 1) A-B 2) B-D 3) A-C
because they have upset one or 4) A-D 5) C-D
caused one harm or injury Explicit = clear and easy to understand
Reciprocate = to give and receive something in Cautious = careful
return; to make a mutual exchange Introvert = a person who is more interested in
of something her or his own thoughts and
75. (A) Ecstasy (B) Depression feelings than in things outs ide
(C) Intoxication (D) Compression herself or himself, and is often shy
1) A-B 2) B-D 3) B-C and unwill ing to take part in
activities with others
4) C-D 5) None of these
Ecstasy = a feeling or state of great joy or
81. (A) Fearful (B) Beautiful
happiness. (C) Hostile (D) Amicable
Intoxicate = drunk or under the influence of 1) B-D 2) C-D 3) A-B
drugs 4) B-C 5) A-D
Compress = to press or squeeze something into Hostile = very unfriendly or aggressive and
a smaller space ready to fight and argue
76. (A) Tranquillity (B) Loyalty Amicable = done or achieved in a polite or
(C) Calamity (D) Uproar friendly way and without arguing
1) A-C 2) B-D 3) B-C 82. (A) Unite (B) Association
4) C-D 5) A-D (C) Separate (D) Distant
Tranquillity = quietness and peacefulness 1) A-C 2) A-B 3) B-C
Calamity = an event that causes great harm or 4) B-D 5) A-D
damage; a disaster 83. (A) Loud (B) Prominent
Uproar = a lot of noise made by peopl e (C) Salient (D) Legible
shouting, especially because they 1) A-C 2) B-D 3) C-D
are angry.
4) A-D 5) B-C
77. (A) Vilification (B) Nullification Prominent = important and well-known
(C) Denigration (D) Falsifiction Salient = most important and noticeable
1) A-B 2) B-C 3) A-C Legible = clear enough to be read easily
4) B-D 5) A-D 84. (A) Fraud (B) Barbarian
Vilify = to say unpleasant or insulting things (C) Guilty (D) Civilized
about somebody 1) A-C 2) A-B 3) B-D
Nullify = to make something lose its effect; to
4) A-D 5) C-D
act against something
Barbarian = uncivil ized; showing a lack of
Denigrate = to criticize somebody/something
education and good manners.
unfairly; to claim that somebody
something is inferior, worthless etc.
85. (A) Instigate (B) Enquire
Falsify = to alter a document etc falsely; to (C) Construe (D) Interpret
present something falsely 1) A-C 2) A-B 3) C-D
4) B-D 5) A-D
306 Test of English Language

Instigate = to make something begin or happen 93. (A) Purposefully (B) Inaccurately
Enquire = to ask to be told something by (C) Inadvertently (D) Unchangeably
somebody 1) A-C 2) A-B 3) B-C
Construe = to unders tand or interpret the
4) B-D 5) A-D
meaning of words, s entences ,
Inadvertent = not done deliberately or
actions etc in a particular way.
intentionally
86. (A) Superficial (B) Superfluous
94. (A) Germane (B) Generate
(C) Enlightened (D) Surplus
(C) Reliable (D) Irrelevant
1) A-C 2) A-B 3) B-C
1) B-D 2) B-C 3) A-B
4) B-D 5) A-D
4) C-D 5) A-D
Superficial = not thorough, deep or complete
Germane = connected with something; relevant
Superfluous = more than is needed or wanted
Enlightened = free from prejudice, false beliefs etc;
95. (A) Disciple (B) Student
having or s howing an (C) Academy (D) Martyr
understanding of what the current 1) A-C 2) C-D 3) B-C
situation requires , rather than 4) B-D 5) A-B
following conventional thought. Disciple = a follower of a religious, political,
87. (A) Appalling (B) Sinister artistic etc leader or teacher
(C) Perturbed (D) Threatening Martyr = a person who is killed or made to
1) A-B 2) B-D 3) A-C suffer greatly because of her of his
religious or other beliefs
4) A-D 5) D-C
Appalling = shocking; extremely bad
96. (A) Magnetic (B) Cherished
Sinister = suggesting evil, or that something (C) Valued (D) Forlorn
bad may happen 1) C-D 2) A-B 3) B-D
Perturb = to make somebody very worried; to 4) B-C 5) A-D
disturb somebody Cherish = to keep a feeling or an idea in one’s
88. (A) Imprison (B) Torture mind or heart and think of it with
(C) Excruciating (D) Extract pleasure.
1) B-D 2) B-C 3) A-B Forlorn = unhappy and lonely or abandoned
4) C-D 5) A-C 97. (A) Ordinary (B) Vague
Imprison = to put or keep somebody in prison (C) Custom (D) Exceptional
Excruciating= intens el y painful; mentall y 1) A-B 2) B-C 3) C-D
agonising; very embarrassing 4) A-D 5) B-D
Extract = to take or get something out usually Vague = not clearly expressed or perceived
with effort or by force 98. (A) Damaged (B) Hurried
89. (A) Pertinent (B) Impolite (C) Condemned (D) Measured
(C) Irrelevant (D) Insecure 1) A-B 2) C-D 3) B-D
1) A-C 2) B-D 3) C-D 4) B-C 5) A-D
4) A-D 5) B-C Measured = slow and with a regular rhythm
Pertinent = relevant to something 99. (A) Remote (B) Troubled
90. (A) Consent (B) Nascent (C) Secluded (D) Apparent
(C) Emerging (D) Insecure 1) B-C 2) A-D 3) B-D
1) A-C 2) B-D 3) B-C 4) C-D 5) A-C
4) A-D 5) A-B Secluded = not visited or seen by many people;
Consent = agreement; permission away from the company of others
Nascent = beginning to exist; not yet fully Apparent = clearly seen or understood; obvious
developed 100. (A) Preposterous (B) Illuminating
Emerging = developing and becoming (C) Absurd (D) Striking
noticeable, important or prominent 1) A-D 2) C-D 3) B-C
91. (A) Elated (B) Eccentric 4) A-C 5) B-D
(C) Explicit (D) Abnormal Preposterous = contrary to reason or common
1) A-B 2) B-D 3) A-C sense; utterly absurd or ridiculous.
4) A-D 5) D-C Illuminating = helping to make something clear or
Elated = very happy, excited or proud easier to understand; revealing
Eccentric = unusual; not conventional or normal Absurd = not reasonable or sensible; foolish
Explicit = clearly and fully expressed and ridiculous
92. (A) Abundance (B) Incomparable 101. (A) Jeopardise (B) Repudiate
(C) Projection (D) Plethora (C) Confuse (D) Disown
1) A-C 2) A-B 3) C-D 1) A-B 2) B-C 3) C-D
4) B-D 5) A-D 4) A-C 5) B-D
Plethora = a quantity greater than what is Jeopardise = to cause something to be harmed,
needed or can be used; an excess lost or destroyed.
Vocabulary Test 307

Repudiate = to refuse to deal with or be 1) A-B 2) A-C 3) A-D

connected with s omebody any 4) B-C 5) B-D
longer; disown Ominous = suggesting that something bad is
102. (A) Virtuous (B) Conservative going to happen; threatening
(C) Effeminate (D) Virile Pious = having or showing a deep respect
1) A-D 2) C-D 3) B-C for God and religion
4) A-B 5) B-D Livid = extremely angry
Effeminate = having characteristics considered to 110. (A) Jagged (B) Smooth
be typical of a woman (C) Ignoramus (D) Igneous
Virile = having or showing typically male 1) B-C 2) A-D 3) C-D
strength or energy 4) B-D 5) A-B
Virtuous = having or s howing high moral Jag ged = with rough, pointed, often sharp
standards or goodness edges
103. (A) Capricious (B) Firm Ignoramus = an ignorant person
(C) Nostalgic (D) Drastic 111. (A) Infuriate (B) Iniquitous
1) A-B 2) A-D 3) A-C (C) Idiocy (D) Stupidity
4) B-C 5) B-D 1) C-D 2) B-C 3) A-B
Capricious = showing sudden changes in 4) B-D 5) A-C
attitude or behaviour. Infuriate = to make somebody extremely angry
Nostalgia = the feeling of sadness mixed with and annoyed
pleas ure when one thinks of a Iniquitous = very unfair or wicked
happy period, event etc earlier in 112. (A) Penetrate (B) Penitence
one’s life
(C) Jovial (D) Regret
104. (A) Rare (B) Deliberate
1) A-B 2) B-C 3) B-D
(C) Perennial (D) Occasional
4) A-C 5) A-D
1) A-B 2) B-C 3) C-D Penetrate = to make a way into or through
4) A-C 5) B-D something
Perennial = constantly occurring Penitence = sorrow or regret for having done
105. (A) Morbid (B) Chaotic something wrong
(C) Thunder (D) Diseased Jovial = very cheerful and friendly
1) A-B 2) B-C 3) C-D 113. (A) Savage (B) Spiritual
4) A-D 5) A-B (C) Stupor (D) Gentle
Morbid = having or showing an interest in sad 1) B-C 2) B-D 3) C-D
or unpleasant things, especially 4) A-D 5) A-C
disease or death. Savage = wild or fierce; cruel or very violent
106. (A) Frail (B) Enormous Stupor = the state of being nearl y
(C) Pseudo (D) Imitation unconscious or not fully aware of
1) C-D 2) A-B 3) B-C what is happening, caused by
4) A-C 5) B-D shock, drugs, alcohol etc.
Frail = physically weak or delicate; easily 114. (A) Chaos (B) Contradictory
damaged or broken; morally weak (C) Order (D) Vigilant
Pseudo = not genuine; pretended or insincere 1) A-B 2) B-C 3) C-D
107. (A) Hectic (B) Terse 4) A-C 5) A-D
(C) Concise (D) Immense 115. (A) Contrive (B) Design
1) A-B 2) B-C 3) C-D (C) Implement (D) Intervene
4) A-D 5) B-D 1) A-B 2) B-C 3) C-D
Hectic = very busy; full of activity and 4) B-C 5) A-C
excitement Contrive = to design or make a plan, machine
Ter se = using few words and perhaps not etc in a clever or elaborate way or in
friendly or polite order to deceive somebody
Immense = extremely large or great Intervene = to come or be between
108. (A) Insignificant (B) Innocuous 116. (A) Project (B) Decipher
(C) Wholesome (D) Deleterious (C) Entail (D) Involve
1) B-C 2) C-D 3) B-D 1) A-B 2) B-C 3) C-D
4) A-D 5) A-C 4) B-D 5) A-D
Innocuous = not intended to offend Entail = to involve something as a necessary
Wholesome = good for one’s health or inevitable part or consequences
Deleterious = harmful 117. (A) Tangible (B) Stewed
Insignificant = having little or no value usually
(C) Unkempt (D) Tidy
meaning or importance
1) A-C 2) B-D 3) A-B
109. (A) Ominous (B) Pious
4) B-C 5) C-D
(C) Threatening (D) Livid
308 Test of English Language

Tangible = clear and definite; real; that can be 1) A-D 2) B-D 3) C-D
perceived by touch 4) A-C 5) B-C
Stewed = tasting too strong and bitter 126. (A) Eagerly (B) Radically
because it has been left in the pot
(C) Vigorously (D) Severely
too long
Unkempt = not kept tidy
1) A-C 2) B-D 3) B-C
Tidy = arranged neatly and in order 4) A-B 5) C-D
118. (A) Trice (B) Whet 127. (A) Spurious B) Authorised
(C) Syncope (D) Stimulate (C) Attested D) Genuine
1) A-C 2) B-D 3) A-B 1) A-D 2) A-C 3) A-B
4) A-D 5) B-C 4) B-D 5) B-C
Trice (in a trice) = very quickly and suddenly Spurious = not genuine; false or fake
Whet = to excite or stimul ate 128. (A) Sensitive (B) Immune
somebody’s desire, interest etc (C) Vulnerable (D) Covered
Syncope = temporary loss of cons cio- 1) A-B 2) B-C 3) C-D
usness caused by a fall in 4) A-C 5) A-D
blood pressure Immune = not af fected or infl uenced by
119. (A) Confusing (B) Irritating something
(C) Bewildering (D) Dictating Vulnerable = that can be hurt, harmed or attacked
1) A-B 2) A-C 3) A-D easily especially because of being
4) B-C 5) B-D small or weak
Bewildering = confusing 129. (A) Inspiration (B) Intuition
120. (A) Melodious (B) Witty (C) Influence (D) Innovation
(C) Loony (D) Eccentric 1) A-B 2) A-C 3) A-D
1) A-B 2) B-C 3) C-D 4) B-C 5) B-D
4) A-D 5) B-D 130. (A) Laudably (B) Gigantic
Witty = full of clever humour. (C) Immense (D) Munificent
Loony = crazy or odd; mad 1) A-B 2) A-C 3) A-D
121. (A) Robust (B) Pesky 4) B-C 5) B-D
(C) Annoying (D) Abhorring Gigantic = of very great size or extent; huge
1) A-B 2) C-D 3) A-C Immense = extremely large or great
4) B-D 5) B-C Munificent = extremely generous; large in amount
Robust = vigorous, healthy and strong or splendid in quality.
Pesky = causing trouble; annoying 131. (A) Mendacious (B) Truthful
Abhore = to feel hatred and disgus t for (C) Accurate (D) Disgruntled
somebody/something especially for 1) A-B 2) B-C 3) C-D
moral reasons 4) B-D 5) A-D
122. (A) Bridled (B) Hurled Mendacious = not telling the truth; lying
(C) Abusive (D) Unchecked Disgruntle = feeling rather bitter or angry because
1) A-B 2) B-C 3) C-D something has happened to upset
4) A-D 5) B-D one
Bridle = to keep one’s feelings etc under 132. (A) Penetrate (B) Stimulate
control; to restrain something (C) Exasperate (D) Please
Hurl = to throw s omething/s omebody 1) A-B 2) B-C 3) C-D
violently in a particular direction 4) A-C 5) B-D
123. (A) Awesome (B) Nomadic Exasperate = to irritate or annoy somebody greatly
(C) Blushing (D) Shameless 133. (A) Mutilated (B) Disgorged
1) A-B 2) B-C 3) C-D (C) Duplicity (D) Deception
4) A-C 5) B-D 1) A-D 2) A-C 3) A-B
Nomadic = a person who does not stay long in 4) B-C 5) C-D
one place Mutilate = to injure or damage somebody/
Blush = to become red in the face because s omething very severely by
of shame, embarrassment etc. breaking or tearing off a necessary
124. (A) Curb (B) Courage part
(C) Control (D) Identity Disgorge = to pour people or things out in a
1) A-B 2) B-C 3) C-D great mass.
4) A-C 5) B-D Deception = the action of making somebody
Curb = to prevent something from getting believe something is not true.
out of control; to restrain something 134. (A) Flamboyant (B) Extravagant
125. (A) Components (B) Ornamentation (C) Cunning (D) Concomitant
(C) Accessories (D) Attachments 1) A-B 2) B-C 3) C-D
4) A-C 5) A-D
Vocabulary Test 309

Flamboyant = tending to attract attention; very 140. (A) Spiritual (B) Immoral
confident and noticeable (C) Temporal (D) Agonising
Extravagant = willing to use more of something 1) A-B 2) B-C 3) C-D
especially money, than is necessary
4) A-C 5) A-D
or appropriate
Spiritual = of the human spirit or soul; not of
Cunning = clever at deceiving people
physical things
Concomitant = accompanying; happening at the
Agonising = causing great suffering or anxiety
same time as something else
Temporal = of this life, not spiritual
135. (A) Lyrical (B) Lewd Spirit = a person’s mind of feelings as
(C) Liaison (D) Dull distinct from her or his body
1) A-B 2) B-C 3) C-D 141. (A) Fraud (B) Amuse
4) A-C 5) A-D (C) Befuddled (D) Confuse
Lyrical = express ing strong emotion or 1) A-B 2) B-C 3) C-D
enthusiasm especially in poetry, art
4) A-C 5) A-D
music etc.
Amuse = to make somebody laugh or smile
L ew d = treating or referring to sex in a crude
Befuddled = made stupid; confused
or offensive way.
Liaison = a close working rel ations hip
142. (A) Yield (B) Clamour
involving communication between (C) Protest (D) Penalise
groups of people, units of an 1) A-B 2) B-C 3) C-D
organisation etc. 4) A-C 5) A-D
136. (A) Pong (B) Odour Clamour = a loud demand or protest
(C) Mordant (D) Sarcastic 143. (A) Scatty (B) Sceptic
1) B-D 2) B-C 3) C-D (C) Sturdy (D) Sane
4) A-C 5) A-D 1) A-B 2) B-C 3) C-D
Pong = a strong, usually unpleasant, smell 4) A-C 5) A-D
Odour = a distinctive, usually unpleasant, Scatty = slightly mad; crazy
smell. Sceptic = a person who doubts that a claim,
Mordant = sharply critical; very sarcastic statements etc is true
Sarcastic = using or expressing remarks that Sturdy = strong and firm
imply the opposite of what they Sane = having a normal healthy mind; not
appear to mean and are intended to mad
upset or mock somebody. 144. (A) Bizarre (B) Offensive
137. (A) Lucrative (B) Vague (C) Usual (D) Brisk
(C) Distinct (D) Denudation 1) A-B 2) B-C 3) C-D
1) A-B 2) B-C 3) C-D 4) A-C 5) B-D
4) A-C 5) A-D Bizarre = very strange; not at all logical
Lucrative = producing much money; profitable Brisk = quick; active; busy
Vague = not specific or exact 145. (A) Diminishing (B) Infernal
Distinct = easily heard, seen, felt or (C) Pleasing (D) Vehement
understood; definite 1) A-B 2) B-C 3) C-D
Denude = to make something bare; to take the
4) A-C 5) A-D
covering off something
Diminish = to become or make something
138. (A) Effeminacy (B) Effrontery smaller or less; to decrease
(C) Effervescence (D) Impertinence Infernal = used to express annoyance; of or
1) A-B 2) B-C 3) C-D like a hell.
4) B-D 5) A-D Vehement = showing or caused by strong feeling;
Effeminate = having characteristics considered to passionate
be typical of a woman. 146. (A) Soaked (B) Folded
Effrontery = bold or rude behaviour without any (C) Grubby (D) Washed
feeling or shame 1) A-B 2) B-C 3) C-D
Effervescent = lively, excited and enthusiastic.
4) B-D 5) A-D
Impertinent = not showing respect; rude
Grubby = dirty
139. (A) Exquisite (B) Delicate
147. (A) Bracing (B) Invigorating
(C) Tempting (D) Berserk
(C) Dwindling (D) Depicting
1) A-B 2) B-C 3) C-D
1) A-B 2) C-D 3) B-D
4) A-C 5) A-D
4) A-C 5) B-C
Exquisite = extremely beautiful or delicate;
Bracing = cool and fresh; invigorating
finely or skilfully made or done
Depict = to show or represent somebody/
Delicate = very carefully made or formed; fine
something as a picture
Tempting = attractive; inviting
Invigorate = to make somebody feel more lively
Berserk = out of control with anger
and healthy
Dwindle = to become gradually less or smaller
310 Test of English Language

148. (A) Charming (B) Placid 1) A-B 2) B-C 3) C-D

(C) Adventurous (D) Calm 4) A-D 5) B-D
1) A-B 2) B-C 3) C-D Testimony = a thing that is evidence of or
4) A-C 5) B-D demonstrates something
Placid = calm and peaceful Aura = a distinctive atmosphere that seems
149. (A) Assertion (B) Beatitude to surround and be caused by a
person or thing
(C) Repulsive (D) Insistence
Augment = to increase something
1) A-B 2) B-C 3) C-D
156. (A) Discomfit (B) Baffle
4) A-C 5) A-D
(C) Epicure (D) Enumerate
Assertion = the action of claiming or stating
something forcefully
1) A-B 2) A-C 3) A-D
Beatitude = great happiness; blessedness 4) B-C 5) B-D
Repulsive = causing a feeling of strong dislike Discomfit = to confuse or embarrass somebody
or disgust Baffle = to be too difficult or strange for
Insistent = not allowing refusal or opposition; somebody to understand, solve or
tending to demand something explain
forcefully, not accepting a refusal Epicure = a person who takes a special
150. (A) Vocal (B) Benign interest in and gets great pleasure
from food and drink
(C) Unpleasant (D) Drastic
Enumerate = to name things on a list one by one.
1) A-B 2) B-C 3) C-D
157. (A) Unkempt (B) Unremitting
4) A-C 5) A-D
(C) Slackening (D) Distasteful
Benign = kind; gentle; mild; pleasant
1) A-B 2) B-C 3) C-D
151. (A) Abysmal (B) Diligence
4) A-D 5) B-D
(C) Zenith (D) Nadir
Unkempt = not kept tidy
1) A-B 2) B-D 3) C-D Unremitting = never stopping
4) B-C 5) A-C Slacken = to become or make something
Abysmal = extremely bad; extreme; very great slower, less active
Diligence = steady effort; careful hard work Distasteful = a feeling that somebody/something
152. (A) Elude (B) Avoid is unpleasant or unacceptable;
(C) Harness (D) Hatch dislike
1) A-B 2) A-C 3) A-D Tidy = arranged neatly and in order
4) B-C 5) B-D 158. (A) Apathetic (B) Wrath
Elude = to escape somebody/something (C) Whirl (D) Twirl
especially by a clever trick; to avoid 1) A-B 2) A-C 3) A-D
somebody/something 4) B-C 5) C-D
Harness = to control and use a natural force to Apathetic = showing or feeling a lack of interest,
produce electrical power etc. enthusiasm or concern
Hat ch = to come out of an egg. Wrath = great concern
153. (A) Languid (B) Gorgeous Whirl = to move or make somebody/
(C) Knack (D) Ability something move quickly round and
1) A-B 2) A-D 3) B-C round
4) C-D 5) B-D Twirl = to spin something
Languid = moving slowly and involving very 159. (A) Onus (B) Testimony
little physical effort (C) Burden (D) Recitation
Gorgeous = giving pleasure and satisfaction; 1) A-B 2) B-C 3) C-D
wonderful 4) A-C 5) B-D
Knack = an ability; a skill at performing some Onus = a duty or responsibility for doing
special task something
154. (A) Gregarious (B) Quixotic Testimony = a thing that is evidence of or
(C) Sociable (D) Discernible demonstrates something
1) A-B 2) B-C 3) C-D Recitation = an act of saying a series of things
4) A-C 5) B-D aloud.
Gregarious = liking to be with other people 160. (A) Blushing (B) Unconscionable
Quixotic = having fine romantic ideals and good (C) Reasonable (D) Whiff
intentions that are not at all practical 1) A-B 2) B-C 3) C-D
or realistic 4) A-C 5) B-D
Discern = to perceive, know or f ind out Blush = to become red in the f ace
something; to see, taste, notice etc because of shame; embarrass-
something but not without effort. ment
155. (A) Testimony (B) Aura Unconscionable = excessive; greater or longer
(C) Augment (D) Decrease than is reasonable
Vocabulary Test 311

Whiff = a trace or hint; a smell especially 164. (A) Stout (B) Impotent
one that is only smelt for a (C) Fragile (D) Eloquent
short period of time 1) A-C 2) B-D 3) C-D
161. (A) Traduce (B) Harass 4) A-D 5) A-B
(C) Oblige (D) Defame Stout = strong and thick; rather fat; built in
1) A-B 2) B-C 3) C-D a solid way
4) A-C 5) A-D Fragile = easily damaged or broken; delicate
Traduce = to say damaging false things about Eloquent = having or s howing express ive
somebody/something especially to language especially to impress or
make people think badly about persuade an audience
them. 165. (A) Equivocal B) Effeminate
162. (A) Visionary (B) Glorious (C) Enumerate (D) Manly
(C) Uncanny (D) Natural 1) A-B 2) B-C 3) C-D
1) A-B 2) B-C 3) C-D 4) A-C 5) B-D
4) A-C 5) B-D Equivocal = not clear or definite in meaning or
Uncanny = not natural; mysterious and slightly intention; that can be interpreted in
frightening. more than one way; ambiguous
163. (A) Whimsical (B) Traverse Effeminate = having characteristics considered to
(C) Squalid (D) Sordid be typical of a woman
1) C-D 2) B-C 3) A-B 166. (A) Fervour (B) Flimsy
4) B-D 5) A-C (C) Dissipate (D) Waste
Whimsical = unus ual and rather playf ul ; 1) A-B 2) B-C 3) C-D
capricious but charming 4) A-C 5) B-D
Traverse = to travel or extend across an area Fervour = strength or intensity of feeling;
Squalid = very dirty and unpleasant, especially enthusiasm
because of poverty or lack of care. Flimsy = light and thin; weak; not convincing
Sor did = dirty and unpleasant Dissipate = to waste something foolishly

Answers
1. 4; same 29. 5; same 57. 1; opposite
2. 3; same 30. 5; opposite 58. 4; same
3. 5; opposite 31. 3; opposite 59. 5; same
4. 4; opposite 32. 2; opposite 60. 3; same
5. 3; same 33. 5; same 61. 3; same
6. 1; opposite 34. 1; same 62. 1; same
7. 1; same 35. 1; same 63. 5; same
8. 1; opposite 36. 1; opposite 64. 5; same
9. 2; opposite 37. 3; opposite 65. 1; opposite
10. 4; same 38. 1; same 66. 5; opposite
11. 3; same 39. 5; opposite 67. 4; same
12. 3; opposite 40. 4; opposite 68. 2; same
13. 4; same 41. 4; same 69. 3; opposite
14. 1; same 42. 2; same 70. 4; opposite
15. 5; opposite 43. 1; same 71. 1; opposite
16. 1; opposite 44. 5; opposite 72. 5; same
17. 2; opposite 45. 2; same 73. 5; same
18. 4; same 46. 4; same 74. 4; same
19. 5; opposite 47. 3; opposite 75. 1; opposite
20. 2; opposite 48. 5; same 76. 5; opposite
21. 4; same 49. 4; same 77. 3; same
22. 2; same 50. 2; same 78. 4; opposite
23. 2; opposite 51. 3; opposite 79. 4; same
24. 3; opposite 52. 1; opposite 80. 4; same
25. 4; same 53. 5; opposite 81. 2; opposite
26. 3; opposite 54. 1; opposite 82. 1; opposite
27. 2; same 55. 3; same 83. 3; same
28. 2; same 56. 3; opposite 84. 3; opposite
312 Test of English Language

85. 3; same 113. 4; opposite 140. 4; opposite

86. 4; same 114. 4; opposite 141. 3; same
87. 4; same 115. 1; same 142. 2; same
88. 2; same 116. 3; same 143. 5; opposite
89. 1; opposite 117. 5; opposite 144. 4; opposite
90. 3; same 118. 2; same 145. 2; opposite
91. 2; same 119. 2; same 146. 3; opposite
92. 5; same 120. 3; same 147. 1; same
93. 1; opposite 121. 5; same 148. 5; same
94. 5; opposite 122. 4; opposite 149. 5; same
95. 5; same 123. 3; opposite 150. 2; opposite
96. 4; same 124. 4; same 151. 3; opposite
97. 4; opposite 125. 3; same 152. 1; same
98. 3; opposite 126. 2; same 153. 4; same
99. 5; same 127. 1; opposite 154. 4; same
100. 4; same 128. 2; opposite 155. 3; opposite
101. 5; same 129. 2; same 156. 1; same
102. 2; opposite 130. 4; same 157. 2; opposite
103. 2; same 131. 1; opposite 158. 5; same
104. 3; opposite 132. 3; opposite 159. 4; same
105. 4; same 133. 5; same 160. 2; opposite
106. 1; same 134. 1; same 161. 5; same
107. 3; opposite 135. 5; opposite 162. 3; opposite
108. 4; opposite 136. 3; same 163. 1; same
109. 2; same 137. 2; opposite 164. 1; opposite
110. 5; opposite 138. 4; same 165. 5; opposite
111. 1; same 139. 1; same 166. 3; same
112. 3; same
288
Chapter 22
Diction
(Words Often Mistaken For One Another)
Introduction
‘Diction’ is the choice of words. In English there are
many words which are usually confused. Some words
have similar me aning, but cannot be use d
interchangeably; that is, a choice must be made
according to the grammatical situation.
1. Abbreviations, Acronyms
An ‘abbreviation’ is a short way of writing a word or
phrase which could also be written out in full, using
K
only letters of the alphabet and possibly full stops.
For example,
Dr for Doctor
lb for Pound (s)
e.g. for for example
An abbreviation does not normally have a distinct
pronunciation of its own. These properties distinguish
abbreviations from ‘acronyms’ and ‘initialisms’ like NATO
and BBC, from ‘clipped forms’ like gym and phone, and
from ‘symbols’ like * and 5.
2. Ability, Capacity, Capability
KUNDAN
Applied to a person, the first two (Ability, Capacity)
me an about the same , but the y don’t be have
grammatically in the same way. For example,
You have an ability to do something,
but a capacity for doing something.
As for the third (capability), this is best used in the
plural and with no material following: your ‘capabilities’
are your abilities and your talents as a whole.
3. Abolition, Abolishment
In most contexts, the noun derived from the verb
‘abolish’ is ‘abolition’, but ‘abolishment’ is sometimes
preferred in legal and financial contexts. Therefore,
we write of the abolition of slavery but possibly of the
‘abolishment’ of mortgage relief. But ‘abolition’ is usually
possible in any context.
4. Abuse, Misuse, Disabuse
To ‘misuse’ something is to use it wrongly. To ‘abuse’
it is to misuse it so badly that you damage it. To
‘disabuse’ somebody of an idea is to show her that
idea is wrong. For example,
They will be quickly disabused of the notion t hat
linguistics is an easy subject.
5. Abortion, Miscarriage
Both these words refer to a premature expulsion of
the foetus from the womb. The difference lies in the
following:
‘Abortion’ can refer to a premature coming out of
the foetus on account of some biochemical or harmonic
disturbance. It can also refer to a deliberate expulsion
of the foetus by a physician in the interest of the
mother’s health and life or for some other reason.
The use of ‘miscarriage’ on the other hand is confined
to a natural coming out of the foetus on account of
some bioche mical or harmonic disturbance .
‘Miscarriage’ cannot be used in the case of a deliberate
expulsion of the foetus.
6. Accord, Accordance
When you do something of your ‘own accord’, you do it
voluntarily, without being asked instructed to do it.
Note the preposition ‘of’ here ‘on your own accord’ is
not standard English. Howe ve r, whe n you do
something in obedience to instructions, you do it ‘in
accordance with’ those instructions.
7. Accurate, Precise
These words are not interchangeable. Something
which is ‘accurate’ is correct; the opposite is ‘inaccurate’,
which means ‘wrong to some extent’. But ‘precise’ means
‘correct to a very high degree of detail’, and its opposite
‘imprecise’ means lacking a sufficient degree of detail’.
For example,
Accurate records must be kept.
Can you give more precise definition of the word?
If I try to explain the word ‘loris’ as denoting a ‘nocturnal
primate’, then I am accurate, since a loris is indeed a
nocturnal primate, but I am rather imprecise, since
there are several other kinds of nocturnal primates
besides lorises, and my account fails to distinguish
lorises from lemures, bushbabies and aye-ayes.
8. Adapt, Adopt
‘To adapt’ something is ‘to modify’ it, often especially
to make it suitable for a particular purpose. ‘To adopt’
something is ‘to take it up’. For example,
Austin’s Pride and Prejudice has been adapted for
television.
We are adopting a new procedure for budget control.
The derived nouns are ‘adaptation’ for the first ‘adoption’

for the second. Some people now use ‘adoption’ in place
of ‘adaptation’, but this is not recommended.
9. Adjacent, Adjoining
Things are ‘adjacent’ when they are side by side. But
things are ‘adjoining’ when they share a common
boundary. For example,
We were sitting in adjacent seats.
We had adjoining rooms in the hotel.
In many circumstances either word can be used. But
note that ‘adjacent’ does not mean ‘near’ or ‘close’,
and wordings like very adjacent are therefore frowned
on by careful writers. Write ‘very close’ or ‘very near’
instead. Note also the following difference in grammar:
Their land is adjacent to ours, but their land adjoins ours.
10. Affect, Effect
These two are often confused. Apart from one or two
technical uses, the word ‘affect’ is strictly a verb. In
contrast ‘effect’ is primarily a noun. For example,
K
This won’t affect our chances.
This will have no effect on our chances.
There is, however, a verb spelled ‘effect’ and meaning
‘bring about’. For example,
General Raman managed to effect the withdrawl of
his troops.
But this last verb is rare, except perhaps in the
expression ‘effect a change’.
11. All, Whole
‘All’ and ‘whole’ have almost similar meaning. ‘Whole’
KUNDAN
means ‘complete’; ‘entire’ etc. ‘All’ means ‘everything’ or
‘everyone of’. But there is much difference in their uses.
(a) When the article ‘the’ or a possessive adjective
(my, your, his, our, etc) is to be used with ‘all’, it (the or
possessive adjective) is put after the word ‘all’, but
before the word ‘whole’. For example,
All the members were present.
The whole world knows it.
He lost all his money.
They got their whole share.
Note: It is wrong to write - the all boys.
(b) ‘All’ may be followed by of+personal pronoun in
the objective case, provided such a pronoun has no
noun in apposition. If there is a noun in apposition
to pronoun (not after ‘of’) after ‘all’, it (pronoun) will
be put in the nominative case. For example,
all of us
all of them
all you students etc
Note: In expressions like ‘all day’, ‘all night’, ‘all
morning’, ‘all afternoon’, the article ‘the’ should not be
put after ‘all’.
12. Almost, Nearly, Practically
All these words can be used before ‘all’, ‘always’ and
‘every’. For example,
289
Almost (nearly, practically) all the boys had left before
the bell rang.
She is almost (nearly, practically) always grumbling
like this.
Almost (nearly, practically) always grumbling like this.
Now, look at the sentences given below:
The speaker said nearly nothing. (Incorrect)
The speaker said almost (practically) nothing. (Correct)
Nearly any boy in the class would answer this question
correctly. (Incorrect)
Almost (practically) any boy in the class would answer
this question. (Correct)
Near ly no one ever believed t hat he was honest .
(Incorrect)
Practically (almost) no one ever believed that he was
honest. (Correct)
I nearly never found him working in t he library.
(Incorrect)
I almost (practically) never found him working in the
library. (Correct)
13. Alphabet(s), Letter(s)
An ‘alphabet’ is a whole set of ‘letters’ used for writing
words. For example, the Roman alphabet (the one we
are using at the moment), which has 26 letters, from
A to Z, or the Devanagari alphabet which we use for
writing Hindi, Marathi and Nepali.
The plural form ‘alphabets’, is used in the sense
illustrated below:
Tamil, Telugu, Bengali and Punjabi have all their own
alphabets which differ from one another.
14. Already, Yet, All ready
‘Already’ expresses that something has happened early
or earlier than it might have happened. ‘Yet’ is generally
used in negative and interrogative sentences. ‘Already’
and ‘Yet’ are commonly used with present perfect
tense. ‘All ready’ are two different words that express
their separate meaning. For example,
Has the postman come yet? (Not, already)
These mangoes are not ripe yet? (Not, already)
The mangoes are not yet ripe. (Not, already)
He has already finished his task.
Are you all ready? (Here ‘ready’ means ‘prepared’)
Have you met the Police Inspector yet. (suggests enquiry)
Have you already met the Police Inspector? (answer
‘yes’ is expected)
15. Also, Even
‘Also’ and ‘even’ are almost similar as regards their
meaning. But there is some difference in their usage.
(i) ‘Also’ is generally used in the middle of a clause
or sentence. ‘Also’ modifies the word after which it is
put. For example,
I also beat my servant.
(=other persons also beat him)
I beat also my servant.
(=I beat him and punished him in other ways also.)
I beat my servant also.
(=I beat other persons as well.)
290
(ii) ‘Even’ is generally used after the auxiliary verb or
the intransitive forms of be (is/am/are/was/were). It
should not be used before a subject. For example,
1. He has lost his bag.
He has even lost his watch. (not, Even he has lost....)
2 . This lady is rude to everybody.
She is even rude to her husband. (not, Even she is
rude....)
(iii) ‘Also’ can be used at the beginning of a sentence,
provided it refers to the whole sentence. In such a
case it becomes necessary to put a comma (,) after
the word ‘also’. For example,
This is a good book, but is not voluminous. Also, it
costs much. (not, It also costs much.)
(iv ) ‘Even+if’ can begin a sentence or clause. For
example,
I shall go out, even if it rains today.
Even if I become a rich man, I shall never be proud of
wealth or power
16. Alter, Change
K
The difference between these two words lies in the
following:
‘Alter’ refers to changes in matters of detail. For
example,
Customer says tailor, “Please alter this shirt; it is too
large for me”.
‘Change’ is preferred when the reference is to a
significant change, a loss of identity, a thing being
replaced by another. For example,
He seems t o hav e changed quit e a lot since his
marriage.
KUNDAN
Can the Ethiopian change his skin, or the leopard his
spots?
Women take a long time to change their dress.
He has been changing places quite often.
17. Alumnus, Alumna
Each of the se words denote s a graduate of an
educational institution, but there is a sex difference.
A man is an ‘alumnus’ (plural ‘alumni’), while a woman
is an ‘alumna’ (plural ‘alumnae’). A group of mixed sex
are ‘alumni’. And there is no such word as ‘alumnis’.
18. Amiable, Amicable
An ‘amiable’ person is good-natured and easy to get
along with. The word is commonly applied only to
people, though occasionally we find it extended to
occasions, as in an amiable conversation.
But ‘amicable’ is not applied to people at all; instead,
it is applie d to human inte ractions and the ir
outcomes, as in an amicable settlement (of a dispute)
and an amicable relationship. The meaning here is
‘friendly’ and ‘good natured’.
19. Amoral, Immoral
An ‘amoral’ person is one who does not understand
the difference between right and wrong. An ‘immoral’
person understands the difference but does wrong any
way.
20. Amount, Number
‘Amount’ refers to a quantity of something (a singular
noun) that cannot be counted — a large amount of
money. ‘Number’ refers to countable items (a plural
noun). With most plurals it is better to use number —
a large number of mistakes. For example,
The amount of money paid is none of my concern.
A large number of teachers have gone on strike.
Note: A number of (many) is plural in sense and
takes a plural verb. (A number of people were shot
dead.) The number of (= a mathematical or numerical
figure) is singular. It takes a singular verb. (The
number of boys present is very small.)
21. Ancestors, Forefathers
Both these words refer to persons from whom one is
descended. Similarly both these words refer to persons
more remote than grandparents. The difference lies
in the following:
‘Ancestor’ has ‘ancestress’ as its feminine form.
There is no feminine word for ‘forefathers’. Unlike
‘forefathers’, ‘ancestor’ can freely be used in the case
of a woman ancestor as well. One can, for example,
describe a great-grandmother as ‘one of my ancestors’
but not as, ‘one of my forefathers’
22. Ancient, Old
‘Ancient’ is the opposite of ‘modern’ whereas ‘old’ is
the opposite of ‘young’. Moreover ‘ancient’ refers to very
old things. And ‘old’ can at times be used in the case
of a very young child as well. As for example,
The ancient Rome was the cradle of civilization.
The ancient Mariner narrated his story of adventure.
Death overtakes all alike, the young and the old.
My baby is only two months old.
23. Annex, Annexe
The verb is ‘annex’, a country can annex territory, but
it cannot ‘annexe’ it. The noun meaning ‘extension to a
building’ is ‘annexe’ in a British English.
24. Anticipate, Expect
To ‘anticipate’ is to guess or imagine in advance what
will happen, and take the necessary action to face it.
For example,
I tried to anticipate the kind of questions they were
likely to ask me.
To ‘expect’ is to believe or think that something will
happen or come. For example,
We are expecting a letter from our Boss.
25. Anxious, Eager
‘Anxious’ means ‘nervous’ or ‘worried’ and is usually
followed by ‘about’. ‘Eager’ means ‘looking forward’. It
is usually followed by to. For example,
I am terribly anxious about these children.
Our company is eager to expand into new markets.

26. Anyway, Any way
This is one word when it means ‘regardless’, but two
words when it means ‘in any manner’. Therefore, we
write,
Do it anyway. (=Do it regardless.) but, Do it any way
you like.
27. Apparently, Evidently
The second of these is stronger than the first. For
example,
Apparently she is a good worker.
(=I gather that she is a good worker or I am told that
she is a good worker.)
Evidently she is a good worker.
(=It is clear that she is a good worker.)
28. Appendix, Supplement
An ‘appendix’ is that material which is related to the
main work, but is not, strictly speaking, an integral
part of the main work. ‘Appendix’ in other words, refers
to that material, which, if included in the body of the
K
main work, would make the main work less compact
and thereby reduce its quality.
A ‘supplement’, on the other hand, is that additional
material which is thought necessary for completing
the main work.
A ‘supplement’ adds new material to a book etc and
thereby makes it up-to-date.
29. Appraise, Apprise
To ‘appraise’ something is to estimate its value,
whereas ‘to apprise’ is ‘to inform’. For example,
KUNDAN
I am having an art dealer in to appraise these paintings.
We have apprised him of the facts.
The common error is to use appraise where apprise is
required. But who needs apprise anyway. Just write
‘inform’ or ‘tell’.
30. Assist, Help
A person who ‘assists’ has a much more subsidiary
role to play than a person who ‘helps’. For example, a
person who is drowning will cry ‘help, help’ and persons
in the neighbourhood would rush to help him. A
carpenter who is making a boat will ask his children
to ‘assist’ him in doing that. An Assistant Registrar
assists the registrar in performing his duties. A shop-
assistant assists the shopkeeper in performing in his
duty.
31. Assume, Presume
Both of these mean ‘suppose’ and their meanings often
overlap. But there is a subtle distinction. To ‘assume’
something is to take it for granted as the basis of
discussion or an argument, without offering any
evidence for it. This may be done purely in order to
explore the consequences of the assumption. To
‘presume’ something is to suppose it is so because we
have no good reason to suppose otherwise.
Of course, presume alone has a second sense of ‘be
291
overly bold’, ‘take something upon oneself without
permission’, as in we are presuming upon his hospitality.
32. Attend, Attend to
Here, to avoid confusion, it is best to regard ‘attend’
and ‘attend to’ as two distinct items in respect of
meaning: ‘attend’ means ‘to be present’ and ‘attend to’
means ‘to provide help of some kind’ or ‘to deal with
somebody or something’ as illustrated below:
We would like all of you to attend this meeting.
In a serious road accident, the most important thing is
to attend to the injured.
Salesman in a shop : Are you being attended to, Sir?
I have some urgent business to attend to.
Note: Occasionally, however, another phrase, ‘attend
on’, is used to convey the meaning of ‘to look after’ or
‘serve’. For example,
Our President has a team of doctors to attend on him.
But here, the preposition ‘on’ is optional and most
British speakers do not use it.
33. Avenge, Revenge
Both these words indicate a sense of desire for doing
some harm to the wrong-doer. The difference lies in
the following:
‘Avenge’ may indicate that the person has the ends
of justice in mind. It tells us, in other words, that he
wants the wrong-doer to be subjected to his just and
merited punishment. For example,
Mehmet a avenged the destruction of his family by
killing the evil Aga who had caused it.
‘Revenge’ often suggests that a person is being guided
by malice and unwillingness to forgive. For example,
Chelsea revenged their earlier defeat a 3-1 win in the
second leg.
The derived noun is ‘vengeance’ in both the cases.
34. Await, Wait
The words ‘await’ and ‘wait’ are similar in meaning but
the differ in use.
‘Await’ is used as a transitive verb. Hence it should
never be followed by ‘for+noun/pronoun’. For example,
I am awaiting your reply. (Not, awaiting for your reply.)
‘Wait’ is always used as an intransitive verb. Hence it
should be followed by ‘for+noun/pronoun’. For example,
I am waiting for your reply.
35. Balance, Change
Customer : What is the price of this toy, please?
Shopkeeper : Twenty-five rupees, sir.
Customer : Please pack it for me. Oh, I’m sorry, I
don’t have any small notes. If I give
you a thousand rupees note, can you
give me the balance?
In the above dialogue, standard English speaker would
use the word ‘change’ in place of the word ‘balance’.
Another somewhat related meaning of the word
292
‘change’ is ‘coins rather than notes’. For example,
Can you please give me change for this ten-rupee coin?
This meaning of the word ‘change’ seems to be well
known in India.
36. Bank, Shore, Coast, Beach
The place where the land meets the water can be either
the ‘bank’ or the ‘shore’ or the ‘coast’ or the ‘beach’.
The edge of a river is called its ‘bank’ whereas the
edge of a sea is its ‘shore’. The land bordering the sea
is ‘coast’. We use it when we think of places on maps,
of weather, or naval defence. A ‘beach’ is part of the
‘shore’ that is smooth, without rocks or cliffs: The only
word that can be used for lakes is ‘shore’. For example,
Calcutta is situated on the bank of the river Hoogly.
He has a house on the shore of lake Mansarowar.
Our ship is fast heading towards the shore.
Our ship sailed from port to port along the coast.
37. Be, Become
‘Be’ and ‘become’ are two different verbs. The one is
not generally used in place of the other, as they differ
K
in meaning.
‘Be’ means ‘to exist’, ‘to remain’, ‘to live’, ‘to happen’,
‘to take place’. ‘Be’ has three forms in the present tense.
They are (a) is (b) am (c) are. It has two forms in the
past tense (a) was (b) were. In future tense ‘shall/
will’ is put before ‘be’. For example,
God is (=exists) everywhere.
Let them be (=remain) where they are.
He is (=lives) at Patna these days.
When is the wedding going to be? (=take place)
‘Become’ means ‘to change from one state or position to
KUNDAN
another’. For example,
He became king.
(=Formerly he was not a king, there came a change in
his power or position.)
Mango becomes yellow when it ripens.
(=There is a change in colour or state.)
‘Become’ has another meaning also. It means ‘to be
suitable to’. For example,
This hat becomes (=suits) his.
Modesty becomes a woman.
38. Beautiful, Handsome
‘Beautiful’ and ‘pretty’ are generally used for women,
children and things, but not usually for men. We use
‘handsome’ for men. For example,
Look at that beautiful girl.
How pretty the Chinese doll is!
Lo ! There comes a pretty child.
He is a handsome young man.
We can use handsome for women having a fine figure,
vigour and dignity. For example,
Jane Austen was a handsome lady with chiselled face
and a fine figure.
39. Bear, Endure, Stand, Tolerate
All these words refer to one’s response to something
distressing, irksome or painful.
‘Bear’ is the most general of these words. For
example,
I could not bear to see the goat being slaughtered.
I could not bear the sight of that old and sickly man
being crushed to death by a lorry.
‘Stand’ is its colloquial equivalent. For example,
I cannot stand this kind of nonsense.
I cannot stand that ugly woman.
‘Endure’ is normally used in the case of great bodily
hardship. For example,
He alone can endure that kind of physical torture.
‘Tolerate’ is used in the case of human beings and
their behaviour. For example,
He cannot tolerate that rude fellow.
I cannot tolerate this insult.
40. Begin, Commence, Start
In many cases ‘begin’ and ‘start’ can replace each other.
For example,
After eight o’clock in the morning the water level started
(began) rising.
I began (started) learning French at the age of ten.
The meeting began (started) at 10 o’clock.
Some of the differences between these two words are
the following: The opposite of ‘start’ is ‘stop’, whereas
the opposite of ‘begin’ is ‘end’. For example,
He began t he day with hope but ended it in
disappointment.
The conversation stopped, and it refused to start again.
‘Begin’ and ‘start’ tend to be preferred in ordinary use.
‘Commence’ is more formal than these two verbs and
is often preferred in legal proceedings and officialese
and also on ceremonial occasion. For example,
The proceedings will commence in July.
In certain cases the use of ‘commence’ may suggest
a prolonged and elaborate beginning. For example,
He commenced being a severe and ardent student.
41. Beside, Besides
Both of these words can be prepositions, but their
meanings are different. The word ‘beside’ means ‘next
to’, while ‘besides’ means ‘also’, ‘in addition to’. For
example,
He came in and seated himself beside me.
He has two other cars besides this one.
42. Biennial, Semi-annual, Bi-annual
The word ‘biennial’ means ‘happening every two years’,
while ‘semi-annual’ means ‘happening twice a year’,
‘happening every six months’. The common mistake is
writing ‘biennial’ where ‘semi-annual’ is intended.
There is also the somewhat unusual word ‘bi-

annual’ which means ‘happening twice a year’, but you
are advised to avoid this.
43. Bona fide, Bona fides
Of these two, ‘bona fide’ is an adjective meaning
‘genuine’, while ‘bona fides’ is a noun meaning ‘good
faith’, ‘honest intentions’. So, we write a bona fide offer
but there are doubts about his bona fides. The noun is
singular: write His bona fides is not in doubt, not......are
in doubt. However, like most latin expressions, these
two are hardly necessary: it is preferable to write a
genuine offer and there are doubts about his honesty.
44. Both
It is possible to use ‘both’ alone. For example,
Both are acceptable.
Both of them have been found guilty.
Note the ‘both’ always takes plural agreement. It is
also possible to combine ‘both’ with ‘and’. For example,
Both the Egyptians and the Israelis will attend the
talks.
K
But it is wrong to combine ‘both’ with ‘as well as’. For
example,
Both the Egyptians as well as the Israelis will attend
the talks. (Incorrect)
A wrong use of ‘both’ is illustrated by the following
example:
Both these words are synonymous. (Incorrect)
Being synonymous is not a property that a single object
can have in isolation, and the correct form is as given
below:
KUNDAN
These words are synonymous. (Correct)
Anothe r e rror occurs, if ‘both’ is followe d by
preposition, that preposition must be repeated after
‘and’: write both in Britain and in America, and not both
in Britain and America or in both Britain and America.
45. Buy, Purchase
‘Buy’ is more general word than ‘purchase’. It is the
word of choice in the case of small, casual and day-
to-day transactions. For example,
I bought two small books for my children yesterday.
I bought three spoons last week.
‘Purchase’ on the other hand, refers to a transaction
of some importance. ‘Buy’ can replace ‘purchase’ in
nearly all cases. But in the case of small day-to-day
transactions, the use of ‘purchase’ makes the sentence
sound odd. For example,
Go and purchase three eggs from that shop. (Jarring)
Go and buy three eggs from that shop. (much more
likely)
46. Callous, Callus
A ‘callus’ is a hard patch of skin. But ‘callous’ is an
adjective meaning ‘indifferent to suffering’, as in his
callous behaviour.
293
47. Canvas, Canvass
The ‘canvas’ is a noun denoting a kind of coarse cloth,
used, for example, by oil painters. In contrast, ‘canvass’
is usually a verb, and it occurs most often in the
expression canvassing for votes. The verb gives rise to
the uncommon derived noun ‘canvass’ meaning ‘a
search for votes’.
48. Catch, Hold
Please catch the bag while I am locking the car.
This use of ‘catch’ is not acceptable in sandard English.
We catch a ball, for instance, by arresting its movement
in the air. This, howeve r, is obviousely not the
meaning implied in the above example. The right word
here would be ‘hold’ not ‘catch’.
The word ‘catch’ suggests an instantaneous action;
the word ‘hold’, on the othe r hand, de note s a
continuous state, and it is latter meaning that the
speaker intends to convey in the above example.
49. Cause, Reason
‘Cause’ is something that produces a result or an effect
whe re as ‘reason’ is some thing that justifie s or
explains a result. For example,
She is the cause of all my unhappiness.
The reason of my silence is my illness.
50. Ceiling, Roof
‘Ceiling’ is the under surface or the overhead interior
lining of a room. ‘Roof’ is the top covering of a building,
bus, car or tent. For example,
The ceiling of my drawing-room is being painted.
The roof of his house is leaking.
Even the roof of this bus is crowded with passengers.
51. Centenary, Centennial
Both are correct for ‘hundredth anniversary’. But British
English prefers ‘centenary’ while American English
prefers ‘Centennial’.
52. Chaste, Pure
I often find the chaste Hindi of the AIR news bulletins
difficult to understand.
The word ‘chaste’ has two possible connotations: one,
sexual and the other, simplicity in style. Surely
neither of these is intended by the speaker of the
above sentence. What he intends to say instead is
‘pure Hindi’, not that mixed with say, Urdu and English
words in common use. The right word here is ‘pure’,
not ‘chaste’.
53. Childish, Childlike
Both these adjectives are now applicable to children
and also to adults. ‘Childish’ refers to the unpleasant
features of childhood, for example, triviality, greed,
tendency to quarrel about petty things and lack of
manners. For example,
This is my childish effort at using a fork.
Don’t be so childish!
294
‘Childlike’, on the other hand, refers to the admirable
qualities of childhood, for e xample , simplicity,
innocence and lack of inhibitions.
54. Citizen, Inhabitant
The ‘citizens’ of a country are those inhabitants who
have all the civil rights and privileges of a full member
of that country. The ‘citizens’ of a country can be the
native people of that country; they may also be
foreigners who have been naturalized. For example,
Many of the Indians in Britain have become British
Citizens.
The ‘inhabitants’ of a country are all the people who
live in that country.
55. Clean, Clear
‘Clean’ refers to something which is free from dirt. For
example,
Keep your hands clean.
It may also refer to something pure and innocent. For
example,
K
He lives a very clean life.
‘Clear’, on the other hand, refers to an object which is
easy to see through. For example,
A piece of clear glass.
The clear water of the swimming pool.
It can also refer to something which can be easily
heard and understood. For example,
His voice was very clear.
Now, look at the sentences given below:
You must keep the utensils clear. (Incorrect)
KUNDAN
You must keep the utensils clean. (Correct)
56. Client, Customer
A person who goes to a solicitor or an architect and
pays for his help or advice is a ‘client’. People who buy
goods from shopke e pe rs and trade sme n are
‘customers’. For example,
A successful solicitor has a large number of clients.
This shopkeeper has all attention to his customers.
57. Close, Shut
In expressions like the following, either of the two
words is considered suitable. For example,
Close (shut) the door, please, will you?
She closed (shut) her eyes to all his faults.
Only ‘close’ can be used in the following contests:
(i) In the case of an institution not functioning
normally. For example,
The schools are open but the colleges are all closed.
The shops closed at 6 pm.
This theatre will remain closed until the end of the
month.
(ii) Conclude
I would now request the chair man to close t he
discussion.
(iii)Bring to an end
I have decided to close the accounts.
58. Cloth, Clothes
A ‘cloth’ is a piece of fabric used for a specialised
purpose, such as a dishcloth or a table-cloth. The
plural is ‘cloths’. But ‘clothes’ are garments and this
word has no singular form other than item of clothing.
Do not write ‘cloths’ when you mean ‘clothes’.
59. Cold and Cool, Hot and Warm
‘Cold’ suggests a lower temperature than ‘cool’.
Temperature is uncomfortably low. ‘Cool’ suggests a
pleasantly low temperature. For example,
I can’t stand this cold wave.
A nice cool breeze is blowing.
‘Hot’, likewise, suggests a higher temperature than
‘warm’. It is often uncomfortable. But ‘warm’ is a
pleasantly high temperature. For example,
You can’t work long hours on a hot day.
It was warm, but not hot, day before yesterday.
60. Comic, Comical
Something is ‘comic’ if it is intended to be funny. The
word is mainly applied to skits (=a short piece of
humorous writing or a performance that makes of fun of
somebody/something by copying them), songs, plays and
the like. For example,
Tom Lehrer is famous for his comic songs.
But something is ‘comical’ if it is funny unintentionally.
For example,
Her portrayal of Ophelia was comical.
61. Compare to, Compare with
Careful users of English make a useful distinction
between these. To compare X to Y is to say that X is
similar to Y. But to compare X with Y is to note the
similarity and differences between X and Y. For
example,
A shop assistant must compare your signature with
the signature on your credit card.
The critics compared his work to that of Martin Amis.
62. Compatible, Comparable
Things are ‘compatible’ if they can work together or be
used together successfully. For example,
I can’t mail her this attachment because her PC is not
compatible with my Mac.
But ‘comparable’ means ‘of roughly the same kind or size’.
For example,
House prices in Delhi are now comparable to those in
Mumbai.
The common error is to write ‘compatible’ where
‘comparable’ is intended. Avoid errors like Prices are
now compatible with those in Mumbai. And note the
differe nce in pre position: ‘Compatible with’, but
‘Comparable to’, not ‘Comparable with’.

63. Complement, Compliment
A ‘complement’ is something which is necessary or
suitable for completeness or harmony. For example,
a ship’s complement (the officers and crew required
to sail it)
our full complement (all that we need or are entitled
to)
the complement of a verb (a phrase whose presence is
required by the verb)
The related verb meaning ‘go well with’ is also spelled
‘complement’. For example,
This necklace will complement your outfit.
A ‘compliment’ is an expression of admiration. For
example,
He paid her a number of flowery compliments.
The related verb is spelled identically. For example,
He complimented her on her outfit.
The common mistake here is to write ‘compliment’ where
‘complement’ is intended. This error is easy to avoid if
K
you re call the similarity in spe lling be twe e n
‘complement’ and ‘complete’.
64. Complex, Complicated
These near-synonyms are not quite interchangeable.
The more formal word is ‘complex’, which in technical
use means ‘having an elaborate structure’, ‘not easily
treatable’. The more informal ‘complicated’ means ‘hard
to understand or to resolve’. Therefore, a difficult
proble m in Mathe matics is comp lex , while
somebody’s messy personal life is complicated.
KUNDAN
65. Comply, Conform
These verbs mean about the same, ie ‘to obey a rule,
an order etc’, but they take different prepositions. For
example,
We comply with our instructions, but we conform to
the required standards.
66. Comprise, Consist, Compose, Constitute
The se four ve rbs are very frequently confused,
producing awful things like, The NATO forces are
comprised of soldiers from eight countries, and Thirty-
two pieces comprise a chess set.
A whole comprises its parts : The NATO forces
comprise soldiers from eight countries. This verb can
never be passivized or followed by ‘of’ : hence ‘comprises
of’ and ‘is comprised of’ are always wrong. The bad
example above should be written as follows : A chess
set comprises thirty-two pieces.
Note also that ‘comprise’ does not mean ‘contain’;
‘include’, unless what follows it is an exhaustive list.
So, example is wrong: Not a single television news
programma comprises a majority of tabloid content.
Now, look at the following sentences carefully, that
will illustrate the use of ‘consist’, ‘compose’ and
‘constitute’ :
A whole consists of its parts : The NATO forces consist
of soldiers from eight countries.
295
A whole is composed of its parts : The NATO forces
are composed of soldiers from eight countries.
Its part constitute a whole : Soldiers from eight
countries constitute the NATO forces.
67. Contagious, Infectious
‘Contagious’ is used for a disease spreading by contact.
‘Infectious’ is used for a disease that can be spread by
means of germs carried in the atmosphere or in water.
For example,
Measles is highly contagious.
Cold is infectious.
68. Continuous, Continual
‘Continual’ shows that an action or an event has been
taking place repeatedly. For example,
Our computing system is suffering continual crashes.
Her work was disturbed by continual interruptions.
‘Continuous’, on the other hand, shows the unbroken
continuity of an action or an event. For example,
England’s canals once provided a continuous waterway
from the Themes Estuary to the Irish Sea.
The nerve centre in our brain need a continuous supply
of blood.
69. Conveyance, Transport
Conveyance will be provided to the delegates from the
railway station to the university.
You can claim conveyance allowance.
One of the meanings of the word ‘conveyance’ is indeed
a vehicle, but in the situations exemplified above,
standard English uses ‘transport’ instead. And I see
no danger of your not being understood if you use the
‘transport’ in place of ‘conveyance’ in the above contexts.
70. Convince, Persuade
To ‘convince’ someone means to change his or her
opinion; to ‘persuade’ someone means to move him or
her to action. ‘Convince’ is properly followed by ‘of’ or
‘that’, whereas, ‘persuade’ is followed by ‘to’. For
example,
We could not convince him of our innocence.
We persuaded him to concede our demands.
71. Correspond to, Correspond with
To say X corresponds to Y is to say that X and Y match
up in some systematic way, that X and Y occupy
comparable places in two different systems, or simply
that X and Y are in agreement. For example, we can
write These findings correspond to the predictions of the
theory. In contrast, X corresponds with Y means only
that X and Y are exchanging lette rs, as in I am
corresponding with a scholar in England.
72. Custom, Habit
‘Customs’ are social and ‘habits’ are personal. A ‘habit’
is something a person has been doing for a long time.
‘Custom’ is something that belongs to a large number
of people of the same sort: all Christians or all
Hindus. For example,
296
Don’t let yourself get into bad habits.
Social customs vary from country to country.
73. Delusion, Illusion
‘Delusion’ is false opinion or belief which is sincerely
believed to be true. ‘Illusion’ is false idea or belief
which appears to be true. For example,
He is under the delusion that he is the wealthiest
man of this place.
Macbeth felt that the Birnam wood was moving. It was an
optical illusion.
74. Despite, In spite of
The se are equivalent in me aning, but note the
difference in usage. For example,
The mat ch went ahead despite the bad weather .
(Incorrect)
The match went ahead in spite of the bad weather.
(Correct)
75. Die, Dice
Traditionally, ‘die’ is singular and ‘dice’ is plural. For
K
example, we throw a die but we throw the dice if we are
throwing two or more of them. This usage is still almost
universal in American English. In Britain, however,
dice is now commonly used also as the singular. For
example, throw a dice. This usage is now recognised
by most British dictionaries. If you are writing for a
British readership only, you can use dice as a
singular, but, if you have a wider readership in mind,
you should use ‘die’ as the singular. In any case, avoid
the confused phrases illustrated by throw two die and
throw two dices.
KUNDAN
76. Dirty, Filthy
‘Dirty’ is a general word indicating dirt of any kind:
dirty hands, dirty clothes. It can also refer to moral
dirt: dirty jokes, dirty stories. ‘Filthy’ means ‘extremely
dirty; covered with filth.’ It is a much stronger term
than dirty.
He put the dirty dishes in the sink.
Let me take my filthy boots off.
Nobody relishes your filthy jokes.
77. Discover, Invent
‘Discover’ means ‘to find out; get knowledge of; bring
to view something existing but not yet known’. ‘Invent’
means ‘to create or design something not existing
before’. For example,
It was Columbus who discovered America. Marconi
invented the wireless.
78. Distinterested, Uninterested
‘Disinterested’ means ‘impartial’. ‘Uninterested’ means
‘bored’ or ‘lacking interest’.
As a disinterested observer, who do you think is right?
I am completely uninterested in cricket. (I do not find
cricket at all interesting)
79. Dissatisfied, Unsatisfied
When you are ‘dissatisfied’ you are disappointed,
frustrated, unhappy. When you are ‘unsatisfied’, you
feel that you need more of something. Only a person
can be dissatisfied, while an abstract thing like hunger
or a demand for goods can be unsatisfied.
80. Distrust, Mistrust
There is a subtle distinction here which should be
maintained. ‘To distrust’ somebody is to suspect that
he is dishonest, while ‘to mistrust’ him is merely to
lack confidence in him. If you consider your deputy to
be wholly honest but somewhat incompetent, then
you may mistrust him but you don’t distrust him.
81. Drier, Dryer
There is great variation here, and neither spelling can
be called wrong in any sense. But most authorities
prefer ‘drier’ for ‘more dry ’ and ‘dryer’ for any machine
that dries such as a ‘hair dryer’ or a ‘spin dryer’.
82. Earthy, Earthly, Earthen
These adjectives are all different. Something which is
‘earthy’ is either similar to earth (as in an earthy texture
or an earthy smell) or coarse and vulgar (as in earthy
language) But ‘earthly’ means ‘pertaining to our human
existence on earth’ as opposed to ‘heavenly’ or ‘celestial’:
our earthly existence, earthly powers. It also occurs as
a meaningless modifier in fixed expressions like no
earthly use. Finally ‘earthen’ means ‘made of earth or of
clay’, as in an earthen floor or earthenware.
83. Eastward, Eastwards
‘Eastward’ is an adjective but ‘eastwards’ is an adverb.
For example,
The strong eastward wind (or east wind) helped the
boat going from the western to the eastern Bank of the
river.
The wind was blowing eastwards.
84. East, Eastern
‘East’ would normally indicate clearly marked divisions
to be understood in terms of political boundaries. For
example,
East Germany
‘Eastern’ would indicate divisions which are not sharply
defined. For example,
Eastern Europe; Eastern India
Similarly, ‘north’, ‘south’ and ‘west’ would indicate
sharply defined divisions whereas ‘northern’, ‘southern’
and ‘western’ would indicate divisions which are not
sharply defined. For example,
(a) North Pole, North America, North Carolina, South
Australia, but Southern England
(b) South Africa, South America, South Carolina, South
Australia, but Southern England.
(c) West Bengal, West Indies, West German, West
Columbia, but Western Europe

Note: Western Australia, Northern Hemisphere,
Southern Hemisphere etc are exceptions.
85. Eatable, Edible
It is possible to find contexts in which the two words
might replace each other, but in most cases they
convey two different shades of meaning. ‘Eatable’
means ‘likeable’, ‘enjoyable’, ‘tasty and fresh enough to
be eaten with some pleasure’. For example,
The food the patients are required to eat in that hospital
is hardly eatable.
These bananas are over-ripe but yet they are eatable.
An ‘edible’ substance is ‘a substance which can be used
as food or for making food’. For example,
The price of edible oil is likely to come down next
month.
Mostly, ‘edible’ is used in an attributive position and
‘eatable’ in a predicative position.
86. Economic, Economical
The adjective ‘economic’ means ‘pertaining to economics
K
or to the economy’, as in an economic advisor or current
economic conditions. But ‘economical’ means ‘using a
minimum of money or resources’, as in an economical
meal or an economical manufacturing process. Hence an
economic solution to a problem is a solution which
involves economics, while an economical solution is
one which saves money. The common error here is to
write ‘economic’ where ‘economical’ is intended: an
economic meal.
87. Effective, In effect
The adjective ‘effective’ means ‘producing a satisfactory
KUNDAN
re sult’: an effective solution is one that works.
Accordingly, the adverb effectively means ‘with a
satisfactory outcome’: The salmonella outbreak has been
effectively contained means that salmonella poisoning
is no longer spreading. The phrase ‘in effect’ means ‘in
practice’, and it is usually applied to something which
is officially or notionally not done but which gets done
anyway. For example,
The gover nment’s new measur es in effect prevent
refugees from entering the country legally at all.
Here ‘in effect’ indicates that no such outcome was
intended or sought, but that this outcome has arisen
in practice regardless.
88. Effeminate, Womanly, Womanish
‘Effeminate’ and ‘womanish’ are derogatory terms used
for a man having qualities that are regarded as typical
of women. Both the words mean ‘unmanly’. ‘Womanly’
refers to qualities that are regarded as typical of or
suitable to woman. For example,
A henpecked husband is generally effeminate.
Art thou a man? Thy form cries out thou art: thy tears
are womanish. SHAKESPEARE
She showed a womanly concern for t he aggrieved
family.
297
89. Egoist, Egotist
‘Egoist’ means ‘a selfish person, one who puts his
interest first’. ‘Egotist’ means ‘a self-centred person,
one who is continuously speaking of himself or trying
to attract attention to himself.’
An egoist is all too eager to serve his own end.
He is an egotist for he always blows his own trumpet.
90. Elder, Older
Normally, ‘elder’ is used in the case of the members
of a family. ‘Older’ can be used in the case of persons
having no family relationship. For example,
1. He married his older daughter to a doctor and the
younger one to an engineer. (Incorrect)
He married his elder daughter to a doctor and the
younger one to an engineer (Correct)
2 . Jaggu is elder than all other students in his class.
(Incorrect)
Jaggu is older than all other students in his class.
(Correct)
‘Elder’ is sometimes used in the case of a person older
than another person (especially son) of the same
name. For example,
Some people say that Sam, the elder, was mor e
successful as a politician than sam, the younger.
Normally, ‘older’ but not ‘elder’, can be used in the
predicative position in a sentence. For example,
Rajesh is elder than I am. (Incorrect)
Rajesh is older than I am. (Correct)
Note: The ‘elder’ in the phrase ‘elder statesman’ refers
to those senior statesman (generally those who have
retired from office) who exerts a great deal of influence
and whose advice and guidance are valued because of
their age and experience.
91. Elicit, Illicit
The verb ‘elicit’ means ‘call forth’, as in My complaint
elicited only a pompous reply. The adjective ‘illicit’ means
‘illegal’ or ‘contrary to prevailing mores (=the customs
or conventions considered typical of or essential to a group
or community)’, as in illicit trading. Do not write ‘illicit’
when you mean ‘elicit’.
92. Emigrant, Immigrant
‘To emigrate’ is to go away from one country to another
with the purpose to settling their. ‘To immigrate’ is to
come to a country as a settler. For example,
The immigrants in England have not been able to
integrate themselves with the native people.
The British emigrants to Canada and Australia are
mostly teachers, doctors and engineers
93. Emotional, Emotive
These words overlap somewhat in their meanings. But
‘emotional’ is usually preferred in the se nse of
‘displaying emotion’, as in ‘an emotional outburst’, and
also in the sense of ‘calling forth emotions’, ‘as in an
emotional moment’. In contrast, ‘emotive’ is a rather dry
298
and abstract word, encountered most commonly in
the expression emotive language, meaning language
which is carefully crafted to induce emotions, such
as the language of some poems and of some political
speeches. If it’s spontaneously and artlessly affecting,
it’s emotional; if it’s coldly calculated to produce an
emotional response, it’s emotive. When in doubt, prefer
‘emotional’.
94. Empathy, Sympathy
The word ‘sympathy’ means ‘pity’, while ‘empathy’ means
‘more specifically identification with the other person’.
You can sympathize with anybody who is in a bad
position, but you can only empathize with her if you
can readily see yourself in her shoes. For example,
She showed no sympathy when I told her I was in
trouble.
There is a natural love and empathy between them.
95. Empty, Vacant
‘Empty’ means ‘containing nothing’. It refers to an
object; an empty box, an empty room. ‘Vacant’ also
K
me ans ‘e mpty’. It is used for a place or space,
especially one that is usually filled or intended to be
filled. There is a vacant place over there. It is also
used of a job not at present filled. I have applied for
the vacant post. It also means lack of interest or
serious thought. A vacant mind breeds depression.
For example,
An empty vessel sounds much.
Is this seat vacant?
96. Endemic, Epidemic, Pandemic
KUNDAN
An ‘endemic’ disease is one that persists for a long
time in a particular area: Malaria is endemic in tropical
Africa. An endemic disease does not necessarily affect
large numbers of people at one time. An ‘epidemic’
disease is one that affects very many people at one
time in one place: There is an epidemic of flu in California.
A ‘pandemic’ disease is an epidemic that affects a vast
area, such as the Black Death in the fourteenth
century or the flu outbreak of 1919.
97. Enervate, Invigorate, Energize
The first two words have almost opposite meanings.
When you are ‘invigorated’, you become filled with
energy and enthusiasm. But, when you are ‘enervated’,
you are drained of energy, for example, by a gruelling
ordeal or by a serious illness. Do not write enervate
when you mean invigorate. The word ‘energize’ means
the same as ‘invigorate’, but many people dislike it.
Prefer invigorate.
98. Enhance, Increase
(a) The eduction allowance of the state employees will
be enhanced soon.
The meaning is clear to all who know English, but the
use of the word ‘enhance’ is not appropriate here.
‘Enhance’ does mean ‘increase’, or rather ‘improve’, but
not in size or numbers; it means ‘improve the quality or
status’ of something, as in the following sentences:
(b) It is time now to consider how to enhance the
quality of our education.
Therefore, in sentence (a) above, we should use
‘increased’ or ‘raised’ instead of ‘enhanced’.
99. Envious, Jealous
Both these words refer to a person who wants to have
what someone else has. He is, in fact, unhappy about
another person’s possession of something that he
himself would like to possess. For example,
He is jealous of their success.
He is envious of their success.
‘Jealous’, however, refers to a stronger and more
unpleasant feeling. In some cases, it means unhappy
and angry because someone who should like you, likes
someone else more. When I kiss the baby, it makes
the older child jealous.
100. Environment, Surroundings
‘Environment’ may sometimes refer to the aggregate of
physical surroundings and climatic, social, and cultural
conditions which affect not only the physical but also
the intellectual, emotional and spiritual growth of a
person. For example,
It is so satisfying to work in an academic environment
like this.
‘Surroundings’ generally refers to physical objects like
buildings, trees, flowers which may be pleasing or
depressing. For example,
He lives in very beautiful surroundings.
W ild animal do not liv e long in t he ar tif icial
surroundings of a zoo.
Now, look at the sentence given below:
The surroundings of the university are very beautiful
but the environment of the university campus is not
at all conducive to academic work.
101. Epigram, Epigraph, Epitaph, Epithet
An ‘epigram’ is a pithy statement, especially a witty
one. An ‘epigraph’ is an inscription on a building or a
monument, or a quotation at the beginning of a book
or a chapter suggesting its theme. An ‘epitaph’ is an
inscription on a tombstone , or any re mark
commemorating a dead person. An ‘epithet’ is a
descriptive word or phrase added to somebody’s name,
or used in place of his name, as when King Richard I
of England is called the Lionheart.
102. Equity, Equality
Quite apart from its several legal and financial senses,
equity me ans ‘impartiality’, ‘fairne ss’, ‘lack of
favouritism’. It is an error to use this word when you
mean ‘equality’ that means ‘the state of being equal’.

103. Error, Mistake, Slip
An ‘error’ is a deviation from an expected standard.
For example,
This book is full of printing errors.
His essay is full of grammatical errors.
This word may also refer to a deviation from a moral
standard. For example,
May God pardon him for the errors of his misguided
life.
‘Mistake’ can replace ‘error’ in such cases. But only
‘mistake’ and not ‘error’, can be used if the intended
meaning is either of the following:
(i) something done because of carelessness or
forgetfulness:
He took my pen by mistake.
(ii) wrong decision:
It was a mistake to appoint him.
In mathematics ‘error’ can refer to the difference
K
between the observed value and the true value of a
quantity. For example,
These errors are of a very small magnitude.
Only ‘error’ and not ‘mistake’ can be used in this
context. A ‘slip’ refers to a minor mistake in speech
or writing, a mistake on account of carelessness or
absentmindedness. For example,
That slip of the tongue in the middle of his speech
made everybody laugh.
This is not a genuine mistake; it is only a slip of the
pen.
KUNDAN
104. Especially, Specially
‘Especially’ means ‘particularly’ or ‘more than other
things’; ‘specially’ means ‘for a specific reason’. For
example,
I especially treasure the memory of days long gone by.
These boots were made specially for me.
105. Everybody, Everyone, Every One
The words ‘everybody’ and ‘everyone’ mean the same
thing, though everyone is sometimes considered slightly
more formal than everybody. These words can only be
applied to people. But ‘every one’ is different. This
means ‘each one’, ‘every single one of them’, and it
can be applied to things as well as to people. For
example,
He left several dozen notebooks, but his widow burned
every one.
106. Every day, Everyday
The adverbial phrase is ‘every day’: write This happens
every day, not This happens everyday. But the adjective
is ‘everyday’, as in an everyday occurrence.
107. Evoke, Invoke
To ‘invoke’ something is to call upon it, or to appeal to
it, for help or inspiration. For example, we can invoke
299
a clause in our contract, or we can invoke a legal
precedent, or we can invoke the assistance of a
powerful patron. Invoking is done deliberately, and
only a human being can invoke anything.
In contrast, to ‘evoke’ something is to call it up in
somebody’s mind. For example, a song, a play or a
story may evoke memories of your childhood, or an
unpleasant act may evoke an angry response. Evoking
is not usually deliberate, and it is not usually done
by human beings.
108. Explicit, Implicit
‘Explicit’ means ‘stated outright’, ‘clear and fully
expressed’. It refers to a statement, rule, etc. ‘Implicit’
means ‘implied or understood though not directly
expressed’. For example,
I gave you explicit instructions not to tamper with the
records.
Your request for information contains an implicit
threat.
109. Famous, Notorious
‘Famous’ me ans ‘widely and favourably known’.
‘Notorious’, on the other hand, is widely but only
unfavourably known to the people in general. For
example,
Naushad is a famous music director.
Phulan Devi is a notorious dacoit.
110. Farther, Further
‘Farther’ refers to additional distance (How much farther
is it to the Juhu beach?), and ‘further’ refers to
additional time or amount, or other abstract matter (I
don’t want to discuss this matter any further).
You are to use further (i) when the sense is ‘additional’
(further evidence, further information), or ‘in addition’
(Have you anything further to say?), and (ii) when it is a
verb meaning ‘advance’, ‘promote’ (to further one’s own
interests). As adjective or adverb denoting distance,
farther is the correct word.
111. Fast, Soon
Come fast, child. You are getting late for school. ‘Fast’
means ‘quick’, ‘quickly’, ‘swiftly’, and in some context,
even ‘soon’. Therefore, all the following expressions
are all right in standard English.
a fast car; a fast learner; to run fast;
leave this place as fast as you can.
But — and there lies the problem — ‘fast’ is not used
together with ‘come’. In the given example, therefore,
we had better use either ‘run fast’ or ‘come soon’ or
‘come at once’.
112. Fatal, Lethal
Though both pertain to death, these words are not
equivalent. We apply ‘fatal’ to something which has
caused someone’s death: a fatal accident is an accident
which has killed someone involved in it, and a fatal
disease is a disease which has killed the person
contracting it. In contrast, we apply ‘lethal’ to something
300
which is capable of killing someone: a lethal weapon is
a weapon which can kill, regardless of whether it has
yet killed anybody, and a lethal disease is a disease
which is capable of killing those who suffer from it.
There is, however, a complication with diseases. A
disease which invariably kills its victims may be
described as fatal.
113. Few, A Few
These two have quite different senses: ‘few’ means
‘hardly any’, while ‘a few’ means ‘some, but not many’.
The first implies that the total is not far from zero,
while the second implies that the total is greater than
zero. So, Few of my students speak French means ‘Hardly
any of my students speak French’, while A few of my
students speak French means ‘I have some students
who speak French’.
114. Fewer, Less
Though colloquial English is often different, standard
written English uses ‘fewer’ with things that can be
counted and ‘less’ with things that cannot be counted:
fewer people but less money. Do not write less students
K
or less players.
However, do not write fewer than six weeks. Here
the expression six weeks denotes only a single period
of time, and not a collection of six individual objects,
and so the required wording is less than six weeks.
115. Fictitious, Fictional
Both of these words mean ‘made up’, ‘invented’. But
they are not quite interchangeable. The word ‘fictional’
means ‘pertaining to fiction’, ‘found in fiction’, as in
Shangri-La is a fictional country and Macbeth was a
historical King of Scotland, not a fictional one. In contrast,
KUNDAN
‘fictitious’ means ‘false’, ‘fraudulent’, ‘non-existent’,
as in Cyril Burt’s supposed collaborator was found to be
fictitious.
116. Farther, Further
‘Further’ means ‘some more or additional’. For example,
Don’t make further delay.
‘Farther’ means ‘more far or more distant’. For example,
Delhi is farther than Varanasi from Patna.
117. Foreword, Preface
A ‘foreword’ is a short write-up appearing at the
beginning of a book. It does not form part of the main
body of the book. Ge ne rally, a ‘foreward’ says
something about the value of the book or something
about its author and is intended thereby to put the
reader in the right frame of mind. A ‘foreword’ can be
written by the author of the book but very often it is
written by someone other than the author of the book.
A ‘preface’, too, is a brief write-up appearing at the
beginning of a book. It does not form part of the main
body of the book and in this respect it is similar to a
‘foreword’. Normally, the function of a ‘preface’ is to
state the circumstances in which the book was
produced or to say for whom the book is meant or to
say something else which would not appear relevant
inside the main body of the book. Unlike a ‘foreword’,
a ‘preface’ is normally written by author of the book.
‘Preface’ can be used with ‘edition’. Therefore, phrases
like ‘preface to the first edition’. ‘preface to the second
edition’ and ‘preface to the third edition’ are common
and readily acceptable. ‘Foreword’, on the other hand,
refers normally to the book and not to one of its
editions.
118. Foot, Leg
The ‘foot’ is the lower end of the leg beginning at the
ankle. It includes the arch, the heel and the toes.
The ‘leg’ is the part of the body from the hip to the
ankle without foot.
‘Leg’ can be used in idioms like the following:
(i) pull somebody’s leg
(ii) not have a leg to stand on = have nothing in support
of one’s opinion
‘Foot’ is used in idioms like the following:
(i) put one’s foot down = protest firmly
(ii) have one foot in the grave = be near death
119. Gambit, Gamut
In chess, a ‘gambit’ is the deliberate sacrifice of material
for the sake of gaining a superior position. The term
may be extended to any kind of calculated manoeuvre
made by someone who hopes to gain an advantage, as
in a conversational gambit, but it should not be used
more broadly to label any kind of manoeuvre at all.
And do not confuse this word with ‘gamut’. This word
means ‘the whole range’, as in the example She ran
the gamut of emotions, meaning that she exhibited
every possible emotion.
120. Gender, Sex
Strictly spe aking, ‘gender’ is a grammatical
phenomenon found in certain languages in which
nouns are classified into two or more classes requiring
different agreement. In contrast, ‘sex’ is a matter of
biology: you are born into one sex or the other. You
should not use gender when you mean sex: write She
was discriminated against because of her sex, not ...
because of her gender. Using gender for sex sounds
prissy: it suggests that you are too embarrassed to
use the word sex in any sense at all.
121. Gather, Collect, Accumulate, Amass
You can ‘gather’ things which are irregularly distributed,
or not clearly separated from one another: to gather
information/flowers/crops. ‘Collect’ is like gather. It
sugge sts that the things you are gathering are
separate, or can be dealt with one at a time: Collect
the magazines and put the m on the shelf/I am
collecting data for my research project. It (collect) is
used especially when you want to keep things together
to form a collection. He collects coins/stamps. If you
‘accumulate’ things, you collect more and more of them

over a period of time (often without having a strong
intention to do this): I’ve accumulated quite a lot of
rare paintings over the years. ‘Amass’, however, is
rather formal. It is used especially of money, goods or
power collected gradually, but in very large amounts.
Harshad Mehta has amassed a fortune through share-
market.
122. Glance, Glimpse
‘Glance’ means ‘to look at something quickly’ whereas
‘glimpse’ means to see by chance, just for a moment’.
For example,
I can tell at a glance what ails this man.
I caught a glimpse of the Rashtrapati Bhawan as I
drove quickly past.
123. Give, Take (an exam)
My grandson, who is in class IX now, will give school-
final exam next year.
This sentence will be all right only if ‘my grandson’
(who is just studying in class IX now) becomes an
K
examiner of class X next year; otherwise not.
It is the examiner (or the teacher) who gives an exam;
the student mere takes it.
Isn’t this just the opposite of what happens in many
Indian languages? And that, incidentally, explains the
source of this incorrect use.
124. Guest, Visitor
A ‘guest’ is a person who is staying with you, or a
person whom you have invited to a social occasion,
such as a party or a meal or a person that you have
KUNDAN
invited to your house or to a particular event that you
are paying for.
(Note that there are some other meanings of ‘guest’
too, but our concern is with the above meaning)
A person, on the other hand, who just pays a
courtesy call on you and then goes away (after having
a cup of tea, if you like) is, in standard English,
generally not regarded as a guest; he/she is a ‘visitor’.
125. Hang, Hanged, Hung
Standard English makes a curious distinction here.
In most circumstances, the verb ‘hang’ is irregular
and has the parts hang, hung, hung; The picture was
hung in the living room. However, when ‘hang’ means
‘put to death with a rope’, it is regular, and has the
parts hang, hanged, hanged: They hanged him; He was
hanged. It is not recommended to write They hung him
or He was hung.
126. Hangar, Hanger
You put your coat on hanger, but you keep a plane in
a hangar.
127. Hear, Listen
‘Hear’ means ‘to perceive sound, etc, with the ears.’
‘Listen’ means ‘try to hear, pay attention to.’ For
example,
301
The deaf can’t hear.
Please listen to what I am saying.
We listened but heard nothing.
128. Hide, Skin
The raw and undressed skin of large animals (like
horses, elephants, etc) used for commercial purpose
is called ‘hide’. The thin outer covering on the body of
a man or an animal or a fruit is ‘skin’. For example,
This leather factory gets two hundred tonnes of hide
as its raw material.
He has specialized in skin diseases.
Let me peel the skin of this orange.
129. Historic, Historical
A ‘historical’ event is one which really happened, which
is not fictitious or mythical. In contrast, ‘historic’ event
is one which is so memorable that it will live in people’s
memories for a long time. For example,
Neil Armstrong’s landing on the moon was a historic
event.
He described that event in historical perspective.
130. Homogeneous, Homogenous
The adjective ‘homogeneous’ (five syllables) means
‘having a uniform composition’: Stir the mixture until it
appears homogeneous. But the adjective ‘homogenous’
(four syllables) is only a technical term in comparative
anatomy: homogenous structures are structures in
different creatures having a common evolutionary
origin, like the forelegs of dogs and the wings of bats.
The second should not be used when the first is
intended.
131. Hope, Expect
If you ‘hope’ for something, you want something to
happen and usually have some reason to expect that
it will happen. On the other hand, if you ‘expect’
something, you think or believe something will happen
or someone will arrive.
The central point of difference between the two
words, then, is the following:
In hoping you ‘want’ something to happen; in
expecting, on the other hand, you ‘think’ or ‘believe’
that it will happen. Obviously, the difference between
‘want’ and ‘think’ or ‘believe’ is large enough to
perceive.
132. House, Home
A ‘house’ is a building for people to live in. And the
place where you live in is your ‘home’, whatever type of
house it is. Your home is the place to which you belong
and where you feel comfortable. It also means the
place where one is born and habitually lives. For
example,
He has shifted to a newly built house.
Bilaspur is my home but I’m living in Delhi just now.
302
133. Hurt, Injured, Wounded
‘Injured’ and ‘hurt’ both mean physical damage caused
by an accident. But ‘wounded’ implies physical damage
caused in an attack. For example,
In a train accident twenty passengers were injured.
She was badly hurt in a bus and a truck collision.
The enemy attacked our outpost and wounded five
soldiers.
134. Hyperbola, Hyperbole
A ‘hyperbola’ is a certain mathematical curve. But
‘hyperbole’ is overstatement, exaggeration, as in She
is infinitely more talented than her boss.
135. If ... was/were
When the subordinator ‘if’ introduces a counterfactual
clause—that is, a clause representing something
which is not true—then, in formal writing, the verb-
form ‘were’ is required, not ‘was’. Examples, If I were
dictator, I would ban men from wearing shorts; If Susie
were not so plain-spoken, she might be a cabinet minister
by now. Spoken English commonly uses was here,
K
but writers should learn this formal and possibly
unnatural use of were.
136. Illegal, Illicit
The word ‘illegal’ means ‘prohibited by law’. The word
‘illicit’ can also have this meaning, but more commonly
it me ans ‘contrary to pre vailing social more s
(conventions)’, as in an illicit love affair.
137. Illegible, Unreadable
An ‘illegible’ text is one in which the letters and the
words cannot be made out, and hence one which
KUNDAN
cannot be interpreted. An ‘unreadable’ text is one which
is so poorly written that a reader cannot be expected
to struggle through it.
138. Imbue, Inculcate
You ‘imbue’ a person with ideas. The meaning the word
‘imbue’ ‘to fill somebody or something with strong feelings,
opinions or values’. But you ‘inculcate’ ideas in a person.
‘Inculcate’ means ‘to cause somebody to learn and
remember ideas, moral principles etc especially by
repeating them often’. For example,
My t eacher s imbued me with a st r ong sense of
professionalism.
My t eacher s inculcated a st r ong sense of
professionalism in me.
139. Imminent, Immanent
The common word ‘imminent’ means ‘about to happen’,
as in A storm is imminent. The rare word ‘immanent’
means ‘inherent’, ‘permanently present throughout
the universe’, and is chiefly confined to religon and
metaphysics.
140. Impractical, Impracticable
If something is ‘impractical’, it can be done, but doing
it would require more time, money or effort than it’s
worth. If something is ‘impracticable’, it can’t be done
at all.
141. Imply, Infer, Insinuate
‘Imply’ means ‘to give or make a suggestion; to express,
show, or mean indirectly’. But ‘infer’ means ‘conclude,
reach an opinion from facts or reasoning.’ Writers or
speakers imply something whereas the listener or the
reader infers it. For example,
Ravi’s letters imply that he is doing brisk business.
Am I to infer from your remarks that you think I am a
liar?
To ‘insinuate’ something is to suggest it indirectly, by
means of hints or innuendo (an indirect remark about
somebody/something usually suggesting something
bad or rude). Only a human being can insinuate
anything. It is wrong to write the following:
These results insinuate that our current model needs
revision
Use ‘imply’ instead of ‘insinuate’.
142. Incident, Accident
‘Incident’ refers to event, especially of less importance
than othe rs; happe ning that attracts ge ne ral
attention. But ‘accident’ means ‘an unexpecte d,
unpleasant occurrence’. For example,
Tell me about the strongest incident of your life.
Drive slowly lest you should meet with an accident.
143. Index, Indexes, Indices
When an ‘index’ is an alphabetical listing at the back
of a book, its plural is ‘indexes’. In all other uses, and
particularly in mathematical senses, the plural is
‘indices’.
144. Infamous, Notorious
‘Infamous’ means ‘disgraceful’, ‘worthy of hatred’. It is
not directly related to ‘famous’, and something which
is infamous is not necessarily well known. The Serbian
atrocities in Kosovo were infamous even before anyone
outside had heard of them. The word does not mean
‘famous’ or ‘celebrated’, and it certainly does not mean
‘quaint’ (=attractive because of being unusual or old-
fashioned).
Something which is ‘notorious’ is not only bad but
well-known. So, a notorious torturer is someone who
is widely known as a torturer.
145. Ingenious, Ingenuous, Disingenuous
The word ‘ingenious’ means ‘extremely clever’, and it
may be applied either to a person or to a plan or a
device constructed by such a person. But ‘ingenuous’
means ‘naive’, ‘easily deceived’ when applied to a
person and ‘naive, foolish’ when applied to a plan or
an action. The opposite of the second, ‘disingenuous’,
means ‘calculating’, ‘deceptive’, ‘slightly dishonest’.
146. Inimitable, Inimical
The word ‘inimitable’ means ‘unique’, ‘not capable of

being imitated’. It has been so vastly overused in show
business that it is now best avoided. The word ‘inimical’
means ‘hostile’. The second should not be used when
the first is intended.
147. Intimate, Notify
Please intimate me the court’s judgement in the matter.
There are two problems here:
(a) the grammar of the verb ‘intimate’.
(b) its meaning
As for grammar ‘intimate’, like ‘explain’, ‘appeal’ and
‘listen’, is followed by the preposition ‘to’ before the
Indirect object (like ‘me’, ‘you’, ‘him’, ‘Mohan’, ‘Sita’).
Therefore, we have to say ‘intimate to me’.
Next its meaning. Broadly it means the same thing
as ‘inform’ but with a difference. When we say ‘intimate’,
we mean ‘inform in an indirect way, by hints, for
example. Furthermore, the word is rather formal, so
not appropriate in an informal situation.
Now, ‘notify’. This too means ‘inform’, but with a
K
difference. If you notify me of something, you inform
me about it officially. Further, notice that between
‘notify’ and ‘me’ there is no preposition. So it patterns
like the verb ‘inform’.
148. Issue, Child
How many issues do you have?
The word ‘issue’ meaning child is nowadays used only
in the legal language, especially in such sentences
as:
My uncle died without an issue. So I inherited his
property.
KUNDAN
In other than legal use, the word is so rare that some
modern dictionaries do not list this meaning of the
word at all.
149. Judicial, Judicious
The word ‘judicial’ means ‘pertaining to judges or to
the courts’, as in a judicial review or a judicial separation.
In contrast, ‘judicious’ has nothing to do with the law:
it means ‘prudent’, ‘carefully considered’, ‘showing
good judgement’, as in a judicious choice and judicious
advice.
150. Jurist, Juror
A ‘jurist’ is a person who is knowledgeable about the
law, especially one who writes about legal matters.
The word is not a fancy equivalent for ‘judge’. A juror
(note the spelling) is a member of a jury.
151. Just, Justly, Just Now
‘Just’ me ans ‘a moment ago’. ‘Justly’ me ans ‘in
accordance with justice or the law’. For example,
He was justly punished for his crimes.
He has just gone out.
Note that normally, only a present perfect tense is
used with ‘just’.
‘Just now’ also means ‘a moment ago’ but it is used
303
only with a past simple tense. For example,
I felt a sudden pain in my chest just now.
It is wrong to write ‘I have/had felt....just now’.
152. Keep, Put
‘Keep’ denotes the continuity of an activity. It indicates
that a thing is going to be in a certain condition for
some time . ‘Put’ on the othe r hand, de note s a
momentary action. Now, look at the sentence given
below:
(a) Will you please keep this letter on my desk?
In the use of the verb ‘keep’ in this sentence, the
speaker is clearly referring to ‘the act of placing the
letter’. But this in not the function of the verb ‘keep’.
This verb refers to ‘the state of retention at a particular
place’ as in the following sentence:
(b) Keep your passport in a safe place.
And for just the act of placing something somewhere,
as implied in sentence (a), the right word is ‘put’.
153. Lady, Woman, Female
My neighbour has appoint ed a new lady f or
dishwashing and mopping the floor.
Even if times have changed a lot, and in this democratic
age we no longer restrict the use of the word ‘lady’ to
refer only to a woman from upper classes, they have
not changed so drastically as to legitimise the use of
this word for domestic helper or servant – except
perhaps in jokes. In the above sentence, therefore,
the right word is ‘woman’, which is general service
word to refer to any ‘adult female human being’.
Now, the word ‘female’. Yes, I have heard it used as
a noun in contexts similar to the one exemplified
above, but there is a small problem. Since this word
is more often used as an adjective (as in ‘female
employees’, ‘female singer’, ‘female issues’) than as
a noun, if you use it in the given example, you
unwittingly emphasise the gender of the person you
are referring to. Therefore, where no such emphasis
is required, I would suggest the use of the word
‘woman’.
154. Later, Latter
‘Later’ is the opposite of ‘earlier’. For example,
The meeting was to begin at 10 o’clock; Rajesh came
much earlier than 10 o’clock and Ramesh came much
later.
‘Latter’ means ‘the second of the two mentioned’. This
word is the opposite of ‘former’. For example,
Of these two Nobel Prize winners in India – Raman
and Tagore – the former was a physicist, the latter a
poet.
155. Lazy, Idle
‘Lazy’ means ‘unwilling to work’, ‘doing little work’.
‘Idle’ means ‘not working’ or ‘not being used’. The two
words are not synonymous.
304
Rajo is a very lazy boy. (doesn’t like working)
He is sitting idle. (not working)
He spent many idle hours (did nothing) during the
holidays.
That machine is lying idle. (not being used)
156. Legend, Legendary
A ‘legend’ is a largely fanciful story, or series of stories,
about the past which may have some basis in fact.
King Arthur is a good example of a legendary figure:
there may well have been a historical Arthur who did
something or other fairly important, but the tales of
King Arthur and the Knights of the Round Table are
entirely medieval fabrications.
The adjective ‘legendary’ may safely be extended to
a real person who has achieved such outstanding
success in some field as to appear almost larger than
life. Good examples are the cricketer Don Bradman,
the base ball playe r Babe Ruth, and Napole on
Bonaparte. But it is out of order to apply the label
legendary to a real person who is merely well known,
or who is known only to a small group of specialists.
K
The Egyptian Pharaoh Peribsen is a well-documented
historical figure. Nobody apart from Egyptologists has
ever heard of him, but this fact does not make him
legendary.
157. Lie, Lay
(a) When ‘lie’ is used as a noun it means ‘a false
statement made with the intention of deceiving’.
For example,
Don’t tell a lie.
(b) When ‘lie’ is used as an intransitive verb it means
‘to utter falsehood with an intention to deceive’. In this
KUNDAN
meaning the past and past participle of ‘lie’ is ‘lied’
only.
(c) As an intransitive verb ‘lie’ has other meanings
also. It means ‘to be in a horizontal or nearly horizontal
position’, ‘to be situated’, ‘to be or remain passively’.
In these meanings ‘lay’ is the past form and ‘lain’
is the past participle form of the verb ‘to lie’.
(d) ‘Lay’ is used as a transitive verb. It takes an
object. It means ‘to cause to lie’, ‘to place or set down’,
‘to spread something on’, ‘to deposit’, ‘Laid’ is its past
and past participle form.
Note carefully that ‘lay’ is the present form of the
verb ‘to lay’ and past form of the verb ‘to lie’.
158. Like, As
In formal English, ‘like’ cannot be use d as a
conjunction. Though common in speech, the usage
illustrated by We should proceed like we did last time
must be avoided: write We should proceed as we did
last time. Similarly, write He batted as though he were
possessed, not He batted like he was possessed. But
do write He batted like a man possessed, not He batted
as a man possessed.
However, it is not true that ‘as’ cannot be a
preposition. It can be, but its meaning is different
from that of like. If I write Like your teacher, I advise
you to learn algebra, then I am not your teacher, and I
am merely comparing myself to your teacher. However,
if I write As your teacher, I advise you to learn algebra,
then I am indeed your teacher, and I am speaking in
my capacity as your teacher.
159. Likeness, Resemblance, Similarity
‘Like’ and ‘similar’ may re fe r to a similarity in
appearance or in any other feature. ‘Resemblance’, on
the other hand refers mostly to similarity in physical
appearance. For example,
These two girls resemble each other very much. I think
they are twins.
‘Like’ is a general word. It may indicate any degree of
similarity ranging from virtual identity in all respects
to a chance similarity in only respect.
‘Similar’ emphasises the likeness between different
things, the implication being that the difference may
be ignored or overlooked for a time.
160. Look, Watch
‘Look’ is often used as an intransitive verb. It means
to direct the sight with attention; to give attention; to
seem; to appear. It is generally followed by a preposition
+ noun. For example,
Look at the map of India on the wall.
(Here ‘Look at’ means ‘direct your sight with attention
to’)
He looks sad.
(Here ‘looks’ means ‘seems or appears’)
She looks (=appears) like her mother.
‘Watch’ is often used as transitive verb. It means ‘to
keep in view, to observe attentively’. For example,
We watch things that change, move or develop.
Watch that man; just see what he is going to do.
‘Watch’ is sometimes used as an intransitive verb.
Then it means ‘to keep vigil, to be on the alert’. For
example,
The police watched all night for the thieves.
161. Luxuriant, Luxurious
The word ‘luxuriant’ means ‘lush, rich’, as in luxuriant
vegetation. But ‘luxurious’ means ‘sumptuous’, as in a
luxurious apartment. Misuse is common in both
directions, but is as yet tolerated by no commentator.
In any case, luxurious is increasingly replaced as a
proposed modifier by luxury, as in a luxury apartment.
This new form has a small advantage in brevity, but
no other advantage I can think of. Stick to luxurious in
careful writing.
162. Male, Masculine, Female, Feminine
The words ‘male’ and ‘female’ denote the biological sexes:
a male lion, a female engineer. The words ‘masculine’ and
‘feminine’ are applied to characteristics perceived as

typical of each sex, or to individual people seen as
exhibiting these characteristics: a masculine man is a
man perceived as having manly characteristics, and a
feminine style is a style perceived as appropriate to
women. You should not use masculine and feminine to
mean merely male and female: it is wrong to write a
masculine name for a male name (like Henry) or the feminine
gender for the female sex.
The adjective ‘effeminate’ is a contemptuous label
applied to a man perceived as exhibiting stereotypical
female characteristics. The nearest counterpart for a
woman perceived as exhibiting the characteristics of
a man is ‘mannish’.
163. Mannequin, Manikin, Mannikin
A ‘mannequin’ is a plastic human figure displayed in
the window of a clothing store. Occasionally the word
is also applied to a human model on the catwalk. A
‘manikin’ is a tiny man, either a boy or a dwarf, and it
is also a model of the human body used in teaching
medicine or art. For the second, a variant spelling
K
‘mannikin’ is recognised by some dictionaries, but this
is widely disliked and should be avoided.
164. Marketing, Shopping
We have run out of groceries. Can we go out marketing
this evening?
The intended meaning of the word ‘marketing’ here is
‘buying’. But this is almost the opposite of what the
word ‘marketing’ actually means, viz, “the activity of
presenting, advertising, and selling a company’s products
in the best possible way”. Thus, marketing is even
broader than selling and has nothing to do with
KUNDAN
buying.
Actually the word the speaker needs to use in place
of ‘marketing’ is ‘shopping’, which means “the activity of
going to shops or stores and buying things”.
165. Marriage, Wedding
Under the word ‘marriage’, you will find three concepts
dealt with in any good dictionary. These are given
below:
(a) A legal relationship between a husband and wife.
For example,
In any happy marriage, both husband and wife have to
exercise a good deal of tolerance.
Obviously, there is no reference here to the ‘marriage
ceremony’. Also, whe n you say that somebody’s
marriage is on the rocks, you certainly do not mean
that their marriage ceremony, which took place
sometime in the past, is on the rocks.
(b) The state of being married. For example,
Last month a senior citizen couple celebrated fifty five
years of their marriage.
Here again there is no reference to the ‘marriage
ceremony’.
(c) The ceremony in which two people get married.
For example,
305
My nehpew’s marriage takes place next month.
Only this definition of ‘marriage’ refers to the ‘marriage
ceremony’. And for this definition, we have another
word, ‘wedding’, which is unambiguous because,
unlike the word ‘marriage’, it does not have any other
meaning. It is for this reason that the anniversary
you celebrate in honour of the ceremony of your
marriage are called ‘wedding annive rsaries’ not
‘marriage anniversaries’.
166. Masterful, Masterly
The adjective ‘masterful’ means ‘dominating’, ‘exercising
authority very effectively’. We may write, for example,
of King Alfred’s masterful leadership. But ‘masterly’
means ‘very skilful’: we may write of a masterly analysis
of the problem.
167. Maternal, Motherly
‘Maternal’ means ‘related on the mother’s side’ or
‘inherited from the mother’s side’. For example,
He is my maternal uncle.
He is going to sell all his maternal property.
‘Motherly’ means ‘mother-like’. For example,
I was overwhelmed by her motherly treatment.
I cannot ignore has motherly advice.
168. May, Might
In the present tense, either of these is acceptable,
though the first perhaps suggests a somewhat greater
degree of confidence than the second: ‘We may have a
peace treaty this month’ and ‘We might have a peace treaty
this month’ are both permissible.
The difficulties begin in the past tense. A past-
tense verb-form can normally only be followed by might,
and not by may. So, the required form is ‘Susie said
that she might be here’, and not ‘Susie said that she may
be here’. Likewise, write We believed that we might have
a chance, and not We believed that we may have a chance.
The use of may in such sentences is decidedly non-
standard, and it will cause many readers to grind their
teeth.
An even greater problem arises with the pair may
have and might have. In standard English, these two
are very sharply distinguished, as follows. If I write
‘We may have won’, this means ‘Maybe we won, and
maybe we didn’t: I don’t know what the facts are.’ But, if
I write We might have won, this carries the very different
meaning ‘We didn’t win, but, in slightly different
circumstances, our winning was possible.’
In other words, might have is counterfactual: it is
always followed by something which is not true. But
may have is not counterfactual: it is followed by
something which is not known to be false. This
contrast is of central importance in standard English,
and mastery of it is essential. So, ignore all those
football coaches who routinely intone If it hadn’t been
for that dodgy call, we may have won. Standard English
absolutely requires might have won here, and, if you
find this unnatural, you will simply have to grit your
306
teeth and learn it. You can’t imagine how awful that
non-standard may have sounds to careful writers.
169. Maybe, May be
These two are often confused. But there is a simple
way to tell them apart: the single word ‘maybe’ can
always be replaced by ‘perhaps’ without changing the
meaning, while the two words ‘may be’ cannot. So,
write Two decisions may be more important than others
but Two decisions, maybe more, will be more important
than others. Note that ‘perhaps’ can replace maybe in
the second example, but not may be in the first.
170. Meet, See
I think I must meet my boss to settle this issue.
‘Meet’ is not the right word here; the right word is
‘see’. You meet someone somewhere either by sheer
chance or by arrangement when both you and the other
person come to the same place especially for such
meeting.
171. Meteor, Meteorite
K
A ‘meteor’ is a bright streak of light in the sky produced
by a small body from space travelling through the
atmosphere at enormous speed, what is informally
called a shooting star. The word is also applied to the
small body producing the light. A ‘meteorite’ is a lump
of stone or metal on the earth’s surface, the remains
of a ‘meteor’ which was big enough to survive passage
through the atmosphere without being burned up.
172. Migrate, Emigrate, Immigrate
To ‘migrate’ is to move from one place to another. This
movement may be more or less permanent, as when
KUNDAN
persistent drought forces people to leave their homes
and migrate to a new area, or it may be temporary or
cyclical, as when nomadic hunter-gatherers migrate
from place to place according to the seasons. To
‘emigrate’ is to leave one’s homeland: The potato blight
forced many Irish people to emigrate. To ‘immigrate’ is
to travel to a new home: During the nineteenth
century, millions of Europeans immigrated to the USA.
Of course, a migrant always travels from one place to
another place, and your choice of word depends on
whether you want to emphasise the leaving or the
arrival. So, we speak of emigrants from the Ireland of
the famine, but immigrants from elsewhere to the USA.
173. Militate, Mitigate
These similar-looking but unrelated verbs are often
confused. The verb ‘militate’ normally only occurs in
the e xpre ssion militate against, which me ans
‘disfavour’, ‘work against’. For example,
Her punk hairstyle and pierced face militate against
her chances of getting a teaching job.
It is not possible for a person to militate against anything,
or for anything to militate against a person.
The verb ‘mitigate’ means ‘soften’, ‘reduce the severity
of’:
The seriousness of her crime was mitigated by the
appalling treatment she had enduced.
It is not possible to follow mitigate with against.
You are probably familiar with the phrase mitigating
circumstances, which means ‘circumstances that
reduce the seriousness of an offence’.
174. Moguls, Mogul, Mughal
The Muslim rulers of India were formerly called
‘Moguls’ in English, but today the spelling ‘Mughals’
is increasingly preferred and is recommended here.
But our informal word for a powerful person, often
especially in the entertainment industry, is always
written ‘mogul’, as is the unrelated word ‘mogul’ for a
mound of hard snow on a ski slope or a snowboard
course.
175. Moneys, Monies
Though the plural of ‘money’ is hardly ever required in
ordinary contexts, that plural is the regular ‘moneys’.
But an exception occurs in legal language, in which
the irregular plural ‘monies’ is usual in the sense of
‘sum(s) of money’.
176. Moral, Morale
As a noun, ‘moral’ means ‘ethical conclusion’ or
‘lesson’. ‘Morale’ means ‘spirit’ or ‘state of mind’, or
‘the condition of courage, determination and pride in
the mind of a person, team, army, etc.’ For example,
The moral of this story is that death is inevitable.
The morale of our soldiers is high.
177. No More, No Longer
‘No more’ is used to express ‘quantity’ or ‘degree’. ‘No
longer’ is used to express ‘time’. For example,
There is no more bread in my house.
The people of t his village no longer suppor t the
congress party. (Never write.....no more support...)
178. Offer, Opt for
In this university, if you enrol yourself for MA in
English, you can offer as many as three Courses in
English language.
I don’t know of a university where students offer
courses. The fact is that they can only choose or ‘opt
for’ the courses of their liking out of those the
university ‘offers’ them. This mistake is similar to
the one discussed under ‘give, take (an exam)’
179. Opht halmol ogist, Oculist, Op tometr ist,
Optician
An ‘ophthalmologist’ is a me dical practitione r
specialising in diseases of the eye. Another word with
the same meaning is ‘oculist’, which is now rarely used.
An ‘optometrist’ is a person who is qualified to examine
the eyes and to prescribe spectacle lenses. An optician
is not qualified to prescribe lenses, but merely sells
spectacle frames. In practice, a high-street shop
usually contains both ‘optometrists’ and ‘opticians’. In
Britain, an ‘optometrist is often called an ‘ophthalmic’
optician, while an optician is called a dispensing optician.

180. Oral, Verbal
Something which is ‘oral’ is spoken: for example, an
oral agreement is one which is made by speaking, with
nothing written down. In contrast, anything which is
‘verbal’ is expressed in words, whether spoken or
written. Hence a verbal agreement may be either
spoken or written down. It is an error to write verbal if
what you mean is oral. It may help to remember that
non-verbal communication is communication by
means of postures, gestures and expressions, without
the use of words.
181. Ordinance, Ordnance
An ‘ordinance’ is a bylaw or a decree. In contrast,
‘ordnance’ is munitions—that is, ammunition, shells
or artillery. Curiously, the official map-making body
of the British or Irish government is the Ordnance
Survey.
182. Ostensible, Ostensive, Ostentatious
The word ‘ostensible’ means ‘apparent’, ‘seeming’,
K
‘professed’: so, for example, an ostensibly independent
assessment is an assessment which is apparently
inde pe nde nt, which is publicly pre se nte d as
independent. As this example may indicate, today the
word almost always carries a suggestion of deception:
the writer of this phrase is delicately implying that,
even though somebody has called the assessment
‘independent’, it is not really independent. In other
words, the assessment has been rigged. Therefore,
you should not use ostensible if you do not mean to
imply any such thing: use ‘apparent’ or ‘seeming’
instead.
KUNDAN
The rare word ‘ostensive’ is primarily a technical
term in philosophy. You should avoid it unless you
are sure of its technical sense.
An ‘ostentatious’ action is one which is pretentiously
flamboyant, which is intended to impress gullible
people: Her ostentatious clothes struck me as vulgar.
Do not use ostensive or ostentatious when you mean
ostensible, and do not use ostensible if you mean only
‘seeming’.
183. Output, Outcome
The word ‘output’ means ‘the amount of something
that a person, a machine or an organisation produces’.
Whereas ‘outcome’ means ‘the result or effect of an
action or event’. For example,
We are waiting to hear t he f inal outcome of the
negotiations.
Manufacturing output has increased by 10 per cent.
184. Pain, Ache
When used as nouns, I don’t see much difference
between these two words. Both stands for the feeling
of great discomfort in your body. May be ‘ache’ refers
to a steady and fairly strong pain in some part of your
body, but more than that it is by convention that we
use ‘ache’ (not, ‘pain’) for pain in certain parts of the
307
body. Thus, we say ‘headache’, ‘heartache’ ‘toothache’,
‘stomach ache’, but not ‘legache’.
185. Pair, Couple
A ‘pair’ means (i) two things of the same kind to be
used together: a pair of shoes/gloves; (ii) single article
with two parts always joined: a pair of scissors/
trousers/tongs; (iii) two persons closely associated,
eg, an engaged or married couple: the happy pair (=two
newly married persons).
Any two things of the same kind can be spoken of
as a ‘couple’: I saw a couple of rats in the garden. It
also means (i) two people who live or spend time
together, especially a husband and a wife: look at the
newly married couple; (ii) a few; several; small number:
She’ll be back in a couple of minutes.
186. Per cent, Percent
The preferred British form is ‘per cent’, while the
preferred American form is ‘percent’. However, the
American form is gaining ground in Britain and is now
acceptable in some quarters, though not in all.
Note also the following. If interest rates rise from
10% to 11%, then they have not risen by one per cent,
but by ten per cent. (If you were paying £100 a month
before, you are paying £110 a month now - an increase
of ten per cent.) But you can write that rates have
gone up by one percentage point.
187. Perquisite, Prerequisite
A ‘perquisite’ is a privilege attached to a certain job,
such as a company car or free use of a gym. The word
is informally shortened to perk. But a ‘prerequisite’ is
a condition you must satisfy in order to qualify for
something: A good degree in French is a prerequisite for
this job.
188. Persecute, Prosecute
To ‘persecute’ somebody is to deliberately make him
suffer, usually because of his race, religion, social
group or political beliefs: Queen Mary persecuted the
Protestants. To ‘prosecute’ somebody is to bring legal
charges against him: Shoplifters will be prosecuted.
There is also a much rarer sense of prosecute, ‘continue
with’, now largely confined to war, as in Beyazit
prosecuted his war against the Europeans until
Tamerlane’s invasion forced him to desist.
189. Persons, People
The word ‘person’ has two plural forms – ‘people’ and
‘persons’, the commoner one being ‘people’. The form
‘persons’ is used in very formal or legal language. The
difference is easily seen in the following examples:
In yesterday’s rail accident two (or three/twenty/many)
people were killed.
(‘Persons’ would be inappropriate here)
Persons who wish to file a petition should do so before
the end of this month
(‘People’ would be inappropriate here.)
308

190. Perspicacious, Perspicuous consensus of opinion consensus

A ‘perspicacious’ person is one who is shre wd, each and every each
pe rce ptive or discerning. Only a pe rson can be effective demonstration demonstration
perspicacious. A ‘perspicuous’ thing is a thing which end result result
is clear, lucid and easy to understand, such as a exactly the same the same
perspicuous explanation. A pe rson cannot be final completion completion
perspicuous. The derived nouns are perspicacity and free gift gift
perspicuity, respectively. As so often, you can avoid future plans plans
tangling these words up by simply avoiding them in in the field of linguistics in linguistics
favour of simpler synonyms like perceptive and lucid. minute detail detail
a new innovation an innovation
191. Pick, Choose one and the same the same
‘Pick’ suggests merely selection, sometimes in a rather particular interest interest
perfunctory manner. ‘Choose’ suggests careful thought period of two weeks two weeks
and deliberation, and the weighing of one thing against personal opinion opinion
another. We pick a winner and pick a football team, prior experience experience
but choose a birthday or wedding present, choose a razed to the ground razed
site for a new building, choose a name for a child, and rectangular in shape rectangular
choose one of the several things that are offered. For red in colour red
example, refer back refer
He has been picked for the Indian Cricket Team. repeat again repeat
She chose her words carefully hoping to avoid a quarrel. revert back revert

K
shorter in length shorter
192. Play, Game small in size small
‘Play’ is often used to express a drama or a dramatic summarize briefly summarize
performance. Thus ‘play’ is also a piece of literature surrounded on all sides surrounded
written for the theatre or television. For example, temporary respite respite
Julius Caesar is one of Shakespeare’s early plays. track record record
true facts facts
‘Game’ means ‘a sport of any kind; a contest for usual custom custom
recreation’. Carrom, chess, football, volle y ball, very widespread widespread
badminton etc are games. (They are not plays.) For
example, 194. Practical, Practicable, Pragmatic
Chess is a very slow game. A ‘practical’ person or thing is effective and down-to-

KUNDAN
e arth, not conce rne d with or involving e mpty
193. Pleonasm flamboyance . The labe l is a complime nt. But
A ‘pleonasm’ is the use of a word which merely repeats something which is ‘practicable’ is merely something
a bit of meaning which is already present in another which can be done, regardless of whether doing it
word. Here is an example: The two armies combined would be valuable. This word cannot be applied to a
together. Things which combine are ne ce ssarily person. Except in linguistics and philosophy, in which
together as a result, and so that together is pleonastic. it has special technical senses, ‘pragmatic’ means
Write instead The two armies combined. And here is ‘concerned only with results in the real world, and
another example: There might be potential commercial not with theoretical or moral stances’, and the word
developments. Here might carries the same meaning can be applied to both people and policies.
as potential: write either There might be commercial So, if you have a task to perform, a practicable
developments or T here are potential commercial approach is one which can be done, a practical approach
developments. is a sensible one, and a pragmatic approach is one
Be low is a list of some of the most fre que nt which is meant to be effective.
pleonasms, with corrected forms. 195. Price, Cost
Pleonastic Improved ‘Price’ means the amount of money for which a thing
adequate enough adequate is offered: What price did you pay for the house? Cost
an added bonus a bonus (n) is like price, but is used less for objects, and more
3 a.m. in the morning 3 a.m. (i) for services: the cost of having the car painted (ii)
a total of 200 people 200 people for general things: the cost of living. The amount of
basic essentials essentials money we pay for something is what it costs (v) us.
close proximity proximity
close scrutiny scrutiny The price of gold has risen sky-high.
How much did this motorbike cost you?
completely exhausted exhausted

196. Premiss, Premise, Premises
In logic, a statement upon which a following statement
is based is usually a ‘premiss’ (plural premisses) in
British English, but the spelling ‘premise’ (plural
premises) is also acceptable in Britain, and is universal
in American English. In all varieties of English, the
plural form spelled ‘premises’ is a formal or legal term
for a property.
197. Prescribe, Proscribe
To ‘prescribe’ something is to lay it down as a rule or a
procedure to be followed (or, in the case of medicine,
of course, to give instructions to the patient for its
use). In contrast, to ‘proscribe’ something is to prohibit
it or condemn it. So, a prescribed book is a set book, a
book which students following a particular syllabus
must read or study, while a proscribed book is a
banned book.
198. Proceed, Precede
The verb ‘proceed’ means ‘to move on; to continue in a
K
course of action or set of actions.’ But the verb ‘precede’
means ‘to come before; to happen just before’. For
example,
We can now proceed to the visiting room.
My work is proceeding according to plan.
My name precedes yours in the alphabet.
The flash of lightning preceded the sound of thunder.
199. Program, Programme
In American usage, the spelling is ‘program’ in all
circumstance s. In British usage , the spe lling
‘programme’ is preferred for most purposes: a theatre
KUNDAN
programme, a radio programme. But even in Britain a
computer program is always so spelled. In all senses,
and in all varie tie s, the de rive d adje ctive is
programmatic.
200. Prophecy, Prophesy
The noun is prophecy; the verb is prophesy. ‘Prophecy’
means ‘ a statement that tells what will happen in
the future’; whereas ‘prophesy’ means ‘to say what
will happen in the future’. If you prophesy a fall in
share prices, then this outcome constitutes your
prophecy. And there is no such word as prophesize.
201. Protagonist, Antagonist
The word ‘protagonist’ means ‘first actor’, and it
originally denoted the single most important character
in a Greek drama. Some people therefore object to
recognising more than one protagonist in a single
matter, but all authorities on English usage now agree
that this extended sense is perfectly acceptable: you
may safely write He is one of the protagonists in this
affair, meaning ‘He is one of the principal actors’.
But it is a serious error to write protagonist to mean
‘supporter’. Even though an ‘antagonist’ is an opponent
or adversary, the word protagonist has nothing much
to do with antagonist, and it does not contain the
element pro-, meaning ‘in favour of’. Write He is a
309
supporter (or proponent) of legalized abortion, not He is a
protagonist of ....
202. Proved, Proven
The participle of ‘prove’ is usually ‘proved’ in standard
English. Examples: We have proved it; This hypothesis
has never been proved. In such cases, the variant
‘proven’ is much less acceptable, especially in British
English, though it cannot quite be called wrong there,
and it is in fact rather common in American English,
where both forms are accepted as standard. However,
the adjective is almost always proven: her proven
competence; a proven remedy. Note also the special case
of not proven in Scottish law.
203. Quantum Jump, Quantum Leap
In physics, when a particle makes a ‘quantum jump’, it
moves from position A to position B without ever being
anywhe re in be twe e n - that is, the jump is
discontinuous (and also very small by everyday
standards). Journalistic prose commonly uses quantum
jump or quantum leap to mean ‘a sudden and dramatic
change, especially an increase’, as in a quantum leap
in house prices. Not only is this expression now a cliche,
it results from a bad misunderstanding of the physical
sense of the term. You should avoid the expression
in formal writing, unless you are using it in its physical
sense.
204. Race, Nation, State, Tribe
All these words stand for large groups into which
human beings may be divided. The largest of these
group is a ‘race’. It means ‘a group of people of the
same class or physical type’. A ‘nation’ is ‘a group of
people who share a common history and usually a
language, and usually but not always live in the same
area’. A ‘state’ is either a politically independent
country, or one of the states making up a country,
such as Bengal, Bihar, Uttar Pradesh, etc. A ‘tribe’ is
‘a social group smaller than a nation, sharing the
common customs and usually the same language, and
often following an ancient way of life.’ For example,
We all belong to the Aryan race.
Do you know anything about the Indian nations of
America?
The President spoke on radio to the nation.
Most former colonies have now become self-governing
states.
He is a member of the Zulu tribe.
205. Rare, Scarce
Things that are uncommon, and perhaps valuable, are
‘rare’; a rare bird/coin/disease. Ordinary useful things
that we have not got enough of, are ‘scarce’. It means
‘not much or many compared with what is wanted’.
Apples are scarce this season.
We can use rare, but not scarce, about time: One
of my rare (=not happening often) visits to New York.
It is a rare bird (hard to come by). Mango is scarce
in winter, and costs a lot.
310
206. Ravage, Ravish
To ‘ravage’ a territory is to wreak destruction on it. As
for ‘ravish’, this has had several sense, but most
commonly it is a quaint or delicate word for rape. The
common error is writing ‘ravish’ where ‘ravage’ is
required, as in this example: The fighting has ravished
Lebanon.
207. Raze, Rase
The spelling is ‘raze’ in all varieties of English; the
older ‘rase’ is now obsolete. Note that to raze a
building is to demolish it, to level it, so that nothing
remains of it except perhaps the foundation. It is
therefore a pleonasm to write The buildings were razed
to the ground. Prefer instead The buildings were razed.
There is no partial razing.
208. Rebut, Refute
These words are frequently confused and frequently
used wrongly. To ‘rebut’ a statement is to offer clear
evidence or a reasoned argument against it. To ‘refute’
a statement is to prove it wrong. Neither word means
K
deny or contradict, and this is where most of the trouble
arises.
Suppose I say to you ‘All swans are white.’ If you
simply reply ‘No, they’re not’, then you have denied
my statement (and contradicted me), but you have
neither rebutted nor refuted anything. If you produce
an e ncyclopaedia article on black swans or an
ornithologist who can report on his experience with
black swans, then you have rebutted my assertion -
that is, you have assembled good evidence against it.
If you show me a black swan, then you have refuted
my assertion - that is, you have proved it wrong.
KUNDAN
Do not make the common error of writing refute, or
even rebut, when all you mean is deny. It is usually
very difficult to prove that a statement is wrong, and
refute should accordingly be used with great care.
209. Refer, Allude
When you ‘refer’ to something, you do so explicitly,
citing it by name. However, when you ‘allude’ to
something, you do so inexplicitly, without naming it.
I can refer to my wife by writing Jan or my wife, but, if
I write somebody I know, with Jan in mind, I am only
alluding to her.
210. Referee, Umpire
A person who controls and regulates a basketball, or
billiards or football or hockey or rugby or a boxing
match is known as a ‘referee’. But an ‘umpire’ is a person
who regulates and controls the matches of either
badminton or baseball or cricket or tennis or wrestling.
Raman was the referee of the Durand Cup Final.
The umpire Dicky Bird gave the batsman the benefit
of doubt.
211. Regard, Regards
The noun ‘regards’ is only appro priate in the
construction illustrated by Give your wife my regards
and in the phrase as regards. In al l othe r
circumstances, the required word is ‘regard’. In
particular, write with regard to this issue, not with
regards to this issue.
212. Regretful, Regrettable
The word ‘regretful’ means ‘full of remorse’, and only a
person can be regretful. But ‘regrettable’ me ans
‘unfortunate’, and it is applied to circumstances or to
behaviour. Write Her behaviour at the party was
regrettable, and she is now suitably regretful.
213. Release Launch
It will be a good idea to have the book released by a VIP
at a special ceremony.
Now, it is a curious fact of standard English that,
while, CDs, videos, and films are released, books are
only ‘lauched’. If you ask me for the reason, I won’t be
able to give you one.
214. Release, Relieve
Your request for transfer has been granted, but I can’t
say when they are going to relieve you.
Whe n we fre e some one from his or he r duty,
responsibility, or contract, we ‘release’ them. So when
a worker is officially freed to go on transfer, for
example, he is ‘released’ not ‘relieved’.
It is all right, however, to use the word ‘relieve’ in
the following context:
I know you are tired, but please do carry on for a while.
Seema will come soon to relieve you.
He re, ‘relieve’ me ans ‘to re move or re duce an
unpleasant feeling or pain’.
215. Repel, Repulse
Often confused. To ‘repulse’ is to drive back, usually
in war: The Chechens repulsed the Russian attack. To
‘repel’ is to excite disgust in: Susie is repelled by the
smell of raw fish.
216. Repellent, Repugnant, Repulsive
All three of these adjectives mean ‘loathe some’,
‘disgusting’, ‘offe nsive to the se nse s or to
sensibilities’. But repulsive is the strongest word of
the three: while you merely keep away from something
which is repellent or repugnant, you recoil from
something repulsive.
The word repellent also me ans ‘resistant’ (for
example, to water), as in water-repellent fabric. And
note the spelling, with -ent, not -ant.
217. Residence, House
(a) You can come to my residence in Sector 14.
‘Residence’ is a house, especially large or impressive
one. For example,
10, Race course is the Indian PM’s official residence.

218. Respective, Respectively
The se some what formal words show that two
sequences should be interpreted as consisting of
paired items. For example, Jan and Larry drank whisky
and brandy, respectively means that Jan drank whisky
while Larry drank brandy.
It is, of course, necessary to have the same number
of items in each list. Consider the following mess:
Alice, Susan and Brenda are respectively divorced and
separated. This is gibberish, since a list of three is
linked to a list of two, and the reader has no chance
of figuring out what the writer is trying to say. These
words are very frequently used pointlessly, when no
ambiguity is possible, as in the example Henman and
Kafelnikov won their respective matches. It is
inconceivable that the two players could win each
other’s matches, or win somebody else’s matches, and
so that respective should not be there: write Hemnan
and Kafelnikov won their matches.
In the same vein, it is hardly necessary to write
the following: After the meeting broke up, the delegates
K
returned to their respective homes. Just write ... returned
to their homes, or, better still,... returned home. Who
will suspe ct the de le gate s of re turning to one
another’s homes?
219. Rob, Steal
Things are ‘stolen’ and people are ‘robbed’. The verb
‘steal’ has, as its object, what is taken by the thief.
For example,
Somebody has stolen my scooter.
He stole a few antique coins from the museum.
KUNDAN
The verb ‘rob’ has, as its object, either the person
whose things are taken, or the ‘place’ from where
things are taken. The object of the verb rob is never
the things that are taken. For example,
The bank was robbed last week.
He has been robbed of all his belongings.
220. Sceptic, Skeptic, Septic
A person who is not inclined to believe things readily
is a ‘sceptic’ in British English but a ‘skeptic’ in
American English; these two spellings represent the
same pronunciation. The de rived adjective s are
likewise sceptical and skeptical. But ‘septic’ is a medical
term meaning ‘infected’, as in a septic toe. The common
error here is writing ‘sceptic’ where ‘septic’ is intended.
221. Sensual, Sensuous
A person addicted to bodily pleasures derived out of
food, drink and sex is termed ‘sensual’. A person fond
of beautiful sights and sounds and of objects which
are pleasant to smell, taste and touch is a ‘sensuous’
person. For example,
He is all for purely sensual pleasures.
Keats’s poetry is remarkably sensuous.
311
222. Shade, Shadow
‘Shade’ is any place sheltered from the sun. And the
dark shape made by the shade of something is
‘shadow’. For example,
dThe tree gives us pleasant shade in summer.
The tree cast its shadow on the wall.
223. Shall, Will
Over the years, these two words have called forth
torrents of ink, not all of which has been well spilled.
But the only rule you need is a simple one: if one
word or the other feels completely natural, then use
it without hesitation. Just forget what you think you
may have read in some usage manual. What that
manual said was very likely wrong anyway, or else it
was painstakingly describing the sort of English
spoken fifty years ago in another country.
In speech, both words are very often replaced by ’II
anyway, as in This’ll do the trick. Like all contractions,
this one should be used sparingly in careful writing,
and not at all in very formal writing.
In American English, shall has almost completely
disappeared, except in the kind of question illustrated
by Shall I open the window? (‘Would you like me to
open the window?’). Some (not all) Americans also
retain the word in one or two fossilized expressions:
A certain writer, who shall remain nameless... The
negative form shan’t is entirely dead in the US.
British English seems to be going the same way,
though shall is still vigorous in some circles, and shan’t
still finds some use.
There is a traditional textbook ruling that runs as
follows. For simple futurity, you use shall after I or
we but will after everything else, while, to express
determination or command, you use will after I or we
but shall after everything else. By these rules, the
required forms are We shall finish tonight (simple
statement) versus We will finish tonight (expressing
determination), but They will finish tonight (simple
statement) versus They shall finish tonight (an order).
As grammarians never tire of pointing out, these
bizarre rules do not accurately describe the real usage
of careful speakers at any time or in any place in the
history of English, and they are little more than a
fantastic invention. If you are one of that handful of
speakers for whom these rules now seem completely
natural, then by all means go ahead and follow them.
But, if you are not, just forget about them, and use
your natural forms.
224. Sick, Ill
The adjective ‘sick’ formerly meant ‘ill’, ‘in bad health’,
and it still does in American English. In British
English, however, sick is now commonly restricted to
the senses of ‘experiencing nausea’ and ‘mentally
disturbed’, and ‘ill’ is preferred as the everyday word.
However, the older sense of sick survives in Britain
in such expressions as sick pay and sick leave, and
also in the locution He’s a sick man.
312
225. Silken, Silky
A silken cord is a cord made of silk, while a silky cord
is a cord which looks like silk, but very likely is not. A
cat may have a silky coat, but not a silken coat. However,
the word silken is now somewhat old-fashioned, and
today we normally use silk to label something made
of silk: a silk tie, not a silken tie.
226. Smell, Stink
A ‘smell’ can be good or bad but a ‘stink’ is always bad,
offensive smell, especially a very strong one. For
example,
The smell of these roses is sweet.
I can’t stand the pungent smell of this acid.
The stink of burning rubber is unbearable.
227. Smile, Grin
A ‘smile’ is ‘an e xpression of the face showing
amusement or happiness’. A ‘grin’ is ‘a very wide smile
which usually shows the teeth’. For example,
He smiled and then accepted the proposal.
She stood there with an embarrassed grin on her face.
K
228. Sometime, Some time, Sometimes
Of these three, ‘sometimes’ is easy. It means ‘now and
again’, and it is always written as one word: My wife
and I sometimes play Scrabble. The other two are more
difficult, and usage varies. When some is unstressed,
the form is ‘some time’: We’ll need some time to consider
this. When the sense is ‘an indefinite length of time’,
it is usual to write some time: She arrived some time
after dinner. But some people write ‘sometime’ here,
and this style cannot be considered wrong. When the
KUNDAN
sense is ‘at an indefinite time in the future’, sometime
is usual: We’ll talk about this sometime next week. But
the adjective meaning ‘occasional’ or ‘former’ is always
sometime: his sometime colleague.
229. Sped, Speeded
The past tense and past partciple of the verb speed
are ‘sped’ when the verb means ‘hurry’: She sped to
the scene. But it is ‘speeded’ when the meaning is
‘drive too fast’: She got a ticket because she had speeded.
230. Stalactite, Stalagmite
In a cave, ‘stalagmites’ stick up while ‘stalactites’ hang
down. If you have trouble with this, think of ants in
the pants: the mites go up, and the tights go down.
231. Stationary, Stationery
The adje ctive ‘stationary’ means ‘not moving’: a
stationary van is a van which is not moving. The noun
‘stationery’ means ‘writing materials’, such as paper
and ink: a stationery van is a van which delivers
stationery. Do not confuse the two.
232. Stimulant, Stimulus
A ‘stimulant’ is a drug which (technically) increases
physiological activity or (informally) makes you more
alert. Caffeine is a good example. But a ‘stimulus’ is
anything—though hardly e ve r a drug—which
encourages you to undertake or to pursue an action.
The plural of stimulus is stimuli.
233. Storm, Cyclone, Typhoon, Hurricane
The general word for rough and especially windy
weather conditions is ‘storm’. A large, violent storm
with a circular wind is called a ‘cyclone’ in the tropics,
a ‘typhoon’ in the western pacific, and a ‘hurricane’ in
the western Atlantic ocean.
A fierce storm is raging.
This year a cyclone took a heavy toll of life in Bangla
Desh.
The Western Pacific region, was lashed by typhoon.
The coastal region of the Western Atlantic ocean was
laid waste by a hurricane.
234. Struck, Stricken
The past participle of strike is normally ‘struck’. This
has often struck me as curious; He was struck by her
beauty. The form ‘stricken’ is now normally an adjective:
a stricken look, a stricken cry. However, stricken can be
used with names of diseases: He was stricken with
polio.
235. Substitute, Replace
Suppose the football player Shearer is forced to leave
the match with an injury, and Owen comes off the
bench to take his place. Clearly a substitution has
occurred, but who has been substituted?
In standard English, the player who has been
substituted is Owen, not Shearer: Shearer has been
replaced (by Owen), while Owen has been substituted
(for Shearer).
236. Suppress, Depress, Oppress
I recently read this account of a cricketer: His recent
loss of form has suppressed his average. (Baseball fans
may read this as His recent slump...) What the writer
intended, of course, was depressed. These three verbs
all have quite different meanings, but the y are
sometimes confused.
To ‘suppress’ something is to stop it, to prohibit it,
to prevent it from becoming public or widespread. You
can suppress a smile, a political movement or a book,
for example. To ‘depress’ something is to make it lower:
you can depress a batting average, the share price of
a stock, or a person’s spirits. To ‘oppress’ people is to
treat them harshly when you have power over them:
only people can be oppressed.
237. Suspicious, Suspect
If you have a dark feeling that some stranger is up to
no good, then you are ‘suspicious’ (of the stranger,
and of his behaviour), while his behaviour may be
described either as suspicious or as suspect. All these
represent standard use, but you might do well to
remember suspect and to use it when you can, since
an expression like a suspicious visitor is potentially
ambiguous: is it the visitor who suspects something,
or is it someone else who suspects the visitor?

238. Systematic, Systemic
The word ‘systematic’ means ‘orderly and thorough’,
as in a systematic search. But ‘systemic’ me ans
‘pertaining to a system’, as in systemic poison, a poison
which affects the entire body.
239. Tall, High
‘Tall’ refers to heights from base to top, in proportion
to breadth: a tall tree, a tall person. ‘High’ refers to
distance above—usually though not always, above the
ground or the floor: a high hill, a high window, etc.
We use high (opposite low) for measurement of most
things (not people), especially when we are thinking
of distance above the ground. We use tall (opposite
short) for people, and also for things that are high and
narrow.
He is rather tall for his age.
How high is that mountain?
240. Tell, Say, Speak
K
Our teacher told that we must do five sums every day.
The given sentence is incorrect because the grammar
of English requires an indirect object (like me, him,
her, John, Mary etc) after the verb ‘tell’ in sentences
like the one above. And when there is no indirect object
in the situation, we use ‘say’ instead of ‘tell’. The verb
‘say’ does not necessitate the use of an indirect object
after it.
As for the verb ‘speak’, all that is necessary for
remediation purposes is to remember that language
we ‘speak’, but a word or a sentence, we ‘say’.
Thus, a sentence like ‘He speaks English fluently’
KUNDAN
is correct, but a sentence like ‘He spoke only two
sentences, is not. In the second sentence, we must
use the verb ‘said’ instead of ‘spoke’.
241. That, Which, Who
A relative clause may often be introduced either with
‘that’ or with ‘which’ (for things) or ‘who’ (for people).
So, you may write either the topic that I want to consider
or the topic which I want to consider (or, in a more
informal style, the topic I want to consider). However, it
is impossible to use that if the relative clause is non-
restrictive - that is, if it does not serve to identify the
thing under discussion, but only serves to provide
more information about that thing. So, you must write
the Suez Canal, which was opened in 1869, and you
cannot write the Suez Canal, that was opened in 1869.
Note in particular that a noun denoting a group of
people takes which, not who. You cannot write the
battalion who had captured the fortress because a
battalion, though composed of people, is not itself a
person: write the battalion which had captured the
fortress.
It is possible to use that with people, but the
result is often rather clumsy. While the linguists that
are working on this problem is not quite wrong, it doesn’t
sound as good as the linguists who are working on this
problem. Prefer who with people.
313
242. Timings, Hours (of work), Opening hours,
office hours
At the entrance to an office or at clinics, etc you may
find a notice headed as ‘Timings’. What follow this
heading are the hours during which that office or clinic
is open. To convey such information ‘timing’ is not
the right word. You can convey the desired meaning
by using any of the following words or phrases:
hours, hours of work, opening hours, or (in the case of
an office) office hours.
‘Timing’ means ‘the act of choosing when something
happens’ or ‘a particular point or period of time when
something happens or is planned’. For example,
The timing of the decision was a complete surprise.
Please check your flight timings carefully.
243. Travel, Journey, Voyage
‘Travel’ means ‘moving from place to place.’ If a person
moves from place to place over a period of time, we
speak of his or her travels. A ‘journey’ is the time spent
and the distance covered in going from one particular
place to another. A ‘voyage’ has the same meaning
but is only by sea. For example,
He returned home after years of travel abroad.
It was a long journey across the desert.
The voyage from Bombay to England takes a lot of time.
244. Troop, Troupe
A ‘troop’ is a group of soldiers or Scouts; a ‘troupe’ is a
group of actors, dancers or other performers.
245. Vacations, Vacation
W her e ar e you planning t o go dur ing t he next
vacations?
The right word there is ‘vacation’ (singular), not
‘vacations’ (plural). In its singular form itself, the word
conveys the desired meaning, ie, a period of the year
during which educational institutions and higher
courts are officially closed.
Of course, the plural form, ‘vacations’ also exists,
and its use is illustrated below:
We have three ‘vacations’ in a year – summer
vacation, autumn vacation and winter vacation.
246. Vicious, Viscous
The adjective ‘vicious’ means ‘very nasty, violent’, while
‘viscous’ means ‘very thick and slow-running’. For
example,
Thugs are vicious, but honey is viscous.
247. Volcano, Vulcanism
A mountain which explodes is a ‘volcano’, and the
derived adjective is ‘volcanic’. However, volcanic activity
is ‘vulcanism’, and a scientist who studies volcanoes
is a ‘vulcanologist’. Why the difference? The forms with
‘O’ are derived from Italian, while those with ‘U’ are
derived from Latin.
314

248. Waste, Wastage
The word ‘wastage’ is not a fancy equivalent for ‘waste’,
and you should not write things like this: Low-flow
toilets reduce wastage of water. Waste is failure to use
something which could easily be used. But wastage is
loss resulting from unavoidable natural causes, such
as evaporation.
249. Wear, Put on
The verb ‘wear’ indicates a continuous state (eg, wear
clothes = have clothes on your body), the verb ‘put on’
denotes the action involved. To further clarify this
diffe re nce , I cannot do be tte r than quote this
explanation from Cobuild Dictionary:
“When you put on clothing, you place it on your body
in order to wear it”.
Thus, ‘Which shoes are you going to wear today? is all
right, but not: ‘Wear your shoes now’. Instead we say
‘Put on your shoes new’.
We will have noticed by now that the verbs ‘keep’,
‘hold’ and ‘wear’ belong to one category (the category
example, summer, autumn, winter). So, in the above
sentence, you should use ‘season’ in place of ‘weather’.
251. Wind, Breeze, Gust, Gale
‘Wind’ means ‘a moving current of air’. A ‘breeze’ is
usually ‘a pleasant gentle wind’. A ‘gust’ is ‘a strong,
sudden rush of air’, whereas a ‘gale’ is ‘a very strong
wind’. For example,
Cold wind is blowing.
The morning breeze is good for health.
A gust of wind blew his hat away.
Our chimney was blown down in a gale.
252. Wordiness
A very common failing is the writing of three or six
words where one or two will do. It is impossible to list
all the examples, but here are a few of the most
frequent cases, with suggested replacements:
Avoid Write
as to whether whether
at the present time now
at this moment in time at present or now

K
denoting a continuous state), while the verbs ‘put’, because of the fact that because
‘catch’ and ‘put on’ belong to another (the category by virtue of the fact that because
denoting an action). due to the fact that because
250. Weather, Season has a tendency to tends to
in the absence of without
After a long winter, there is a change of weather in in the event that if
February.
in the near future soon
‘Weather’ is the condition of the atmosphere at any in the not too distant future eventually
particular place and time (for example, rainy, hot, prior to before
sultry, cloudy), and it may even change from hour to subsequent to after
hour. ‘Seasons’, on the other hand, represent the the question as to whether whether
periods into which a year is usually divided (for

KUNDAN
Word Power

Word Power
1. MANIAS
Bibliomania an obsession with rare books
Demonomania a morbid delusion of being under the influence of an evil spirit
Dipsomania a morbid compulsion to drink
Dromomania a morbid compulsion for travel
Egomania a morbid obsession with oneself

K KUNDAN
Graphomania a morbid mania for writing
Hypomania a mild manic excitement
Kleptomania a morbid compulsion to steal
Logomania a mania for talking
Macromania a delusion that one’s body has become very big
Micromania a delusion that one’s body has become very small
Megalomania a morbid delusion of one’s grandeur
Monomania single fixed obsession
Nymphomania excessive sexual desire in a female
Pseudomania a mania for making false and exaggerated statements
Pyromania compulsion to set fire for thrill
Scribblomania a mania for making meaningless marks on paper
Theomania a delusion that one has become a god

2. PHOBIAS
Acrophobia Morbid fear of high places or heights
Agoraphobia Morbid fear of wide open places
Algophobia Morbid fear of pain
Anglophobia Morbid fear of England and English things
Anthropophobia Morbid fear of mankind
Astraphobia Morbid fear of lightning, thunder and storms
Astrophobia Morbid fear of celestial space
Ballistophobia Morbid fear of missiles
Bibliophobia Morbid fear of books
Chirophobia Morbid fear of hands
Claustrophobia Morbid fear of closed, confined places
Demophobia Morbid fear of crowds
Dendrophobia Morbid fear of trees

K KUNDAN
Ergophobia
Francophobia
Gynaephobia
Morbid fear of work
Morbid fear of the French
Morbid fear of women
Hematophobia or hemophobia or hemeratophobia Morbid fear of blood
Hippophobia
Hydrophobia
Monophobia
Morbid fear of horses
Morbid fear of water
Morbid fear of being alone
Mysophobia Morbid fear of contamination or germs
Nyctophobia Morbid fear of darkness
Ochlophobia Morbid fear of crowd
Panophobia Morbid fear of everything in general
Pathophobia Morbid fear of disease
Peccatophobia Morbid fear of sinning or having sinned
Pedophobia Morbid fear of children
Phonophobia Morbid fear of speaking aloud
Photophobia Morbid fear of light
Podophobia Morbid fear of feet
Pyrophobia Morbid fear of fire
Russophobia Morbid fear of Russians
Sitophobia Morbid fear of food
Syphilophobia Morbid fear of syphilis
Thanatophobia Morbid fear of death

K KUNDAN
Toxophobia Morbid fear of being poisoned
Trichophobia Morbid fear of hair
Triskaidekaphobia Morbid fear of the number 13
Xenophobia Morbid fear of foreigners
Zoophobia Morbid fear of animals or some particular animal

3. KILLER-WORDS
(A)
1. apicide the killing of bees
2. avicide the killing of birds
3. canicide the killing of dogs
4. germicide the killing of germs
5. herpeticide the killing of snakes
6. insecticide the killing of insects
7. pesticide the killing of pests
(B)
1. filicide the killing of one’s children
2. fratricide the killing of one’s brother
3. genocide the killing of a race of people
4. homicide the killing of human beings
5. infanticide the killing of one’s infant
6. matricide the killing of one’s mother
7. parricide the killing of one’s parents
8. patricide the killing of one’s father
9. populicide the killing of populations
10. regicide the killing of king
11. sororicide the killing of one’s sister

K KUNDAN
12. suicide the killing of oneself
13. uxoricide the killing of one’s wife

4. THE ANGRY MAN

You have, in English language, very many words to express anger in its myriad forms.
1. acrimony bitterness of temper
2. altercation quarrel
3. animosity active enmity
4. antagonism active opposition
5. antipathy constitutional aversion
6. contentiousness quarrelsomeness
7. diatribe piece of bitter criticism
Word Power

8. indignation feeling of surprised anger

9. irascibility angry behaviour
10. tantrum a fit of ill-temper
11. virulence full of hatred
12. wrath indignation; great anger

5. RULES AND FORMS OF GOVERNMENT

You know cracy is an element meaning rule. You find it in the word democracy which means the rule of the people.
There have been many other types of rules such as these:
1. Aristocracy rule by the nobility

K KUNDAN
2. Autocracy rule by absolute monarch
3. Bureaucracy rule by desk officials
4. Gerontocracy rule by old men
5. Gynecocracy rule by women
6. Kakistocracy rule by the worst citizens
7. Mobocracy rule by mob
8. Neocracy rule by new, inexperienced officials
9. Pantisocracy rule (government) by all
10. Plutocracy rule by wealthy people
11. Theocracy rule by church authorities
And look at these, too:
1. Anarchy a state without government
2. Autarchy government of a country by one person with unlimited power
3. Biarchy government by two people
4. Endarchy government from an inner centre of control
5. Monarchy government by a monarch (king)
6. Oligarchy government in the hands of a few
7. Panarchy government by all; universal rule
8. Pentarchy government by five rulers or powers
9. Polyarchy government by many persons
10. Thearchy government by the gods

6. KNOW YOUR DOCTORS

In the field of medicine -ologist denotes a specialist in a specific type of disease. Let us introduce to you ten of these
specialists with the diseases they specialize in.
1. Cardiologist specializes in heart diseases
2. Dermatologist specializes in skin diseases

K KUNDAN
3. Endocrinologist specializes in diseases of glands of internal secretion
4. Gerontologist specializes in diseases of old age
5. Gynaecologist specializes in female diseases
6. Neurologist specializes in nerve diseases
7. Ophthalmologist specializes in eye diseases
8. Otologist specializes in ear diseases
9. Pathologist specializes in detecting the nature and origin of diseases
10. Rhinologist specializes in nose diseases
And these, too:
1. Orthodontist specializes in treating persons with crooked teeth
2. Osteopath specializes in treating persons with bone displacement
3. Paediatrician specializes in children’s diseases
4. Podiatrist specializes in feet ailments
5. Psychiatrist specializes in treating persons with mental aberrations

7. BRANCHES OF SCIENCE AND LEARNING

Science Scientist Subject
Archaeology Archaeologist prehistoric remains
Astronomy Astronomer heavenly bodies
Anthropology Anthropologist mankind
Entomology Entomologist insects
Etymology Etymologist derivation of words
Botany Botanist plant life

K KUNDAN
Biology
Chromatology
Geology
Graphology
Ecology
Embryology
Ethnology
Biologist
Chromatologist
Geologist
Graphologist
Ecologist
Embryologist
Ethnologist
physical life
colours
rocks
handwriting
environment
beginning of life
races of mankind
Lexicography Lexicographer dictionary compiling
Meteorology Meteorologist weather forecast
Numismatics Numismatist coins and medals
Ornithology Ornithologist lives and habits of birds
Phrenology Phrenologist skull and brain
Philology Philologist languages
Pomology Pomologist fruits
Psychology Psychologist the human mind
Radiology Radiologist radioactivity
Paleontology Paleontologist fossils and other forms of early life
Seismology Seismologist earthquakes
Speleology Speleologist caves
Sociology Sociologist societies and human behaviour in groups
Zoology Zoologist different kinds of animals
Phonology Phonologist speech sound of a language or languages
Philately Philatelist stamp collecting
Cartography Cartographer map drawing
Choreography Choreographer ballet designing
Lithography Lithographer stone engraving

K KUNDAN
Topography Topographer physical features of a place through map or chart
Demography Demographer statistics of human population

8. PROFESSIONS
(1)
1. Architect He draws plans for a building.
2. Astronaut A space-traveller
3. Bookmaker He takes bets, especially on horse races, and writes down in his notebook.
4. Balloonist He ascends in a balloon.
5. Chemist He sells medicines.
6. Chauffeur He drives a motorcar.
7. Collier He works in a coal mine.
Word Power

8. Compositor He sets type in a printing press.

9. Curator An official in charge of a museum or art gallery
10. Custodian Caretaker of a public building
(2)
1. Cobbler Mender or maker of shoes
2. Dietician An expert in food and nutrition
3. Draper He sells cloth, fabric.
4. Druggist He sells medicines.
5. Farrier He shoes horses.
6. Fishmonger He deals in fish.

K KUNDAN
7. Flautist
8. Florist
9. Fruiterer
10. Glazier

1. Grazier
2. Hawker
A flute player
A person who grows or sells flowers
A person who deals in fruit
A person who sets glass in windows, doors, etc
(3)
A person who pastures cattle for the market
He travels from place to place selling miscellaneous articles.
3. Invigilator A person who watches over students taking an examination
4. Ironmonger A person who deals in iron or hardware
5. Jockey A professional horse rider in a race
6. Lapidist He cuts precious stones.
7. Librarian A person in charge of a library
8. Milliner A person who makes and sells ladies’ hats, etc
9. Oculist He is an eye-doctor.
10. Optician A specialist in making eyeglasses
And look at these, too:
1. Optometrist He prescribes corrective lenses.
2. Pawnbroker He lends money and keeps goods as security.
3. Physician He attends to sick people and prescribes medicines.
4. Playwright He writes plays.
5. Plumber He repairs water-pipes and cisterns.
6. Potter He makes pots, cups, etc.
7. Scavenger He is a refuge-collector.
8. Sculptor He carves marble or stone.
9. Surveyor He measures land.
10. Technician He is a technical expert.

K KUNDAN
11. Tinker He goes from place to place, mending pots, pans, etc.
12. Tobacconist He sells tobacco and cigarettes.
13. Usurer He lends money at an exorbitant rate of interest.
14. Violinist He plays the violin.

9. TRAITS
(1)
1. Supercilious a person who is overbearing, proud and haughty
2. Misanthrope a person who hates mankind
3. Libertine a person without a moral
4. Impetuous a person who acts suddenly and without thought
5. Pugnacious a person having an inclination to fight
6. Rapacious a person having a grasping nature; greedy
7. Malicious a person who is full of malice and ill will
8. Insidious a person who does harm secretly and craftily
9. Petulant a person unreasonably impatient or irritable
10. Hypocrite a person who is feigning to be what he is not
(2)
1. Extrovert a person more interested in what goes on around him than in his own thoughts and feelings
2. Introvert a person more interested in his own thoughts and feelings than in things outside himself
3. Egoist a person who always thinks of himself
4. Egocentric a person who is self-centred

K KUNDAN
5. Gregarious a person who likes the company of others
6. Judicious a person who possesses a sound judgment
7. Boisterous a person who is noisy and cheerful
8. Taciturn a person who is habitually silent or reserved
9. Erudite a person who is scholarly and learned
10. Punctilious a person who is precise in the observance of forms or ceremonies
(3)
1. Epicurean a person who loves the refinements of pleasure and believes that pleasure is the chief good
2. Stoic a person who is unmoved by joy or grief
3. Atheist a person who denies the existence of God
4. Catholic a person who is broad in outlook
5. Philistine a person of materialistic taste indifferent to art and literature
6. Fastidious a person difficult to please
7. Connoisseur a person who is a critical judge in matters of taste
8. Antiquarian a person interested in the study of ancient things
9. Ascetic a person who practises self-denial and leads an austere life
10. Gourmet a person who has a good taste for food
(4)
1. Optimist He looks at the bright side of life.
2. Pessimist He looks at the dark side of life.
3. Martinet He is a stickler for discipline.
4. Aesthete He has a highly developed sense of beauty.
5. Pedant He makes a display of his learning.
6. Sycophant He is a servile flatterer of the rich and powerful.
7. Hedonist He leads his life purely for pleasure, especially physical pleasure.
8. Infidel He has no belief in a specific religion.

K KUNDAN
9. Suave He is polished in manner.
10. Docile He is quiet and easily controlled managed or influenced.
11. Conservative He is opposed to great or sudden change.
12. Misogynist He hates women.
13. Philanthropist He is kind and helpful to those who are poor or in trouble.
14. Pornographer He treats of sexual subjects in pictures or writing in a way that is meant to cause sexual
excitement.
15. Eccentric He is a person who is peculiar, not normal in behaviour.
16. Misogamist He hates the institution of marriage.
17. Misologist He hates learning and knowledge.
18. Gullible He is easily tricked and persuaded to believe something.
19. Recluse He lives in complete seclusion.
Word Power

20. Termagant She is a noisy, quarrelsome woman.

(5)
1. Imperious He is commanding, haughty and arrogant.
2. Impertinent He is impudent, saucy and he does not show respect.
3. Henpecked He is ruled by his wife.
4. Garrulous He talks too much about unimportant things.
5. Egalitarian He favours the doctrine of equal rights and opportunities for all citizens.
6. Plagiarist He takes and uses somebody else’s ideas, words, etc as if they were his own.
7. Chauvinist He is a person with unreasoning partiality to his place or group.

K KUNDAN
8. Debonair He is suave and light-hearted.
9. Amiable He is easy and pleasant to talk to.
10. Dilettante He studies something but not seriously and not with real understanding: a dabbler in art,
science or literature.

10. ANIMAL TRAITS

Adjectives Description
aquiline eaglelike
asinine asslike
bovine oxlike or cowlike
canine doglike
elephantine elephantlike
equine horselike
feline catlike
leonine lionlike
ovine sheeplike
porcine piglike
serpentine serpentlike
ursine bearlike
vulpine wolflike

11. MAN’S ATTITUDE TO GOD

1. Atheism disbelief in God
2. Agnosticism skepticism about God
3. Deism belief in the existence of a Divine Being, but without acceptance of revelation or religious dogma
4. Henotheism belief in one of a group of gods, without asserting that he is the only God
5. Monotheism belief in one God
6. Pantheism belief that God is nature

K KUNDAN
7. Polytheism belief in many gods
8. Theism belief in the existence of one God, Creator and Ruler of the universe, but without the denial of
revelation

12. APPROPRIATE VERBS

to foment trouble to grab the land
to explode crackers to comb the whole area
to apprehend danger to waste time
to scotch the rumour (put an end to) to squander money
to vitiate the atmosphere (spoil) to fritter away one’s energy
to sling mud at someone to exact an exorbitant rate of interest
to fling remarks
to tarnish somebody’s image to flex the muscle (bend and move)
to pry into somebody’s affairs
to nab the criminal (arrest)
to remand one to jail custody
to amass wealth
to hoard grains
to pool one’s resources
to court danger
to ascertain the fact
to curry somebody’s favour (win)
to lull a baby to sleep
K KUNDAN
to sing a lullaby
to refurbish the image (to make
bright and fresh again)
to tilt the balance
to nurse a grudge
to harbour ill will
to rectify a mistake (put right)
to strike terror
to defy authority (disobey)
to struggle against odds
to climb stairs
to scale the wall
to mop the floor
to dust the books
to twirl the moustache
to cast aspersion on someone
to lob the ball
to spoon a catch
to assign reason
to cite precedent
to concoct a story
to offer pleas
to confirm an appointment
to ratify a treaty
to inflict a wound
to dress the wound
to feel the pulse
K KUNDAN
to administer oxygen
to transfuse blood
to graft the skin
to transplant the heart
to draw an inference
to play the host
to lay the table
to roast meat
to fry fish
to bake bread
to cook rice
to whet one’s appetite
to mollify one’s anger
to stoop low
to foil an attempt
to pacify the angry mob
to gnash one’s teeth
to apportion blame (to divide and share out)
to set the bones
to amputate an arm (cut off)
to extract the tooth
to convene a meeting
to deliver a fiery speech
to stage a demonstration
to take out a procession
to break the police cordon
to pelt stones
to fast unto death
to go on strike
to call off the strike
to control the unruly mob
to cast vote
to unfurl or hoist the flag
to bare one’s bosom
to expunge an objectionable remark
to box the ears
to acknowledge someone’s claim
to concede the demand (admit as true)
to choose a career
to embark on an adventure
to draw up a plan
to execute a plan
to toss the coin
to spill every ounce of one’s energy
to flash a news
to leap with joy
to bask in the sunshine
to commit a crime
to commit to memory
to stitch clothes
to sew on the buttons
to play the violin
to invoke the gods
to address the chair
to set fire to something
to set something on fire
to kindle a fire
to propound a theory
to promulgate an ordinance
to communicate news
Word Power

to satiate one’s hunger to channelize one’s energy

to quench one’s thirst to wring wet clothes
to deploy troops to distort facts
to demolish an unauthorised to disfigure one’s face
structure to sever connections
to desecrate a place of worship to disrupt a meeting
(to use in an unworthy way) to lynch a rapist
to extort money to launch a rocket
to grease somebody’s palm to torment a person
to flaunt one’s riches (show off) to oppress the poor

K KUNDAN
to eradicate crime, poverty
to walk the distance
to discard a worn garment
to revoke a will
to abjure one’s religion
to suppress a rebellion
to restrain an action
to malign an innocent person
to respond to kindness
to rivet one’s attention (to attract
and hold strongly)
to extort a confession from someone
to generate heat, electricity
to unfold a plan
to fulfil a promise to air one’s grievances
to oppose a measure to peel off an orange
to resist an attack to weave threads together
to forge new friendship to foretell the future events
to renew old contact to propitiate the gods (win the favour of)
to bury the dead to encourage the timid
to spit blood, venom to succour the endangered
to delineate a character to support the weak
to brag about something to repulse an attack

13. COMMONLY USED VERBS

A particular noun needs a particular verb to express what is done to it. As for example
do research, take an exam, give a talk, play a game, make an effort, perform a task, have a rest.
The verbs commonly used with particular nouns are plentiful. You will do well to know them in their right combina-
tions. Here are a few common expressions:

You can have

breakfast a walk a good time
lunch a ride a nice evening
tea a game of cards a bad day

K KUNDAN
dinner a rest a thought
coffee a lie-down an idea
a meal a sleep a talk
a drink a dream a chat
a glass of juice a headache a conversation
a party an illness a row
a shave a fit a quarrel
a bath an accident a fight
a wash an operation a word with somebody
a shower a holiday a baby (give birth)
a swim a day off a nervous breakdown
a try a go a setback
You can make
an accusation a journey
an arrangement love
an attempt a meal (prepare a meal)
a boat a mistake
a cake money
a change a movement
a comment a noise
a decision an offer
a demand peace

K KUNDANan effort
an estimation
an exception
an excuse
a fuss
a gesture
a guess
a plan
progress
a profit
a promise
a recommendation
a request
a statement
an impression (on someone) war

You can take

action a liking to
advantage (of something or someone) a look
a bath medical/legal advice
care my word for it (believe me)
charge (of) notice (of something)
a chance (on something) an objection to
courage offence (at something)
a deep breath (great) pains over something
a degree (obtain) a pill
driving lessons a quick look round
an exception to responsibility (for)
a fancy to risks
fright (at something) a seat
heart something to heart
hold (of something) a taxi
a holiday things easy

K KUNDAN
liberties with your time over something (not hurry)

You can do
your best
business (with someone) (someone) a good turn/harm
a course (of study) your homework
some damage the housework
a dance a job
the washing-up research
your duty the shopping
(someone) a favour (some) work
the gardening your hair
Word Power

good us the honour

You can give

(someone) a chance a performance
a chase to permission
a command an opinion
details an order
evidence (somebody) a ring (telephone him)
a groan a talk/lecture

K KUNDAN
information way
a party

You can play You can perform A person or

something can go
cards a duty bald
fair (fairly) a function blind
a game an operation crazy
the game (observe the rules of the game) a piece of music grey
the man (act like a man) a play mad
a musical instrument tricks rusty (iron)
(some) music sour (milk)
a part stale (bread)
prank (on someone)
a record (cassette, tape, etc) wrong (machine)
a role
a trick (on somebody)
a tune
Different Verbs for Different Actions
A train moves off from the platform. A boat puts off from the shore.
A tree sheds its leaves. A bird casts off its feathers.
You scrub the floor. You polish the car.
You shake your head. You shrug your shoulders.
You waste time. BUT You squander money.
You sharpen the knife. You quicken your steps.
You unravel a secret. You unearth a buried treasure.
You cook rice. You bake bread.

K KUNDAN
You sit for/take an exam You mark/set an exam
(if you’re a student). (if you’re a teacher)
You pare the nails. You clip the moustache.
Trains rumble. Wheels rattle.

14. IDIOMATIC NOUN PHRASES

(a) Collection of people
an army of soldiers a congress of representatives, delegates
an assembly of representatives a band of musicians, followers
a contingent of army personnels, boy scouts a batch of pupils, candidates
a corporation of people a battalion of soldiers
a corps of volunteers, soldiers a bench of judges
a council of ministers, advisers a bevy of girls, ladies
a crew of sailors a board of directors, trustees, examiners
a crowd of people a body of men, soldiers, police, laws, etc
a flurry of attentive callers a gang of robbers, thieves, convicts, prisoners
a brigade of cavalry, infantry, artillery a gathering of people
a caravan of pilgrims, merchants a guild of tradesmen, artisans
a choir of singers a horde of barbarians, savages
a circle of friends, acquaintances a host of people
a class of persons, students a mob of rioters
a clique of schemers a multitude of people

K KUNDAN
a colony of people a muster of troops
a company of actors, merchants a panel of judges, jurymen
a concourse of people a pack of fools, knaves
a conference of preachers, delegates a party of musicians, people
a congregation of pilgrims, worshippers a platoon of soldiers, musketeers
a posse of policemen a procession of people
a school of thinkers, learned men a queue of people
a syndicate of merchants, businessmen a regiment of soldiers
a senate of councillors, university members a team of payers
a throng of people a squad of soldiers drilling
a train of followers a squadron of soldiers, ships
a tribe of aborigines a staff of teachers, officials, servants
a troop of soldiers a stream of people, visitors
a troupe of dancers, artistes a string of coolies
a union of workers, tradesmen
(b) Collection of animals, birds and insects
an army of ants a leash of hares, hounds
a bevy of swans a litter of puppies, kittens, piglings
a brood of chickens (brought forth at one birth)
a colony of termites a muster of peacocks
a column of ants a nest of ants
a covey of partridges (flying together) a pack of asses, hounds, wolves
a school of whales, porpoises a drove of cattle (when driven)
a shoal of herrings, fishes a flight of birds, locusts, insects
a string of camels a flock of sheep, geese, chickens
a stud of ponies, horses a gaggle of geese

K KUNDAN
a swarm of flies, ants, bees, locusts a haul of fishes (taken in a net)
a team of horses, oxen a herd of deer, swine, cattle (when pasturing or driven together)
a train of donkeys a troop of lions, monkeys
a hive of bees
(c) Collection of things
an album of photos, snapshots, a barrage of questions
stamps a basket of fruits
an alliance of states, powers, etc a batch of loaves (baked together)
an anthology of poems a battery of guns, lights, cameras
an archive of public records a beam of rays
an assortment of jobs a block of flats, houses
a bale of cotton, wool a bouquet of flowers
Word Power

a bout of illness a forest of trees

a budget of letters, news a galaxy of stars
a bunch of flowers, grapes, plan- a gallery of pictures
tains, keys a garland of flowers
a cache of arms a glut of injuries
a catalogue of books (ie their names) a group of islands
a grove of trees a cargo of wheat
a heap of stones, ruins, sand a carillon of bells
a hoard of jewels, gold a catch of fishes (taken in a net)
a host of subjects a cavalcade of memories

K KUNDAN
a jumble of things (put together without any order)
a chain of mountains, events
a chest of drawers
a cloud of dust
a clump of trees
a cluster of stars, islands, nuts
a clutch of eggs
a cellar of wine
a league of powers, states, nations
a library of books
a lump of mud, coal, lead
a mass of cloud, ruins
a maze of tanglewood, worldly affairs
a code of laws
a miscellany of composition (on various subjects) a column of smoke
a commission of enquiry a mop of grey hair
a commonwealth of nations a mine of information
a confederation of states, powers a museum of art
a consignment of goods a nosegay of flowers
a constellation of stars an outfit of clothes
a convoy of helicopters, lorries a pack of playing-cards
a course of lectures, events a packet of cigarettes
a crop of weeds, hair a peal of thunder, bells
a curriculum of studies a pencil of rays
a faggot of twigs, sticks a pile of arms, woods, books
a fall of leaves, snow, rain a pool of blood
a family of plants, languages a quiver of arrows
a fleet of cars, ships a range of mountains, hills
a flight of steps, stairs a riot of colours
a flotilla of boats, ships a roll of names
a rosary of beads a stockpile of nuclear arms, gunpowder
a round of shots, duties, applause a row of chairs, trees
a storm of protest a sea of troubles
a stretch of wheat field a series of events, lectures

K KUNDAN
a string of Pearls, beads
a suite of rooms, apartments, furniture
a shock of hair
a shower of arrows, abuses, rains, bullets
a train of wagons
a treasure trove of sunken ships
a tuft of grass, hair, feathers
a set of rules, tools
a sheaf of arrows, cornstalks
a syllabus of studies
a tissue of lies
a species of animals, plants
a stack of arms, hay, wood (piled together)
a volley of questions, abuses, shots
a stock of goods a whirlpool of misery

15. MASCULINE AND FEMININE

1. People
Masculine Feminine Masculine Feminine
actor actress king queen
author authoress landlord landlady
bachelor spinster lord lady
boy girl male female
bridegroom bride man woman
brother sister manservant maidservant
brother-in-law sister-in-law master mistress
conductor conductress monk nun
count countess negro negress
duke duchess nephew niece

K KUNDAN
earl countess poet poetess
emperor empress priest priestess
father mother prince princess
father-in-law mother-in-law proprietor proprietress
fiance fiancee salesman salesgirl
friar nun shepherd shepherdess
gentleman lady sir madam
god goddess son daughter
godfather godmother son-in-law daughter-in-law
grandfather grandmother stepfather stepmother
headmaster headmistress steward stewardess
heir heiress tutor governess
hero heroine waitor waitress
host hostess widower widow
husband wife wizard witch
instructor instructress
2. Animals
bear she-bear bullock heifer
billy-goat nanny-goat cock hen
boar sow cock-sparrow hen-sparrow
buck doe colt filly
bull cow dog bitch
drake duck peacock peahen
fox vixen ram ewe
gander goose stallion mare
he-goat she-goat steer heifer
leopard leopardess tiger tigress

K KUNDAN
lion

Adult
bear
cat
lioness

Young one
cub
kitten
tom-cat

16. YOUNG ONES

1. Animals
Adult
hen
horse
tabby-cat

Young one
chicken, chick
colt, filly, foal
cow calf leopard cub
deer fawn lion whelp
dog puppy ram lamb
fox cub sheep lamb
frog tadpole stag fawn
Word Power

goat kid tiger cub

hare leveret wolf cub
2. Birds, Fish and Insects
ant grub housefly maggot
bee grub mosquito wriggler, larva
butterfly caterpillar moth caterpillar
cockroach nymph owl owlet
duck duckling salmon parr
eagle eaglet swan cygnet

K KUNDAN
goose gosling trout fry

17. WORDS DENOTING MOVEMENT, PLACES AND HOMES

1. Movement
(a) Birds (b) Animals
A bird flies. A bear lumbers.
A cock struts. A deer bounds.
A crow flies. A donkey trots.
A duck waddles. An elephant ambles.
An eagle swoops. A horse gallops, trots.
A lark soars. A hound bounds.
An owl flits. A lamb frisks.
A sparrow flits. A lion prowls.
A turkey struts. A mouse scampers.
A vulture flaps, rises or hobbles. A rabbit leaps.
A wolf lopes.
(c) Persons
A person
hobbles, dawdles, limps, lumbers, meanders,
marches, plods, shuffles, paces, slouches,
staggers, strides, strolls, waddles, walks.
(d) Walking Verbs
We are not tagged to the calendar, tethered to the post, stuck up at just one place. Every single moment, all the time, we
rather step out of our house to see what the world is like. We do move from place to place. In search of job. In pursuit of an ideal.
In quest of peace.
We walk at varying paces and in a variety of ways. As for example, a baby toddles, an idler slouches, a soldier marches,
and a farmer, after the day’s toil, plods his weary way home. And so on.

K KUNDAN
You will find here two sets of verbs: walking verbs and verbs of movement.
Walking Verb
1. To toddle
2. To limp
3. To strut
4. To stride
5. To stroll
Definition
to walk with short tottering steps (as does a baby)
to walk as if lame
to walk in an affected manner/proudly
to walk with long steps
to walk in a quiet, unhurried way
6. To slouch to walk in a lazy, tired way
7. To stagger to walk or move unsteadily (from weakness, a heavy burden, drunkenness, etc)
8. To plod to walk slowly and wearily
9. To dawdle to walk slowly, wasting time
10. To lumber to move in a heavy, clumsy, noisy way
11. To march to walk smartly in steps
12. To meander to follow a winding path, moving slowly
and gently (eg meandering river)
Now look at these verbs of movement.
1. Swoop come down with a rush (like the bird of prey)
2. Skim glide over with an occasional touch
3. Scamper run quickly like a frightened animal
4. Sprint run a short distance with speed
5. Bolt run away quickly, dart off

K KUNDAN
6. Bound move or run in jumping movements
7. Flash move so swiftly as to be visible for a short time
8. Flit fly or move lightly and quickly (Bees flit from flower to flower.)
9. Hasten move with speed
10. Run move with quick steps (faster than walking)
11. Rush go with speed
Look at these, too.
1. Tremor shaking movement of the ground
2. Shiver movement of body due to cold
3. Vibrate regular movement backwards and forwards
4. Oscillate regular movement of a suspended thing from one point to another
5. Flicker movement of the flame
(e) Specific movement words
A baby toddles. A tired traveller plods.
A king strides on. A lame person limps or hobbles.
A drunkard staggers. A conceited fellow struts.
(f) Miscellaneous
The nose blows. The wind blows.
The earth rotates. Water flows.
The watch ticks. The fan whirls.
The wound bleeds. Arrows shoot.
The train runs. The machine works.
2. Places
(a) Where things are made
Beer in a brewery Bread, cakes in a bakery

K KUNDAN
Films in a studio
Goods of all kinds in a factory
Leather in a tannery
Money (coins) in a mint
Alcoholic drinks in a distillery
(b) Where games are played
Badminton on a court
Billiards on a cloth-covered
table (a billiard table)
Cricket on a pitch
Football on a ground, field
Running on a track, course
Flour or paper in a mill
Iron implements in a smithy
Milk products in a dairy
Ships in a dockyard
Boxing in a ring
Chess on a chessboard
Hockey on a ground, field, astroturf
Skating in a rink
Word Power

Tennis on a court Water polo in a swimming pool

Wrestling in an arena
(c) Where persons, things, animals, etc are kept, grown, exhibited, stored
Aeroplanes are kept in a hangar.
Athletic competitions are held in a stadium.
Athletic exercises are performed in a gymnasium.
Astronomical observations are made in an observatory.
Bees are kept in an apiary.
Birds are kept in a cage, an aviary.

K KUNDAN
Birds and animals are exhibited in a zoo.
Clothes are kept in a wardrobe.
Clothes or linen are washed and ironed in a laundry.
Dead bodies are buried in a cemetery.
Dead bodies are cremated in a crematorium.
Fishes are kept in an aquarium.
Fruit trees are grown in an orchard.
Gas is stored in a cylinder.
Goods are stored in a depot.
Grains are stored in a granary.
Grapes are grown in a vineyard.
Guns are kept in an armoury.
Historical relics or curios are kept in a museum.
Luggage at a railway station is kept in a cloakroom.
Medicines are compounded in a dispensary.
Motorcars are kept in a garage.
Plates, dishes, pots and other cooking utensils are washed in a scullery.
Scientific experiments are conducted in a laboratory.
Sick people are treated in a hospital.
Ships are built or repaired in a dock.
Ships are loaded or unloaded in a quay.
Water is collected and stored in a reservoir.
Wild animals are kept in a menagerie, zoo.
Wine and other provisions are stored (underground) in a cellar.
Young plants grow in a nursery.
3. Homes
(a) Persons (b) Creatures

K KUNDAN
An Arab in a dowar Bees in a hive
A convict in a prison A bird in a nest
An Eskimo in an igloo A cow in a byre, pen
A gypsy in a caravan A dog in a kennel
A hermit in a hermitage An eagle in an eyrie
A king or a queen in a palace A fox in a hole
A knight in a mansion A fowl in a coop
A lumberman in a log cabin A hare in a burrow
A lunatic in an asylum A horse in a stable
A monk in a monastery A lion in a den
A nobleman in a castle A mouse in a hole
A nun in a convent, nunnery An owl in a barn, on a tree
A parson in a parsonage A pig in a sty
 A peasant in a cottage
A priest in a presbytery
A prisoner in a cell, jail
A Red Indian in a wigwam, tepee
A soldier in barracks, camp
A Swiss in a chalet
A vagrant on the pavement
A Zulu in a kraal
A pigeon in a dovecote
A rabbit (tame) in a hutch
A rabbit (wild) in a burrow, warren
A sheep in a pen, fold
A spider in a web
A squirrel in a drey
A tiger in a lair
A wasp in a nest
Wild animals in den, lair

18. WORDS DENOTING VARIOUS SOUNDS

K KUNDAN
(a) Animals
Apes gibber
1. Cries of Animals, Birds and Insects

Dogs bark (at somebody)

yelp or whine (in pain)
snarl or growl
(in anger) bay (at the moon)
howl (in distress)
Asses bray
Bulls (Oxen) bellow
Calves low
Camels grunt Donkeys bray
Cats mew, purr, caterwaul (when Elephants trumpet
they quarrel) Foxes yelp, bark
Cattle low Frogs croak
Cows low, moo Goats bleat
Crocodiles grunt Hogs grunt
Horses neigh, snort, whinny Oxen low, bellow
Hounds bay Pigs grunt, squeak
Hyenas laugh Puppies yelp
Jackals howl Rabbits squeak
Kittens mew Serpents hiss
Lambs bleat Sheep bleat
Lions roar Snakes hiss
Mice squeak Tigers growl, roar
Monkeys chatter, gibber Wolves howl, yelp

K KUNDAN
(b) Birds
Birds twitter, chirp, carol, sing, Owls hoot, screech, scream
warble, chirrup Parrots screech, chatter, talk
Cocks crow Pea-fowls scream
Crows caw Pigeons coo
Cuckoos coo Ravens croak
Doves coo Rooks caw
Ducks quack Sea-gulls scream
Eagles scream Sparrows chirp, twitter
Geese cackle, gobble, hiss (in anger) Squirrels squeak
Hawks scream Swallows twitter
Hens cackle, cluck, chuckle Swans cry
Word Power

Kites scream Thrushes whistle

Larks sing, warble Turkeys gobble
Magpies chatter Vultures scream
Nightingales sing, warble
(c) Insects
Bees hum, buzz, murmur Crickets chirp
Beetles drone Flies buzz
2. Miscellaneous Sounds
(A)

K KUNDAN
the babbling of a brook
the beat of a drum
the blaring of loudspeaker, trumpet
the booming of cannons, guns
the buzz of a telephone, conversation
the chiming of bells, clock
the clinking of coins, sword
the churning of sea water
the clanging of arms
the clangour of a bell, a hammer, a trumpet
the clanking of chains
the clatter of hoofs, plates, spoons, knives
the clicking of knitting needles
the rumbling of heavy vehicles, cloud
the crack of a whip the crackling of fire, dry leaves, wood
the rustling of leaves, clothes, wind, paper the crash of shells
the shuffling of feet the crinkling of paper
the sighing of breeze the gnashing of teeth
the slam of a door the gong of bells
the splashing of water, oars the grating of machines
the swishing of cane, ladies’ skirts the gurgling of water
the tapping at the bolted door the hissing of steam
the thudding of cannons, coconuts the jingling of coins
the thundering of clouds the lapping of water, waves
the tick of a clock the pattering of rain
the tinkling of bracelets, glasses the peal of church bells, thunder, laughter
the tolling of bells the tooting of a horn
the popping of corks the twanging of bowstrings
the prattling of a brook the whirring of an aeroplane, wings, computers
the purring of motor cars the rattling of wheels, cart, carriage
the whistling of wind the whizzing of arrows, motorcars
the rippling of water, rain the zooming of aeroplanes
the roaring of thunder, cannon,
waves, laughter

K KUNDAN
(B)
Arms clang
Babies lisp
Bells ring, chime, peal, jingle, tinkle, toll

Brakes screech, rasp

Bugles blow
Keys jingle
Leaves rustle
Railway engines hoot, whistle, roar
Rain patters
Reeds whisper
Shoes creak
Bullets whizz Silk rustles
Chains clank Steel clinks
Coins jingle, tinkle Streams babble
Doors creak Teeth chatter
Drums beat Thunder roars, rumbles, rolls
Footsteps sound Trumpets blare
Guns boom, explode, roar Water ripples
Hoofs clatter Wind whistles, sighs

19. NATION AND NATIONALITY

(Nationality Words)
(1)
Country Person Nation Adjective

K KUNDAN
Belgium a Belgian the Belgians Belgian
Bulgaria a Bulgarian the Bulgarians Bulgarian
Germany a German the Germans German
Italy an Italian the Italians Italian
Mexico a Mexican the Mexicans Mexican
Morocco a Moroccan the Moroccans Moroccan
Nigeria a Nigerian the Nigerians Nigerian
Norway a Norwegian the Norwegians Norwegian
Russia a Russian the Russians Russian
USA an American the Americans American
Czechoslovakia a Czech the Czechs Czech
Greece a Greek the Greeks Greek
Thailand a Thai the Thais Thai
Burma a Burmese the Burmese Burmese
China a Chinese the Chinese Chinese
Guyana a Guyanese the Guyanese Guyanese
Japan a Japanese the Japanese Japanese
Lebanon a Lebanese the Lebanese Lebanese
Portugal a Portuguese the Portuguese Portuguese
Switzerland a Swiss the Swiss Swiss
(2)
Britain a Briton/Britisher the British British
Denmark a Dane the Danes Danish
England an Englishman/ the English English
Englishwoman
Finland a Finn the Finns Finnish
France a Frenchman/ the French French

K KUNDAN
Holland/the
Netherlands
Ireland

Poland
Scotland
Frenchwoman
a Dutchman/
Dutchwoman
an Irishman/
Irishwoman
a Pole
a Scot
the Dutch

the Irish

the Poles
the Scots
Dutch

Irish

Polish
Scottish
Spain a Spaniard the Spanish Spanish
Sweden a Swede the Swede Swedish
Turkey a Turk the Turks Turkish
Wales a Welshman/Welshwoman the Welsh Welsh
Word Power

20. PLURAL FORMS OF CERTAIN NOUNS

When you speak of one thing, the noun is singular. And when you refer to two or more things, the noun is plural.
Most nouns form their plural by adding -s.
Singular Plural Singular Plural
boy boys chair chairs
hand hands face faces
packet packets
If the singular noun ends in s, ch, sh, x, or z, add -es.
Singular Plural Singular Plural
bus buses box boxes

K KUNDAN
torch
brush

baby
lady
torches
brushes

babies
ladies
buzz

Some singular nouns ending in y make plurals by changing the y into -ies.
Singular Plural Singular
party
story
If the singular noun ends in f or fe, we generally change the f or fe into ves.
buzzes

Plural
parties
stories

Singular Plural Singular Plural

calf calves life lives
leaf leaves self selves
loaf loaves shelf shelves
thief thieves sheaf sheaves
wife wives wolf wolves
But we say roof—roofs; chief—chiefs; safe—safes; belief—beliefs, handkerchief—handkerchiefs, cliff—cliffs.
Some nouns ending in o have plurals in -es.
Singular Plural Singular Plural
echo echoes potato potatoes
hero heroes tomato tomatoes
mosquito mosquitoes
Some plurals are irregular.
Singular Plural Singular Plural
foot feet goose geese
child children tooth teeth
mouse mice
Some nouns do not change in the plural.
deer, grouse, sheep, swine, shad
The following is the list of the plural form of some of the problem words:

K KUNDAN
Singular
addendum
alga
alumnus
analysis
antenna
apex
Plural
addenda
algae
alumni
analyses
antennae
apexes, apices
Singular
forum
fresco
fulcrum
fungus
genesis
genius
Plural
forums, fora
frescoes
fulcrums, fulcra
fungi
geneses
geniuses
appendix appendices (books, genus genera
theses, etc.) half halves
appendixes (in hoof hooves, hoofs
anatomy) hypothesis hypotheses
aquarium aquaria, aquariums impetus impetuses
axis axes index indexes (to books,
bacillus bacilli theses, etc)
bacterium bacteria indices (in Maths)
bamboo bamboos kilo kilos
basis bases knife knives
beau beaux lacuna lacunae, lacunas
bonus bonuses larva larvae
cactus cacti maestro maestros, maestri
corps corps matrix matrices
corrigendum corrigenda maximum maxima

K KUNDAN
crematorium crematoria medium media
crisis crises memorandum memoranda
criterion criteria menu menus
crux cruces minimum minima
curio curios momentum momenta, momentums
datum data
desideratum desiderata mother-in-law mothers-in-law
dictum dicta narcissus narcissi, narcissuses
dynamo dynamos
emporium emporia nebula nebulae
erratum errata nucleus nuclei
facsimile facsimiles oasis oases
focus focuses, foci (in sci- phenomenon phenomena
entific context) plateau plateaux, plateaus
formula formulae, formulas prospectus prospectuses
quiz quizzes syllabus syllabuses, syllabi
quorum quorums symposium symposia
quota quotas tableau tableaux
radio radios terminus termini, terminuses
radius radii thesis theses
sanatorium sanatoria, tornado tornadoes
sanatoriums torpedo torpedoes
serf serfs trauma traumata, traumas
series series ultimatum ultimatums, ultimata
serum sera
sheaf sheaves vacuum vacuums, vacua (in
solo solos scientific context)

K KUNDAN
species species
spectrum spectra vertebra vertebrae
sphinx sphinxes veto vetoes
stadium stadiums, stadia virtuoso virtuosi
stimulus stimuli virus viruses
stratum strata vista vistas
substratum substrata volcano volcanoes
vortex vortices, vortexes

21. THEY GO IN PAIRS

In idiomatic phrases there are certain words that always go in pairs, as for example, kith and kin, root and branch.
The right words are to be placed in the right order. You just can’t alter the order of words. It will be silly of you if you say, kin
and kith, or branch and root.
Word Power

Here is a list of words that generally go in pairs:

bag and baggage friends and foes loaves and fishes
black and white gods and goddesses lock and key
black and blue gold and silver men and women
boys and girls hale and hearty part and parcel
bread and butter heart and soul prince and princess
carrots and radishes hearth and home questions and answers
cats and dogs here and there root and branch
cups and saucers high and low rack and ruin

K KUNDAN
dark and dreary horse and carriage slow and steady
doctors and nurses hot and cold sons and daughters
doors and windows hue and cry spick and span
duke and duchess ins and outs stout and strong
dull and drab joys and sorrows sum and substance
East and West knives and forks tooth and nail
fair and square ladies and gentlemen up and down
far and wide law and order ups and downs
fat and flabby lean and thin weal and woe

22. BITS AND PIECES OF THINGS

In English there are many words to talk about a piece of something. The substance may be solid (a piece of wood),
may not be solid (a drop of wine), may be solid but quite thin (a slice of bread), or solid but small (a grain of salt), or solid but
not so small (a block of stone).
Here is a list of such words. It will let you know what substances these words refer to.
a bar of chocolate/soap a lump of coal/earth/clay
a bit of bread/paper/clay/wood a patch of cloud/grass
a block of stone/wood a piece of bread/paper/wood/clay
a chip/flake/splinter/sliver of stone/wood a puff/wisp of smoke
a rasher of bacon a chunk/hunk of bread/meat
a ray of light a clod of earth
a scrap of cloth/paper a clot of blood
a scrap/shred of paper/cloth a crumb of bread/cake
a segment of orange a dash/squirt/squeeze of lemon juice/oil
a shred of cloth/paper a slab of stone/cheese
a drip of water a slice of bread/cake
a drop of water/wine/oil a splinter/sliver of glass
an ear of corn a square of chocolate

K KUNDAN
a flake of snow a strip of land/lawn/sandy beach
a fragment of matter a tablet of stone
a grain/pinch of salt a tract of land
a grain of sand a wad of cotton

23. DIMINUTIVES
Diminutives are such words that denote small specimen of big things. They are ‘nouns that express smallness, either
actual or imputed, in token of affection or contempt’. The chief suffixes forming diminutives are: et (coronet), let (streamlet) en
(chicken), ock (hillock), ling (sapling).
The list of commonly used diminutives given below will be of immense help to you in the choice of right words.
Word Diminutives Word Diminutives
animal animalcule dear darling
ankle anklet drop droplet
ball ballot eye eyelet
bird birdie flower floweret, floret
book booklet globe globule
brook brooklet hill hillock
car chariot home hamlet
cigar cigarette lance lancet
city citadel lock locket
corn kernel man manikin
crown coronet mouth muzzle
dame damsel nave navel

K KUNDAN
nest nestling seed seedling
nose nozzle shade shadow
part particle star asterisk
pill pillow statue statuette
poet poetaster stream streamlet
puss pussy table tablet
ring ringlet top tip
river rivulet tower turret
room roomette umbrella parasol
rose rosette village hamlet
sack satchel wagon wagonette
scythe sickle weak weakling
Look at these words, too:
reticule a small net hand bag
ridicule small, mocking laughter
molecule a tiny particle of matter
funicle a small cord
fledgling a baby bird; an inexperienced person
gosling a baby goose
princeling a prince of a small country
sapling a very young tree; youth
morsel a very small piece of food
globule a small drop of a liquid or melted solid
infinitesimal so small that it cannot be measured

24. ANNIVERSARY
semicentennial 50th anniversary

K KUNDAN
centennial 100th anniversary
sesquicentennial 150th anniversary
bicentennial 200th anniversary
tricentennial 300th anniversary
tetracentennial 400th anniversary
pentacentennial 500th anniversary
hexacentennial 600th anniversary
Look at these words, too.
They denote the varying periodic occurrence of an event.
biennial occurring once in two years
triennial occurring once in three years
Word Power

quadrennial occurring once in four years

quinquennial occurring once in five years
sexennial occurring once in six years
septennial occurring once in seven years
octennial occurring once in eight years
decennial occurring once in ten years

25. HOW OLD ARE YOU?

I’m 15 years old. I’m an adolescent.
I’m 60 to 69 years old. I’m a sexagenarian.

K KUNDAN
I’m 70 to 79 years old.
I’m 80 to 89 years old.
I’m 90 to 99 years old.
I’m 100 years old.
I’m a septuagenarian.
I’m an octogenarian.
I’m a nonagenarian.
I’m a centenarian.

26. COMMONPLACE COMPARISONS

The English language abounds in striking similes in which one thing is likened to another in such a way as to clarify
and enhance an image. As for example, as dead as a doornail, as blind as a bat, and as cool as cucumber. The apt use of such
comparative phrases imparts clarity and vividness to our expressions.
Here is a comprehensive list of comparative phrases of as.........as pattern:
(A)
As active as quicksilver As crisp as new bank notes
As ageless as the sun As crooked as a corkscrew
As agile as a monkey, as a cat As cross as two sticks
As alike as two beans, as two peas As cruel as death, as winter
As ambitious as the devil, as Lady Macbeth As cunning as a fox
As arid as the sands of the Sahara As dark as midnight, as a dungeon, as pitch
As bald as a billiard ball, as a coot, as an egg, as a badger As dead as a doornail, as a herring, as mutton, as a dodo
As bashful as a schoolgirl As deaf as an adder, as a beetle, as a post
As beautiful as a rainbow, as the sunset As dear as life
As big as an elephant, as a whale As deep as the ocean, as a well
As black as a crow, as coal, as ebony, as jet, as pitch, as As desolate as a tomb
midnight, as a raven, as soot, as ink As devoted as a faithful dog
As blind as a bat, as a mole, as a beetle As different as chalk from cheese
As blue as the indigo, as the sky As dirty as ditch-water
As boundless as the ocean As distant as the horizon
As bounteous as nature As dry as a bone, as dust, as a mummy, as a stick

K KUNDAN
As brave as Achilles, as a lion As dumb as a statue
As brief as a dream, as time, as a candle As easy as ABC, as lying
As bright as a button, as day, as light, as a new pin, as silver As eloquent as Cicero
As brittle as glass As elusive as quicksilver
As busy as a bee As empty as space
As cheap as dirt As faithful as a dog
As cheerful as a lark As fast as a hare, as light
As clear as crystal, as daylight, as noonday As fickle as the weather
As cold as charity, as a frog, as stone, as marble, as ice As ferocious as a lion
As cool as a cucumber As fierce as a tiger
As cosy as a bird’s nest As firm as a rock, as steel, as faith
As countless as the desert sands, as the stars As fit as a fiddle
As flat as a billiard table, as a board, as a pancake As pure as a lily
As free as the air, as a bird As red as blood, as crimson, as a rose, as fire, as scarlet
As fresh as a daisy, as a rose, as dew As regular as clockwork
As gay as a lark As sacred as a shrine
As gentle as a dove, as a lamb, as a fawn As sharp as a needle, as a razor
As gloomy as night As simple as ABC
As glorious as the sun As slippery as an eel, as a serpent
As good as gold As slow as a snail
As graceful as a swan As sly as a fox
As greedy as a dog, as a hog, as a wolf As smooth as butter, as oil, as velvet

K KUNDAN
As green as grass As snug as a bug in a rug
As grey as smoke As soft as butter, as fur, as silk, as wax, as wool
As grim as death, as hell As solid as a rock
As hard as flint, as marble, as granite, as nails As solitary as a tomb
As harmless as a babe, as a dove As sound as a bell
As heavy as lead, as sand As spineless as a jelly fish
As helpless as a babe As spotless as snow
As high as heaven, as the stars As steadfast as the sun
As honest as the day As steady as a rock
As hungry as a church mouse, as a wolf As stealthy as a cat
As impatient as a lover As straight as an arrow, as a lance
As industrious as an ant As stubborn as a mule
As inevitable as death As superstitious as sailors
As innocent as a babe, as a dove As sure as death, as fate
As large as life As sweet as honey, as sugar
As light as a feather, as a butterfly, as air As swift as an arrow, as thought, as lightning, as the wind
As lively as a cricket As talkative as a magpie
As mad as a hatter, as a March hare As tall as a maypole, as a steeple
As mean as a miser As tender as a bud, as a lamb, as a chicken
As meek as a dove, as lamb As tough as leather, as nails
As mischievous as a kitten, as a monkey As transparent as glass
As natural as life As ugly as a scarecrow
As new as day As uncertain as the weather
As obstinate as a mule As unchangeable as the past
As old as the hills As vain as a peacock
As pale as death, as a ghost As variable as the weather
As peaceful as sleep As venomous as a snake

K KUNDAN
As piercing as light As wary as a fox
As plain as a pikestaff As watchful as a hawk, as a sentinel
As pretty as a picture As white as snow, as wool
As progressive as time As wily as a fox
As proud as a peacock As wise as Solomon
As punctual as clockwork
27. LOVER WORDS
1. Lover of books Bibliophile
2. Lover of children Paedophile
3. Lover of animals Zoophile /Zoophilist
4. Lover of trees Dendrophile
Word Power

5. Lover of hands Cheirophile

6. Lover of feet Podophile
7. Lover of horses Hippophile
8. Lover of knowledge Bibliologist
9. Lover of words Philologist
10. Lover of nomadic life Nomads
11. Lover of vegetables Vegetarian
12. Lover of meat Carnivore
13. Lover of human flesh Cannibal
14. Lover of grandeur Megalomaniac

K KUNDAN
15. Lover of war
16. Lover of peace
17. Lover of democracy
18. Lover of dictatorship
19. Lover of mobocracy
20. Lover of one’s country
21. Lover of good food
Warmonger
Pacifist, Peace-loving
Democrat
Dictator
Mobocrat
Patriot
Gourmet
22. Lover of good taste in art, painting, etc Connoisseur
23. Lover of travelling round the world Globetrotter
24. Lover of God and religion Theist
25. Lover of alcoholic drink Drunkard
26. Lover of society Sociable
27. Lover of money Mercenary
28. Lover of sports and games Sports fan, Sportsman
29. Lover of mankind Humanitarian, Philanthropist
30. Lover of material things Materialist
31. Lover of self Narcissist

28. HATER WORDS

1. Hater of women Misogynist
2. Hater of mankind Misanthrope
3. Hater of knowledge Misologist
4. Hater of alcoholic drinks Teetotaller
5. Hater of war Pacifist
6. Hater of idol worship Iconoclast
7. Hater of pomp and show Austere
8. Hater of marriage Celebate, Misogamist

K KUNDAN
9. Hater of worldly life Recluse

29. GRAPHY WORDS

Autobiography story of a person’s life written by himself
Biography story of a person’s life written by someone else
Calligraphy elegant handwriting
Chronography a record of past time; history
Demography study of births, deaths, diseases, etc to show the condition of a community
Epistolography the art of letter-writing
Geography science of the earth’s surface, physical features, divisions, climate, products,
population, etc
Homography method of spelling a word which is like another but with a different meaning
Lithography process of printing from parts of a flat stone or sheet of zinc or aluminium that
 are prepared to receive a greasy ink
Microcosmography a description of man as a microcosm
Orthography writing with correct penmanship and spelling
Polygraphy literary productiveness; writing on a variety of subjects
Seismography the study of earthquakes
Photography art or process of taking photographs
Topography description of the features, eg rivers, valleys, roads, of a place or district
Telegraphy the technique of sending message by electrical signals
Videography the recording of sound and vision, eg of television programmes by magnetic
tape

K KUNDAN
Xeroxography a scientific method of photostating

K KUNDAN
552
Chapter 19
Reading Comprehension
Direct ions : Read t he foll owin g passages
carefully and answer the questions given below
them. Certain words are given in bold to help you
to locate them while answering some of the
questions.
Passage 1
The happy man is the man who lives objectively,
who has free affections and wide interests, who
secures his happiness through these interests and
affections and through the fact that they in turn make
him an object of interest and affection to many others.
To be the recipient of affection is a potent cause of
happiness, but the man who demands affection is not
the man upon whom it is bestowed. The man who
receives affection is, speaking broadly, the man who
gives it. But it is useless to attempt to give it as a
calculation, in the way in which one might lend money
K KUNDAN
at interest, for a calculated affection is not genuine
and is not felt to be so by the recipient.
What then can a man do who is unhappy because
he is encased in self? So long as he continues to
think about the causes of his unhappiness, he
continues to be self-centered and therefore does not
get outside it. It must be by genuine interest, not by
simulated interests adopted merely as a medicine.
Although this difficulty is real, there is nevertheless
much that he can do if he has rightly diagnosed his
trouble. If for example, his trouble is due to a sense
of sin, conscious or unconscious, he can first
persuade his conscious mind that he has no reason
to feel sinful, and then proceed, to plant this rational
conviction in his unconscious mind, concerning
himself meanwhile with some more or less neutral
activity. If he succeeds in dispelling the sense of
sin, it is possible that genuine objective interests
will arise spontaneously. If his trouble is self-pity,
he can deal with it in the same manner after first
pe rsuading himse lf that the re is nothing
extraordinarily unfortunate in his circumstances.
If fear is his trouble, let him practise exercises
designed to give courage. Courage has been recognized
from time immemorial as an important virtue, and a
great part of the training of boys and young men has
been devoted to producing a type of character capable
of fearlessness in battle. But moral courage and
intellectual courage have been much less studied.
They also, however , have their technique. Admit to
yourself every day at least one painful truth, you will
Test of English Language
find it quite useful. Teach yourself to feel that life
would still be worth living even if you were not, as of
course you are, immeasurably superior to all your
friends in virtue and in intelligence. Exercises of this
sort prolonged through several years will at last enable
you to admit facts without flinching and will, in so
doing, free you from the empire of fear over a very
large field.
Potent = convincing; having great power
Bestow = to present something as a gift to
somebody
Encase = to surround or cover something
closely, especially in order to protect
it.
Simulated = artificial, but made to look, feel etc
like the real thing.
Merely = only; simply
Nevertheless = in spite of something; however; still
Persuade = to convince somebody
Conviction = a firm opinion or belief ; the
appearance of being sincere, firmly
believed or truly meant
Dispell = to make something go away
Immemorial = of or from a time so long ago that no
one can remember it; ancient
Prolong = to make something last longer; to
extend something
Flinching = making a s udden automatic
movement because of pain, fear or
shock
1. According to the passage, calculated affection
1) appears to be false and fabricated
2) makes other person to love you
3) turns into permanent affection over a period
of time
4) leads to self-pity
5) gives a feeling of courage
2. Who according to the passage is the happy man?
1) Who is encased in self
2) Who has free affection and wide interests
3) Who is free from worldly passions
4) Who has externally centred passions
5) None of these
3. Which of the following statements is NOT TRUE
in the context of the passage?
1) The happy man has wide interests.
2) Courage has been recognised as an important
virtue.
3) Unhappy man is encased in self.
4) A man who suffers from the sense of sin must
tell himself that he has no reason to be
sinful.
Reading Comprehension
5) Issue of inte lle ctual courage has be e n
extensively studied.
4. Which of the following virtues, according to the
passage, has been recognised for long as an
important virtue?
1) Patriotism 2) Sacrifice
3) Courage 4) Self-consciousness
5) None of these
5. Which of the following words is SIMILAR in
meaning of the word ‘bestowed’ as used in the
passage?
1) Conferred 2) Accommodated
3) Trusted 4) Withdrawn
5) Directed
6. Which of the following, according to the passage,
has not been studied much?
1) Feeling of guilt and self-pity
2) The state of mind of an unhappy man
3) How to get absorbed in other interests
4) Moral and intellectual courage
5) None of these
7. What should a man do who is suffering from the
feeling of self-pity?
1) He should control his passions and emotions.
2) He should persuade himself that everything
is alright in his circumstances.
3) He should seek affection from others.
4) He should develop a feeling of fearlessness.
K KUNDAN
5) He should consult an expert to diagnose his
trouble.
8. What happens to a man who demands affection?
1) His feelings are reciprocated by others.
2) He tends to take a calculated risk.
3) He becomes a victim of a vicious circle.
4) He takes affection for granted from others.
5) None of these
Reciprocate = to give and receive something
in return; to make a mutual
exchange of something
Vicious circle = a continuing situation in which
one problem or need leads to
another and the new problem
makes the first problem worse.
9. If a man is suffering from a sense of sin,
1) he should invite opinion of others
2) he should admit his sin at once
3) he should consciously realize that he has no
reason to feel sinful
4) he should develop a fearless character
5) he should develop an internal focus of control
10. Which of the following statements is TRUE in
the context of the passage?
1) All passions stem from unhappiness.
2) The happy man lives subjectively.
3) Any virtue has a dark side also.
4) One feels happy if one receives affection.
5) Any affection is always genuine.
To stem from = to have something as its origin
or cause
553
11. Which of the following statements is SIMILAR
in meaning to the word ‘flinching’ as used in
the passage?
1) wincing 2) convincing 3) explaining
4) providing 5) debating
Wincing = showing pain, distress or
embarras sment by a s light
movement of the muscles in the face.
12. How can one ge t out of the vicious circle
mentioned in the passage?
1) By practising skills of concentration
2) By inculcating the habit of self-absorption
3) Being true to othe rs and one ’s inte rnal
circumstances
4) Admitting to oneself that others could be right
5) None of these
To inculcate = to fix ideas, principles, etc firmly in
somebody’s mind especially by
often repeating them
13. Which of the following words is OPPOSITE in
meaning of the word ‘dispelling’ as used in the
passage?
1) giving 2) accumulating
3) projecting 4) scattering
5) receiving
14. What according to the passage is the real cause
of happiness?
1) Material rewards and incentives received
2) Critical analysis of the happy state of mind
3) Affection received from others
4) Calculated risk taken
5) None of these
15. What happens when you think about the cause
of your unhappiness?
1) You try to introspect and look critically at
yourself.
2) You realize that life can be lived in different
ways.
3) You try to practice exercise designed to give
coverage.
4) You remain a self-centered person.
5) None of these
Passage 2
Management is a set of processes that can keep a
complicated system of people and technology running
smoothly. The most important aspects of management
include planning, budgeting, organising, staffing,
controlling, and problem-solving. Leadership is a set
of processes that creates organizations in the first
place or adapts them to significantly changing
circumstances. Leadership defines what the future
should look like, aligns people with that vision, and
inspires them to make it happen despite the obstacles.
This distinction is absolutely crucial for our purposes
here: Successful transformation is 70 to 90 per cent
leadership and only 10 to 30 per cent management.
Yet for historical reasons, many organizations today
don’t have much leadership. And almost everyone
554
thinks about the problems here as one of managing
change.
For most of this century, as we created thousands
and thousands of large organizations for the first time
in human history, we didn’t have e nough good
managers to keep all those bureaucracies functioning.
So many companies and unive rsities de veloped
manage me nt programme s, and hundre ds and
thousands of pe ople were encouraged to le arn
management on the job. And they did. But, people
were taught little about leadership. To some degree,
management was emphasized because it’s easier to
teach than leadership. But even more so, management
was the main item on the twentieth-century agenda
be cause that’s what was ne e de d. For e ve ry
entrepreneur or business builder who was a leader, 2.
we needed hundreds of managers to run their ever
growing enterprises.
Unfortunately for us today, this emphasis on
management has often be en institutionalized in
corporate cultures that discourage employees from
learning how to lead. Ironically, past success is usually
the key ingredient in producing this outcome. The
syndrome, as I have observed it on many occasions,
goes like this: success creates some degree of market
dominance, which in turn produces much growth. After
a while keeping the ever larger organization under
control becomes the primary challenge. So attention 3.
K KUNDAN
turns inward, and managerial compe tencies are
nurtured. With a strong emphasis on management
but not on leadership, bureaucracy and an inward focus
take over. But with continued success, the result
mostly of market dominance, the problem often goes
unaddressed and an unhealthy arrogance begins to
evolve. All of these characteristics then make any
transformation effort much more difficult.
Arrogant managers can over-evaluate their current
performance and competitive position, listen poorly,
and learn slowly. Inwardly focused employees can have
difficulty seeing the very forces that present threats
and opportunities. Bureaucratic cultures can smother
those who want to respond to shifting conditions. And
the lack of leadership leaves no force inside these
organisations to break out of the morass.
Adapt = to become adjusted to new
conditions, etc. 4.
Syndrome = any set of opinions, events, actions
etc that are characteristic of a
particular condition
Nurture = to help the devel opment of
something
Smother = to prevent s omething f rom
development or being noticed; to
suppress
Mor ass = a situation that is confusing and
complicated or prevents progress
Respond = to do something as a reaction of 5.
something
1. Why, according to the author, is a distinction
between management and leadership crucial?
Test of English Language
1) Leaders are reactive whereas managers are
proactive.
2) Organisations are facing problems of not
getting good managers.
3) Organisations are pursuing the strategy of
status quo.
4) In today’s context, organisations need leaders
much more than managers in transforming
them.
5) None of these
Proactive = creating or controlling a situation by
causing things to happen rather
than reacting to events.
Stauts quo = the situation or state of affais as it
is now, or as it was before a recent
change
Why did companies and universities develop
programmes to prepare managers in such a large
number?
1) Companie s and unive rsitie s wante d to
generate funds through these programmes.
2) A large number of organisations were created
and they needed managers in good number.
3) Organisations did not want spend their scarce
resources in training managers.
4) Organisations wanted to create communi-
cation network through trained managers.
5) None of these
Which of the following statements is NOT TRUE
in the context of the passage?
1) Bureaucratic culture can smother those who
want to respond to changing conditions.
2) Leadership produces change and has the
potential to establish direction.
3) Pressure on managers comes mostly from
within.
4) Leadership centres on carrying out important
functions such as planning and problem-
solving.
5) Managers believe that they are the best and
that their idiosyncratic traditions are superior.
Idiosyncratic = adjective of ‘Idiosyncrasy’.
Idiosyncrasy = a person’s particular way of
thinking, behaving etc that is
clearly different from that of
others.
Which of the following is not the characteristic
of bureaucratic culture?
1) Managers listen poorly and learn slowly.
2) Managerial competencies are nurtured.
3) Employees clearly see the forces that present
threats and opportunities.
4) Prevalence of unhealthy arrogance.
5) Manage rs te nd to stifle initiative and
innovation.
Stifle = to suppress or control something
Which of the following is SIMILAR in meaning
to the word SMOTHER as used in the passage?
1) suppress 2) encourage 3) instigate
4) criticise 5) attack
Reading Comprehension 555

6. How has the author defined management?
1) It is the process of adapting organisations to
changing circumstances.
2) It is the system of aligning people with the
direction it has taken.
3) It refers to creating a vision to help direct the
change effort.
4) Creating better performance through customer
orientation.
5) None of these
7. Management education was emphasized in the
management programmes because
1) establishing direction was the main focus of
organisations
2) motivating employees was thought to be done
by managers
3) strategies for producing change was the main
focus of organisations
4) organisations wanted to cre ate powe rful
guiding coalition
5) management was the main item of agenda in
organisations
8. What is the historical re ason for many
organisations not having leadership?
1) A view that leaders are born, they are not made
2) Le ade rs lack manage rial skills and
organisations need managers
3) Leaders are weak in carrying out traditional
3) Inspiring people to realise the vision
4) Carrying out the crucial functions of
management
5) None of these
13. Which of the following characteristics helps
organisations in their transformation efforts?
1) Emphasis on le ade rship but not on
management
2) A strong and dogmatic culture
3) Bureaucratic and inward-looking approach
4) Failing to acknowledge the value of customers
and shareholders
5) None of these
Dogmatic = insisting that one’s belief’s are right
and that others should accept them,
without paying attention to evidence
or to other opinions
14. Why were people taught little about leadership
in management programmes?
1) Teachers were busy in understanding the
phenomenon of leadership.
2) Enough study material was not available to
facilitate teaching of leadership.
3) Focus of these programmes was on developing
managers.
4) Leadership was considered only a political
phenomenon.
5) None of these

K KUNDAN
15. Which of the following state me nts is/are
functions of management
definitely true in the context of the passage?
4) Le aders allow too much complace ncy in
(A) Bureaucracy fosters strong and arrogant
organisations
culture.
5) None of these
Complacency = a calm feeling of satisfaction
(B) Leadership competencies are nurtured in
with oneself, one’s work, etc large-size organisations.
9. In the passage, management is equated with (C) Successful transformation in organisations
1) Organisation is 70 to 90 per cent leadership.
2) Leadership 1) Only A and B 2) Only A and C
3) Organisational vision 3) Only B and C 4) Only B
4) Bureaucracy 5) Only C
5) Managerial training Fost er = to help the devel opment of
something; to encourage or promote
10. Why does the attention of large organisations
something
turn inward?
1) Their managers become arrogant. Passage 3
2) They have to keep themselves under control.
3) Their success creates market dominance. In the second week of August 1998, just a few days
4) They want to project their predictability. after the incidents of bombing the US embassies in
5) None of these Nairobi and Dar-es-Salaam, a high-powered, brain-
11. Which of the following is SIMILAR in meaning of storming session was held near Washington D.C., to
the word NURTURED as used in the passage? discuss various aspects of terrorism. The meeting was
1) created 2) developed 3) thwarted attended by ten of America’s leading experts in various
4) surfaced 5) halted fields such as germ and chemical warfare, public
Thwar t = to prevent somebody doing what health, disease control and also by the doctors and
they intend to; to oppose a plan, etc the law-enforcing officers. Being asked to describe the
successfully horror of possible bio-attack, one of the experts
12. What, according to the author, is leadership? narrated the following gloomy scenario.
1) Process which keeps the system of people and A culprit in a crowded business centre or in a busy
technology running smoothly shopping mall of a town empties a test tube containing
2) Planning the future and budgeting resources some fluid, which in turn creates an unseen cloud of
of the organisation germ of a dreaded disease like anthrax capable of
556 Test of English Language

inflicting a horrible death within 5 days on any one Overthrow = to remove somebody/some-
who inhales it. At first 500, or so victims feel that thing from a position of power
they have mild influenza which may recede after a using force
Beyond redemption = too bad to be improved or
day or two. Then the symptoms return again and their
saved
lungs start filling with fluid. They rush to local Ruthless = having or showing no pity or
hospitals for treatment, but the panic-stricken people feeling for others; hard and
may find that the medicare services run quickly out of cruel
drugs due to excessive demand. But no one would be Cacophony = a mixture of loud unpleasant
able to realise that a terrorist attack has occurred. sound
One cannot deny the possibility that the germ involved Perpetrator = a person who commits a crime
would be of contagious variety capable of causing an and does something
considered wrong
epidemic. The meeting concluded that such attacks,
Fanatic = a person who is too enthu-
apart from causing immediate human tragedy, would siastic about something
have dire long-term effects on the political and social Diehard = a person who strongly opposes
fabric of a country by way of ending people’s trust on change and new ideas
the competence of the government. Inflict somebody/something on somebody = to
The experts also said that the bombs used in Kenya make somebody accept
and Tanzania were of the old-fashion variety and something that is unpleasant
involve d quantitie s of high e xplosive s, but new or not welcome
Intent on doing
terrorism will prove to be more deadly and probably
something = having the s pecified f irm
more elusive than hijacking an aeroplane or a gelignite intention; determined to do
of previous decades. According to Bruce Hoffman, an something
American specialist on political violence, old terrorism 1. In the context of the passage, the culprit’s act
generally had a specific manifesto - to overthrow a of emptying a test tube containing some fluid
colonial power or the capitalist system and so on. can be classified as
These terrorists were not shy about planting a bomb 1) a terrorist attack
or hijacking an aircraft and they set some limit to 2) an epidemic of a dreaded disease
their brutality. Killing so many innocent people might 3) a natural calamity

K KUNDAN
turn their natural supporters off. Political terrorists
want a lot of people watching but not a lot of people
dead. “Old terrorism sought to change the world while
the new sort is often practised by those who believe
that the world has gone beyond redemption”, he added.
Hoffman says, “New terrorism has no long-term
agenda but is ruthless in its short-term intentions.
It is often just a cacophonous cry of protest or an
outburst of religious intolerance or a protest against
the West in general and the US in particular. Its
perpetrators may be religious fanatics or diehard
opponent of a government and see no reason to show
restraint. They are simply intent on inflicting the
maximum amount of pain on the victim.”
Chemical warfare = the use of poisonous gases
and other harmful chemicals as
weapons in war
Gloomy = making somebody feel sad and
depressed
Recede = to move backward f rom a
previous position or away from
an observer, or to appear to do
this
Contagious = spreading by contact; sprea-
ding easily from one person to
another
Epidemic = the rapid spread of a disease
among many people in the same
place
Dire = very serious or urgent
Elusive = difficult to find or capture
Gelignite = a powerful explosive
4) panic created by an imaginary event
5) None of these
Dreaded = greatly feared
Calamity = an event that causes great harm or
damage; a disaster
2. In what way would the new terrorism be different
from that of the earlier years?
(A) More dangerous and less baffling
(B) More hazardous for victims
(C) Less complicated for terrorists
1) A and C only
2) B and C only
3) A and B only
4) All the three
5) None of these
Baffle = to be too difficult or strange for
somebody to understand, solve or
explain
Hazar dous = dangerous; risky
3. What was the immediate provocation for the
meeting held in August 1998?
1) the insistence of America’s leading
2) the horrors of possible bio-attacks
3) a culprit’s heinous act of spreading germs
4) people’s lack of trust in the government
5) None of these
Provocation = the action of making somebody
angry by del iberatel y doing
something annoying or offensive
Heinous = very wicked
4. What could be the probable consequences of bio-
attacks, as mentioned in the passage?
Reading Comprehension 557

(A) several deaths 3) It can differentiate between the innocent

(B) political turmoil people and the guilty.
(C) social unrest 4) It is free from any political ideology.
1) A only 2) B only 5) It advocates people in changing the socio-
3) C only 4) A and B only political order
5) All the three Directions (Q. 10-12): Choose the word which
Turmoil = a state of great dis turbance, is most OPPOSITE in meaning of the word printed
confusion or uncertainty in bold as used in the passage
Unr est = a state of disturbance in which 10. gloomy
people are angry or dissatisfied and
1) discouraging 2) disgusting
likely to protest or fight
3) bright 4) tragic
5. The author’s purpose of writing the above passage
5) versatile
seems to explain
Versatile = having many uses; turning easily or
1) the methods of containing terrorism readily from on subject, skill or
2) the socio-political turmoil in African countries occupation to another
3) the deadly strategies adopted by modern 11. cacophonous
terrorists 1) loud 2) melodious 3) sonorous
4) reasons for killing innocent people 4) harsh 5) distant
5) the salient features of terrorism of yesteryear Sonorous = having a full deep sound; sounding
Salient = main; most noticeable or important impressive and important
Yesteryear = the recent past 12. intolerance
6. According to the author of the passage, the root 1) forbearance 2) permissiveness
cause of terrorism is 3) adaptability 4) acceptance
(A) religious fanaticism 5) faithfulness
(B) socio-political changes in countries Forbearance= patience; restraint; tolerance
(C) the enormous population growth Directions (Q. 13-15): Choose the word which
1) A only 2) B only is most nearly the SAME in meaning of the word
3) C only 4) A and B only printed in bold as used in the passage.
5) All the three 13. perpetrators

K KUNDAN
Enormous = very larg; huge 1) opponents 2) followers
7. The phrase “such attacks”, as mentioned in 3) sympathisers 4) leaders
the last sentence of the second paragraph, refers 5) manoeuvrers
to 14. elusive
1) the onslaught of an epidemic as a natural 1) harmful 2) fatal 3) destructive
calamity 4) baffling 5) obstructing
2) bio-attack on political pe ople in the 15. inflicting
government 1) elevating 2) imposing 3) alleviating
3) attack aimed at damaging the reputation of 4) reflecting 5) soothing
the government
4) bio-attack manoeuvred by unscrupulous Passage 4
elements
An independent, able and upright judiciary is the
5) None of these
Onslaught = a violent attack hallmark of a free democratic country. Therefore, the
Manoeuvre = to control or infl uence process of judicial appointments is of vital importance.
s ome bo dy/ s o mething At present, on account of the Supreme Court’s last
skillfully advisory opinion, the role of the executive and its
Unscrupulous = without moral principles; not interference in the appointment of judges is minimal,
honest or fair which, in light of our previous experience, is most
8. The sole objective of the old terrorism, according welcome. However, there is a strong demand for a
to Hoffman, was to National Judicial Commission on the ground of wider
1) plant bombs to kill innocent people participation in the appointment process and for
2) remove colonial power or capitalist system greater transparency. The composition, the role and
3) make people realise the incompetence of the the procedures of the proposed National Judicial
government Commission, must be clearly spelt out, lest it be a
4) give a setback to socio-political order case of jumping from the frying-pan into the fire.
5) None of these Recently, there has been a lively debate in England
9. Which of the following statements is true about on the subject. A judicial commission has been
new terrorism? proposed but there are not many takers for that
1) Its immediate objectives are quite tragic. proposal. In the paper issued this month by the Lord
2) It has far-sighted goals to achieve. Chancellor’s Department on judicial appointments,
558
the Lord Chancellor has said, “I want every vacancy
on the Bench to be filled by the best person available.
Appointments must and will be made on merit,
irrespective of ethnic origin, gender, marital status,
political affiliation, sexual orientation, religion or
disability. These are not mere words. They are firm
principle s. I will not tole rate any form of
discrimination.”
At present, there are hardly any persons from the
ethnic minorities manning the higher judiciary and
so far not a single woman has made it to the House of 4.
Lords. The most significant part of Lord Chancellor’s
pape r is the re quire me nt that “alle gations of
professional misconduct made in the course of
consultations about a candidate for judicial office must
be specific and subject to disclosure to the candidate”.
This should go a long way in ensuring that principles
of natural justice and fair play are not jettisoned in
the appointment process, which is not an uncommon
phenomenon.
Upright = placed in a vertical position
Hallmark = a feature or quality that is typical of 5.
somebody/something
Minimal = very small in size or amount; as small
as possible
Lest = in case; in order to prevent
something from happening; to avoid
the risk of; because of the
possibility of
K KUNDAN
From/out of the frying-pan into the fire = from
a bad situation to one that is worse
Affiliate = to link a group, a company or an 6.
organization very closely with
another, larger one
Jettison = to get rid of something/somebody
that you no longer need or want; to
discard; to abandon
1. What, according to the passage should go a long
way in judicial appointments?
1) Decision that all sections of the society are
represented.
2) Candidate’s qualifications and seniority are
considered. 7.
3) Candidate must know the charge of
professional misconduct levelled against him.
4) The re should be strong re ason for
discrimination.
5) None of these
2. According to the passage, there has been a
demand for a National Judicial Commission to
1) clear the backing of court cases.
8.
2) make judiciary see eye to eye with executive.
3) wipe out corruption at the highest places.
4) make the appointment process of judges more
broad-based and clear.
5) safeguard the interest of natural justice and
9.
fair play in judicial pronouncement.
3. Which of the following could be in the author’s
mind when he says ‘in the light of our previous
experience’?
Test of English Language
1) Not having enough judges from backward
communities.
2) Inte rfe re nce of the e xe cutive in the
appointment of judges.
3) Professional misconduct of judges.
4) De lay that occurre d in the judicial
appointments.
5) None of these
In the light of something = in view of something;
considering something
The role and proce dure of the National
Commission must be spelt out clearly
1) because executive wing will depend on it
heavily.
2) because judges will take judicial decisions on
the basis of it.
3) it will be represented by a cross-section of
the society.
4) it will bring a qualitative change in the
interpretation of law.
5) None of these
What has been the subject of lively debate in
England?
1) Role of judiciary in free and de mocratic
nations
2) Appointment of judicial commission
3) Seniority as the basis of appointme nt of
judges
4) Appointment of judicial posts
5) None of these
What, according to the author, is the typical
characteristic of an independent democratic
country?
1) Objective process of judicial appointments.
2) Supreme Court’s advisory opinion on legal
metters.
3) Responsible, free and fair judiciary.
4) Lively and frank debate in the society on the
role of judiciary.
5) None of these
Which, according to the passage, is not an
uncommon phenomenon?
1) An independent and upright judiciary
2) Delays taking place in legal pronouncements
3) Justice being denied to poor people
4) Partiality and subje ctivity in judicial
appointments
5) None of these
Pronouncement = a formal public statement
Which of the following words is SIMILAR in
meaning as the word jettison as used in the
passage?
1) sacrifice 2) accept 3) modify
4) destroy 5) advocate
Which of the following forms part of what the
Lord Chancelor has said?
1) Appointments to judicial posts must take into
consideration the aspirations of the weaker
sections of the society.
Reading Comprehension 559

2) Vacancies in the judiciary must not remain health-care system is urban-based, closely geared to
unfilled. drugs, hospitals and expensively trained apathetic
3) Merit should be the sole criterion for judicial doctors. The bulk of the population in poor countries,
appointments. who live in rural areas, are left untouched by all this
4) Selective discrimination may be preached and and must rely on traditional healers. The answer is
also practised. to turn out medical/health personnel sufficiently, but
5) None of these not expensively, trained to handle routine complaints
10. Which of the following according to the author and to get villagers to pay adequate attention to
is the most welcome thing? cleanliness, hygienic sanitation, garbage disposal and
1) The ne gligible role to be playe d by the othe r e le me ntary but crucial matte r s. More
executive in the appointment of judges. complicated ailments can be referred to properly
2) Coordinating role played by the executive in e quippe d ce ntre s in district towns, citie s and
the appointment of judges metropolises. Traditional healers, whom villagers
3) The appointment of judges from the ethnic trust, can be among these intermediate personnel.
minority classes Some third-world countries, including India, have
4) Appointment of judges purely on the basis of launched or are preparing elaborate schemes of this
merit nature. But the experience is not quite happy. There
5) None of these is resistance from the medical establishment which
11. Which of the following groups of words is sees them as little more than licensed quackery but
SIMILAR in meaning as the word lest as used is not prepared either to offer condensed medical
in the passage? courses such as the former licentiate course available
1) in spite of 2) for fear that in this country and unwisely scrapped. There is the
3) for want of 4) in order to question of how much importance to give to indigenous
5) with regard to system of medicine. And there is the difficult matter
12. What does the expression “from the frying-pan of striking the right balance between preventive
into the fire” mean? healthcare and curative medical attention. These are
1) Seeing one dream after the other complex issues and the Milan conference would
2) Making plan after plan perhaps be more fruitful if it were to discuss such

K KUNDAN
3) Crossing one hurdle after the other specific subjects.
4) Jumping from one high place to another Catch-phrase = a popular phrase that is connected
5) None of these with the politician or entertainer who
used it and made it famous.
Passage 5 Swear by something
/somebody = (not used in the progressive tenses)
After the “Liberal” a new catch-phrase is being to be certain that something is good
coined: `A New Health Order’. Talking about setting it or useful
up is the theme of the WHO-sponsored international Entrench = to establish something very firmly
conference on primary health and medical care, so that it is very difficult to change
Radical = thorough and complete
currently being held at Milan in Italy. While much
Accomplish = to succeed in doing or completing
has been said and written on establishing “new order”, something; to achieve
little has actually been done. Will the conference at Muster = to find as much support, courage
Milan too swear by the “new health order”, go home etc as you can
and then forget about it, while the present medical Carry out = to do something that you have said
and healthcare set-up in poor countries further you will do or have been asked to
entrenches itself? This does not have to be the fate do
of the radical resolutions that will undoubtedly be Geared = designed or organized to achieve a
particular purpose, or to be suitable
passed at Milan. Unlike creating a new world economic
for a particular group of people
or information order, establishing a new health set- Apathetic = showing no interest or enthusiasm
up is essentially a matter for individual countries to Rely on = to need or depend on somebody/
accomplish. No conflict of international interests is something
involved. But this advantage is, at least until it begins Healer = a person who cures people of illness
to take concrete shape, only theoretical. The million- and disease using natural powers
dollar question is whether individual third-world rather than medicine
governments are able and willing to muster the will, Turn out = to be present at an event
Sanitation = the equipments and systems that
the re source s, the administrative and othe r
keep places clean, especially by
infrastructure to carry out what it is entirely within removing human waste
their power to attain and implement. Crucial = extremely important because it will
The dimensions of the problem are known and the affect other things; critical; essential
solutions broadly agreed on. The present medical and Ailment = an illness that is not very serious
Elaborate = carefully prepared and organized
560 Test of English Language

Quackery = the methods or behaviour of 3) improving the economic condition of the

somebody who pretends to have
medical knowledge
Condense = to put a lot of information into a small
space
Licentiate = a person with an official permission
to work in a particular profession
Scrap = to cancel or get rid of something that
is no longer practical or useful
Indigenous = native; belonging to a particular
place rather than coming to it from
somewhere else
Preventive = intended to try to stop something
that causes problems or difficulties
from happening
Curative = able to cure illness; healing
1. The author is doubtful whether ....
1) an individual country can set up a new health
order.
2) the Milan conference would pass radical
resolutions.
3) under-developed countries have the capacity
to organize their resources.
4) traditional he ale rs could be traine d as
intermediate health personnel.
5) the problem has been understood at all.
2. The author has reservations about the utility of
the Milan Conference because ....
1) it is expected only to discuss but not decide
upon anything.
masses.
4) expediting the setting up of a new health
order.
5) making cheap drugs available.
6. To make the conference really useful, the author
suggests ....
1) resolving the international conflicts involved.
2) that it should address itself to specific issues.
3) it should give importance to indige nous
system of medicine.
4) that it should not pass radical resolutions.
5) None of these
7. What does the author suggest for the cure of
the cases involving complications?
1) Treating such cases at well-equipped hospitals
in district places
2) Training such victims in preliminary hygiene
3) Training semi-skilled doctors to treat such
cases
4) Issuing licences to semi-skilled doctors to
treat such cases
5) None of these
8. The medical establishment seems to be reluctant
to trust the ....
1) allopathic medical practitioners.
2) traditional healers.
3) urban-based medical practitioners.

K KUNDAN
2) earlier conferences had failed to reach any 4) expensively trained allopathic doctors.
decisions. 5) None of these
3) the medical profession is opposed to a new Reluctant = hesitating before doing something
because you do not want to do it or
health order.
because you are not sure that it is
4) while “new orders” are talked and written the right thing to do
about, not much is actually done. 9. For a new health order, the author recommends
5) None of these all of the following EXCEPT
3. The contents of the passage indicate that the 1) motivating village rs to pay atte ntion to
author is opposed to .... cleanliness
1) traditional healers. 2) setting up well equipped centres in district
2) licentiate practitioners. towns
3) allopathic system of medicines. 3) discontinuing the present expensive medical
4) hospitals. courses
5) None of these 4) training traditional healers to function as
4. It can be inferred from the contents of the medical health personnel
passage that the author’s approach is ... 5) striking a balance be twe e n pre ve ntive
1) sarcastic 2) constructive healthcare and curative medical attention
3) indifferent 4) fault-finding Directions (Q. 10-12): Choose the word which
5) hostile is most nearly the SAME in meaning as the word
Sarcastic = showing or expressing a way of
printed in bold as used in the passage.
using words that are the opposite
of what you mean in order to be
10. LAUNCHED
unpleasant to somebody or to make 1) participated 2) accomplished
fun of them. 3) elevated 4) planned
Indifferent = having or showing no interest in 5) started
somebody/something Accomplished = very good at a particular thing;
Hostile = very unfriendly or aggressive and having a lot of skills
ready to argue or fight 11. MUSTER
5. The author thinks that the solution to the 1) enlist 2) summon
problem of medical/health care lies in .... 3) manifest 4) extend
1) opening hospitals is rural areas. 5) enrich
2) conducting inexpensive medical courses.
Reading Comprehension 561

Enlist = to persuade somebody to help you considerations. This rich interpersonal relationship
or to join you in doing something between the physician, patient and family has, barring
Summon = to arrange an official meeting a few exceptions, prevailed till the recent past, for
Manifest = to show something clearly, especially
caring was considered as important as curing. Our
a feeling, an attitude or a quality
Enrich = to improve the quality of something,
indigenous systems of medicine like ayurveda and yoga
often by adding something to it have been more concerned with the promotion of the
12. ENTRENCH health of both the body and mind and with maintaining
1) being deteriorating a harmonious relationship not just with fellow-beings
2) surround completely but with nature itself, of which man is an integral
3) establish firmly part. Healthy practices like cleanliness, proper diet,
4) enclose carefully exercise and meditation are part of our culture which
5) finish radically sustains people even in the prevailing conditions of
Directions (Q. 13-15): Choose the word which poverty in rural India and in the unhygienic urban
is most nearly OPPOSITE in meaning of the word slums.
printed in bold as used in the passage. These systems consider disease as an aberration
13. CONDENSED resulting from disturbance of the equilibrium of health,
1) concentrated which must be corrected by gentle restoration of this
2) envigoured balance through proper diet, medicines and the
3) expanded establishment of mental peace. They also teach the
4) lengthened graceful acceptance of old age with its infirmities
5) inexplicable resulting from the normal degenerative process as
Inexplicable = that cannot be understood or explained well as of death which is inevitable.
14. CRUCIAL This is in marked contrast to the western concept
1) trivial of life as a constant struggle against disease, ageing
2) critical and death which must be fought and conquered with
3) significant the knowledge and technology derived from their
4) marvellous science: a science which, with its narrow dissective
5) conspicuous and quantifying approach, has provided us the

K KUNDAN
Trivial = not important or serious; not worth
considering
Critical = extremely important because a future
situation will be affected by it; crucial
Conspicuous = easy to see or notice; likely to attract
attention
15. RESISTANCE
1) opposition
2) agreement
3) repulsion
4) acceptance
5) compliance
Repulsion = a feel ing of very strong dis like to
something that you f ind extremel y
unpleasant
Compliance = the practice of obeying rules or requests
made by people in authority
Passage 6
There is no field of human endeavour that has been
so misunderstood as health. While health which
connotes well-being and the absence of illness has
a low profile, it is illness representing the failure of
health which virtually monopolizes attention because
of the fear of pain, disability and death. Even Sushruta
has warned that this provides the medical practitioner
power over the patient which could be misused.
Till recently, patients had implicit faith in their
physician whom they loved and respected, not only
for his knowledge but also in the total belief that
practitioners of this noble profession, guided by ethics,
always placed the patient’s interest above all other
unde rstanding of the microbial cause s of
communicable diseases and provided highly effective
technology for their prevention, treatment and control.
This can rightly be claimed as the greatest contribution
of western medicine and justifiably termed as ‘high’
technology. And yet the contribution of this science
in the fie ld of non-communicable dise ase s is
remarkably poor despite the far greater inputs in
research and treatment for the problems of ageing
like cancer, heart diseases, paralytic strokes and
arthritis which are the major problems of affluent
societies today.
Endeavour = an attempt to do something new or
difficult
Connote = to suggest a feeling, an idea, etc as
well as the main meaning
Virtually = almost or very nearly, so that any
slight difference is not important
Interpersonal = connected with relationships
between people
Barring = except for; unless there is/are
Prevail = to exist or be very common at a
particular time or in a particular place
Indigenous = native; belonging to a particular
place rather than coming to it from
somewhere else
Aberration = a fact, an action or a way of behaving
that is not usual, and that may be
unacceptable
Restoration = the act of returning something to its
correct place, condition or owner
Infirmity = weakness or illness over a long
period
562 Test of English Language

Degenerative= (of an illness) getting or likely to get 2) Technology and science.

worse as time passes 3) Western physician and western-educated
Inevitable = that you cannot avoid or prevent Indian physician.
Dissect = to study something closely and/or
4) Indian and western concepts of life.
discuss it in great detail
Affluent = having a lot of money and a good
5) Knowledge and technology.
standard of living 7. Why does the author describe the contributions
Proponent = a person who supports an idea or of science as remarkably poor?
course of action 1) It concentrates more on health than on
1. Which of the following has been described as illness.
the most outstanding be ne fits of mode rn 2) It suggests remedies for the poor people.
medicine? 3) It demands more inputs in terms of research
(A) The re al cause and ways of control of and technology.
communicable diseases 4) The cost of treatment is low.
(B) Evolution of the concept of harmony between 5) None of these
man and nature 8. Which of the following can be inferred about the
(C) Special techniques for fighting ageing position of the author in writing the passage?
1) Only B and C 2) Only A and B (A) Arde nt supporte r of weste rn syste m in
3) Only A 4) Only B present context.
5) Only C (B) Supremacy of ancient Indian syste m in
2. In India traditionally the doctors were being today’s world.
guided mainly by which of the following? (C) Critical and objective assessment of the
1) High technology present situation.
2) Good knowledge 1) Only A 2) Only B
3) Professional ethics 3) Only C 4) Neither B nor C
4) Power over patient 5) None of these
5) Western concept of life Ardent = very enthusiastic and s howing
3. What caution have proponents of indigenous strong feelings about something/
systems sounded against medical practitioners? somebody; passionate

K KUNDAN
1) Their undue concern for the health of the 9. The author seems to suggest that
person. 1) we should give importance to improving the
2) The ir e mphasis on re se arch on non- health rather than curing of illness.
communicable diseases. 2) we should move towards becoming an affluent
3) Their emphasis on curing illness rather than society.
preventive health measures. 3) ayurveda is superior to yoga.
4) The ir e mphasis on re storing he alth for 4) good interpersonal relationship between the
affluent members of the society. doctor and the patient in necessary but not
5) None of these sufficient.
4. Why has the field of health not been understood 5) ayurvedic medicines can be improved by
properly? following western approaches and methods of
1) Difficulty in unde rstanding distinction sciences.
Interpersonal = connected with relationships
between health and illness.
between people
2) Confusion between views of indigenous and
Directions (Q. 10-12): Choose the word which
western system.
is most OPPOSITE in meaning of the word printed
3) Highly advanced technology being used by the
in bold as used in the passage.
professionals.
10. INEVITABLE
4) Not given in the passage.
1) Undesirable 2) Unsuitable
5) None of these
3) Detestable 4) Avoidable
5. Why, according to the author, have people in
5) Available
India survived in spite of poverty?
11. CONCERNED
1) Their natural resistance to communicable
1) Diluted 2) Liberated
diseases is very high.
3) Indifferent 4) Divested
2) They have easy access to western technology.
5) Relaxed
3) Their will to conquer diseases
12. DEGENERATIVE
4) The ir harmonious re lationship with the
1) Recuperative 2) Revolving
physician
3) Productive 4) Innovative
5) None of these
5) Integrative
6. Which of the following pairs are mentioned as Recuperate = to get back your health, strength or
‘contrast’ in the passage? energy after being sick, tired injured
1) Western concept of life and science. etc; to recover
Reading Comprehension 563

Directions (Q. 13-15): Choose the word which Implication = a possible effect or result of an action
is most nearly the SAME in meaning as the word or a decision
printed in bold as used in the passage. Flourish = to develop quickly and be successful
or common; thrive
13. CONNOTES
Cartload = a large amount of something
1) Helps 2) Cures 3) Follows In black and white = in writing or in print
4) Confirms 5) Implies Myriad = an extremel y large number of
14. ABERRATION something
1) Observation 2) Alternative 3) Deviation Tint = a s hade or smal l amount of a
4) Outcome 5) Stimulate particular colour
Stimulate = to make somebody interested and Scourge = a person or thing that causes trouble
excited about something or suffering
15. DERIVED 1. How do the British economists and political
1) Constructed 2) Sprung 3) Directed scientists react to budget secrecy? They are
4) Processed 5) Continued 1) in favour of having a mix of secrecy and
openness.
Passage 7 2) indifferent to the budgeting techniques and
taxation policies.
We have inherited the tradition of secrecy about
3) very critical about maintenance of budget
the budget from Britain where also the system has
secrecy.
been strongly attacked by eminent economists and
4) advocates of not disclosing in advance the
political scientists including Peter Jay. Sir Richard
budget contents.
Clarke, who was the originating genius of nearly every
5) None of these
important development in the British budgeting
Indifferent = having or showing no interest in
techniques during the last two decades, has spoken somebody/something
out about the abuse of budget secrecy: “The problems 2. The author thinks that openness in budget is
of long-term tax policy should surely be debated essential as it leads to
openly with the facts on the table. In my opinion, all 1) prevention of tax implications
governments should have just the same duty to 2) people’s reluctance to accept their moral
publish the ir e xpe nditure policy. Inde e d, this

K KUNDAN
duties
obligation to publish taxation policy is really essential 3) exaggerated revelation of the strengths and
for the control of public expenditure in order to get weaknesses of economy
re alistic taxation implications.” Re alising that 4) making our country on par with Finland
democracy flourishes best on the principles of open 5) None of these
government, more and more democracies are having 3. The author seems to be in favour of
an open public debate on budget proposals before 1) maintaining secrecy of budget
introducing the appropriate Bill in the legislature. In 2) judicious blend of secrecy and openness
the United States the budget is conveyed in a message 3) transparency in budget proposals
by the President to the Congress, which comes well 4) replacement of public constitution by secrecy
in advance of the date when the Bill is introduced in 5) None of these
the Congress. In Finland the Parliament and the people 4. The secrecy of the budget is maintained by all of
are already discussing in June the tentative budget the following countries except
proposals which are to be introduced in the Finnish (A) Finland
Parliament in September. Every budget contains a (B) India
cartload of figures in black and white - but the dark (C) United States
figures represent the myriad lights and shades of 1) Only A 2) Only B
India’s life, the contrasting tones of poverty and 3) Only C 4) A and C
wealth, and of bread so dear and flesh and blood so 5) B and C
cheap, the deep tints of adventure and enterprise and 5. Which of the following statements is definitely
man’s ageless struggle for a brighter morning. The TRUE in the context of the passage?
Union budget should not be an annual scourge but a 1) The British Government has been religiously
part of pre se ntation of annual accounts of a maintaining budget secrecy.
partnership between the Government and the people. 2) Budget secrecy is likely to lead to corrupt
That partnership would work much better when the practices.
nonsensical secrecy is replaced by openness and 3) Consulting unjustifiable taxes with public
public consultations, resulting in fair laws and the helps make them accept those taxes.
people’s acceptance of their moral duty to pay. 4) The re should be no control on public
Inherit = to receive money, property, etc from
expenditure in democratic condition.
somebody when they die
Eminent = famous and respected especially in
5) None of these
a particular profession Religiously = very carefully or regularly
564 Test of English Language

6. Sir Richard Clarke seems to deserve the credit Incompatible = the two actions, ideas, etc that
for are i ncompat ibl e are not
1) transformation in the British budge tary acceptable or possible together
because of basic differences
techniques.
12. DUTY
2) maintenance of secrecy of the British budget.
1) obligation 2) imposition 3) tax-liability
3) detection of abuse of transparency in budget.
4) function 5) job
4) bringing down the tax load on British people.
Directions (Q. 13-15): Choose the word which
5) None of these
is most OPPOSITE in meaning to the word printed
7. From the contents of the passage, it can be
in bold as used in the passage.
inferred that the author is
13. FLOURISHES
1) authoritarian in his approach.
1) disappears 2) degenerates 3) vanishes
2) a democratic person.
4) blooms 5) opens
3) unaware of India’s re ce nt e conomic
Degenerate = to become worse, for example by
developments. becoming lower in quality or weaker;
4) a conservative person. deteriorate
5) None of these Bloom = to become heal thy, happy or
8. Which of the following state me nt(s) is/are confident
definitely False in the context of the passage? 14. DEBATED
(A) Transparency helps unscrupulous elements 1) questioned severely
to resort to corrupt practices. 2) opposed strongly
(B) Open approach of Government is a sign of 3) accepted unconditionally
healthy democracy. 4) discussed frankly
(C) People’s acceptance of their moral duties can 5) implemented forcibly
best be achieved through openness and 15. IMPORTANT
public consultations. 1) major 2) uncountable
1) Only A 2) Only B 3) Only C 3) significant 4) unscheduled
4) A and B 5) B and C 5) trivial
Unscrupulous = without moral principl es ; not Trivial = not important or serious; not worth

K KUNDAN
honest or fair; unprincipled considering
To r esor t of som ethi ng = to make use of
something especially something Passage 8
bad, as means of achieving
something often because there is In a disarmingly frank talk at the Indian Merchants
no other possible solution Chamber in Mumbai, the Japanese Ambassador in
9. For making the budget realistic, the Government India dwelt at length on issues that exercise the minds
should of Japanese investors when they consider investment
1) refrain from making public the proposed proposals in India.
provisions before finalisation. Raising the question “What comparative advantages
2) discuss it secretly within themselves. does India offer as an investment market?”, he said
3) e ncourage the public to se nd in the ir though labour in India is inexpensive, wage levels
suggestions. are offset by productivity level to a large extent.
4) consult the public, defend their own plans and Acknowledging that the vastness of the Indian
accept public suggestions. market is a great inducement for investment in
5) None of these manufacturing industry, he wondere d if it was
To refrain from = to stop yourself from doing justifiable to provide that overseas remittance of
s omething especiall y profit in foreign exchange be fully covered by exchange
something that you want to do earnings as had been done. Significantly, on the eve
Directions (Q. 10-12): Choose the word which of the Prime Minister’s visit to Japan, the government
is most nearly the SAME in meaning to the word delinked profits repatriation from exports, meeting this
printed in bold as used in the passage. demand.
10. SCOURGE The Ambassador said foreign investors needed to
1) ritual 2) presentation be assured of the continuity and consistency of the
3) whip 4) compromise liberalisation policy and the fact that new measures
5) remedy had been put into force by means of administrative
Whip = a written ins tructions tell ing notifications without amending government laws acted
members of a political party how to
as a damper.
vote on a particular issue
The Ambassador pleaded for speedy formulation of
11. MYRIAD
the exit policy and pointed to the highly restrictive
1) adequate 2) functional 3) incompatible
control by the government on disinvestment by foreign
4) abundant 5) excellent
partners in joint ventures in India.
Reading Comprehension
While it is all too easy to dismiss critical comment
on conditions in India contemptuously, there can
be little doubt that if foreign investment is to be wooed
ass iduous ly, we will have t o me e t e xacting
international standards and cater at least partially to
what we may consider the idiosyncrasies of our
foreign collaborators. The Japanese too have passed
through a stage in the fifties when their products were
derided as sub-standard and shoddy. That they have
come out of that ordeal of fire to emerge as an economic
superpower speaks as much of their doggedness to
pursue goals against all odds as of their ability to
improvise and adapt to internationally acceptable
standards.
There is no gainsaying that the past record of
Japanese investment is a poor benchmark for future
expectations.
Disarming = making people feel less angry
or suspicious than they were
before
To dwell on/upon
something = to think or talk a lot about
something, especiall y
something it would be better
to forget; to look at something
for a long time
Offset = to use one cost, payment, or
situation in order to cancel or
reduce the effect of another
K KUNDAN
Inducement = s omething that is given to
somebody to persuade them to
do something; incentive
Remittance = a sum of money that is sent to
somebody in order to pay for
something
Repatriate = to send money or profits back
to your own country
Damper = a piece of metal that can be
moved to allow more or less air
into a fire so that the fire burns
more or less strongly
Contemptuous = feeling or showing that you
have no respect for somebody/
something; scornful
Assiduous = working very hard and taking
great care that everything is
done as well as it can be;
diligent
Woo = to try to get the support of
somebody
Exacting = needing or demanding a lot of
effort and care about details.
Cater to somebody
/something = to provide the things that a
particular type or person wants,
especially things that you do
not approve of
Idiosyncrasy = a person’s particular way of
behaving, things, etc especially
when it is unusual; an unusual
feature
Shoddy = made or done badly and with
not enough care; second-rate
565
Ordeal = a diff icul t or unpleas ant
experience
Dogged = showing determination; not
giving up easily
Improvise = to make or do something using
whatever is available, usually
because you do not have what
you really need
Gainsay = to say that something is not
true; to disagree with or deny
something
Benchmark = something that can be
measured and us ed as a
standard that other things can
be compared with
1. The author has appreciated the Japanese for their
1) quality of products manufactured in the fifties.
2) passing through an ordeal.
3) perseverance in raising quality of products.
4) future expectations.
5) None of these
Perseverance = the quality of continuing to try
to achieve a particular aim
despite difficulties
2. According to the Japanese Ambassador, which
of the following motivates the foreign investors
to invest in Indian manufacturing industry?
1) very large scope of Indian market
2) overse as re mittance of profit in foreign
exchange
3) assurance of continuity of the liberalisation
policy
4) high productivity levels
5) None of these
3. The purpose of the author in writing this passage
seems to be to
1) discourage foreign investment in India.
2) critically e xamine Indian inve stme nt
environment.
3) paint a rosy picture of India’s trade and
commerce.
4) criticize government’s liberalization policy.
5) raise the expectations of foreign investors.
4. Which of the following suggestions were expected
by the Japanese Ambassador?
(A) speedy formulation of the exit policy
(B) imposing restrictions of disinvestment by
foreign partners in joint ventures in India
(C) continuity and consiste ncy of the
liberalisation policy
1) All the three
2) A and B only 3) B and C only
4) A and C only 5) None of these
5. According to the Japanese Ambassador, India
offers a comparative advantage to fore ign
investors in terms of
1) inexpensive labour
2) abysmally low wage levels
3) higher productivity
4) skilled workforce
5) None of these
566 Test of English Language

Abysmal = extremely bad or of a very low Shoddy = in a poor condition because they
standard have been used a lot
6. For seeking more and more foreign investment, Directions (Q. 13-15): Choose the word which
the author suggests that we should is most OPPOSITE in meaning of the word printed
1) satisfy fully the whims of our fore ign in capital as used in the passage.
collaborators. 13. INDUCEMENT
2) dismiss all critical comme nts on Indian 1) incentive 2) motive
conditions. 3) breach 4) temptation
3) link profit repatriations to exports. 5) impediment
4) raise the quality of product to match Impediment = something that delays or stops the
international standards. progress of something; obstacle
5) None of these 14. JUSTIFIABLE
Whim = a sudden wis h to do or have 1) unreasonable 2) formidable
something, especially when it is 3) irrevocable 4) unscrupulous
something unusual or unnecessary. 5) inevitable
7. From the passage it can be inferred that the Formidable = if people, things or situations are
author is formidable, you feel fear and/or
1) a political commentator. respect for them because they are
2) a secretary of the Japanese Ambassador. impressive or powerful, or because
they seem very difficult
3) a Japanese investor.
Irrevocable = that cannot be changed
4) an Indian investor.
15. CONTEMPTUOUSLY
5) None of these
1) amicably 2) reasonably
8. The author attributes Japan’s emergence as an
3) respectfully 4) methodically
economic superpower to
5) indecisively
(A) their ability to overcome any ordeal. Amicable = done or achieved in a polite or
(B) their tenacity and perserverance despite friendly way and without arguing
unfavourable circumstances.
(C) their ability to improvise and adapt to globally Passage 9
acceptable quality levels.

K KUNDAN
Since July 1991, the government of India has
1) A and B only 2) B and C only
effectively put the liberalisation policy into practice.
3) A and C only 4) All the three
The drastic steps even include some administrative
5) None of these
Tenacious = determined reforms for pruning the government agencies. Last
9. Which of the following statement(s) is/are true year the Japanese business circles represented by
about the critical comments on investment the Ishikawa Mission called attention of their Indian
conditions in India? counterparts to what they considered to be the major
(A) These comments are difficult to be countered. impediments in India. However, thanks to the almost
(B) These comments are received from various revolutionary reforms put into effect by the Indian
international quarters. government, those impediments either have been
(C) These comments are based more on biases removed or now are on their way out. This development
than on facts. gives a new hope for the future of economic co-
1) Only C 2) Only B operation between the two countries. At the same
3) Only A 4) A and B only time, it should be borne in mind that there is a stiff
5) A and C only competition with other countries, notably China and
Directions (Q. 10-12): Choose the word which South-East Asian countries, in this regard. The
is most nearly the SAME in meaning to the word succe ss storie s of ASEAN countries welcoming
printed in capital as used in the passage. Japanese investments with adequate infrastructure
10. ASSIDUOUSLY are already known in India but it may be useful if
1) persistently 2) hastily further studies of Japanese joint ventures in ASEAN
3) feebly 4) deliberately countries be made by Indian business circles. The
5) innocently coastal areas of China have initiated a very active
Feeble = very weak; not effective campaign to welcome foreign economic participation.
11. IDIOSYNCRASIES Beyond our bilateral relationship, India’s more
1) demands 2) needs active participation in global economy is needed. India
3) deviations 4) ideologies certainly deserves a far bigger share of world trade
5) identity considering its vast resources. It is strongly hoped
12. SHODDY that the Indian government’s recently initiated effort
1) extraordinary 2) shabby of enlarging its export market would bear fruit.
3) cheap 4) disadvantageous India has steadfastly maintained its parliamentary
5) unprofitable democracy since independence. Considering its size,
Reading Comprehension 567

its population and its internal complexity, the overall 4. Which of the following is TRUE about the
maintenance of national integrity and political stability author’s view regarding India’s participation in
under parliamentary democracy is remarkable and world trade?
admirable indeed. Here lies the base for the status of 1) India should actively contribute in a big way
India in the world. By effectively implementing its as it had tremendous resources.
economic reform with the support of public opinion, 2) India’s sharing in global economy has already
this democratic polity of India has again demonstrated been very fast and beyond its resources.
its viability and resilience. At the same time, it gives 3) India should refrain from making efforts in
hope and inspiration to the whole world which faces enlarging its export market.
the difficult problem of North-South confrontation. 4) India needs to first strengthen its democracy.
Drastic = extreme in a way that has a sudden, 5) None of these
s erious or viol ent ef fect on Tremendous = very great; huge
something Refrain from = to stop yourself from doing
Prune = to cut out parts of something something, especiall y
Impediment = something that delays or stops the something that you want to do
progress of something 5. On India’s implementing liberalisation policy, the
Stiff = more difficult or severe than usual author seems to be
St eadfast = not changing in your attitudes or
1) unreasonably critical.
aims
Viability = that can be done; that will be
2) sarcastic.
successful; feasible 3) appreciative.
Resilience = the ability of people or things to feel 4) unconvinced about its effectiveness.
better quickl y af ter something 5) None of these
unpleasant, such as shock, injury Sarcastic = showing or expressing a way of
etc. using words that are the opposite
1. The Ishikawa Mission during its visit to India of what you mean in order to be
emphasized on unpleasant to somebody or to make
1) future economic co-operation between Japan fun of them
and India. 6. It can be inferred from the content of the passage
2) ne e d for re moving policy and/or that the author is a/an

K KUNDAN
implementation hurdles. 1) political analyser
3) need for a stiff competition. 2) Japanese bureaucrat
4) striking down revolutionary reforms. 3) economist
5) None of these 4) Japanese politician
2. How did the Indian government react to the 5) Indian Prime Minister
hurdles in the way of bilateral trade between 7. The author seems to appreciate India’s national
India and Japan? integrity and political stability particularly in view
1) The governme nt, in principle , agreed for of which of the following?
removal of these hurdles. (A) the size of the country
2) Bureaucracy succeeded in maintaining a status (B) India’s population
quo. (C) its internal complexity
3) Gove rnme nt thought it was against 1) None of the three
liberalisation policy. 2) All the three
4) The Japanese delegation could not forcefully 3) A and B only
argue their case. 4) B and C only
5) It failed to remove these hurdles. 5) A and C only
Status quo = the situation as it is now, or as it 8. The author feels that India has a better status
was before a recent change in the world market because of its
3. What is the result of Japanese investments in 1) success in political stability and national
ASEAN nations? integration in democratic set-up.
1) It could not gather momentum for want of 2) vast population.
infrastructure. 3) giant size.
2) The e xpe rime nt faile d be cause of stiff 4) effective bilateral relationship with other
competition from other countries. countries.
3) China and South-East Asian countrie s 5) foreign economic participation.
objected to Japanese investments. 9. Which of the following statements is TRUE in
4) The passage doe s not provide comple te the context of the passage?
information. (A) India’s successful experiment of economic
5) None of these reform has become an inspiration to the
For want of something = because of lack of some- world.
thing; because something is not (B) Size, population and internal complexity of
available
568 Test of English Language

our country are the barriers in the way of ever since the dawn of civilization persons in power
attaining national integrity and political have always tried to supervise or control education.
stability. It has been the hand-maid of the ruling class. During
(C) A few government agencies were not in favour the Christian era, the ecclesiastics controlled the
of liberalisation policy at the beginning. institution of education and diffused among the people
1) A only 2) B only the gospel of the Bible and religious teachings. These
3) C only 4) All the three gospels and teachings were no other than a philosophy
5) None of these for the maintenance of the existing society. It taught
Directions (Q. 10-12): Choose the word which the poor man to be meek and to earn his bread with
is most nearly the SAME in meaning as the word the sweat of his brow, while the priests and the
printed in bold as used in the passage. landlords lived in luxury and fought duels for the
10. STEADFASTLY slightest offence. During the Renaissance, education
1) quickly 2) violently 3) adversely passed more from the clutches of the priest into the
4) religiously 5) faithfully hand of the prince. In other words, it became more
Religiously = very carefully or regularly secular. It was also due to the growth of the nation-
11. RESILIENCE state and powerful monarchs who united the country
1) quietening 2) amplifying 3) existence under their rule. Thus, under the control of the
4) adaptability 5) rejuvenation monarch, education began to devise and preach the
Quieten = to become calmer or less noisy; to infallibility of its masters, the monarch or king. It
make somebody/something calmer also invented and supported fantastic theories like
or less noisy
the Divine Right Theory and that the king can do no
Amplify = to increase something in strength,
especially sound
wrong etc. With the advent of the industrial revolution
Rejuvenate = to make somebody/something look education took a different turn and had to please the
or feel younger or more lively new masters. It now no longer remained the privilege
12. PRUNING of the baron class but was thrown open to the new
1) activating 2) trimming 3) punishing rich merchant class of society. Yet education was still
4) encouraging 5) empowering confined to the few elite. The philosophy which was
Directions (Q. 13-15): Choose the word which in vogue during this period was that of ‘laissez-faire’

K KUNDAN
is most OPPOSITE in meaning of the word printed restricting the function of the State to a mere keeping
in bold as used in the passage. of law and order while, on the other hand, in practice
13. STIFF the law of the jungle prevailed in the form of free
1) stubborn 2) indelible 3) tense competition and the survival of the fittest.
4) yielding 5) soapy Impart = to pass information, knowledge, etc
Stubborn = determined not to change your to other people
opinion or attitude Hand-maid = a female servant; something that
Indelible = impossible to forget or remove; supports and helps something else
permanent Ecclesiastic = a priest or minister in the Christian
14. VAST Church
Gospel = one of the four books in the Bible
1) minute 2) meagre 3) minor
about the life and teaching of Jesus
4) innumerable 5) intangible Meek = quiet gentle and always ready to do
Intangible = that exists but that is difficult to what other people want without
describe, understand or measure expressing your own opinion
15. IMPEDIMENTS By the sweat of
1) exaggeration 2) compendium someone brow = by working very hard
3) obstacle 4) aggravation Duel = a competition or struggle between
5) furtherance two people or groups
Compendium =a collection of facts, drawings and Infallible = never wrong; never making
photographs on a particular subject, mistakes; that ever fails; always
especially in a book doing what it is supposed to do
Aggravate = to make an illness or a bad or With the
unpleasant situation wors e; to advent of = the coming of an important event,
worsen person, invention etc
Furtherance = the process of helping something to Devise = to invent something new or a new
develp or to be succes sf ul ; way of doing something
advancement Privilege = a special right or advantage that a
particular person or group of people
Passage 10 has
Baron = a nobleman of the lowest rank
It is an old saying that knowledge is powe r. Vogue = a fashion for something
Education is an instrument which imparts knowledge Laissez-faire = the policy of all owing private
and, therefore, indirectly controls power. Therefore, business to develop without
government control
Reading Comprehension 569

1. Who controlled education during the era after 2) The tiny droplets of sweat on the forehead
the industrial revolution? 3) The wrinkles visible on the face
1) The baron class 4) The sign of innocence
2) The priests 5) None of these
3) The prince 9. Why have persons in power always tried to
4) The monarch supervise or control education?
5) None of these 1) Because they wanted to educate the whole
2. What does the theory of Divine Right of king public.
stipulate? 2) Because they wanted to deprive the common
1) That kings are gods. man of the benefits of education.
2) They have the right to be worshipped like gods 3) Because it involved a huge expenditure on the
by their subjects. state exchequer.
3) That the right of governing is conferred upon 4) Because it is an instrument of knowledge and
kings by god. therefore power.
4) That the rights of kings are divine and therefore 5) None of these
sacred. Exchequer = the government department that
5) None of these controls public money
Stipulate = to state clearly and firmly that 10. What does the philosophy of Laissez-Faire stand
something must be done or how it for?
must be done; to specify 1) Joint control of the means of production by
3. What does the expression ‘hand-maid of the the state and private enterprise
ruling class’ mean? 2) Individual freedom in the economic field
1) Private mistress of the prince 3) State control of the means of production
2) Something fully under the control of the ruling 4) Full de ve lopme nt of the individual’s
class personality
3) Private maid-servants of the prince 5) None of these
4) The symbol of authority of the prince
5) None of these Passage 11

K KUNDAN
4. Who controlle d e ducation during the
The development of nationalism in the third world
Renaissance?
countries, as is well known, followed a very different
1) The common people
trajectory from that in the advanced capitalist
2) The prince
countries. In the latter it was a part of the process of
3) The church and the priests
the emergence of the bourgeois order in opposition
4) The secular leaders of the society
to feudalism, while in the former it was a part of the
5) None of these
anti-colonial struggle. The impact of colonialism,
5. What does the word “infallibility” mean?
though it differed across countries, had on the whole
1) That every man is open to error
been in the direction of transcending localism and
2) That some divine power is responsible for
unifying supra-local economic structures through the
determining the fate of men
introduction of market relations. The struggle against
3) The virtue of not making any mistake
colonialism, consequently, took the form of a national
4) Sensitivity
struggle in each instance in which people belonging
5) None of these
to diffe re nt tribe s or linguistic communitie s
Virtue = an attractive or useful quality
participated. And the colonial power in each instance
6. What did the ruling class in the Christian era
attempted to break this emerging national unity by
think of the poor man?
splitting people.
1) That he is the beloved of god
The modus operandi of this splitting was not just
2) That he deserves all sympathy of the rich
through political manipulation as happene d for
3) That he should be strong
instance in Angola, South Africa and a host of other
4) That he is meant for serving the rich
countries; an important part of this modus operandi
5) None of these
was through the nurturing of a historiograpy that
7. Who controlled the institution of education during
just denied the existence of any overarching national
the Christian era?
consciousness. The national struggle, the national
1) The church and the priests
movement were given a tribal or religious character,
2) The monarchs
they were portrayed as being no more than the
3) The secular leaders of society
movement of the dominant tribe or the dominant
4) The common people
religious group for the achievement of narrow sectional
5) None of these
ends. But the important point in this colonialism,
8. What do you mean by the ‘sweat of his brow’?
while, on the one hand, it objectively created the
1) Very hard work
condition for the coming into being of a national
570
consciousness at a supra-tribal, supra-local and supra-
religious level, on the other hand it sought deliberately
to subvert this very consciousness by using the same
forces which it had objectively undermined.
Trajectory = the curved path of something that
has been fired, hit or thrown into
the air
Emerge = to become known
Bourgeois = belonging to the middle class
Transcend = to be or go beyond the usual limits
of something
Modus operandi = a particular method of working
Nurture = to have a feeling, an idea, a plan, etc
for a long time and encourage it to
develop
Overarching = very important, because it includes
or influences many things
Subvert = to try to destroy the authority of a
political, religious etc system by
attacking it secretly or indirectly
Undermine = to make s omething especiall y
somebody’s confidence or authority,
gradually weaker or less effective.
Historiography = the study of writing about history
1. Which of the following was the advantage of
struggle against colonialism?
1) Tribal groups held their separate identity
throughout the struggle.
2) Communities got divided on the basis of
religion and language.
K KUNDAN
3) Backwardness of tribals was eradicated.
4) Awareness beyond linguistic and religious
identity was generated.
5) None of these
2. How did colonial power react to topple the anti-
colonial structure?
1) by splitting pe ople on the basis of the ir
financial positions
2) by using tempting economic strategies
3) by creating linguistic, tribal and religious
divides
4) by instigating tribals against anti-communal
forces
5) None of these
Topple = to become unsteady and fall down;
to make somebody l os e their
position of power or authority
Instigate = to make something start or happen,
usually something official
3. The author has given the example of Angola,
South Africa, etc in order to
1) bring out the similarity of tactics used by the
rulers of colonies to divide the natives
2) emphasise how nationalism has be come
almost extinct and capitalism has borne roots
3) support the argument that feudalism was
oppose d by pe ople in unde rde ve lope d
countries also
4) lay stress on the fact that tribals in those
countries were divided on account of language
5) None of these
Extinct = no longer active
Test of English Language
4. What was the role of introduction of market
relations in the process of economic integration?
1) It had diffe re nt impacts in all colonial
exercises.
2) It overthrew the capitalistic approach in the
third world countries.
3) It advocated importance of localism and
restricted economic growth.
4) It broke the shackles of localism and helped
unify the economic structures.
5) None of these
Shackles = a particular state, set of conditions
or circumstances, etc that prevent
you from saying or doing what you
want
5. How did nationalism originate in the third world
countries?
1) as a struggle against feudalism
2) as vehement opposition to colonialism
3) to advocate capitalistic movement
4) to strengthen localism
5) None of these
Vehement = showing very s trong feel ings ,
especially anger
6. What was the motive of colonial powers in writing
a distorted history?
1) to emphasise the existence of domination by
one tribe over other weaker tribes
2) to make people aware of and to integregate
on the basis of their rich cultural heritage
3) to make people aware of their glorious religion
and widely used language
4) to give an impression to general people that
there was no national consciousness and to
prevent them from being united
5) None of these
7. Which of the following statements is definitely
true in the context of the passage?
(A) Colonialism internally helped awakening
nationalism among people of different tribes,
religions, etc.
(B) Advanced capitalist countries had nurtured
nationalism as an opposition to feudalism.
(C) The national struggle was not successful
because the colonial powers succeeded in
dividing the people.
1) A and B only 2) B and C only
3) A only 4) B only
5) C only
8. From the content of the passage it appears that
the author is
1) a vehement critic of anti-feudalism
2) a staunch follower of capitalistic pattern
3) an impartial commentator of historical and
political events
4) a person holding colonialism in high esteem
5) a historian with view coloured in favour of
nationalism
Staunch = strong and loyal in your opinions
and attitude
Reading Comprehension 571

9. The colonial powers tried to camouflage national Passage 12

movement and to show it as only
1) a historical fact having ancient roots India is a country of villages. Rural population still
2) skirmish led by a dominating tribe or a dominates the urban population as far as the number
religious group with selfish motive is considered. This is despite the fact that there is
3) dominance of narrow sectional ends over rampant migration of rural families to urban centres.
national goals Generally, the gains of being a unit of the urban
4) survival of the fittest in the struggle against population are less than the disadvantages and risks
colonialism that are in-built in the urban life. Crime, riots, etc
5) None of these are some of the examples of such risks of urban life.
Camouflage = to hide somebody/something by The forces that generate conditions conducive to
making them or it like the things crime and riots are stronger in urban communities
around, or like something else than in rural areas. Urban living is more anonymous
Skirmish = a short fight between small group living. It often releases the individual from community
of soldiers etc, especially one that re straints more common in tradition-orie nte d
is not planned
societies. But more freedom from constraints and
Directions (Q. 10-12): Choose the word which
controls also provides greater freedom to deviate. And
is most nearly the SAME in meaning as the word
living in the more impersonalized, formally controlled
given in bold as used in the passage.
urban society means that regulatory orders of conduct
10. TRAJECTORY
are often directed by distant bureaucrats. The police
1) result 2) tradition
are strangers executing these prescriptions on an
3) path 4) consequence
anonymous set of subjects. Minor offences in small
5) precedence
town or village are often handled without resort to
Precedence = the condition of being more
important than somebody else and official police action. As disputable as such action
therefore coming or being dealt with may seem to be, it results in fewer recorded violations
first of the law compared to those in the big cities. Although
11. TRANSCENDING perhaps causing some decision difficulties for the
1) widening 2) reviving police in small town, formal and objective law

K KUNDAN
3) encompassing 4) surpassing enforcement is not always acceptable to the villagers.
5) piloting Urban area with mass population, greater wealth,
Encom pass = to include a large number or range more commercial establishments and more products
of things of our te chnology also provide more fre que nt
12. EMERGENCE opportunities for theft. Victims are impersonalized,
1) renaissance 2) onslaught prope rty is insure d, consume r goods in more
3) imposition 4) development abundance are vividly displayed and are more
5) rise portable. The crime rate increases despite formal moral
Onslaught = a strong or violent attack education given in schools.
Directions (Q. 13-15): Choose the word which Rampant = unchecked; existing or spreading
is most OPPOSITE in meaning of the word given everywhere in a way that cannot be
in bold as used in the passage. controlled
13. SPLITTING Conducive = making it easy, possible or likely for
1) severing 2) uniting something to happen
Anonymous = without any unusual or interesting
3) adding 4) collecting
features
5) assembling Restraint = a rule, a fact, an idea etc that limits
14. NURTURING on controls what people can do
1) weakening 2) cultivating Abundance = a large quantity that is more than
3) demolishing 4) fostering enough
5) poisoning Vivid = producing very clear pictures in your
15. SUBVERT mind
1) conquer 2) escalate 1. Which of the following would be the best title
3) create 4) emanate for the above passage?
5) strengthen 1) Crime and Punishment
Conquer = to take control of a country or city 2) Hazards of Urban Life
and its people by force 3) Lure of Village Life
Escalate = to become or make something 4) Rural-Urban Rift
greater worse, more serious etc 5) Urban Crimes and their Reasons
Emanate = to produce or show something Lure = to persuade or trick somebody to go
somewhere or to do something by
promising them a reward
572 Test of English Language

2. The passage mainly emphasises the
1) comparative account of wealth in rural and
urban areas
2) increasing crime rate in rural areas
3) need for formal moral education to be given
in schools
4) reasons for growing crime rate in urban
centres as compared to that in rural areas
5) None of these
3. The author thinks that risks and disadvantages
are
1) more than the gains in urban life
2) almost negligible in rural life
3) outweigh the gains of rural life
4) surpassed by the gains of urban life
5) None of these
Outweigh = to be greater or more important than
something
Surpass = to do or be better than somebody/
something
4. Which of the following is a characteristic of an
urban setting?
1) Unreported minor crimes
2) Deviation from freedom
3) Less forceful social control
4) Minimal opportunities of crime due to better
law enforcement
5) Fewer recorded violations of the law
Minimal = very small in size or amount; as small
Mould = to s trongl y infl uence the way
somebody’s character, opinions, etc
develop.
8. It can be inferred from the passage that urban
crime can be controlled by
1) greater emphasis on moral education
2) enforcement of law by distant bureaucrats
3) vivid display of expensive consumer goods
4) making e xpe nsive consume r goods le ss
portable
5) None of these
9. The author’s view of ‘Traditional Societies’ is best
expressed by which of the following?
1) They provide less freedom for the individual
in many circumstances.
2) They have lower crime rates because of the
moral teachings in schools.
3) They provide inadequate freedom for personal
movements and travel.
4) The y do not have ade quate mode rn
technology.
5) They are ruled and controlled by distant
bureaucrats.
10. According to the passage, the crime in small
towns
1) is less frequently re ported or dealt with
officially
2) is brought well unde r control by distant

K KUNDAN
bureaucrats
as possible 3) leads to an impersonalized style of living
5. Which of the following statements is TRUE in 4) is often dealt with objective law enforcement
the context of the passage? 5) always causes difficultie s for the police
1) The display of consumer goods is the main authorities
cause of crime. 11. Which of the following statements is NOT TRUE
2) Lack of personal contacts increases crimes in the context of the passage?
in urban areas. 1) Moral e ducation imparte d in schools is
3) Small communities have more minor crimes ineffective in checking crime rate.
than in urban centres. 2) There is less freedom in the current society
4) Urban crimes cannot be prevented. than in a traditional society.
5) Police in urban areas settle minor disputes 3) Urban are as are thickly populate d and
without official action. commercialized.
6. Which of the following inference(s) can be drawn 4) Anonymous living in urban areas may lead to
from the contents of the passage? a freedom to deviate from rules.
(A) Migration of people from rural areas to urban 5) Urban areas provide more opportunities for
centres is almost negligible. crime than rural areas do.
(B) Strangers can enforce laws in more impartial 12. According to the passage, all of the following
manner than known people can. contribute to higher crime rates in urban areas
(C) Wealth has concentrated more in urban EXCEPT.
centres than in the rural areas. 1) vivid display of consumer goods
1) A and B only 2) B and C only 2) higher standard of living
3) A and C only 4) All the three 3) urban impersonalized living
5) None of these 4) increasing population
7. The behaviour of people is generally moulded 5) inadequate police force
because of social control in Directions (Q. 13-16): Choose the word which
1) formally controlled urban societies is most nearly the SAME in meaning to the word
2) the presence of the police authorities given in bold as used in the passage.
3) an anonymous form of living 13. SUBJECTS
4) non-traditional societies 1) topics 2) people 3) crimes
5) None of these 4) rules 5) provinces
Reading Comprehension 573

14. HANDLED is a kind of joy in serving others with virtuous motives,

1) reported 2) settled 3) dispensed in sacrificing what one has for the good of others. An
4) punished 5) judged act of goodness is of itself an act of happiness.
15. DISPLAYED The secret of perfect happiness lies in renunciation.
1) exhibited 2) kept 3) rested Wealth may give us joy for a while and fame may provide
4) removed 5) sold us with fleeting excitement. But they cannot give us
16. CONDUCIVE permanent happiness. Kings have everything to make
1) prohibitive against 2) helping to reduce them happy and yet they feel unhappy. It is because
3) prone to minimize 4) tending to promote they do not practise renunciation.
5) helping to deteriorate There is a sense of joy in doing one’s work honestly
Prone = likely to suffer from something or to and efficiently. A research-worker feels joy in research
do something bad; liable and a journalist in writing. In doing one’s duty
Directions (Q. 17-20): Choose the word which since re ly, one fee ls peace of mind which is an
is most OPPOSITE in meaning to the word given important essence of happiness.
in bold as used in the passage. It is only by cultivating spirit of renunciation, self-
17. DEVIATE sacrifice, contentment and sincere work that one can
1) obviates 2) break 3) locate really be happy. The strings of misfortune spare none
4) follow 5) concentrate but they will not cow such a person.
Obviate = to remove a problem or the need for Contentment = a feel ing of happiness or
something satisfaction
18. VIVIDLY Virtue = an attractive or useful quality
1) unintentionally 2) unimpressively Inculcate = to cause somebody to learn and
3) unscrupulously 4) unwillingly remember ideas, moral principles,
5) unpopularly etc, especially by repeating them
Unscrupulous = without moral principles; not often
honest or fair; unprincipled Ascetic = related to a simple and strict way of
19. RELEASES living
Renunciation =self-denial; the act of rejecting
1) liberates 2) closes 3) confines
physical pleasures, especially for
4) provides 5) strengthens

K KUNDAN
religious reasons
20. RAMPANT Fleeting = lasting only a short time; brief
1) reluctant 2) enforced 3) uninhibited C ow = to frighten somebody in order to
4) unrestricted 5) controlled make them obey you; intimidate
Reluctant = hesitating before doing something 1. What does a contented man do?
because you do not want to do it or 1) He pursues and assimilates the basic virtues
because you are not sure that it is of life
the right thing to do.
2) He faces boldly the adversities of life
Passage 13 3) He encounters the strings of misfortunes
4) He gives up bad habits effortlessly
We all seek happiness but few, very-few, indeed, 5) None of these
get it. We are unhappy partly because we desire much Pursue = to do something or try to achieve
more than what we can hope to attain. Our countless something over a period of time
desires are hard to be satisfied. And that is what Assimilate = to fully understand an idea or some
makes us so sad in life. information so that you are able to
use it yourself.
The secret of happiness lies in the simplification
2. Which of the following is the correct chain of
of life. Simple living encourages high thinking. It leads
things, as mentioned in the passage, leading to
to contentment. Contentment gives us inner wealth,
happiness?
the wealth of the mind and of the soul. A contented
1) Contentment, high thinking, simple living,
man devotes himself to virtues like truth, beauty, love,
inner wealth
goodness, kindness and charity. By pursuing and
2) Simple living, high thinking, inner wealth,
inculcating these virtue s, a man can fe e l true
contentment
happiness.
3) High thinking, simple living, inner wealth,
I do not mean that for simplification of life, a man
contentment
should become an ascetic. The happiness of a sadhu
4) Inner wealth, simple living, contentment, high
is of a negative kind. I want positive kind of happiness.
thinking
For this I must live in the midst of life and faithfully
5) Simple living, high thinking, contentment,
carry out my responsibilities to my home and my
inner wealth
country. But all this should be done in the spirit of
3. According to the passage , the e sse nce of
selfless service. A man who wants to lead a happy
happiness lies in ______
life, should also make others happy. In making others
1) worldly desires
happy he will taste real and lasting happiness. There
574 Test of English Language

2) matching one ’s abilitie s with the work 3) Leading a simple life of an ascetic
undertaken 4) Carrying out all worldly activities in the spirit
3) avoiding all unfortunate events of selfless service
4) adopting a simple life style 5) None of these
5) following the dictates of nature
Dictate = an order or a rule that you must obey Passage 14
4. We are unhappy partly because ______
Agriculture dominates change in India through its
1) We have no inner strength
causal links with factor and product markets. It
2) We have lost moral and spiritual values
employs 60 per cent of the labour force and contributes
3) We have countless, unfulfilled desires
26 per cent of the gross domestic product. In the poorer
4) Our lives have become extremely complicated
states, its contribution to the domestic product is
5) We carry several stresses and strains
close to 40 per cent. Low productivity in agriculture
5. Which of the following statements is NOT TRUE
has led to the concentration of the poor in this sector.
in the context of the passage?
Due to the sheer size of the agricultural economy
1) One feels peace of mind in doing one’s duty
and the importance of its major products (cereals) in
sincerely
the diets of the poor, gains in agricultural productivity
2) Re nunciation is the re sult of pe rfe ct
have significant pote ntial impact on pove rty.
happiness.
Theoretically, it is possible to reduce poverty as well
3) Multiplicity of desires make us unhappy.
as expand the domestic market for industry by raising
4) Making others happy makes one happy.
labour productivity in agriculture and spreading its
5) An act of goodness is an act of happiness
gains among the low-income groups. Modelling of the
6. Which of the following is OPPOSITE in meaning
linkages between agricultural and industrial growth
to the word ‘fleeting’ as used in the passage?
has shown that a 10 per cent increase in agricultural
1) permanent
output would increase industrial output by 5 per cent
2) passing
and urban workers would benefit by both increased
3) fast
industrial employment and price deflation. However,
4) momentary
there is an asymmetry of adjustments in the demand
5) pleasing
and supply of agricultural goods. An increase in non-

K KUNDAN
Momentary = lasting for a very short time; brief
agricultural production would lead to an immediate
7. A man who wants to live a permanent happy life
incre ase in demand for inte rme diate and final
should ______
agricultural goods, whereas supply-side adjustments
1) make others happy
involving reallocation of resources and net additional
2) master the art of renunciation
investment for capacity expansion take a much longer
3) pursue wealth and fame
period. There is a widely held view that in a large
4) inculcate the virtues of life
country like India, the de mand stimulus for
5) keep a tight control on his desires
industrialisation would come mainly from agriculture
8. Which of the following is SIMILAR in meaning
with less social and economic costs.
as the word ‘cow’ as used in the passage?
Interdependencies in food and labour market are
1) spare
important for the development process. An upward
2) conquer 3) discard
shift in the food supply curve would simultaneously
4) provoke 5) mould
Discard = to get rid of something that you no result in an upward shift in the labour demand curve.
longer want or need The magnitude of the interdependence depends on
Provoke = to cause a particular reaction or have the technique of production causing the shifts in the
a particular effect food supply curve. Similarly, an upward shift in the
9. Which of the following statements is TRUE in labour supply curve shifts up the food demand curve.
the context of the passage? The extent of interdependence between the forces of
1) Human beings seldom seek happiness labour supply and food demand depends on the
2) Doing one’s work sincerely hardly makes one e mployme nt-output elasticity and the income
happy elasticity of demand for food. The recent estimate of
3) Peace of mind is tangent to happiness the employment output elasticity in agriculture is
4) Simple life is like a life of an ascetic around 0.5, income elasticity of food is in the range of
5) A happy man is also not spare d by the 0.55-0.50 and that for cereals is 0.25-0.30. The other
misfortunes important interdependency which plays a crucial role
10. What according to the passage, is a positive kind in inducing indirect employment, is that between food
of happiness? and other sectors through demand linkages. Since food
1) Keeping ones motives and feelings under accounts for a major share in the budget of the poor
control and any reduction in the food price leaves a significant
2) Love for life and a country proportion of income for other items, a lower food price
Reading Comprehension 575

stimulates employment in industrial and service (A) Urban workers get agricultural products at a
sectors. On the other hand, an increase in the food cheaper rate.
price would increase the wage costs of industrial (B) Urban workers get more job offers in the
products and hence the prices of industrial products. agricultural sector.
In the absence of adjustments through exports, it (C) Urban workers get more job offers in the
would result in demand deficiency. Clearly, the most industrial sector.
favourable situation in India is one in which labour 1) None 2) A and B only
demand outpaces its supply and food supply outpaces 3) B and Conly 4) A and C only
its demand. 5) All A, B and C
Wage rates cannot fall below a certain minimum 3. Which of the following has the same meaning
determined by the costs of subsistence living and the as the word ‘sheer’ as used in the passage?
labour supply curve turns elastic at the subsistence 1) simple 2) undiluted
wage rate. Demographic pressure cannot push the 3) mere 4) outright
wage rate below the subsistence level. People would 5) unassisted
be willing to starve rather than work unless the energy 4. Which of the following has the same meaning
expended in physical work is compensated by the as the word ‘deflation’ as used in the passage?
energy provided by food. Foodgrain price usually 1) reduction 2) index
determines the subsistence wage rate in agricultural 3) inflation 4) improvement
as we ll as in the urban informal se ctor since 5) diffusion
foodgrains account for about four-fifths of the calorie 5. Which of the following is meant by “the labour
intake of the poor. supply curve turns elastic at the subsistence
Causal = connected with the relationship wage rate” as used in the passage?
between two things, where one 1) People refuse to work at the minimum wage
causes the other to happen rate.
Stimulus = something that helps somebody/
2) People still work at the minimum wage rate.
something to develop better or more
quickly
3) People are eager to work at the minimum wage
Interdependent = that depends on each other rate.
Induce = to persuade or influence somebody 4) People have no option but to work at the

K KUNDAN
to do something minimum wage rate.
Stimulate = to make s omething devel op or 5) None of these
become more active; to encourage Eager = very interested and excited by
something something that is going to happen
Outpace = to go, rise, improve, etc faster than or about something that you want
somebody/something to do; keen
Starve = to suffer or die because you do not 6. Which of the following statements is not true
have enough food to eat in the context of the passage?
Expend = to use or spend a lot of time, money,
1) Increase in labour productivity in agriculture
energy, etc
Sheer = used to emphasise the size, degree
can reduce poverty.
or amount of something 2) Agricultural sector can provide the impetus
Deflation = a reduction in the amount of money for greater industrialisation at lower cost.
in a country’s economy so that prices 3) Increase in food supply will increase the
fall or remain the same demand for labour forces.
1. Which of the following, according to the passage, 4) Concentration of low-income group people is
signifies influence of agricultural products on relatively higher in the non-agricultural
poverty? sector.
(A) Higher labour productivity in agriculture 5) All are true
reduces poverty. Impetus = something that encourages a
(B) Agricultural products is the main constituent process or activity to develop more
of the food of the poor. quickly
(C) Agriculture output spurs industrial growth 7. Which of the following in addition to
which ultimately helps the poor. employment-output elasticity, according to the
1) A and B only 2) B and C only passage, creates indirect employment?
3) A and C only 4) All A, B and C 1) Interlinkage of demand of food and other
5) None of these sectors
Spur = to make something happen faster 2) Interdependence of forces of labour supply and
or sooner food demand
2. Which of the following, according to the passage, 3) Income elasticity of demand for food
benefits do the urban workers get from increased 4) All of these
agricultural production? 5) None of these
576 Test of English Language

8. Which of the following, according to the passage, 3) The production cost of non-agricultural
can lead to demand deficiency in India? products and services reduces.
1) Widespread import of foodgrains 4) Industrial sector can afford to employ more
2) Oversupply of agricultural products people at lower cost.
3) Increase in prices of industrial products 5) None of these
4) Foresight in gauging the demand-supply of 15. Which of the following has the same meaning
labour as the word ‘causal’ as used in the passage?
5) None of these 1) casual 2) precursor 3) effective
Foresight = the ability to predict what is likely 4) causing 5) experiencing
to happen and to use this to prepare Precursor = a person or thing that comes before
for the future somebody/something similar and
Gauge = to calcul ate something that l eads to or inf luences its
approximately development
9. Which of the following, according to the passage,
will be the result of increase in non-agricultural Passage 15
production?
A few weeks ago I ran into an old friend who is
(A) Increase in demand for non-agricultural
currently one of the mandarins deciding India’s
products
economic and financial policies. He asked, “And so,
(B) Incre ase in de mand for inte rme diate
how is IIT doing?” As one can only indulge in friendly
agricultural products
banter at such gatherings, I responded with, “Not so
(C) Increase in demand for final agricultural
well actually. Your market-friendly policies have forced
products
us to raise the fee, so we have 50% fewer PhD
1) Only A and B 2) Only B and C
applicants this year. Not batting an eyelid, he shot
3) Only A and C 4) Only B
back: “Obviously. Your PhD students don’t have any
5) All A, B and C
market value.” Taken aback, I shifted to a more
10. Which of the following is most opposite in
serious tone and tried to start a discussion on the
meaning of the word ‘interdependence’ as used
need for research in these globalised times. But he
in the passage?
had alre ady walked away. The last word on the
1) correlated 2) dependence

K KUNDAN
imperatives of the ‘market’ had been spoken.
3) independence 4) relativity
Actually, this view of higher education should not
5) interrelated
have surprised me. Worthies who look at everything
11. Which of the following is most opposite in
as consumer products classify higher education as a
meaning of the word ‘elasticity’ as used in the
‘non-merit’ good. Non-merit goods are those where
passage?
only the individual benefits from acquiring them and
1) flexibility 2) brittleness 3) rigidity
not the society as a whole. Multilateral agencies like
4) adamancy 5) peculiarity
The World Bank have too been pushing countries like
12. Which of the following, according to the passage,
India to stop subsidies to higher education.
is the cause for increase in food supply?
When Ron Brown, former US commerce secretary
1) Less demand by the industrial sector
visited India, a public meeting was organized at IIT
2) Bumper food production due to adequate
Delhi. At that meeting I asked him : “I understand
monsoon
that since the 19th century all the way up to the 1970s,
3) Change in technique of food production
most land grant and state universities in the US
4) Not mentioned in the passage
virtually provided free education to state citizens. Was
5) None of these
that good for the economy, or should they have charged
13. The wage rate of which of the following sectors
high fees in the early 20th century?” He replied, “It
is dependent on the foodgrains price?
was great for the economy. It was one of the best
(A) Agriculture sector
things that the US government did at that particular
(B) Informal urban sector
time in American history - building institutions of
(C) Organised urban sector
higher education which were accessible to the masses
1) A only 2) B only
of the people. I think it is one of the reasons why our
3) C only 4) A and B only
economy grew and prospered, one of the ways in which
5) All A, B and C
the US was able to close some of its social gaps. So
14. Why, according to the passage, lower food price
people who lived in rural areas would have the same
stimulates employment in industrial and service
kind of access to higher education as people living in
sectors?
other parts of the country. It was one of the reasons
1) Poorer people cannot afford to buy non-food
for making America strong.”
products.
Our policy-makers se e m unaware that the ir
2) Low price of food items provides the poor with
mentors in the US did not follow policies at home
extra funds to buy other products and service.
which they now prescribe for other countries. Ron
Reading Comprehension 577

Brown’s remarks summarise the importance of policy- Opine = to express a particular opinion
makers in the US place on higher education as a Echo = to be full of a sound; to send back
vehicle for upward mobility, for the poorer sectors of and repeat a sound
Eminent = famous and respected, especially in
their population. Even today, a majority of Americans
a particular profession
study in state -run institutions. Some of the se Pontificate = to give your opinions about
institutions, like Berkeley and the Universities of something in a way that shows that
Michigan, Illinois, Ohio, Wisconsin and Texas, are you think you are right
among the best in world. The annual tuition charged 1. The author of the passage seems to be a/an
from state residents (about $ 5000 a year) is about a 1) official working in economic affairs department
month’s salary paid to a lecturer. Even this fee is 2) financial advisor to Gove rnme nt or a
waived for most students. In addition, students bureaucrat in finance department
receive stipends for books, food and hostel charges. 3) social activist devoted to illiteracy eradication
The basic principle is that no student who gets programme
admission to a university should have to depend on 4) educationist in IIT or some such educational
parental support if it is not available. institution
Ron Brown’s remarks went unnoticed in India. Every 5) industrialist e mploying highly qualifie d
other day some luminary or the other opines that technocrats
universities and technical education institutions 2. What was the net tangible impact of raising fees
should increase their charges and that such education on the higher level of technological research?
should not be subsidized. Most editorials echo these 1) The number of prospective researchers was
sentiments. Eminent industrialists pontificate that reduced to almost a half.
we should run educational institutions like business 2) The market value of PhD students was almost
houses. Visiting experts from the Bank and the IMF, lost.
in their newly emerging concern for the poor, advise 3) Research studies attained a higher market
us to divert funds from higher education to primary value.
education. 4) Research became more and more relevant to
To run into somebody = to meet somebody by market demands.
chance 5) In the current globalised times, the need for

K KUNDAN
Mandarin = a powerful official of high rank,
research was less than ever.
especiall y in the civil s ervice;
bureaucrat
3. According to the author, the US policy-makers
Indulge = to allow yourself to have or do consider education as a
something that you like, especially 1) hindrance in the way to economic growth and
something that is considered bad prosperity
for you 2) means for achieving upward mobility for the
Banter = friendly remarks and jokes poor
Not bat an eyeli d = to show no surprise or 3) wastage of resources and a totally futile
embarrassment when something
exercise
unusual happens
Shoot = to move suddenly or quickly in one
4) matter of concern only for the parents of the
direction; to make somebody/ students
something move in this way 5) None of these
Take aback = to shock or surprise somebody very Hindrance = the act of making it more difficult for
much somebody to do something or for
Globalised = if something, for example a business something to happen
company, globali ses or is Futile = having no purpose because there is
globalised, it operates all round no chance of success
the world 4. Who among the following support the view that
Imperative = a thing that is very important and higher education should be free to everyone
needs immediate attention or action aspiring for it?
Worthy = an important person (A) Editors and Journalists
Prosper = to develop in a successful way; to
(B) Industrialists
be successful, especially in making
money
(C) Visiting Experts from the Bank and the IMF
Mentor = an experienced person who advises 1) A only 2) B only
and hel ps somebody with l ess 3) C only 4) All the three
experience over a period of time 5) None of these
Waive = to choose not to demand something 5. Which of following makes the policy-makers
in a particular case, even though you classify education as “non-merit” commodity?
have a legal or official right to do so; 1) The tendency of people to seek any individual
forgo.
benefits
Luminary = a person who is an expert or a great
influence in a special area or activity
578 Test of English Language

2) The attitude of giving unreasonably more been

weightage to society 1) pressurising India and other countries to stop
3) The tendency of viewing everything as mere substantial higher education
consumer product 2) insisting on discontinuance of subsidies to
4) Undue pressure from International Agencies higher education
like the World Bank, etc 3) analyzing the possibilitie s of increasing
5) None of these subsidies to higher learning
6. What was Ron Brown’s reaction to the author’s 4) emphasising on the needs of lowering fees
question on free education provided by US for higher education
universities to their citizens? Ron Brown 5) forcing countries like India to strengthen only
1) criticized the US govt for its action. industrial development
2) appreciated the author but remained non- Directions (Q. 10-12): Which of the following
committed. is MOST NEARLY THE SAME in meaning as the
3) ignored the fact and gave an ambiguous word printed in bold as used in the passage?
reaction. 10. UNAWARE
4) mentioned that the author’s information was 1) Famous 2) Ignorant 3) Familiar
not correct. 4) Unworthy 5) Negligent
5) None of these 11. WAIVED
Ambiguous = not clearly stated or defined 1) Moved 2) Charged 3) Condoned
7. The basic principle adopted by the renowned 4) Overlooked 5) Paid
State-run Universities in the US is that the Condone = to accept behaviour that is morally
students wrong or to treat it as if it were not
1) must pay the lecturer’s salary from their own serious
resources 12. MASSES
2) should earn while they learn and pay higher 1) Institutions 2) Groups
education fees 3) Students 4) Officers
3) must seek the necessary help from their 5) Parents
parents on whom they depend Directions (Q. 13-15): Which of the following

K KUNDAN
4) need not be required to depend upon their is MOST OPPOSITE in meaning of the word
parents for acquiring higher education printed in bold as used in the passage?
5) None of these 13. GLOBALISED
8. What was the outcome of the US strategy of 1) Universalised 2) Liberalised
imparting fre e unive rsity e ducation to US 3) Earthly 4) Prospering
citizens? 5) Decentralised
1) Education was easily accessible to the vast 14. PROSPERED
majority. 1) Declined 2) Progressed
2) US citize ns found it unaffordable and 3) Improved 4) Decomposed
expensive. 5) Enlightened
3) US economy suffered due to such a lop-sided 15. CONCERN
decision. 1) Worry 2) Anxiety
4) US Govt could not plug the loopholes in their 3) Sympathy 4) Indifference
economic policies. 5) Nullification
5) None of these Indifference = a lack of interest, feeling or
Impart = to pass information, knowledge, etc reaction towards somebody/
to other people; to convey something
Nullification = invalidation; negation
9. Multilateral agencies like The World Bank have
Reading Comprehension
Answers and explanations
Answers and explanations
Passage 1
1. 1 2. 2 3. 5 4. 3
5. 1; The meaning of the word ‘bestow’ as mentioned
in the passage is ‘to present something as a
gift to somebody’. Hence the words ‘bestowed’
and ‘conferred’ are synonymous.
6. 4 7. 2 8. 3
9. 3 10. 4
11. 1; The meaning of the word ‘flinch’ as mentioned
in the passage is ‘to make a sudden automatic
movement because of pain, fear or shock’. Out
of the given words, meaning of the word
‘wince ’ is ‘to show pain, distre ss or
embarrassment by a slight movement of the
muscle s in the face ’. He nce the word
‘flinching’ and ‘wincing’ are synonymous.
12. 3
13. 2; The meaning of the word ‘dispel’ as mentioned
in the passage is ‘to make something go away’.
Hence the word ‘dispelling’ and ‘accumulating’
are antonymous.
14. 3 15. 4
K KUNDAN
Passage 2
1. 4 2. 2
3. 4; As give n in the passage , planning and
problem-solving are the most important
aspects of the management, and not of the
leadership.
4. 3; “Inwardly focusse d e mployee s can have
difficulty seeing the very forces that present
threat and opportunities.” This sentence of
the last paragraph makes option (3) wrong.
5. 1; Bure aucratic culture is against any
transformation; so it suppresses those who
want to bring any change in organisations.
Note: The meaning of the word ‘smother’ as
me ntione d in the passage is ‘to pre ve nt
something from developing or being noticed’;
‘to suppress of stifle something’. Hence the
words ‘smothe r’ and ‘suppre ss’ are
synonymous.
6. 3; Planning can be defined as ‘creating a vision’,
which is an important aspect of management.
7. 5
8. 5; For most of this century, as a large number of
organisations were created for the first time
in human history, emphasis was given on
management and leadership was overlooked.
9. 4; Managers are also bureaucrats.
10. 2
11. 2; The me aning of the word ‘nurture d’ as
mentioned in the passage is ‘to help the
development of something’. Hence the words
579
‘nurtured’ and ‘developed’ are synonymous.
12. 3 13. 5 14. 3 15. 2
Passage 3
1. 1; Ascertain the hidden meaning of the sentence:
“but no one would be able to realise that a
terrorist attack has occurred”. So, undoubtedly
the culprit’s act can be classified as a terrorist
attack.
2. 2; “New terrorism has no long-term agenda but
its ruthless in its short-term intentions”. This
statement from the passage supports (B).
While, in the light of passage, (C) also seems
suitable.
3. 5; The immediate provocation for the meeting
held in August 1998 has not been given among
the options. It was the incidents of bombing
the US embassies in Nairobi and Dar-es-
Salaam.
4. 5; Bio-attack will result in several deaths which
will lead to political turmoil creating social
unrest.
5. 3
6. 1; ‘Religious intolerance’, as cited in the last
paragraph, stands behind terrorism.
7. 4 8. 4 9. 1
10. 3; The meaning of the word ‘gloomy’ as mentioned
in the passage is ‘nearly dark’; ‘not well lit’.
Hence the word ‘gloomy’ and ‘bright’ are
antonymous.
11. 2; The meaning of the word ‘cacophony’ as
mentioned in the passage is ‘a mixture of loud
unple asant sounds’. He nce the words
‘cacophonous’ and ‘me lodious’ are
antonymous.
12. 1; The meaning of the word ‘intolerant’ is ‘not
willing to accept ideas, opinions behaviour etc.
different from one’s own. Out of the given
words, ‘forbe arance ’ me ans patie nce ,
restraint, tolerance etc. Hence the words
‘intole rance ’ and ‘forbe arance ’ are
anotnymous.
13. 2; The meaning of the word ‘perpetrator’ as
mentioned in the passage is ‘a person who
commits a crime and doe s some thing
conside re d wrong’. He nce the words
‘perpetrators’ and ‘followers’ are nearly similar
in meaning.
14. 4; The meaning of the word ‘elusive’ is ‘tending
to escape or disappear’; ‘difficult to find or
capture’. Out of the given choices, ‘baffle’
me ans ‘to be too difficult or strange for
somebody to understand, solve or explain’.
580
Hence the words ‘elusive’ and ‘baffling’ are
nearly similar in meaning.
15. 2; The meaning of the word ‘inflict’ is ‘to make
somebody accept something that is unpleasant
or not welcome’. Hence the words ‘inflicting’
and ‘imposing’ are synonymous.
Passage 4
1. 3; The author feels this to be the most significant
part of Lord Chancellor’s paper.
2. 4; This is what is implie d by “gre ate r
transparency”.
3. 2; Note the context carefully.
4. 5; The passage does not give any specific reason.
5. 2
6. 3; See the first sentence of the passage.
7. 4; See the last sentence of the passage.
8. 1; The me aning of the word ‘je ttison’ as
mentioned in the passage is ‘to abandon or
reject something that is not wanted’. Hence
the words ‘je ttison’ and ‘sacrifice ’ are
synonymous.
9. 3; “The be st pe rson available ” implie s the
supremacy of merit.
10. 1
11. 2; The meaning of the word ‘lest’ as mentioned
in the passage is ‘for fear that’; ‘in order that
... not’.
12. 5; When you jump from the frying-pan into the fire,
K KUNDAN
you move from a bad situation to one that is
worse.
Passage 5
1. 3; Go through the last line of the first paragraph.
2. 4; While much had been said and written on
establishing “new order”, little has actually
been done.
3. 5 4. 2 5. 2
6. 2; These are complex issues and the Milan
conference would perhaps be more fruitful if
it were to discuss such specific subjects.
7. 1; More complicated ailments can be referred to
properly equipped centres in district towns,
cities etc.
8. 2; The re is re sistance from the me dical
establishment which sees them as little more
than licensed quackery. Here reference is made
to traditional healers.
9. 3
10. 5; The meaning of the word ‘launch’ as mentioned
in the passage is ‘to put into action’; ‘to start’.
Hence the words ‘launched’ and ‘started’ are
synonymous.
11. 1; The me aning of the word ‘muste r’ as
mentioned in the passage is ‘to succeed in
creating a particular feeling or attitude in
oneself or in other people’. Out of the given
words, ‘enlist’ means ‘to obtain something as
help, support etc.’; ‘to get somebody to provide
help, support etc’. Hence the words ‘muster’
Test of English Language
and ‘enlist’ are synonymous.
12. 3; The me aning of the word ‘e ntre nch’ as
mentioned in the passage is ‘to establish
somebody/something very firmly with the
result that the change is very difficult and
unlikely’.
13. 4; The me aning of the word ‘conde nse’ as
mentioned in the passage is ‘to put something
in fewer words’. Hence the words ‘condensed’
and ‘lengthened’ are antonymous.
14. 1; The meaning of the word ‘crucial’ as mentioned
in the paragraph is ‘very important especially
for its effect on something’. Out of the given
words, ‘trivial’ means ‘of little importance’;
‘concerned with unimportant things’. Hence
the words ‘crucial’ and ‘trivial’ are antonymous.
15. 4; The word ‘resistance’ and ‘acceptance’ are
anotnymous.
Passage 6
1. 3; From the last paragraph of the given passage.
2. 3; From the fourth line of the second paragraph.
3. 3 4. 1
5. 5; In the last sentence of the second para.
6. 4; Second and third para tells about Indian
concept of life and treatment while the last
para tells about western concept of life and
knowledge about medical science.
7. 5; It is clearly given in the last sentence of the
passage: “the contribution of this science in
the field of non-communicable diseases is
remarkably poor....”
8. 2 9. 1
10. 4; The me aning of the word ‘ine vitable’ as
mentioned in the passage is ‘impossible to
avoid’; ‘certain to happen’. Hence the words
‘inevitable’ and ‘avoidable’ are antonymous.
Meaning of the word ‘detest’ is ‘to have a
strong fe eling of dislike for some body/
something’, therefore , ‘detestable’ means
‘that one detests’.
11. 3; The meaning of the word ‘conce rne d’ as
me ntione d in the passage is ‘to have a
conne ction with or re sponsibility for
some thing’. Out of the give n words,
‘indifferent’ means ‘having no interest in
some body/some thing’; ‘not caring about
something’. Hence the words ‘concerned’ and
‘indifferent’ are antonymous.
12. 1; The meaning of the word ‘degenerative’ as
mentioned in the passage is ‘(of medical
condition) getting or likely to get worse’. Out
of the given words, ‘re cuperative’ means
‘helping one to recuperate’. The meaning of
the word ‘recuperate’ is ‘to recover after being
ill, tired, weak etc’; ‘to regain health, energy
or strength’. Hence the words ‘degenerative’
and ‘recuperative’ are antonymous.
13. 5; The me aning of the word ‘connote ’ as
me ntioned in the passage is ‘to sugge st
Reading Comprehension 581

something in addition to the main meaning’.
Out of the given words, ‘imply’ means ‘to
suggest something indirectly rather than
stating it directly’. Hence the words ‘connotes’
and ‘implies’ are synonymous.
14. 3; The me aning of the word ‘aberration’ as
mentioned in the passage is ‘departure form
what is normal, usual or expected, typically
one hat is unwelcome’. Hence the words
‘aberration’ and ‘deviation’ are synonymous.
15. 2
Passage 7
1. 3; Eminent British economists and political
scientists have strongly attacked the tradition
of budget secrecy.
2. 5; It leads to the control of public expenditure
in order to set realistic taxation implications.
10. 4; The meaning of the word ‘assiduous’ is ‘working
3. 2; He has presented the example of both, the
open budget system and the secret budget
system, practised by various countries and
has looked into all their aspects.
4. 4 5. 5
6. 1; Sir Richard Clarke was the originating genius
11. 4; The meaning of the word ‘idiosyncrasy’ is ‘a
of nearly every important development in the
British budgeting techniques during the last
two decades.
7. 2
analysis regarding foreign investment in India.
4. 1
5. 5; Comparatively though labour is inexpensive
in India, but at the same time productivity is
not high. Therefore, it cannot be cited as an
advantage here.
6. 4; If fore ign inve stme nt is to be wooe d
assiduously, we will have to meet exacting
international standards.
7. 1; The author is a political commentator because
he talks about the government policy and
makes various proposals regarding foreign
investment in India.
8. 4
9. 2; The passage reflects the views of the Japanese
ambassador who also talks about the
problems faced by foreign investors in India.
hard and the showing careful attention to
detail’. Meaning of the word ‘persistent’ is
‘re fusing to give up’. He nce the words
‘assiduously’ and ‘pe rsiste ntly’ are
synonymous.
person’s particular way of thinking, behaving
etc that is clearly different from that of others’.
He nce the words ‘idiosyncrasie s’ and
‘ideologies’ are synonymous.

K KUNDAN
8. 1; The statement goes against the idea of the
12. 3; The meaning of the word ‘shoddy’ as mentioned
passage.
in the passage is ‘of poor quantity’; ‘done or
9. 4; An open public debate on budget proposals
made badly’. Out of the given words, ‘shabby’
should be he ld be fore introducing the
means ‘in poor condition through much use
appropriate bill.
of being badly cared for’. Hence the words
10. 3; The me aning of the word ‘scourge ’ as
‘shoddy’ and ‘shabby’ are synonymous.
mentioned in the passage is ‘ a whip used
13. 5; The meaning of the word ‘inducement’ as
especially formerly for punishing people’.
mentioned in the passage is ‘a thing that
Hence the words ‘scourge’ and ‘whip’ are
persuades somebody to do something’; ‘an
synonymous.
ince ntive ’. Out of the give n words,
11. 4; The meaning of the word ‘myriad’ as mentioned
‘impediment’ means ‘a person or thing that
in the passage is ‘an extremely large number’.
delays or stops the progress or movement of
Hence the words ‘myriad’ and ‘abundant’ are
something’. Hence the words ‘inducement’
synonymous.
and ‘impediment’ are antonymous.
12. 1
14. 4; The words ‘justifiable’ and ‘unreasonable’ are
13. 2; The meaning of the word flourish’ as mentioned
antonymous. The me aning of the word
in the passage is ‘to grow in a healthy way’.
‘unscrupulous’ is ‘without moral principles’;
Out of the given words ‘degenerate’ means ‘to
‘not honest or fair’.
pass into a worse physical, mental or moral
15. 3; The root word of ‘contemptuously’ is ‘contempt’.
state than one which is considered normal or
Meaning of ‘contempt’ is ‘the feeling that
desirable’. Hence the words ‘flourish’ and
somebody/something is completely worthless
‘degenerate’ are antonymous.
and cannot be respected’. Hence the words
14. 3 15. 5
‘conte mptuously’ and ‘re spe ctfully’ are
Passage 8 antonymous. The me aning of the word
1. 3; The meaning is implied in the last sentence. ‘amicable’ is ‘based on or achieved through
2. 1; The Japanese ambassador acknowledges that polite discussion and without quarreling’.
the vastness of the Indian market is a great Passage 9
induce me nt for inve stme nt in the
1. 2; Japanese business circles represented by the
manufacturing industry.
Ishikawa Mission called attention of their
3. 2; The author describes the Indian investment
Indian counterparts to what they considered
scenario in toto. He presents a comparative
to be the major impediments in India.
582
2. 1; The Indian gove rnme nt put into e ffe ct
revolutionary reforms to remove the hurdles.
3. 4
4. 1; India deserves a far bigger share of world trade
considering its vast resources.
5. 3 6. 3 7. 2 8. 1 9. 1
10. 5; The me aning of the word ‘ste adfast’ as
mentioned in the passage is ‘firm and not
changing’; ‘constant’. He nce the words
‘steadfastly’ and ‘faithfully’ are synonymous.
11. 4; The me aning of the word ‘resilie nce ’ as
mentioned in the passage is ‘the ability of
people to recover quickly from shock, injury
e tc’. He nce the words ‘re silie nce ’ and
‘adaptability’ are synonymous.
12. 2; The meaning of the word ‘prune’ is ‘to reduce
the e xte nt of some thing by cutting
unnecessary parts’. Out of the given words,
‘trim’ means ‘to make something neat or
smooth by cutting away untidy parts’. Hence
the words ‘pruning’ and ‘trimming’ are
synonymous.
13. 4; The meaning of the word ‘stiff’ as mentioned
in the passage is ‘to an extreme degree’; ‘very
much’. Out of the given words, ‘yielding’ means
‘(of a substance) that can bend or move when
pressed’; ‘soft rather that stiff’. Hence the
words ‘stiff’ and ‘yielding’ are antonymous.
K KUNDAN
14. 2
15. 5; The meaning of the word ‘impediment’ as
mentioned in the passage is ‘a person or thing
that delays or stops the progress or movement
of some thing’. Out of the give n words,
‘furtherance’ means ‘the process of helping
the progress or development of something’.
He nce the words ‘impe dime nt’ and
‘furtherance’ are antonymous. Meaning of the
given word ‘compendium’ is ‘a collection of
detailed items of information especially in a
book’.
Passage 10
1. 5 2. 3 3. 2
4. 2; During the Renaissance, education passed
more from the clutches of the priest into the
hand of the prince.
5. 3 6. 4
7. 1; During the Christian era, the ecclesiastics
controlled the institution of education.
8. 1 9. 4
10. 5; Go through the last sentence of the passage.
Passage 11
1. 4
2. 3; The colonial powers tried to divide people on
linguistic and religious lines.
3. 1
4. 4; The impact of colonialism had on the whole
been in the direction of transcending localism
and unifying supra-local economic structures
Test of English Language
through the introduction of market relations.
5. 2; It originated as anti-colonial struggle.
6. 4; It was meant to deny the existence of any
overarching national consciousness.
7. 1; Colonialism was the cause be hind the
awakening of the spirit of nationalism among
the masses of a country.
8. 3 9. 2
10. 3; The me aning of the word ‘traje ctory’ as
mentioned in the passage is ‘the curved path
of something that has been fired, hit, thrown
into the air, eg a missile’. Hence the words
‘trajectory’ and ‘path’ are synonymous.
11. 4; The meaning of the word ‘transcend’ is ‘to be
or go beyond the normal limits of something’.
He nce the words ‘transce nding’ and
‘surpassing’ are synonymous.
12. 5 13. 2 14. 3
15. 5; The me aning of the word ‘subve rt’ as
mentioned in the passage is ‘to destroy the
authority of a political system, religion etc’.
Hence the words ‘subvert’ and ‘strengthen’
are antonymous. Meaning of the given word
‘emanate’ is ‘to come or flow from something/
somebody or from a place’.
Passage 12
1. 2; The passage presents a comparative sketch
of rural and urban life focussing on the risks
associated with the urban life.
2. 4
3. 1; Generally, the gains of living in urban areas
are less than the disadvantages and risks that
are in-built in urban life.
4. 3; Urban living often releases the individual from
community restraints.
5. 2; Life in urban society is more impersonalized.
6. 2
7. 5; Traditional societies, i.e. villages.
8. 4
9. 1; In ‘traditional socie tie s’ the re is always
community restraint over the individuals.
10. 1; Minor offences in small town or village are
often handled without resort to official police
action.
11. 2
12. 5; All the others contribute to higher crime rates
in urban areas.
13. 2 14. 2 15. 1 16. 4 17. 4
18. 2 19. 3
20. 5; Meaning of the word ‘rampant’ is ‘existing or
spreading everywhere in a way that cannot be
controlled’.
Passage 13
1. 1; A contented man devotes himself to virtues
like truth, beauty, love goodness, kindness
and charity.
2. 5; Go through the second para.
3. 4
Reading Comprehension
4. 3; Our countless desires which are hard to be
satisfied make us sad in life.
5. 2; Pe rfe ct happine ss is the re sult of
renunciation.
6. 4; ‘Fleeting’ means ‘passing quickly, lasting only
a short time’. ‘Momentary’ means ‘lasting for
a very short time’.
7. 2; It is only by cultivating the spirit of
renunciation, self-sacrifice, contentment and
sincere work that one can really be happy.
8. 5; Cow when used as verb means make somebody
do as one wants by frightening him; intimidate
somebody. Mould (Verb) means guide or
control the de ve lopme nt of some body/
something; shape or influence.
9. 2 10. 4
Passage 14
1. 2; (b) The worth of agricultural products like
ce re als in the die ts of the poor have
significant potential impact on poverty.
(c) Poverty can be reduced by expanding
agriculture which will also result in industrial
growth.
2. 4; With increase in agricultural output, the
urban workers would benefit by both increased
industrial employment and price deflation.
3. 3
K KUNDAN
4. 1; Here the word ‘deflation’ has been used with
price, and means lowering or ‘reducing’ price.
5. 5; The supply of labour can be affected at the
subsistence wage rate.
6. 4; Low productivity in agriculture has led to the
concentration of the poor in this sector.
7. 4; All the points are mentioned in the second
para.
583
8. 3; Increase in the prices of industrial products,
in the abse nce of adjustme nts through
exports, would result in demand deficiency.
9. 2; An increase in non-agricultural production
would le ad to an imme diate incre ase in
demand for intermediate and final agricultural
goods.
10. 3 11. 3 12. 4
13. 4; Foodgrain price usually de te rmine s the
subsistence wage rate in agricultural as well
as in the urban informal sector.
14. 2; Since food accounts for a major share in the
budget of the poor and any reduction in the
food price leaves a significant proportion of
income for other items, a lower food price
stimulates employment in industrial and
service sectors.
15. 4
Passage 15
1. 4; Clear from the way he is linked with IIT.
2. 1; The author clearly said to his old friend, “Your
market-friendly policies hve forced us to raise
the fee, so we have 50% fewer PhD applicants
this year.”
3. 2; This is what the author deduces from what
“Ron Brown’s remarks summarise”.
4. 5; Read the last para.
5. 3; Read the second sentence of the second para.
6. 2
7. 4; Read the last sentence of the third para.
8. 5; 1 is more of a restatement. The real outcome
was the prospering of the US economy.
9. 2 10. 2 11. 4 12. 2 13. 5
14. 1 15. 4
 Chapter 20

Blood Relation
Introduction Now consider another example,
Ex. 2: Nandini is the only daughter of Madan’s sister
Problems of this type involve analysis of certain blood Sangita’s br other . How is Nandini related to
relations and then inferring on the basis of the given Madan?
informations. Some examples of such questions are given 1) Daughter 2) Niece
below that will better illustrate our point: 3) Cousin 4) Niece or Daughter
Ex. 1: Pointing to a man in a photograph, a woman said, 5) None of these
‘His brot her ’s f at her is t he only son of my Soln.: Nandini = the only daughter of Madan’s sister
grandfather.’ How is the woman related to the Sangita’s brother
man in the photograph? = the only daughter of Madan/Madan’s
1) Mother 2) Aunt 3) Sister brother
4) Daughter 5) Grandmother = Madan’s daughter/niece
Soln.: For such type of questions, it is best to ‘back- Hence (4) is the correct answer.
track’, ie start with the last information and Ex. 3: M is brother of K. T is sister of M. J is brother of
proceed backward for example, if it is given that T. H is father of J. How is K related to H?
he is the son of the mother of my grandfather’s 1) Niece 2) Son 3) Brother
daught er , then we pr oceed wit h the last 4) Sister 5) Data Inadequate
infor mat ion: ‘gr andf at her ’s daught er ’. Soln.: To solve such types of questions, we need to draw
Grandfather’s daughter means aunt (sister of a family tree diagram. We have already discussed,
father). Now, ‘mother of my grandfather’s daughter’ in det ail in ear lier chapters, ( “Puzzle” and
becomes ‘mother of my aunt’. Mother of my aunt “Coded Relationship”) about “What is family
is my grandmother. Hence, he is the son of the tree?” and “How to draw the family tree for the
mother of my grandfather’s daughter become ‘son given relationship-string?”. Let us draw family
of my grandmother’ which is either father or tree on the basis of the information given in the
uncle. above question, we have,
Now, solve the given example, H(+)
His brother’s father is only son of my grandfather |
 His brother’s father is my father (since only (+)J — T(–) — M(+) — K (?)
son of my grandfather = my father). Now, his Obviously, sex of K is not known. Therefore, K
brother’s father is my father is either son or daughter of H. Hence option (5),
 His brother is my brother ie ‘Data inadequate’ is the correct answer.
 He is my brother.
Hence, woman is the sister of the man in the
photograph. Hence (3) is the correct answer.

Exercise–1
1. Pointing to a man in a photograph, Leesha said, ‘his photograph 2.” How is Mr ‘X’ related to the person in
mother’s only daughter is my mother’. How is Leesha photograph 2?
related to that man? 1) Grandson 2) Granddaughter
1) Nephew 2) Sister 3) Wife 3) Greatgrandson 4) Either 1 or 2
4) Niece 5) Granddaugher 5) None of these
2. Pointing to a photograph of a man, Neha said, “He 4. A man pointing to a photograph says, “The man is
has no, sisters or daughters, but his mother is the my nephew’s maternal grandfather.” How is the
only daughter of my mother.” How is the man in the person in the photograph related to his brother who
photograph related to Neha’s mother? has no other sibling?
1) Brother-in-Law 2) Grandson 1) Brother-in-law 2) Father
3) Nephew 4) Can’t be determined 3) Father-in-law 4) Can’t say
5) None of these 5) None of these
3. Mr ‘X’ shows three photographs to Mr Y. Pointing 5. Pointing to a man in the photograph, another man
towards phot ograph 1, he says, “The person in says: “He is the father of the husband of the only
photograph 1 is my uncle, who says ‘uncle’ to the daughter of my grandfather’s only son.” How is the
per son in photogr aph 2, and t he per son in man in the photograph related to the man (who
phot ogr aph 3 is called ‘uncle’ by t he person in speaks)?
524 Verbal Reasoning (Commonsense Reasoning)

1) Grandfather 2) Uncle 1) Sister-in-law 2) Mother-in-law

3) Brother-in-law 4) Father 3) Mother 4) Cousin
5) None of these 5) Data inadequate
6. Pointing to a boy, Purnima says, “He is the only son 16. Pointing to a photograph, Y says, “He is the only
of the sister of my brother.” How is the boy related to brother of the only daughter of my sister’s maternal
Purnima? grandmother.” Pointing to another photograph, X
1) Can’t be determined 2) Son says, “he is the only brother of the only daughter of
3) Nephew 4) Brother my sister’s maternal grandmother.” If among the two
5) None of these photographs, one was either of Mr X or Mr Y, and
7. Pointing to Priti, father of Rishu says, “She is the the photograph, towards which Y was pointing, was
daughter of the daughter of the wife of the only son not of Mr X, then how is Y related to Mr X?
of the grandfather of my sister.” How is Sushama 1) grandfather 2) paternal uncle
related to Priti if Sushama is the sister of Rishu’s 3) maternal uncle 4) Can’t say
father? 5) None of these
1) Can’t say 2) Mother 3) Aunt 17. Pointing to a woman in a photograph, a man says,
4) Niece 5) None of these “She is the mother-in-law of the sister-in-law of the
8. Pointing to a woman in a photograph, a man says, only sister of my son.” How is the woman related to
“She is the mother-in-law of the husband of the only the man?
granddaughter of my own mother-in-law”. How is 1) sister 2) sister-in-law
the woman related to the man? 3) mother 4) wife
1) daughter 2) wife 3) sister-in-law 5) Can’t say
4) Niece 5) daughter-in-law 18. Pointing to a man, Radhika said, “His sister is my
9. Introducing a man, a woman says, “His wife is the daughter’s brother’s mother.” How is the man related
only daughter of my father.” How is the man related to Radhika?
to the woman? 1) Brother 2) Father 3) Uncle
1) Brother 2) Father-in-law 4) Grandfather 5) Cousin
3) Maternal uncle 4) Paternal uncle 19. Pointing to a photograph, Shanti said, “She is the
5) None of these mother of my brother’s uncle’s son.” How is Shanti
10. Pointing towards a girl, a teacher said, “She is the related to the person in the photograph?
only daughter of the only son of the wife of the father- 1) aunt 2) niece 3) mother
in-law of my wife”. How is the girl related with the 4) daughter 5) None of these
teacher? 20. Pointing to a person in a photograph, a lady said,
1) Daughter 2) Niece “Her sister is the daughter of my father ’s son’s
3) Sister 4) Daughter-in-law mother.” How is the person related to the lady?
5) None of these 1) Aunt 2) Cousin 3) Sister
11. Two persons were quarrelling over their relationship 4) Mother 5) Can’t be determined
with a man in a photo. One was saying that the man 21. Pointing to a man in the photograph Sheela said
was his grandfather, and another was also saying “His father’s only daughter is sister of my father”.
the same. But they were not brothers. What was the How is sheela related to that man?
relationship between them? 1) Wife 2) Sister 3) Niece
1) Brother and sister 2) One of them was lying 4) Daughter 5) Either Niece or Daughter
3) Cousins 4) Data inadequate 22. Pointing to a lady in the photograph, Rajesh said,
5) None of these “she is my grandfather’s only sons’ mother.” How is
12. Pointing to Kedar, Veena said, “His mother’s brother the women related to Rajesh?
is the father of my son Nitin.” How is Kedar related 1) Daughter 2) Sister 3) Mother
to Veena? 4) Grandmother 5) Aunt
1) Niece 2) Aunt 3) Nephew 23. Pointing to a photograph, a woman says, “This man’s
4) Sister-in-law 5) None of these son’s sister is my mother”. How is the woman related
13. Pointing to a photograph, a man said to a woman, to the man in the photograph?
“She is one of the sisters of the son of the only son 1) Daughter 2) Mother
of your grandfather.” If the woman in the photograph 3) Granddaughter 4) Mother-in-law
is the sister of the son of the man’s father-in-law, 5) None of these
then how is the man related to the woman (with 24. A man pointing to a lady says, “Her brother is the
whom the man was talking)? father of my only son’s sister”. How is that lady
1) Husband 2) Brother 3) Brother-in-law related to the man?
4) Either 1) or 3) 5) None of these 1) Daughter 2) Sister
14. Pointing towards a photograph, Raju said, “His sister 3) Granddaughter 4) Niece
is the mother of Vinay, the son of my brother.” How 5) None of these
is Raju is related to Vinay? Raju is the father of Alok. 25. Pointing towards a person in a photograph, Anita
1) Brother 2) Uncle said, “He is the only son of the father of my sister’s
3) Nephew 4) Brother-in-law brother.” How is that person related to Anita?
5) None of these 1) Father 2) Cousin
15. A man, pointing to a photograph, says, “The lady in 3) Maternal Uncle 4) Brother
t he phot ograph is my nephew’s mat ernal 5) None of these
grandmother.” How is the lady in the photograph 26. Pointing to a woman in a photograph a man says:
related to the man’s sister who has no other sister? “She is the only daughter of the only daughter of my
K KUNDAN
Blood Relation 525

brother-in-law’s father.” How is the woman related 1) daughter 2) wife

to the man? 3) daughter-in-law 4) sister-in-law
1) wife 2) mother 3) daughter 5) None of these
4) niece 5) Can’t say 38. Pointing to a woman in a photograph a man says:
27. Pointing to a woman in a photograph a man says: “She is the grandmother of the son of my daughter-
‘She is the mother of my son’s only daughter.’ How is in-law’s mother-in-law.” How is the woman related
the woman related to the man in the photograph? to the man?
1) daughter 2) wife 1) mother 2) mother-in-law
3) mother 4) daughter-in-law 3) sister 4) wife
5) Can’t say 5) sister-in-law
28. Pointing to a man in a photograph a woman says: He 39. Pointing to a woman in the photograph a man says.
is the father of the only grandson of my father-in- “This woman is the wife of the father of my brother-
law. How is the man related to the woman? in-law.” How is the woman related to the man?
1) Husband 2) Brother 3) Son 1) mother 2) mother-in-law
4) Nephew 5) Brother-in-law 3) sister 4) sister-in-law
29. Pointing to a man in a photograph a woman says. 5) daughter
“He is the only son of the only daughter-in-law of my 40. Pointing to a woman a man says, “She is the sister-
only son’s father”. How is the man related to the in-law of the only daughter of my mother-in-law’s
woman? husband”. How is the woman related to the man?
1) Son 2) Father 3) Son-in-law 1) daughter 2) mother
4) Grandson 5) Can’t say 3) sister-in-law 4) daughter-in-law
30. Pointing to a woman in a photograph a man says, 5) sister
“She is the only daughter of my father’s only daughter- 41. Pointing to a man in the photograph a woman says:
in-law.” How is the woman related to the man? “He is the son of my sister’s mother’s husband.” How
1) wife 2) daughter is the man related to the woman?
3) daughter-in-law 4) sister 1) Brother 2) Father
5) sister-in-law 3) Uncle 4) Brother-in-law
31. Pointing to a man in a photograph a woman says: 5) Father-in-law
“He is the father of my only daughter-in-law’s father- 42. Pointing to a man in the photograph a woman says:
in-law”. What is the man to the woman? “He is the father of my daughter-in-law’s brother-in-
1) Father 2) Brother law.” How is the man related to the woman?
3) Husband 4) Brother-in-law 1) husband 2) brother
5) Father-in-law 3) brother-in-law 4) father
32. Pointing to a woman in a photograph a man says: 5) father-in-law
“She is the only daughter of my wife’s mother-in- 43. Pointing to a woman in a photograph, a man says,
law”. How is the woman related to the man? “She is the mother of my daughter-in-law’s husband’s
1) Daughter 2) Wife only sister.” How is the woman related to the man?
3) Sister 4) Sister-in-law 1) wife 2) mother 3) sister
5) Mother-in-law 4) daughter 5) sister-in-law
33. Pointing to a woman in a photograph a man says: 44. Pointing to a woman in a photograph a man says,
“She is the only daughter of my father’s mother-in- “She is the mother of the father of my wife’s only
law”. How is the woman related to the man? son.” How is the woman related to the man in the
1) daughter 2) mother question?
3) daughter-in-law 4) mother-in-law 1) mother 2) wife
5) None of these 3) daughter-in-law 4) mother-in-law
34. Pointing to a photograph a woman says: “He is the 5) Can’t say
brother of the daughter of my mother-in-law’s only 45. Pointing to a man in a photograph, a woman says,
son”. How is the man related to the woman? “He is the only son of the only daughter-in-law of my
1) Son 2) Brother only son’s father.” How is the man related to the
3) Brother-in-law 4) Nephew woman?
5) Can’t be exactly determined 1) Son 2) Father 3) Son-in-law
35. Pointing to a photograph a woman says: “He is the 4) Grandson 5) Can’t say
son of the wife of my husband’s father”. How is the 46. Pointing to a man, a woman says: “He is the brother-
man related to the woman? in-law of t he only son-in-law of my mot her’s
1) son 2) son-in-law husband.” How is the man related to the woman?
3) brother-in-law 4) brother 1) brother 2) husband 3) brother-in-law
5) None of these 4) son 5) son-in-law
36. Pointing to a man in a photograph a woman says: 47. Pointing to a person a man said; “This man is the
“He is the f ather -in-law of the wife of t he only son of my brother-in-law’s father’s only daughter.”
grandson of my own father-in-law”. How is the man How is the man related to the speaker?
related to the woman? 1) Son 2) Father
1) son 2) husband 3) cousin 3) Brother 4) Brother-in-law
4) nephew 5) son-in-law 5) None of these
37. Pointing to a woman in a photograph, a man says 48. Showing a photograph Rajeev told Shweta. “His
“She is the mother-in-law of the wife of the father of mother is the only daughter of your father.” How
my only son”. How is the woman related to the man? was Shweta related to the man in the photograph?
K KUNDAN
526 Verbal Reasoning (Commonsense Reasoning)

1) Aunt 2) Mother 3) Wife 58. Pointing to a person Rohit said ‘He is the younger of
4) Daughter 5) None of these the two brothers of the daughter of my father’s wife’.
49. Pointing to a photograph, a man said, “She is the How is the person related to Rohit?
daughter of my grandfather’s only son.” How is the 1) nephew 2) son 3) uncle
woman related to the man? 4) brother 5) father
1) Mother 2) Daughter] 59. Pointing to a woman, Anil said, ‘She is the daughter
3) Sister 4) Sister-in-law of my grandfather’s only son’s wife.’ How is Anil
5) None of these related to that girl?
50. Pointing to a woman, a man says: “She is the mother 1) Brother 2) cousin 3) Father
of my son-in-law’s brother’s only sister-in-law.” How 4) Uncle 5) Husband
is the woman related to the man? 60. Pointing to a boy in a photograph, Akhil says, “He is
1) mother 2) wife 3) sister the son of my mother’s only son.” How is Akhil related
4) mother-in-law 5) sister-in-law to that boy?
51. Pointing to a lady a man said, her mother’s husband’s 1) Uncle 2) Brother 3) Father
sister in my aunt. How is the lady related to the 4) Cousin 5) None of these
man? 61. Pointing to a boy, Meena says, “He is the son of my
1) Mother 2) Sister 3) Aunt grandfather’s only son.” How is the boy’s mother
4) Daughter 5) Granddaughter related to Meena?
52. Pointing to Rekha, Anuj said, “She is the daughter 1) Mother 2) Aunt
of my grandfather’s son.” How is Rekha related to 3) Sister 4) Data inadequate
Anuj? 5) None of these
1) Aunt 2) Sister 3) Niece 62. Pointing to Kedar, Veena said, ‘His mother’s brother
4) Mother 5) Sister-in-law is the father of my son Nitin.’ How is Kedar related
53. Pointing to a lady in the photograph, Dev Anand to Veena?
said, “This woman is my sister’s father’s son-in-law’s 1) Niece 2) Aunt
wife”. How is Dev Anand related to the woman? 3) Nephew 4) Sister-in-law
1) Mother 2) Sister 5) None of these
3) Can’t be determined 4) Wife 63. Pointing to a boy, Namrata says, “He is the son of my
5) None of these grandfather’s only child.” How is the boy related to
54. Pointing to a photograph Monica said, “He is the Namrata?
brother of the son of my grandfather’s only daughter. 1) Brother 2) Cousin
“How is the man related to Monica? 3) Uncle 4) Data inadequate
1) brother 2) cousin 3) nephew 5) None of these
4) Can’t say 5) None of these 64. Pointing to a girl, Abhishek said, “She is daughter of
55. Pointing to a joker, Madhu says, “He is the son of my the only child of my father.” How is Abhishek’s wife
father’s brother’s only sister-in-law.” How is the joker related to that girl?
related to Madhu? 1) Daughter 2) Mother 3) Aunt
1) Son 2) Brother 3) Cousin 4) Sister 5) None of these
4) Uncle 5) None of these 65. Pointing to a woman, Nirmal said, “She is the daughter
56. Pointing to a photograph Arun said, “She is the mother of my wife’s grandfather’s only child.” How is the
of my brother’s son’s wife’s daughter”. How is Arun woman related to Nirmal?
related to the lady? 1) Wife 2) Sister-in-law
1) cousin 2) aunt 3) Sister 4) Data inadequate
3) daughter-in-law 4) uncle 5) None of these
5) None of these 66. Pointing to a girl, Arun said, “She is the only daughter
57. Pointing to a man, Rohit recalled, ‘He is the son of of my grandfather’s son.” How is the girl related to
the mother of the father of my daughter.’ How is Arun?
Rohit related to the man? 1) Daughter 2) Sister
1) cousin 2) brother 3) nephew 3) Cousin Sister 4) Data inadequate
4) uncle 5) son 5) None of these

Exercise–2
1. L is mother-in-law of K, who is mother-in-law of R. 3. Pankaj is the brother of Rekha. Rekha is the wife of
How is the husband of R related to X, who is the Rahul. Rahul is the brother of Suman. What is the
father of P? It is also given that K is the daughter-in- relation of Suman to Pankaj?
law of X and P has no brothers or sisters. 1) Sister 2) Sister-in-law
1) Grandson 2) Grandfather 3) Son 3) Brother 4) Brother-in-law
4) Can’t say 5) None of these 5) No specific relation
2 . If Raju is the son of the wife of the son of the father 4. X’s mother is the mother-in-law of the father of Z. Z
of Amrendra’s father, how is Raju related to Amrendra, is the brother of Y while X is the father of M. How is
if Raju’s grandfather has no granddaughter? X related to Z?
1) Brother 2) Cousin 1) Paternal uncle 2) Maternal uncle
3) Either 1 or 2 4) Can’t say 3) Cousin 4) Grandfather
5) None of these
K KUNDAN 5) Brother-in-law
Blood Relation 527

5. Binod’s son is the son-in-law of Achyut’s father. Rani 1) father-in-law 2) mother-in-law

is Achyut’s only sister. Binod has only one grandson 3) son-in-law 4) daughter-in-law
Pramod. How is Pramod related to Rani? 5) brother-in-law
1) Father 2) Uncle 12. Kalyani is mother-in-law of Veena who is Sister-in-
3) Son 4) Brother law of Ashok. Dheeraj is father of Sudeep, the only
5) Nephews brother of Ashok. How is Kalyani related to Ashok?
6. If A is a brother of B, C is the sister of A, D is the 1) Mother-in-law 2) Aunt
brother of E, E is the daughter of B, F is the father of 3) Wife 4) Cousin
C, who is the uncle of D? 5) None of these
1) A 2) C 13. D is brother of K. M is sister of K. T is father of R,
3) B 4) None of these who is brother of M. F is mother of K. At least how
5) Can’t be determined many sons does T and F have?
7. If P is brother of Q and R is sister of Q, then how is 1) Two 2) Three
Q related to P? 3) Four 4) Data inadequate
1) Uncle 2) Father 5) None of these
3) Brother 4) Sister 14. M is sister of D. R is brother of D. F is father of M
5) Can’t be determined and T is mother of R. How is D related to T?
8. A said to B that B’s mother was the mother-in-law of 1) Brother 2) Son
A’s mother. How is A’s mother related to B’s mother? 3) Daughter 4) Data inadequate
1) Daughter-in-law 2) Mother-in-law 5) None of these
3) Sister 4) Aunt 15. K is brother of T. M is mother of K. W is brother of M.
5) Sister-in-law How is W related to T?
9. While going to his office P meets a man Q who is 1) Maternal uncle
related to P, because P has R, a son, who is married 2) Paternal uncle
to T. T is the daughter of Q. T has daughter A. How 3) Grandfather
is P related to A? 4) Data inadequate
1) Grandfather 2) Grandmother 5) None of these
3) Uncle 4) Father-in-law 16. M is sister of K. D is brother of K. F is mother of M.
5) None of these How is K related to F?
10. Ramesh says that “Rekha is the sister-in-law of the 1) Son 2) Daughter
only daughter of my mother-in-law’s husband.” How 3) Son or Daughter 4) Data inadequate
is Rekha related to Ramesh? 5) None of these
1) Sister-in-law 2) Mother 17. D is brother of B. M is brother of B. K is father of M.
3) Daughter-in-law 4) Sister T is wife of K. How is B related to T?
5) Daughter 1) Son 2) Daughter
11. A is the brother of B. C is married to D. If C is the 3) Son or Daughter 4) Data inadequate
nephew of B, how is A related to D? 5) None of these

Answers and explanations

Exercise–1

1. 4; Leesha’s mother - man’s sister, ie, Leesha is man’s 7. 1;

niece.
2 . 2; Man’s mother is the only daughter of Neha’s X’s grandfather
mother . Ther ef or e, Neha’s mot her is t he Maternal grandmother  Father of X
grandmother of man. Hence man is the grandson of Priti
of Neha’s mother.
3. 5; Mr X is the grandson of the brother of the person
in photograph 2. Mother of Priti Rishu’s father (say X)
4. 3; The man in the photograph is the father-in-law
of the man’s brother. Priti Rishu
5. 5; Only daughter of one’s grandfather’s only son 
One’s sister. Now father of the husband of one’s Now, if Sushma is the only sister of X then she
sister means father-in-law of one’s sister. Hence is the mother of Priti, otherwise aunt.
‘None of these’ is correct choice. 8. 3; The only granddaughter of the man’s own mother-
6. 1; If Purnima is the only daughter of her father then in-law means the daughter of the man’s brother-in-
the boy is her son. But, here we do not know the law.
number of sisters Purnima has. Now, the daughter’s husband’s mother-in-law
means wife of the man’s brother-in-law. Hence,
K KUNDAN the woman is man’s sister-in-law.
528
9. 5; The only daughter of the woman’s father is the
woman her self . Ther ef or e, t he man is the
husband of the woman.
10. 1; The wife of the father-in-law of the person’s wife
 the mother of the person.
Now, the only son of the person’s mother is the
person himself.
Hence, the girl is the person’s only daughter.
11. 4; Here, how many sons and daughters the man in
the photo has is not clear. Therefore we can’t
reach a definite conclusion.
12. 3; His mother’s brother is the father of my son
= His mother’s brother is my husband
= His mother is my husband’s sister
= He is the son of my husband’s sister
= He is my husband’s nephew
13. 4; “The son of the only son of woman’s grandfather”
 the brother of the woman. Hence the woman
in the photograph is the woman’s sister or the
woman herself with whom the man is talking.
Again “the sister of the son of man’s father-in-
law”  either wife or sister-in-law of the man.
Still we are uncertain that who is the wife of the
man but it is certain that the man is either
husband or brother-in-law of the woman.
14. 2; From the last part it is clear that Raju is male
and Vinay is his nephew, ie Raju is uncle of
Vinay.
15. 5; No specific relation. Because, my nephew implies
either my sister’s son or my brother’s son.
16. 3; Each was pointing towards photographs of his/
her maternal uncle. Among the two photographs,
one was either of Mr X or Mr Y. It is given that
the photograph, towards which Y was pointing,
is not of Mr X. Obviously, t he photogr aph,
towards which X was pointing is of Mr Y. Hence,
Mr Y is maternal uncle of Mr X.
17. 4; Sister of son = daughter.
Sister-in-law of daughter = daughter-in-law.
Mother-in-law of daughter-in-law = wife.
18. 1; Man’s sister = Radhika’s daughter’s brother’s
mother = Radhika’s son’s mother = Radhika
 Man = Radhika’s brother
19. 2; The per son (she) = mot her of Shant i’s (my)
brother’s uncle’s son = mother of Shanti’s uncle’s
son
= Shanti’s uncle’s wife (Since mother of son =
wife)
= Shanti’s aunt
 Shanti = the person’s niece.
2 0 . 3; My father’s son’s mother = My mother
Daughter of my mother = My sister
Now, the problem boils down to: Her sister = my
sister
So she is either the lady’s sister or the lady
herself.
21. 5; The man in the picture can be her father or uncle,
so she is either niece or daughter of the man.
2 2 . 4; Rajesh said “she is my grandfather’s only son’s
mother”
 “she is my father’s mother”
 “she is my grandmother”
23. 3; Woman says, “This man’s sister is my mother”
 “This man’s daughter is my mother”
 Man is grandfather (from mother’s side)
So, woman is granddaughter
K KUNDAN
Verbal Reasoning (Commonsense Reasoning)
24. 2; “Her brother is the father of my only son’s sister
(= daughter)”
 “Her brother is the father of my daughter (=
himself)”
 “Her brother is himself”
 the lady in picture is her sister
25. 4; He is the only son of the father of my sister’s
brother (= brother)
 He is the only son of the father of my brother
(= father)
 He is the only son of my father (= brother)
26. 3; Daughter of daughter of brother-in-law’s father =
daughter of daughter of father-in-law = daughter
of wife = daughter.
27. 4; mother of son’s daughter = son’s wife = daughter-
in-law
28. 1; Grandson of my father-in-law = my son
 his father = my husband.
29. 4; my only son’s father = my husband.
daughter-in-law of husband = daughter-in-law.
only son of daughter-in-law = grandson.
30. 2; Father’s daughter-in-law = wife
daughter of wife = daughter
31. 5; daughter-in-law’s father-in-law = husband
husband’s father = father-in-law
32. 3; wife’s mother-in-law = mother
daughter of mother = sister
33. 2; father’s mother-in-law = grandmother
daughter of grandmother = mother
34. 1; Mother-in-law’s only son = husband.
Daughter of husband = daughter.
Brother of daughter = son.
35. 5; Husband’s father = father-in-law
wife of father-in-law = mother-in-law
son of mother-in-law = husband.
36. 2; “Only grandson of my father-in-law” = “husband”.
“Wife of my son” = “my daughter-in-law”.
“Fat her-in-law of my daught er -in-law” =
“husband”.
37. 5; She is the mother.
38. 1; daughter-in-law’s mother-in-law = wife. Son of
wife = son. Grandmother of son = mother.
39. 2; Father of my brother-in-law = My father-in-law.
Wife of my father-in-law = My mother-in-law.
40. 5; My mother-in-law’s husband = My father-in-law.
Only daughter of my father-in-law = Wife.
Sister-in-law of wife = Sister.
41. 1; mother’s husband = father,
sister’s mother’s husband = sister’s father = father,
son of father = brother.
42. 1; Daughter-in-law’s brother-in-law = son.
Father of son = husband.
43. 1; Husband’s only sister = sister in law,
daughter-in-law’s sister in law = daughter,
mother of daughter = wife
44. 1; My wife’s only son = my son.
Father of my son = myself.
Mother of myself = my mother.
45. 4; my only son’s father = my husband.
daughter-in-law of husband = daughter-in-law.
only son of daughter-in-law = grandson.
46. 1; Mother’s husband = father.
Only son-in-law of father = husband
Brother-in-law of husband = brother.
47. 1; Father’s only daughter = only sister.
Brother-in-law’s only sister = wife
Son of wife = son.
Blood Relation 529

48. 2; Only daughter of your (Shweta’s) father  Shweta
herself. Thus Shweta is the mother of the man
in the photograph.
49. 3; Grandfather’s only son  father  sister.
50. 2; A’s brother’s only sister-in-law = A’s wife.
 Son-in-law’s brother’s only sister-in-law
= son-in-law’s wife = daughter.
 mother of daughter = wife.
51. 2; Lady’s mother’s husband = lady’s father, lady’s
father’s sister = lady’s aunt. As is given, lady’s
aunt is man’s aunt, therefore, lady is man’s sister.
52. 2; Anuj’s grandfathers only son = Anuj’s father
Now, Anuj’s father’s daughter = Anuj’s sister =
Rekha.
53. 2; Sister’s father means father
Father’s son-in-law’s wife means sister
Hence Dev Anand’s sister.
54. 4; Her gr andf ather’s only daughter may be her
mother or aunt.
55. 2; Brother’s only sister-in-law = Wife
Father’s wife = Mother
Son of mother = Brother
56. 5; The lady in question is Arun’s brother’s daughter-
in-law. Thus Arun is father-in-law’s brother of
the lady.
57. 2; Rohit’s daughter’s father  Rohit.
Mother of Rohit’s daughter’s father  Rohit’s
mother.
Son other than Rohit of Rohit’s mother  Rohit’s
brother
58. 4; My father’s wife  my mother
Daughter of my mother  my sister.
Brother of my sister  myself or my brother
59. 1; Anil’s gr andf ather ’s only son’s wife = Anil’s
mother, Anil’s mother’s daughter is his sister.
Therefore Anil is the girl’s brother.
60. 3; Photograph is the son of Akhil’s mother’s only
son.
or, Photograph is the son of Akhil.
or, Akhil is the father of the boy.
61. 1; One’s grandfather’s only son  one’s father. And
the son of one’s father  One’s brother or oneself.
Hence, the mother of the boy is Meena’s mother.
62. 3;
Veena
** *
( ) — (  )  (  )
| |
Kedar () Nitin
Hence, Kedar is Veena’s nephew.
63. 1; Son of Namrata’s grandfather’s only child is
Namrata’s brother
64. 2; Girl is daughter of the only child of Abhishek’s
father or, Girl is daughter of Abhishek
Hence girl is daughter of Abhisek’s wife.
65. 1; W oman = daught er o f Nir mal's wif e's
grandfather's only child
= daughter of Nirmal's wife's father
= Nirmal's wife
66. 4; Girl = the only daughter of Arun's grandfather's
son
= the only daughter of Arun's father or uncle
= Arun's sister or cousin

Exercise–2
1. 1; X (+) L (-) F (+)
| |
P (+)  K (-) (–) C — A(+) — B
| |
H  R (-) D — E (–)
Hence, H is the grandson of X.  A is uncle of D
2 . 3; Father of the father of Amrendra  Grandfather 7. 5; Q can be either brother or sister of P, but since
of Amrendra. Now, t he wif e of t he son of sex of Q is not known, the exact relationship
Amrendra’s grandfather is either aunt or mother can’t be determined.
of Amrendra. Hence, Raju, who is the son of the 8. 1; If B’s mother is mother-in-law of A’s mother, so,
lady, is either brother or cousin. A’s mother is daughter-in-law of B’s mother.
3. 5; Pankaj (+) — Rekha (-)  Rahul (+) — Suman 9. 1;
Hence, Suman is brother of Pankaj’s brother-in-
law. Hence no direct relation can be determined. P Q
4. 2; Mother-in-law of father Son   Daughter
= (Maternal) grandmother. RT
Since X is son of Z’s maternal grandmother, X \ A / Daughter
must be Z’s maternal uncle. Note that X is a male
because he is a father. Thus P is the grandfather of A.
5. 3; It is clear from the diagram below 10. 4; Mother-in-law’s husband  Father-in-law. Father-
in-law’s only daughter  wife. Wife’s sister-in-
law  sister.
11. 1; A — B
(+)
|
C  D
(+) (–)
6. 1; If we represent the information diagrammatically
it becomes

K KUNDAN
530 Verbal Reasoning (Commonsense Reasoning)

12. 5; 15. 1;

16. 3;
13. 1;
T (+) F (-)

D(+) K M(-) R(+) 17. 3;

K T (- )
Thus, D and R certainly are sons. (+)
14. 4;
D(+) – B – M (+)

D is either son or daughter of T.

K KUNDAN
4 Practice Book on Analytical Reasoning
Chapter Two
Assumptions
What is an Assumption?
An assumption is something which is assumed, supposed
and taken for granted. When somebody says something
he doesnot put everything, every aspect of his idea into
words. There is a lot which he leaves unsaid. That which
he leaves unsaid, that which he takes for granted, may be
defined as an assumption.
See the example given below that will better illustrate
the concept of assumption.
Ex. 1: Statement:
“According t o me, you should get your child
examined by specialist doctor.”
Assumptions:
K
Specialist doctors are able to diagnose better than
ordinary doctors.
Ex planation:
The assumption is valid. One is advising (perhaps
his f r iend) t o get his child examined by a
specialist doctor. Obviously, he must be assuming
t hat specialist doctors diagnose bett er t han
or dinar y ones, ot her wise he would not have
advised thus.
Ex. 2: Statement:
The book is intended to guide the layman to study
yoga in the absence of a teacher.
Assumptions:
KUNDAN
I. A teacher of yoga may not be available to
everyone.
II. Yoga can be learnt with the help of a book.
Ex planation:
Bot h assumpt ions ar e cor r ect . The book is
int ended to t each yoga in t he absence of a
teacher. This means that the absence of teachers
is a possibility: hence I is valid. That the book
intends to teach yoga implies that II is also valid.
Ex. 3: Statement:
The next meeting of the Governing Body of the
institute will be held after one year.
Assumption:
The institute will remain in function after one
year.
Ex planation:
The assumption is valid. The common practice
is to hold meetings of only those bodies that are
functional. So, if it is being announced that the
next meeting will be held after one year, the
announcers must be assuming that the institute
will remain functional after one year.
Ex. 4: Statement:
The girl is too clever to fail in the examination.
Assumption:
Very clever girls do not fail in the examination.
Ex planation:
The assumption is correct. The statement says
that the girl won’t fail (effect) because she is very
clever (cause). Obviously it is assumed that very
clever girls do not fail.
Ex. 5: Statement:
Of all the TV sets manufactured in India, X brand
has the largest sale.
Assumption:
The sale of all the TV sets manufactured in India
is known.
Ex planation:
The assumption is valid. Here, it is claimed that
of all the TV sets manufactured, X brand has the
largest sale. No such claim could be made if the
sale figures of all brands was not known. Hence,
it must have been implicitly assumed in the
statement that the sale figures of all brands is
known.
Some Standard Types of Assumptions (Validity
of a Given Assumption)
Following are the standard categories of assumptions:
(a) Existence / Non-existence of the subject
This category makes a very simple assumption that
what is being talked about must be existing. Similarly, if
its absence is being talked about, it must not be existing.
Ex. 6: Statement:
Love marriages mostly end in divorce.
Valid Assumptions:
I. Love marriages do take place.
II. There are cases of divorce.
Note:  Above was an example where we assume
existence of what  is being talked about.)
Ex. 7: Statement:
The company will not go into profit unless a
foreign-trained manager is brought.
Valid Assumption:
At present there are no foreign-trained managers
in the company.
Note:  Abov e  was  an example wher e we
assume non-exist ence of somet hing whose
absencc is being discussed.
(b) Adjectives
We know that an adjective is something which denotes
a quality of the subject. Naturally then, if an adjective is
attached (unconditionally) to any subject, it must be
assumed that “the subject does have the quality as denoted
by the adjective’’. For example:
Ex. 8: Statement:
The social nature of man leads to cooperation
and coordination within the society.
Valid Assumption:
Man is social.
Assumptions
Ex. 9: Statement:
The bright-red sky looked beautiful enough to
bring out the poet in him.
Valid Assumption:
The sky appears bright-red sometimes.
(c) Cause-effect
Some stat ement s ment ion a cause-and-ef fect
relationship. The conjunctions between the clauses are
usually ‘therefore’, ‘as’, ‘hence’, ‘thus’ etc. In all such cases
it would be a valid assumption to say that “ this cause
leads to this effect”. There may be different versions of
the question: sometimes the cause-effect relationship may
be explicitly stated (see Ex 10), sometimes it may be in
the form of “because no cause, hence no effect”(see Ex 11)
and sometimes in the form of “Although cause, yet no
effect” (see Ex 12).
Ex. 10: Statement:
It r ained last night. The grounds must have
become wet.
Valid Assumption:
When it rains, grounds become wet.
Ex. 11: Statement:
K
As you do not have the expertise, you cannot be
selected.
Valid Assumption:
Expertise is essential for selection.
Ex. 12: Statement:
Although the city was under knee-deep water
for four days in this monsoon, there was no
outbreak of cholera.
Valid Assumption:
Water-logging usually leads to cholera.
(d) Course of action
Sometimes a fact / report / observation / study / data
KUNDAN
is given followed by a suggested course of action. Let us
call the given fact / data etc X and the suggested course
of action Y. Then either some negative aspect of X is
mentioned and a course of action Y is suggested or some
positive aspect of X is mentioned and a course of action Y
is suggested. In the former case, ie, when some negative
aspect of X is mentioned, the following assumptions will
be valid:
( i ) X needs improvement. (see Assumption I, Ex. 13)
( i i) The negat iv e aspect s of X (if mentioned) ar e
undesirable/harmful. (see Assumption II, Ex. 13)
( i ii ) Y will improve X. (see Assumption III, Ex. 13)
( iv) The advantages of adopting Y far outweigh the
disadvantages (if any) of not adopting it. (see
Assumption IV, Ex. 13)
Ex. 13: Statement: The working atmosphere in our
public sector units can only be described as
indisciplined and uncoordinated. Therefore, some
harsh disciplinary actions need to be taken.
Valid Assumptions:
I. The working atmosphere of our public sector
units is not ideal / needs improvement.
II. Indiscipline and lack of coor dination are
undesirable in any industry.
III. Taking har sh disciplinar y act ion would
improve the working atmosphere of our public
sectors.
IV. The benefits outweigh the disadvantages (if
any) of taking harsh disciplinary actions.
Similarly, you may contemplat e and evaluate t he
5
assumptions if any positive aspect of X is mentioned and
a course of action Y is suggested. The logic will be exactly
on the same lines.
(e) Analogy
In some cases it is concluded that, because a cause
leads to some effect in one type of objects, it will also lead
to the same effect in another type of objects. This is an
example of reasoning by analogy. In such cases it is
assumed that “ The effect of the cause on both the species
is similar.’’
Ex. 14: Statement:
Properly-fed and starved monkeys were made to
run through maze (puzzle). It was seen that starved
monkeys could not make their way fast. This
proves that the lower intelligence of people in
poor countries is the result of malnutrition.
Valid Assumption:
The effect of malnutrition on the intelligence of
the monkeys is parallel to those on human beings.
(f) Advertisement/notices/appeals
In the cases of advertisements, notice, appeals etc.
following assumptions will be considered valid:
( i ) An advertisement / appeal / notice does have
some effect (see Assumption I, Ex. 15, 16, 17, 18).
( i i) In case of an advertisement, that which is being
highlighted is looked for and expected by the people
(see Assumption II, Ex. 15).
( i ii ) In case of a public-interest notice, it is the duty of
those who issue it, to issue such notices (see
Assumption II, Ex. 18).
( iv) In case of a public interest notice, what is being
advised must be beneficial for people and its non-
practice harmful in some way (see Assumption III,
IV, Ex. 18).
(v) In case of an appeal, the reason for issuing it exists
(you can determine the reason using your common
sense) (see Assumption II, Ex. 17).
( vi) In case of an of ficial notice, t he eff ect of it s
implement at ion will be benef icial f or t he
organisation (see Assumption II, Ex. 16).
Ex. 15: Statement:
Banking Services Chronicle—the only magazine that
gives exclusive articles on reasoning and quicker
mathematics. —an advertisement.
Valid Assumptions:
I. The advertisement will have some effect on
those who read it.
II. People look forward to exclusive articles on
reasoning and quicker mathematics.
Ex. 16: Statement:
From next month onwards, it has been made
compulsory for every worker to submit a daily
report. - a notice issued in a company.
Valid Assumptions:
I. The notice will be read by the workers.
II. The daily submission of reports by workers
will prove beneficial for the company.
Ex. 17: Statement:
Donate money for the earthquake victims. — an
appeal
Valid Assumptions:
I. The appeal will have some effect on people.
II. Ther e has been an ear thquake and the
condition of the earthquake victims is pitiable.
6 Practice Book on Analytical Reasoning
Ex. 18: Statement:
Please do not lean out of the running train. —a
notice in the railway compartment
Valid Assumptions:
I. The people are likely to pay attention to this
notice.
II. It is the duty of the Railways to issue such
notices.
III. Leaning out of running trains is dangerous.
IV. Not leaning out of running trains ensures
safety.
Cases and Reasons wherein an Assumption
Becomes Invalid or Incorrect
Br oady, t her e may be t wo cat egor ies of inv alid
assumptions:
( i ) Where the assumption is outrightly incorrect, and
( i i) W her e t he giv en assumpt ion does not look
outrightly incorrect but a close look shoWs that it
is invalid.
(i) Wh en an As sump tion can be Outr ight ly
Rejected
See the examples given below that will illustrate the
K
concept:
Ex. 19: Statement:
“Use aluminium—the versatile metal—for packing”.
—an advertisement
Invalid Assumption:
Aluminium is the only metal used for packing.
It  is  obvious by the statement that aluminium is
 a versatile metal for packaging. These may be many more
but not all would  be versatile. Where does one get any
hint t hat aluminium is t he only met al possible for
packaging?
Ex. 20: Statement:
“Get your child examined by a specialist doctor”.—
KUNDAN
A tells B.
Invalid Assumption:
B will not heed to A’s advice.
Generally one advises somebody with an assumption
that the advice would  be  listened to. How could we
conclude that B will not heed to A’s advice?
Take another example to further illustrate this point.
Statement:
A’s advice to B—“If you want to study Accounts, join
Institute Y.”
Assumptions:
I. Institute Y provides good Accounts education.
II. B listens to A’s advice.
[Here, both the assumptions are valid. If A advises B
to join a particular institute, A must have assumed
that the particular institute was a good institute.
While advising B, A must also have thought that B
would listen to A’s advice.]
Ex. 21: Statement:
The government has increased the price of bread.
Invalid Assumption:
The price of bread was very low.
Generally  prices  are  increased not beause they are
low but because these are compulsions agency that goes
around raising prices of everything that is cheap. In fact,
all Govts try  their best to keep inflation under control
(that is, tï keep the prices low.) They raise prices only
because they are not left with  any choice and they need
revenue. Yes, when they raise prices they do try to raise
rices of only those goods in particular whose prices are
lower than what could be tolerated. But even then, the
word “Very low” in the given assumption is definitely
questionable.
(ii) When an Assumption Cannot be Outrightly
Rejected
(a) Restatement
An assumption will be invalid if it is a mere restatement
— putting it in different words of the given statement.
The following examples illustrate this point:
Ex. 22: Statement:
Since certain sections of the society are going to
be unhappy whenever reforms are implemented,
there is little that can be done to prevent it except
abandoning it.
Invalid Assumption:
Some people would not like the implementation
of reforms.
Ex. 23: Statement:
Of all the TV sets manufactured in India, brand
X has the largest sale.
Invalid Assumption:
No other brand of TV sets has as high a sale as
brand X.
(b) Obversion
Obversion is a slightly different case of restating the
same fact. In it, two of the trio (subject, verb, predicate)
are changed into negative which changes the appearance
of the sentence without changing its meaning. An obverted
form of the statement is an invalid assumption.
Ex. 24: Statement:
Friendship is beneficial.
Invalid Assumptions:
I. Enmity is harmful.
II. Enmity is not beneficial.
III. Frendship is not harmful.
Ex. 25: Statement:
“Smoking is injurious to health.” - a notice
Invalid Assumption:
Non-smoking promotes health.
(c) Conversion
The given assumption will be invalid if it is only a
converted form of the given statement.
Ex. 26: Statement:
Some / many historians harm the society by
distorting facts.
Invalid Assumption:
Some of those who distort facts and harm society
are historians.
Ex. 27: Statement:
No unexperienced fellow could be employed.
Invalid Assumption:
No one who could be employed should lack in
experience.
(d) Inference
The given assumption is invalid if it is an inference
derivable from the given statement. Because we know that
a statement is based on assumption but an inference is
based an statement.
Assumptions
Ex. 28: Statement:
Ram  went to Gaya on 27th July. Shyam  went
 two days after him.
Invalid Assumption:
Shyam went to Gaya on 29th July.
Ex. 29: Statement:
Religion is based primarily and mainly upon fear;
it is partly the fear of the unknown and partly
the wish to feel that one has a saviour who will
stand by in times of despair and defeat.
Invalid Assumption:
Man’s fear of the unknown and defeat makes him
religious.
(e) Long-drawn conclusion
An assumption will be invalid if it makes too far-fetched
reasoning or long-drawn conclusion, even if it appears to
be probably correct.
The following examples illustrate the point:
Ex. 30: Statement:
Religious instruction leads t o a cur iosity for
knowledge. So all teaching should be done in
religious spirit.
K
Invalid Assumption:
Curious persons are good persons.
Ex. 31: Statement:
The Central Excise Collectorate has begun the
exercise of smooth transition from licence system
t o simplif ied r egistr at ion system f or all the
manufacturers. - a news item
Invalid Assumption:
The Central Excise Collectorate  had carefully
reviewed the licence system.
Keywords
In judging the validity of a given assumption, special
KUNDAN
case should be taken of some keywords. See the difference
that a single word/phrase can make.
(a) Definitive Words
There are some words that lend a greater degree of
emphasis — more weight — on the sentence than some
others. These words impart a kind of exclusiveness to
the sentence and thereby reduce the range or scope of the
sentence. Some of these keywords are: ‘only’, ‘best’,
‘strongest’, ‘all’, ‘definitely’, ‘certainly’etc. All these
words have some kind of certainty associated with them
and you should be able to understand it. Consider the
following examples:
Ex. 32: Statement:
The BoP crisis has worsened and the government
should make every effort to boost exports.
Assumptions:
I. Exports are the best solution to avert the BoP
crisis.
II. Exports are a reasonably good solution to the
BoP crisis.
III. Exports are the only solution to overcome
the BoP crisis.
IV. The BoP crisis will definitely be averted by
boosting exports.
V. The BoP crisis will probably be averted by
boosting exports.
Ex planation:
In t he abov e example, II and V ar e v alid
assumptions while I, III and IV are not . The
7
reason is that I, III and IV use definitive words
such as ‘best’, ‘only’ and ‘definitely’. The statement
in the question mentions a fact that the BoP crisis
has worsened and then makes a suggestion that
export s should be boosted. Undoubtedly, the
author of the advice is assuming that exports
should help the country overcome the BoP crisis
or that exports are a good (or, say, ‘reasonably
good’) solution to BoP crisis. But there is no hint
whatsoever that exports are the only solution or
the best solution or a definitely effective solution.
The above example illustrates how the use of definitive
words may lend a different ‘tone’ to a sentence and how
one should be careful about them.
(b) Conjunctions
When a statement consists of two clauses and the
clauses are  connected  by a conjunction, the nature of
 the  conjunction used, goes a long way in detecting the
assumpt ion t hat t he author must hav e made. Some
significant conjunctions are : ‘because’, ‘so’, ‘therefore’,
‘despite’, ‘in spite of’, ‘even after’, ‘although’, ‘as’,
‘as a result of’. When one clause of the sentence mentions
an event / fact / suggestion called A (let us say) and the
other clause of the sentence mentions another event/
f act /suggest ion called B, t hen depending upon t he
conjunction the following assumptions can be concluded.
(a) A (because / as a result of ) B  It is assumed that
B leads to A.
Ex. 33: Statement:
The lit er acy scenario will improve af t er the
national awareness drive.
Valid Assumption:
National awareness drive on literacy is a good
means of improving the literacy rate.
(b) A (therefore / hence) B  It is assumed that A leads
to B.
Ex. 34: Statement:
The r ecor d has been broken by an Indian,
therefore all Indians must be feeling very proud.
Valid Assumption:
Breaking of a record by a fellow countryman makes
other citizens proud.
(c) A (even after / in spite of / despite) B  It is assumed
that usually A does not occur when B occurs.
Ex. 35: Statement:
There was a murder last night even after the
police had arranged for maximum security around
the area.
Valid Assumption:
Arrangement of maximum security is usually
sufficient to prevent murders.
(d) Not A (even after/in spite of/despite) B  It is
assumed that usually A occurs when B does.
Ex. 36: Statement:
There was no outbreak of cholera this year in
spite of the continuous deposition of rain water
for four days.
Valid Assumption:
Deposition of rain water usually leads to cholera.
8 Practice Book on Analytical Reasoning
(c) Connotive Phrases
Sometimes it so happens that an author would say what
he wants to say but you may miss that he has said any
such thing because the words that the author uses to say
it are slightly indirect, slightly unconventional. We shall
call these connotative or connotive phrases. For example,
“It is true that ...” can be written as
(a) It would be correct to say that...
(b) Even the most sceptic of men would agree that...
(c) It can be claimed with reasonable degree of truth
that...
Similarly, “It is false” can be written as:
Practice Exercise–1
Directions: In each question below is given a
statement followed by two assumptions numbered I
and II. An assumption is something supposed or taken
for granted. You have to consider the statement and
the following assumptions and decide which of the
assumptions is implicit in the statement. Give answer
1) if only assumption I is implicit.
K
2) if only assumption II is implicit.
3) if either I or II is implicit.
4) if neither I nor II is implicit.
5) if both I and II are implicit.
1. Statement: Teachers should strive to acquire learning
competence, develop commitment to objectives and
improve performance.
Assumptions:
I. Nowadays, teachers are money-minded and have
strayed away from their main objective.
II. The future of a country depends a lot on teachers.
2 . Statement: Most of the defence personnel are capable
of choosing between right and wrong since they have
KUNDAN
basic qualifications.
Assumptions:
I. Basic qualification is necessary to differentiate
between right and wrong.
II. Some def ence per sonnel ar e unable t o
differentiate between right and wrong.
3. Statement: Mr ‘X’ has already played the best part of
his cricketing life and now he is just passing time.
Assumptions:
I. Mr ‘X’ should now quit cricket.
II. Mr ‘X’ does not want to quit cricket.
4. Statement: Unless the officials do their duty honestly
and wit h the spir it t o serv e the nat ion, the
constitution of any number of safety boards amounts
to nothing but paper work.
Assumptions:
I. Safety boards are useless.
II. Employees of t he depar t ment can pr event
accidents.
5. Statement: In India, whenever a disaster occurs it is
time for the government to constitute a committee.
Assumptions:
I. Making committees is an unnecessary exercise
and is meant to fool the public.
II. No commit t ee’s r ecommendat ions has been
implemented in the past.
6. Statement: A film is no different from a poem, a story
or a painting. Can one think of erasing a painting
for instance? Or, ask a poet to delete some lines of
(a) It would be highly misleading to say that ...
(b) Nothing could be farther from truth than....
(c) It is baseless to say that ....
Although the role of connotative phrases in the type of
questions that are asked thesedays is very limited, they
have been mentioned so they do not escape your eyes
whenever you come across them.
Thumb Rule
( i ) The answer-choice “either of them is implicit”
is very rarely correct for assumption questions.
( i i) Remember Ex. 6 to Ex. 18 and f ollow t hese
examples as rules.
his work? Sounds ridiculous! It is the same thing
about a film: one must see it in the form the director
wants us to see it.
Assumptions:
I. Boards usually pressurise directors of a film to
cut some shots.
II. Filmmaker s should hav e t he r ight to show
whatever they want.
7. Statement: Except emer gency ser v ices like
ambulance, fire brigade and the police, no vehicle
should be given priority on the roads.
Assumptions:
I. There are some vehicles other than emergency
services which are given priority on the roads.
II. People will not mind the disturbance in traffic
caused by emergency services vehicles.
8. Statement: Mahatma Gandhi would have been pained
to see that leaders in his country have been reduced
to high living and simple thinking, instead of the
other way round.
Assumptions:
I. Mahatma Gandhi is father of the nation.
II. Mahatma Gandhi believed in simple living and
high thinking.
9. Statement: The next time you pick the handset of
your telephone, you may hear a pre-recorded voice
reminding you of your democratic right — the right
to cast your vote.
Assumptions:
I. The pre-recorded voice will increase the polling
percentage.
II. People avoid casting their votes.
10. Statement: The Bhagavad Gita speaks of God’s
intervention in the affairs of human beings to restore
righteousness.
Assumptions:
I. Bhagavad Gita is a holy book.
II. Human beings are guided by God.
11. Statement: Some are forced to leave their novels just
when they are reaching its tantalising end.
Assumptions:
I. Novels are very interesting and no one wants to
put it down without finishing it.
II. Students generally are afraid of their parents
while reading novels.
12. Statement: There is no good coaching arrangement
for CBSE board exam available anywhere in the
countr y. Students are forced to depend on sub-
standard private tuitions of their locality.
Assumptions
Assumptions:
I. Coaching is necessary for fetching good marks
in the examination.
II. Now a days coaching is a good business.
13. Statement: The railways have been fudging accident
figures for years in order to paint a rosy picture of
their safety performance.
Assumptions:
I. These days railway accidents are very common.
II. Passengers prefer safest mode of transportation.
14. Statement: We might come from different cultures,
but we are part of one world. What I found in meeting
my wife and eventually marrying her is that human
values are not necessarily different.
Assumptions:
I. The speaker and his wife belong to two different
countries.
II. Gener ally, people dif f erent iat e bet ween t wo
cultures.
15. Statement: Not even a collapsing world looks dark
to a man who is about to make his fortune.
Assumptions:
I. Entrepreneurs are ready to face any challenge
K
that comes their way.
II. The statement will only boost up the morale of
the listener.
16. Statement: We protect other living things such as
plants and animals because they are not really any
threat to us.
Assumptions:
I. Carnivorous animals are not a threat to us.
II. Man is strongest and wisest among all living
creatures.
17. Statement: The government of India has requested
f or a loan f r om t he Inter nat ional Bank f or
Reconstruction and Development (IBRD) towards the
cost of the construction works for widening the
KUNDAN
exist ing t wo lanes to 4/6 lanes of the Nat ional
Highways.
Assumptions:
I. IBRD will provide the loan to the government of
India.
II. The number of vehicles is increasing in India.
18. Statement: Although our literacy rate is increasing,
our basic beliefs have not undergone any significant
change. We do not think logically on certain matters.
Assumptions:
I. Thinking of an individual depends on his literacy.
II. Literate persons can think better than illiterate
persons.
19. Statement: All astrology is fake. Some eminent people
have categorically stated that stars and planets have
no influence on human life.
Assumptions:
I. The speaker believes the statement of eminent
people.
II. Eminent people never give wrong statements.
20. Statement: The DTC has the lowest fares in the
country and perhaps, as a consequence, provides
also the worst city bus service anywhere.
Assumptions:
I. The fare of buses depends on the prices of diesel
oils.
II. The increased f are will improve the ser vices
provided by DTC buses.
9
21. Statement: The management of the municipal
corporation has come up with an ingenious idea for
shirking work.
Assumptions:
I. Municipal corporation has lack of man-power.
II. The employees of municipal cor por at ion ar e
inefficient in their work.
2 2 . Statement: People think nothing of spitting out from
a moving bus, throwing empty Uncle chips packet
by the roadside and dropping banana skins from the
car window and even flushing construction debris
down the sewer lines.
Assumptions:
I. People lack civic sense.
II. The speaker knows civic manner.
23. Statement: Infiltration of criminals into politics is a
dangerous development and the voters should oppose
such candidates irrespective of their party labels.
Assumptions:
I. Criminals can fight elections.
II. Ev en big nat ional par t ies gr ant t icket s t o
criminals.
24. Statement: The big boys are getting ready — and
this battle could be more viciously fought than ever
before.
Assumptions:
I. There is a price war going on between two leading
companies.
II. People enjoy watching such battles.
25. Statement: With the help of General Motors, Daewoo
in India could be one of the strongest players in the
auto market.
Assumptions:
I. Daewoo alone is not sufficient to be strongest in
the auto market.
II. General Motors is a multinational company.
26. Statement: There were no tickets to this show. But
entry was restricted.
Assumptions:
I. The organisers know who are to be allowed in
the show.
II. There are ways possible other than that through
tickets to restrict the entry in the show.
27. Statement: Do not buy any gold jewellery till this
Monday.
Assumptions:
I. The prices of gold jewellery is to be slashed down
after Monday.
II. Law and order problem will not be there after
Monday.
28. Statement: “Buy the most contemporary design. That
way you’ll be seen driving the latest. And in case
you want to sell it, you will always get a good price
....” — Advertisement of a car.
Assumptions:
I. People want to buy those models of cars whose
resale value is high.
II. The design of a car plays an important role in
purchasing it.
29. Statement: The dawn of the new millennium could
affect computers and computer-run activities.
Assumptions:
I. The dawn of the new millennium will be sad for
some people.
II. The Y2K specialist can solve the problem.
10
30. Statement: If a doctor’s degree is your ambition, then
the choice of a good guidance institution is half the
job done.
Assumptions:
I. Without proper guidance, it is very hard to be a
doctor.
II. Institute alone can’t help a student in his success.
31. Statement: You need one who is as serious as you
are — and equally dedicated.
Assumptions:
I. Nothing can be done alone.
II. The speaker is talking about a student and his
teacher.
32. Statement: The skills are aplenty and the ambition
and capability are already in our hands; now, we
need to break down the barriers.
Assumptions:
I. Skills, ambit ion and capability ar e t he pre-
requisites for any major task.
II. Breaking of barriers is very hard task.
33. Statement: The gestation period for a business on
the net is a tenth or a hundredth of that in the
physical world.
Assumptions:
I. Business through net is preferable.
K
II. Saving of time is very important in business.
34. Statement: He continues to be busy as he was while
handling the premier investigating agency.
Assumptions:
I. Nowadays he is busy writing books.
II. The speaker is talking about the ex-CBI chief.
35. Statement: The Shiv Sainik is like a burning torch,
who shall burn the evil and show the path of life to
those struggling in darkness.
Assumptions:
I. Shiv Sainik is a ray of hope for the desperate.
II. Those struggling in darkness can take the help
of Shiv Sainiks.
KUNDAN
36. Statement: Political circles in the capital were puzzled
over the publication of an advertisement in some
newspapers.
Assumptions:
I. Politicians read newspapers.
II. The advertisement in the newspaper was a rare
one.
37. Statement: “You need eyes and ears everywhere.” —
CIA officer.
Assumptions:
I. CIA is the best detective agency of the world.
II. It is very hard to keep eyes and ears everywhere.
38. Statement: The Environmental Pollution Authority
hs proposed that the auto-rickshaws which clog
Delhi streets and pollute its air should be converted
to run on clean fuels.
Assumptions:
I. The “clean fuels” which are accessible in the
market are likely to reduce pollution.
II. In the city pollution auto-rickshaw population is
a significant factor.
39. Statement: Protection of national interest becomes
paramount in the case of MNCs in many situations.
Assumptions:
I. Parties other than MNCs are always found prudent
in protecting natinal interest.
II. MNCs are often fond misusing environmental
resources which is a national property.
Practice Book on Analytical Reasoning
40. Statement: Paging indust r ies have been going
through tough times partly because of the fact that
the industry went through a period of unsustainable
growth where subscribers were attracted more by the
gifts accompanying a pager than by the service which
it offered.
Assumptions:
I. Gifts accompanying a product always attract large
number of customers.
II. Unsustainable growth is found harmful in the
long run.
41. Statement: A brand is essentially a seller’s promise
to consistently deliver a specific set of features,
benefits and services to the buyers.
Assumptions:
I. A branded good always gives satisfaction to the
buyers.
II. An unbranded good does possess the same set of
features as that of branded goods.
42. Statement: From the worldwide advertising hype one
would imagine that the new year 2000 will be a magic
wand changing with a swishing wave, India and
the world.
Assumptions:
I. One’s imagining gr eat ly depends on
advertisement.
II. There will be nothing new on the millennium
eve.
43. Statement: If there were posters available of these
men, they would have replaced Shahrukh and Sachin
on many host el walls by now. — about t op IT
professionals.
Assumptions:
I. The posters of IT professionals are not available
in the market.
II. Nowadays top IT professionals are most popular
among students.
44. Statement: The Net can be for India what oil was
for West Asia.
Assumptions:
I. Most IT entrepreneurs of the world are Indians.
II. India can have a monopoly in IT sector in the
world market.
45. Statement: Have fun this new year eve, but not at
others’ cost. — Delhi Police
Assumptions:
I. Generally, people celebrate new year’s party on
other’s expenses.
II. People will enjoy the new year eve with a bang.
46. Statement: Reckless partying can lead to health
problems and you may reach a hospital straight from
the discotheque.
Assumptions:
I. Heavy drinking is the main reason of health
problems.
II. Sometimes dancing may lead to health problems.
47. Statement: Live a full life. Don’t drink and drive. —
Delhi Traffic Police in its ad.
Assumptions:
I. Driving after drinking may cause accidents.
II. Some people generally drive after drinking.
48. Statement: The finance ministry freshly brought out
a huge revenue deficit because customs and excise
and done badly due to severe industrial slowdown.
Assumptions:
I. Excise and customs has a good stake in revenue
Assumptions
collection of the government.
II. Customs and excise has a strong link-up wiht
industrial performance.
49. Statement: If you are a middleman, the Internet’s
promise of cheaper prices and faster services can
“disintermedi-ate” you.
Assumptions:
I. Middlemen are often found as a major hindrance
to efficient working of the economy.
II. Middlemen have the main role of assisting the
t ransact ion bet ween t he producer and the
consumer.
50. Statement: The Net has a lot of useless sites floating
around and www.bigwaste.com is one of them, the
difference being that it admits to being a big waste of
time.
Assumptions:
I. Most of the websites claim to be useful ever when
they are not so.
II. The Net has no mechanism to distinguish useless
sites from useful ones.
51. Statement: “We are in talks with the Japanese Bank
for International Cooperation (JBIC) for the second
K
t ranche of Rs 1,600 cr or e.” - Delhi Met ro Rail
Corporation (DMRC) chairman
Assumptions:
I. DMRC has already received the first tranche of
the loan from JBIC.
II. Talks for receiving the first tranche of the JBIC
loan have been finalised.
52. Statement: “In every community where we sell our
brands, we must remember we do not do business in
markets; we do business in societies.” — A marketer
Assumptions:
I. Shops and markets are of no use in selling a
brand.
I. The understanding of social behaviour is a must
KUNDAN
for the marketers.
53. Statement: Consumers are often deceived by terms
like “goods once sold will not be taken back” or the
goods are transported at “owner’s risk”.
Assumptions:
I. Bearing in mind these phrases, consumers are
reluctant to seek compensation.
II. Such phrases do not provide a blanket exemption
for the seller or the transporter.
54. Statement: Some days you settle down peacefully
with your morning coffee. Then you open the papers
and the adrenaline picks in.
Assumptions:
I. Coffee and papers are an integral part of the
common man’s life.
II. On some days the papers carry sensational news.
55. Statement: Mr Speight with the help of some gunmen
arrested the PM of Fiji.
Assumptions:
I. The Prime Minister was corrupt and was not keen
in the development of the country.
II. Democratic system is very weak in the country.
56. Statement: “Students are not allowed to wear western
dresses on the university campus.” — V.C. of a
reputed university.
Assumptions:
I. It looks vulgar and encourages more eve-teasing.
II. If the girls will come to the college in Indian
11
dresses t hen t hey will concent r at e mor e on
studies.
57. Statement: “Reservation policy for SC/ST should be
extended for another ten years.” — Labour Minister.
Assumptions:
I. Reservation is still necessary for them to uplift
them socially and economically.
II. SCs/STs are not so capable so they are given
reservation.
58. Statement: “Tr affic police will be provided with
alcometers to identify drunken drivers.” — Police
chief.
Assumptions:
I. So many accidents take place everyday because
of drunken drivers.
II. Alcometers is a machine which can identify the
drunken persons very easily.
59. Statement: Residents of XYZ colony agitated for
irregular water supply.
Assumptions:
I. Agitation is a right way to get the water supply.
II. Residents of the colony have acute problem of
water supply.
60. Statement: “Come and join my political campaign.”
— A political leader to film stars.
Assumptions:
I. People have more faith on the film stars.
II. Film stars are big crowd-pullers.
61. Statement: “There should be no screening of film
Kohram until further decision.” — A High Court order.
Assumptions:
I. People abide by the decision of High Court.
II. Kohram is an objectionable movie.
62. Statement: “Nobel laureate Dr. Amartya Sen will be
presented a Lifetime Card for free travel.” — Chairman
of Indian Airlines.
Assumptions:
I. This is a good way of advertising the company.
II. Dr Amartya Sen is the pride of India.
63. Statement: “This time electronic voting machines
will be used during elections. ”— Chief Election
Commissioner.
Assumptions:
I. It will reduce malpractices during counting of
votes.
II. Electronic voting machine is convenient for the
voters to use.
64. Statement: “The ElectionCommission should curtail
election expenditure.” — President of India
Assumptions:
I. Election Commission can be directed only by the
President of India.
II. It is the Election Commission which can curtail
the election expenditure.
65. Statement: The world gold production has continued
to grow irrespective of the price hike.
Assumptions:
I. Quantity of gold produced doesn’t affect its price
in the market.
II. In case of price hike the production of gold should
be reduced.
66. Statement: In t he countr y, which has ov er 70
t elev ision channels, hundreds of newspapers,
thousands of magazines and a sensation through
‘dotcoms’, the demand for journalists would never
die down.
12
Assumptions:
I. TV channels and dot com companies ar e
mushrooming by the day.
II. Journalists are the pillar of our democracy.
67. Statement: “Strict action would be taken against the
Municipal Corporation of Delhi employees if found
guilty of connivance in illegal encroachments.” —
The new Municipal Commissioner.
Assumptions:
I. Some employees of MCD indulge in corruption.
II. The warning given by Municipal Commissioner
will minimise corruption.
68. Statement: Thick milk does not mean high-quality
milk — Issued in public interest by a reputed milk
company.
Assumptions:
I. There is misconception among the people that
thick milk is good.
II. Some companies are producing adulterated thick
milk.
69. Statement: Citizens and nations reveal their character
by the way they treat their elderly and the disabled.
Assumptions:
I. Elderly and disabled are the most respectable in
society.
K
II. Elderly and disabled are the people who need
help of the society.
70. Statement: Unemployment has increased in spite of
the Indian economy growing well.
Assumptions:
I. Economic growth is supposed to create more job
opportunities.
II. There are certain factors other than economic
growth which influence employment.
71. Statement: It is not unknown in India that inquiry
reports, usually compiled with considerable care, are
shelved and forgotten as soon as the initial outrage
dies down.
KUNDAN
Assumptions:
I. The credibility of inquiry reports has considerably
gone down in India.
II. Inquiry reports in India are never implemented
up to the expectations of the victims of a crisis.
72. Statement: India is suffering because citizens have
given and taken votes based on caste/religion and
not principles.
Assumptions:
I. The days of value-based voting are numbered in
India.
II. The voting based on principles has the potential
to nullify the problems created by the politics of
caste and religion.
73. Statement: “Our population is now 100 cr. Let’s have
small family for stronger India.”— a nasal message
sent by the MTNL.
Assumptions:
I. Public messages sent through communication
media are effective tools to achieve the desired
end.
II. The runaway population growth seems to be a
major cause of worry for the government.
74. Statement: A society is in danger when those who
have never learned to obey have been given the right
to command.
Assumptions:
I. A good commander should be disciplined.
Practice Book on Analytical Reasoning
II. The speaker has witnessed the vices of the society
being controlled by undisciplined leaders.
75. Statement: Today when there is so much talk about
r ev ising the Const it ut ion, we hav e to consider
whether it is the Constitution that has failed us or it
is we who have failed the Constitution.
Assumptions:
I. Only the revision of Constitution will not serve
the intended purpose unless there is willingness
among the people to abide by it.
II. All is not right with governance.
76. Statement: People of Indian Origin (PIO) maintain
their cultural traditions and values even though they
have settled comfortably in their adopted countries.
Assumptions:
I. Indian culture is flexible enough to be adjusted
with any other culture.
II. Indian culture is superior to other cultures.
77. Statement: DTC aut hor it ies have planned t o
advertise various products on bus tickets to put them
to good use.
Assumptions:
I. Passangers will read the advertisement printed
on tickets.
II. DTC authorities will get advertisements under
this proposal.
78. Statement: The par ent s of st udent s ar e
demonstrating at Legislative Council to protest against
f ee hike r ev ision by t he capit al’s educat ional
institutions.
Assumptions:
I. The parents are unable to afford increased fee.
II. In view of large-scale protestation Legislative
Council may direct the capit al’s educat ional
institutions to stop the fee hike.
79. Statement: “All the State Govts and UTs should go
for compulsory video-filming of the post-mortem
examinations in the cases of custodial deaths.” —
National Human Rights Commission
Assumptions:
I. Doctors sometimes give false post-mortem report
in case of custodial deaths.
II. The kith and kin of the victims do not get justice
for custodial violence.
80. Statement: Income in the hands of women
contributes much more to the household food security
and child nutrition than the income controlled by
men.
Assumptions:
I. W omen pay mor e at tent ion to household
nutrition.
II. Men are more interested in outside affairs.
81. Statement: “The state’s executive machinery should
take all necessary measures to stop hazardous and
poisonous ef fluent s f rom being discharged int o
Yamuna.” — A court order
Assumptions:
I. The water of Yamuna is contaminated.
II. State machinery has failed to t ake adequate
measures to prevent the problem of water pollution
in Yamuna.
82. Statement: If betting and match-fixing play a vital
r ole in cricket , which makes the game
ungentlemanly and ugly, there is absolutely no use
of wasting precious time to watch the game of cricket
which cheats the innocent.
Assumptions
Assumptions:
I. This contagious disease may spray to other games.
II. Cricketers indulge in betting and match-fixing,
and are exploiting innocent public feelings.
83. Statement: Metropolises might provide everything
— education, jobs and a good lifestyle — but they
scor e miser ably when it comes t o lif e’s basic
necessities.
Assumptions:
I. The speaker is talking about irregular water and
electricity supply.
II. A large number of people in metros are still
deprived of life’s basic necessities.
84. Statement: If you lose after competing hard that’s
fine. If you lose without trying hard, that’s what
disappoints me.
Assumptions:
I. Losing after trying hard is excusable.
II. Losing without effort is regrettable.
85. Statement: In India that is short of nearly every
essential commodity, there is only one product that
we stock in excess: ministers.
Assumptions:
K
I. The more the number of ministers the easier it is
to stock larger commodities.
II. The strength of ministry should be reduced.
86. Statement: Courts are no longer cathedrals. They
are casinos where the throw of the dice matters.
Assumptions:
I. Nowadays, the courts do not provide justice to
deserving people.
II. The courts are not fulfilling the objective for which
they were established.
87. Statement: There are lessons to be learnt even in
defeats.
Assumptions:
I. Some people do not take their defeats seriously.
KUNDAN
II. The people who learn in their defeat may become
successful in future.
88. Statement: The Union Govt needs to give greater
attention to, and provide larger resources for, primary
education and primary health.
Assumptions:
I. Primary education and primary health are in
deteriorating state in our country.
II. Primary education and pr imar y healt h ar e
essential for improving all-round living standards
of people of any country.
89. Statement: People are bound to reject changes in
the basic structure of t he Constitution and any
interference in the traditional communal harmony.
Assumptions:
I. This is a statement given by a leader of a party in
opposition.
II. The government in power is making a move to
amend the Constitution.
90. Statement: Ov er t he year s, successiv e r ailway
ministers have utilised the employment potential of
the railways in order to boost their political careers.
Assumptions:
I. Ov er t he year s, Railways has wit nessed
tremendous vacancies for employment.
II. The political career of a political leader depends
upon the direct benefit given by him to the people
of his constituency.
91. Statement: “Safety will be the primary concern. I
13
hope that these enhanced outlays will go a long way
in ensuring a safe and sound journey for the millions
of passengers.” — Railway Minister in her speech.
Assumptions:
I. Railways has failed to ensure adequate safety
measures for its passengers.
II. Safety measures are likely to prevent railway
mishaps in future.
92. Statement: There was a time when the rivers were
pure. The earth clean, the air clear. Those days have
gone. But there are still ways for you to live healthy.
Assumptions:
I. The environment affects the health of people.
II. People ar e r esponsible f or making t he
environment polluted.
93. Statement: It may sound harsh but it is true that
people no longer feel safe in the hands of the police.
Assumptions:
I. Police are unable to protect the citizens.
II. There is no certainty of one’s life in police custody.
94. Statement: Gov er nment s, NGOs and social
organisations routinely come up with announcements
and inf or mat ive adv er tising t o cr eat e public
awareness about various health threats and lifestyle-
related diseases.
Assumptions:
I. These advertisements will help to minimize the
health-related problems.
II. Such advertisements create awareness among the
people.
95. Statement: Ideas have always been more potent than
the actual protagonists who act them out.
Assumptions:
I. Famous protagonists can make any idea famous
despite their less importance.
II. Bot h ideas and pr otagonist s hav e t he same
importance in any play.
96. Statement: The NDMC is wasting money and
valuable resources, asking people to file their property
returns by issuing big advertisements.
Assumptions:
I. Nowadays people are not interested in filing their
property taxes.
II. Advertisements on smaller scale can also serve
the same purpose.
97. Statement: Winners don’t do different things. They
do things differently.
Assumptions:
I. Doing things differently matters a lot.
II. Slow and steady wins the race.
98. Statement: “If the Indian men play to potential they
have a good chance to make the grade this time in
Thomas Cup.” — The coach of Indian badminton
team.
Assumptions:
I. Indian men have the potential to win the trophy.
II. Indian men have the potential but they do not
want to perform good.
99. Statement: Police-community relationship has been
going downhill over the years and the gap between
public expectation and police performance has been
constantly widening.
Assumptions:
I. Police is a part of community.
II. The police-community r elationship should be
healthy.
14
100.Statement: If a region is crying for development,
establish a new university, an advanced medical
institute and a centre for agricultural research there
— and wait for the results.
Assumptions:
I. Only creation of new states would not speed up
development.
II. Dev elopment can be achiev ed by spreading
education.
101. Statement: For members at IIC, seek out those who
hav e topped t he ser v ices exams, dist inguished
themselves in graduate studies or have made a mark
at an early age in the arts or the media.
Assumptions:
I. The present selection process for membership
has lack of transparancy.
II. Present members of IIC ar e not up t o the
expectations of the IIC.
102.Statement: “Disconnect your TV cable connections”
— A maulana issued a fatwa because of thin attendance
during prayers at the mosque.
Assumptions:
I. TV programmes are more popular than prayers.
II. Prayer is more important than watching TVs.
103. Statement: The long-term health of the nation and
K
its democratic policy should be primary concern of
all political parties in contrast to short-term remedies
which are at best pain-killers.
Assumptions:
I. The short-term policy benefits the political parties
in winning elections.
II. Only long-term democratic policy is in the best
interests of the country.
104. Statement: No civilised state today can deliberately
v iolat e t he inter nat ional declar at ions and
conventions and covenants relating to the minorities.
Assumptions:
I. All civilised st at es enforce t he international
KUNDAN
declarations, conventions and covenants equally.
II. Minorities all over the world should be given
protection by the concerned governments.
105. Statement: “A statesman or a man who has to deal
with public affairs cannot ignore realities. The non-
recognition of realities leads to artificial policies and
programmes.” — JL Nehru
Assumptions:
I. Artificial policies and programmes can not provide
advantage to people.
II. In general, people at the helm of affairs ignore
realities and undertake populist measures.
106. Statement: In the present globalised scenario it is
time for a total overhaul of the system.
Assumptions:
I. The prevailing system is not suitable for the
necessities of a globalised economy.
II. Globalisation is the buzzword of the new world
order.
107. Statement: Consumer is the focal point of economic
liber alisation, globalisat ion and ref orms. Any
manufacturing activity or service to succeed has to
satisfy him.
Assumptions:
I. Ver y few companies ar e concer ned wit h
consumer satisfaction.
II. Consumer satisfaction is best investment in a
competitive economy.
Practice Book on Analytical Reasoning
108. Statement: “Develop a strategic plan for Internet
adoption. Do not treat the Internet any differently
than you would treat any other crucial business
decision.” — A Manager, IBM India
Assumptions:
I. All crucial businesses need a strategic plan to
succeed.
II. Internet is the need of the hour.
109. Statement: Nowadays some people have made it a
business to or ganise rallies and demonstrations
agianst big projects citing environmental and social
reasons.
Assumptions:
I. Big projects are necessary.
II. Environmental and social reasons attract people
towards rallies.
110. Statement: Various state governments will compete
with one another to announce cash prizes they intend
to facilitate Olympic medal-winners with.
Assumptions:
I. Such announcements by the state governments
will boost the morale of players.
II. Winning medal in Olympics is a matter of pride
for the state governments.
111. Statement: The textbook variety of the profession
and practice of democracy has not worked in countries
like India where ground realities are different.
Assumptions:
I. Democracy is not suitable for poor countries.
II. The ground realities of different countries differ
from one another.
112. Statement: “The days of ghazal can never be over.”
— A singer
Assumptions:
I. Aspiring singers should concentrate on ghazal
rather than on pop.
II. Ghazal has been written off by many.
113. Statement: “Railway wagons of Eastern Railway will
carry your message.” - ad by Eastern Railway.
Assumptions:
I. Other railways are already in practice and earning
profits.
II. The railway will get responses for the above ad.
114. Statement: Order can be maintained only when law
becomes enforceable. Law implies the corpus of rules
or injunctions that need to be obeyed by one and all
without exception.
Assumptions:
I. The acceptance of a law by the people is a must
for its effectiveness.
II. There is a section of people who are law unto
themselves.
115. Statement: Sanskrit is a ‘dead’ language and its study
in schools is obsolete.
Assumptions:
I. Sanskrit has no utility in our day-to-day life.
II. Schools should teach the students only such
matters as are related to what they want to do in
their lives.
116. Statement: “In India, the wheels of justice hardly
move.” — An American newspaper
Assumptions:
I. Judicial process in India is dilatory, expensive,
and beyond the reach of common people.
II. It is necessary for a civilised society to have a
prompt judiciary.
Assumptions
117. Statement: To India and Indians, monsoon can be a
bringer of bounty as well as harbinger of death.
Assumptions:
I. The economy and the vast majority of the people
in India are still dependent on rain.
II. In India, almost every year some part or the other
is ravaged by floods.
118. Statement: So long as there is a caste-based society
in our country, there is no harm in having caste-
based organisations to look after the welfare of their
castes.
Assumptions:
I. Ther e is not hing wrong in hav ing r eligious
organisations to spread their ideals.
II. Political parties cannot look after the welfare of
different castes like caste-based organisations
can.
119. Statement: After destroying the Kshatriya kings,
Parasuram asked the gods a way of penance.
Assumptions:
I. Parasuram deemed the act of destroying the kings
to be a sin.
II. There is a way out even after having committed
K
such ghastly acts.
120. Statement: We grew up in joint families, which meant
less space for the individual.
Assumptions:
I. Big houses were unknown in the past.
II. One has to make much adjustment in a joint
family.
121. Statement: Our urban young are less at ease with
their own language than with English!
Assumptions:
I. One f eels most comf or table with one’s
mothertongue.
II. English language books sell more t han their
vernacular counterparts.
KUNDAN
122. Statement: The average American can afford hobbies
that a typical middle-class Indian can only dream of.
Assumptions:
I. Ther e is much dif fer ence in mat er ial
circumstances between India and the US.
II. Economic prosperity offers a conducive climate
for a variety of interests to flourish.
123. Statement: Banking has traditionally been a highly-
sought-after career because of its stability and the
growth prospects it offers.
Assumptions:
I. People of modern times do not value stability any
longer.
II. People love stability but not stagnation.
124. Statement: “Well, if we accept all the demands -
we’ll end up with 763 new states!” — A caption in a
cartoon
Assumptions:
I. Demands have been voiced for the creation of
763 states.
II. The demand of new st at es is hit ting t he
headlines.
125. Statement: “I am actually enjoying my experience in
the forest and even my health is quite fine.” — A
message from a hostage
Assumptions:
I. The well-wishers of the hostage may panic.
II. The well-wishers of the hostage may go into a
frenzy.
15
126. Statement: Keeping in mind the visual aspect of
theatre, only selected incidents of Buddha’s life have
been taken.
Assumptions:
I. The romantic aspect of Buddha’s lif e will be
shown in the play.
II. Not every aspect of one’s life is worthy of being
enacted on the stage.
127. Statement: “If the play on Buddha is received well,
we may even do a play on the life of Lord Krishna
and Ram.” — A director
Assumptions:
I. If one play goes well, then others also will.
II. The success of this play will be an indication of
the people’s taste.
128. Statement: In order to check incidents of fire in the
Walled City area, godowns of hazardous chemicals
and paper of the area will be shifted to Narela and
Ghazipur respectively.
Assumptions:
I. Incident s of f ir e cannot occur in Nar ela or
Ghazipur.
II. Paper is a highly combustible material.
129. Statement: “W hile weighing sweets, we do not
include the weight of the box which is used to carry
the sweets.” — A notice in a sweet shop
Assumptions:
I. Cost price of a box is not less than the cost of
any sweets in terms of the cost price of each
according to weight per gram.
II. People prefer to pay only for the weight of the
sweets they buy.
130. Statement: “In my opinion if one is desirous of
purchasing a car one should buy Mercedes only
because the least number of cars that are stolen each
year is that of Mercedes.” —Mr X says to Mr Y.
Assumptions:
I. People who want to purchase a car are financially
capable of buying Mercedes car.
II. Mercedes car is one of those cars, percentage
share of which is meagre in total cars sold in
India.
131. Statement: “People of state X were ‘forced to eat rats’
due to starvation and malnutrition.” — A public
interest writ petition filed in the court by an NGO.
Assumptions:
I. The cour t will issue a not ice to t he stat e
government to relieve the vast sections of the
people of such acute distress.
II. The court has the power to issue direction to the
r espect iv e st at e to ensur e pr ot ection and
preservation of human rights.
132. Statement: “With Corp Junior Account stop worrying
about money, concentrat e on your st udies. Our
features are: No delays, no transaction cost ... plus
the safety of dealing with a Government of India
enterprise.” — An advertisement of a Bank X
Assumptions:
I. Most of the people have faith in dealing with a
Government of India enterprise.
II. Customers want t he cheapest and t he most
hasslefree service.
133. Statement: “When forces like the Special Operation
Group (SOG) are set up, some excesses are bound to
happen and some innocents suffer. But we should
be satisfied with the success of this SOG.”—View of
16
a citizen of an area where SOG has launched its
operation
Assumptions:
I. Seen in the larger interest of the people, agonies
of the innocent is a small price to pay.
II. It is quite difficult for SOG to get the desired
result without any negative impact.
134. Statement: Instead of burning the leaves, bury them
in compost pits, by which it gets converted to natural
manure, making it beneficial for the soil. — A notice
issued in public int er est by Depar tment of
Environment
Assumptions:
I. Whenever leaves are burnt in the open, the air
gets laden with tiny particulate matter which
raises air pollution to alarming levels, which
causes severe r espirat or y disorder s and eye
infections to those exposed to it.
II. Benefits gained from ashes of leaves burnt are
not as much as the benefits gained from the
natural manure obtained from leaves by burning
it.
135. Statement: “A tempting cup of garma garam Georgia
now awaits you at every street corner. So no matter
who you are or where you go, a Georgia Vending
K
Machine will hand you the same clean, delicious
cup of tea in Regular, Adrak, Elaichi and Masala.
And if you’re looking for a change try the Regular,
Mocha and Cappuccino coffee. One sip will make
you realise why every other alternative is a mere
compromise!”—An advertisement
Assumptions:
I. Most of the people need delicious cup of tea or
coffee with a change in taste.
II. Every person is addicted to either tea or coffee.
136. Statement: “If you ask me about the daunting
challenges t hat I face, I would say t hat my
government’s first priority is to improve the existing
KUNDAN
law and order situation. Then follows the issue of
prices of commodities.”—Mr Y, a newly appointed
PM of country X
Assumptions:
I. If a citizen of country X can sleep peacefully, he/
she can then think of providing food to his/her
family, ponder over education and move about
freely in the country.
II. Prices of the commodities affect the common man
greatly.
137. Statement: “Human rights are only for human beings,
not for terrorists. It is an insult to human rights to
protest on behalf of those found guilty of terrorism.”
— Mr X
Assumptions:
I. Terrorists do not deserve sympathy.
II. Act of terrorism is against humanity.
138. Statement: “The finding of ‘higher resistance’ in
malarial parasites was also significant as the analysis
was done using t he moder n technique of DNA
sequencing. Although the sample size was only 50,
there could be no doubt about the results.” — A
scientist
Assumptions:
I. Modern techniques are more trustworthy than
traditional or obsolete techniques.
II. Lesser the size of the sample, higher the chances
of reliability.
Practice Book on Analytical Reasoning
139. Statement: “Our state does not need State Human
Rights Commission, therefore we have abolished State
Human Rights Commission.” — CM of state ‘X’
Assumptions:
I. There will be no cases of violation of human rights
in state ‘X’.
II. State ‘X’ has alternative provision to tackle cases
of human rights violation.
140. Statement: “We need to instil a sense of pride among
the people for the rich cultural heritage of the country
and its various regions.” — Speaker of the Lok Sabha
Assumptions:
I. Culture is what gives meaning to our lives and
identity to us as a social community.
II. To instil a sense of pride among the people for
the rich cultural heritage is almost impossible.
141. Statement: Faculty of a reputed institute ‘Y’ has
advised the students to buy Magical Book Series of
BSC Publishing Co if they do not want to miss the
opportunities of being recruited as PO in PNB.
Assumptions:
I. Students may ignore the advice and continue to
prepare with the study materials provided only
by coaching Y.
II. Students of the institute Y have enough money
to arrange for the books.
142. Statement: “Always use zebra crossings and subways
to cross the road safely.” — A notice by the City Traffic
Police
Assumptions:
I. Road safety is not an opt ion but a must for
pedestrians.
II. Safety can be increased by making people aware
of tips regarding road safety.
143. Statement: “High-tension wire can be extremely
dangerous. Keep a safe distance from them.” — A
notice by Delhi Transco Limited
Assumptions:
I. High-t ension wir es ar e laid in complet e
accordance with the law along routes that are
legally approved by the concerned authorities.
II. Buildings are sometimes constructed near high-
tension lines after they have been laid, thereby
reducing the minimum required safe distance to
high tension wires.
144. Statement: “Honourable citizens of state, ‘X’ please
rise and rat on your power-thrieving neighbour. You
could win a motorcycle, a colour TV set or a washing
machine.” — UPPCL
Assumptions:
I. In order to get these gadgets, people of state ‘X’
will put , ev en t heir good r elat ion wit h t he
neighbour on stake, and inform the UPPCL, if
their neigbbour indulges in power-thieving.
II. Cost on initiative to encourage citizens will be
less than the increase in the revenue through
such incentives.
145. Statement: “Irrespective of who comes to power,
what is of prime importance is to heal the badly
shaken lives of t he people of stat e ‘X’ wit h t he
assurance that t hings would not go haywir e in
future.” — A citizen of state X
Assumptions:
I. The tenets of good governance and development
must form the bedrock of the party that forms the
next government in the state.
Assumptions
II. To concentrate on the prime needs of the citizen
is the only way by which the image of tarnished
state ‘X’ can be improved.
146. Statement: “There should not be any delay in filing
a complaint. If a policeman is not helpful or harasses
a woman, the victim should note his name and belt
number and send a complaint to senior officials
specifying t he place wher e he was on duty.” —
Women’s cell lawyer
Assumptions:
I. Most of the victims are literate.
II. Senior off icials will take disciplinar y act ion
against the guilty policemen.
147. Statement: “Buy durable pillows of company ‘X’. The
pillows have been made from 100% imported downs
and feather; have the natural property to take the
contour and shape of your head, neck and shoulder
while you sleep; and are very popular abroad as well
as in the domestic market.” — An advertisement
Assumptions:
I. Immense popularity of a product is a sign of the
good quality of a product and its usefulness.
II. People desire for blissful sleep that keeps them
K
ticking for the rest of the day.
148. Statement: “Oil the wheels that India moves on” is
the cry of bicycle manufacturers in the country.
Assumptions:
I. The bicycle and components industry is a priority
focus area possessing capability of thrusting
export.
II. Bicycle is the most affordable mode of transport.
149. Statement: “No representative is authorised to collect
cash. Do not pay cash to anybody. All subscribers
ar e r equested to make payment s only t hr ough
cheques/DD in f av our of t he company. ”— An
instruction to subscribers by company X
Assumptions:
KUNDAN
I. If it is not said explicitly, the subscriber may
claim for their payments in cash in case any
irregularities are made by the representatives.
II. Representatives of company X are not trustworthy.
150. Statement: “On this auspicious occasion of Republic
Day let us take the resolution to help the drought-
affected 4.3 crore population and 4.5 crore livestock
of the state.”—An appeal by the CM of state X to its
citizens
Assumptions:
I. Citizens’ par ticipation will ensure pr ide and
respect of all sections of society as well as overall
development of the state.
II. Miseries of people affected by drought will be
lessened through people’s participation.
151. Statement: Better understanding and cooperation
among the exporters is needed. Effort should be to
complement each other, rather than competing among
themselves. — View of an agriculturist
Assumptions:
I. Exporters stand to lose if they act as competitors.
II. Farmer-industry co-operation can work wonders.
152. Statement: Bottled water companies ‘X’ and ‘Y’ ruled
out any contamination of their products, saying these
had been produced under rigorous quality control
regime meeting all standards set by the Bureau of
Indian Standards (BIS).
17
Assumptions:
I. Production under rigorous quality control regime
gives trustworthy results.
II. BIS has been entrusted with the responsibility
to set quality benchmarks.
153. Statement: By 2010, India will be the country with
the greatest number of heart patients.
Assumptions:
I. The number of heart patients all over the world
can be found out.
II. By 2010, India will be the most populated country
in the world.
154. Statement: Unlike other known forms of threat, AIDS
spreads it s t entacles slowly but steadily. When
billions of dollars are being pumped in to counter
terrorism, such a seriousness is not being observed
against this sure killer. — Comments of a citizen
Assumptions:
I. Government’s perception of AIDS requires to
undergo a sea change.
II. AIDS poses more threats to human life than
terrorism.
155. Statement: “When Mr X and Mr Y stepped out for
toss on the ground it was evident that one of them
was in positive frame of mind while the other was
t ense, f earing def eat and eliminat ion fr om t he
tournament.”—An ex-captain of a cricket team
Assumptions:
I. Panic always sets in when a team is playing after
a spate of defeats.
II. There are some days when a player achieves
magical heights, when he is unstoppable and
when every ot her player in t he arena looks
woefully inadequate.
156. Statement: “Mail your grievance and confidential
information to the commissioner of police.” — Request
of city police to citizens
Assumptions:
I. All categories of people, be it the poor or the senior
citizens, might have grievances.
II. People have blind faith in the efficiency of flying
squad of vigilance branch.
157. Statement: “Beware! Recycled coloured plastic bags
contain harmful colour pigments, which, on coming
in contact with food particles, make food unfit for
consumpt ion, result ing in sev er e food poison,
allergies and in ext reme cases ev en death. ”—A
scientist
Assumptions:
I. Non-biodegradability nature makes plastic bags
an environmental hazard.
II. Use of plastic bags is harmful and has cascading
effects on human life.
158. Statement: “In view of a likely fiscal deficit of around
five per cent, there is no denying the need for a
consensus to trim government expenditure.” — View
of Mr X
Assumptions:
I. Trimming government expenditure is an effective
tool to curb fiscal deficit.
II. Tr imming government expenditure is not an
effective tool to curb fiscal deficit.
159. Statement: India’s dismal performances in the World
Cup notwithstanding, cricket betting is on in full
swing in the country. — A news
18
Assumptions:
I. Dismal performances of India discourages betting
business all over the world.
II. Bookies are making merry.
160. Statement: I heard the news as soon as I woke up
in the morning. I felt shattered.
Assumptions:
I. The incident took place before I woke up.
II. The news was shocking.
161. Statement: “God bless all the parents whose children
passed away in the Yamuna waters.” — A student.
Assumptions:
I. The student believes in God.
II. Some children have died by drowning.
162. Statement: “I think illiterate and drunk drivers
should not be employed, at least for children.” —
says X.
Assumptions:
I. Literacy helps in driving.
II. Children have a status equal to the adults.
163. Statement: Owing to urgent repair on a main line
from the Wazirabad waterworks, water supply will
be at low pressure on Thursday.
Assumptions:
I. Repair impedes water supply.
K
II. Water can be had even on low pressure.
164. Statement: Another strange thing I noticed last night
was that the lights of the drawing room were on.
Assumptions:
I. A thief must have come in.
II. Usually, the drawing room lights are off at night.
165. Statement: “Women should be given v ocat ional
training in their work.” — An advice
Assumptions:
I. Vocational training may increase efficiency of an
individual.
II. Women are likely to get benefited from vocational
training.
KUNDAN
166. Statement: “People who swindle crores of taxpayers’
money go scot-free while petty thieves, who probably
r ob out of desper ation, ar e given thir d-degr ee
punishment and ar e of ten vict ims of cust odial
deaths.” — View of Mr X
Assumptions:
I. All persons should be equal before law.
II. Punishment should be giv en t o t he culpr it
accor ding t o t he degree of the inf ringement
committed by the culprit.
167. Statement: “Look under your seat. There could be a
bomb. Raise alarm. Earn r eward.” — A writt en
instruction to passengers of a bus
Assumptions:
I. Passengers will read the instruction and may
abide by it.
II. Passenger s’ par t icipation may ensur e mor e
security.
168. Statement: The Government X has proposed to create
two new service cadres of Rural Development Service
and Rural Engineering Service to strengthen the
Panchayati Raj model.
Assumptions:
I. New cadres may help implement the Government’s
schemes for empowerment of rural communities.
II. Ther e may be some pr act ical dif ficult ies in
implementation of various schemes launched by
the Government X.
Practice Book on Analytical Reasoning
169. Statement: “Policies and programmes and seminars
cannot change the women’s status. There is a greater
need for attitudinal change in the society towards
working women.” — View of Mr X
Assumptions:
I. It is possible to make change in the attitude of
the society towards working women.
II. Status of the working women is not satisfactory.
170. Statement: “Government of State X’s step, according
to which it has been decided to provide cooked meal
to the students of all primary schools of the states,
is not a proper and judicious step.”—Criticism by a
person
Assumptions:
I. Students may hesitate to eat the cooked meal
provided by the Government.
II. The cooked meal served to the students may be
hazardous for the health of students.
171. Statement: “Although no war was witnessed during
the tenure of prime ministership of Mr X, a large
number of top bravery medals were conferred upon
many cops in the name of curbing terrorism and
eliminating terrorists of different organisations
belonging to our own states.” — View of a citizen
Assumptions:
I. It is disgraceful of cops to name the act of killing
of terrorists of our own country as an act of
bravery.
II. A war is less harmful for a country than menace
of terrorism.
172. Statement: “Completely eliminat ing the say of
executive is not acceptable; merit, ability, competence,
integrity and suitability of the candidate alone are
not enough for appointment of High Court Judges.”
— A journalist
Assumptions:
I. A person’s social outlook, concern for public
interest and promotion of equality and his/her
political outlook are also equally important.
II. Execut iv e consult ation will ensur e gr eat er
transparency of the appointment.
173. Statement: “Never use obvious PIN like your car
registration no., birthdate, telephone no., etc. Change
your pin every three months.” — An instruction to
customers of a bank who enjoy ATM facilities
Assumptions:
I. ATM cards issued by a bank to customers might
be lost by some customers.
II. Some people may try to use ATM cards of others
clandestinely to withdraw money.
174. Statement: “We pr ov ide subsidised t ea t o t he
labourers — pay only Rs 2 instead of Rs 2.50 and get
a cuppa of tea.” — An advertisement
Assumptions:
I. Labourers may afford a cup of tea at Rs 2 per
cuppa.
II. Subsidised prices attract customers.
175. Statement: Dowry system can not be eradicated from
our society unless we change the people’s mindset.
Assumptions:
I. Existence of dowry system is not desirable in a
society.
II. It is possible to bring a radical change in people’s
mindset.
176. Statement: “No war, yet 1874 Indian Armymen killed
or hurt during the 10-month forward deployment
Assumptions
along the Indo-Pak border last year.” — Opposition
leader
Assumptions:
I. Our Armymen have to soldier on without even
t he necessit ies like decent helmet s, pr oper
webbing or bullet-proof jackets.
II. The casualt ies during t he 10 mont hs hav e
surpassed the estimated limit of casualties along
the Indo-Pak border.
177. Statement: Instead of limiting capital punishment
to the rarest of the rare cases, it should be made
mandator y f or cr imes like mur der , r ape, drug
trafficking, child molestation and all anti-national
activities. If a person does not respect the law, let
him at least fear it.
Assumptions:
I. When a man is sentenced to death for whatever
crime he has committed, he should at least die a
painless death.
II. A person convicted of a heinous crime deserves
no kindness.
178. Statement: “It is tall claims that our state X is
pr ogr essing on indust r ial f ront . Rising
K
unemployment by leaps and bounds is enough to
collaborate it.” — View of a politician of state X
Assumptions:
I. If the state were progressing on the industrial
f r ont it should have been ref lect ed in t he
unemployment situation.
II. Progress on industrial front reduces financial
crunch.
179. Statement: In a bid to discourage cattle owners from
letting their animals loose on the roads the Municipal
Corporation of City X has enhanced the fine from Rs
4000 to Rs 5000.
Assumptions:
I. Increase in fine may decrease the stray cattle
KUNDAN
menace.
II. The subsequent fine is quite a large sum and it
should prompt the owner to get his cattle back as
early as possible.
180. Statement: “Learn to solve Quantitative Aptitude in
3 seconds besides Dat a Inter pr et at ion (without
written steps) by our experts or take back Rs 10,000/
- as penalty.” — An advertisement of XYZ Coaching
Institute
Assumptions:
I. It may not be possible to read each of the questions
within three seconds by a candidate.
II. It will be a hard nut to crack for all aspirants to
solve questions of Data Interpretation without any
written work.
181. Statement: High Court of state ‘X’ has decided to do
away with the summer vacations in order to dispose
of pending cases.
Assumptions:
I. Vacation for the courts is a vestige of the Raj
period.
II. The step taken by the judiciary will compel the
Government to fill up all the vacancies in the
court.
182. Statement: The Government has transferred the
entire staff of police station ‘X’ and a magisterial
inquiry has been ordered into the mysterious death
of a man in the police station.
19
Assumptions:
I. Magisterial inquiry may be able to reveal the cause
of death of the man in the police custody.
II. Transferring the entire staff may pave the way to
hold free and fair enquiry.
183. Statement: “Bring alive your education dreams. Avail
loan today and pay as your start earning.” — An
advertisement of a bank XYZ
Assumptions:
I. Most of t he st udent s who need loan, prefer
flexible repayment options besides no processing
fees or service charges.
II. Students who need loans prefer loans without
collateral security.
184. Statement: In an attempt to make the conditional
access system “consumer-friendly”, the government
issued a notification asking cable operators to declare
pay channel rates by June 15.
Assumptions:
I. Cable operators may not be able to declare pay
channel rates by June 15 due to lack of adequate
time.
II. Everyone has their own business compulsions
and wish to test their own market.
185. Statement: “Despite a draconian crackdown against
software pirates announced by country X last year,
the country remains the world’s third largest market
for bootleg computer programs.” — A journalist
Assumptions:
I. Computer pir acy is declining globally but
increasing in country X.
II. A draconian crackdown against software pirates
may bring the bootleggers to heel.
186. Statement: “Problems with your spouse and too little
time to hash things out? Online couple therapy may
be for you.” — An advertisement
Assumptions:
I. People may have faith in online therapy.
II. Couples on the run expect comparable results
from online “chats” mediated by a professional
and face-to-face therapy on a psychologist’s couch.
187. Statement: “If you see any street lights on during
the day, or notice pilferage of electricity, do inform
us.” — A notice by NDPL to common people
Assumptions:
I. W atching TV t oget her and using one
fan/cooler/AC will help conserve electricity.
II. Power generat ion is limited; joint eff ort s t o
conserve power would help maintain reliable
supply of electricity.
188. Statement: One of the groups of militants of our
organisation, which had been successful in making
its way into the Indian territory, kidnapped a local
resident of the area and forced him to act as a guide.
Assumptions:
I. Local residents of a particular area possess good
knowledge about the path in and around the area.
II. Despite the use of force against an individual,
he or she may guide properly and accurately.
189. Statement: Being unable to accommodate adequate
training session for the national team, country X
has decided not to defend the LG Cup it won last
year in the city Z.
Assumptions:
I. Without playing several matches against major
soccer-playing nations, it will be futile to defend
the LG Cup.
20
II. Underpreparedness of the team may result in
failure for country X.
190. Statement: “I want Multinational Companies (MNCs)
to be out of the water business. I don’t mind them in
road construction or some other areas.” — Statement
of a waterman while educating the people on the
community’s water right
Assumptions:
I. Water is basic to life and the community should
own it.
II. The MNCs are on the prowl to buy the rivers.
191. Statement: Courier companies, led by big names are
planning 25-30% hike in courier and parcel rates,
as an initiative, following 67% hike in on-board
courier rates by domestic airlines.
Assumptions:
I. If the cour ier rates were not increased, the
industry would suffer huge losses which would
retard its growth, leading to closure of operations.
II. The hike in courier and the parcel rates may be
able to reimburse the expenses incurred due to
hike in on-board courier rates by the domestic
airlines.
192. Statement: “Before you hire a domestic help, get his/
her background verified through us. Your family’s
K
safety depends on this simple step.” — City police
Assumptions:
I. Police verification of domestic help is an effective
step in crime prevention.
II. Ver if icat ion of people’s domest ic help’s
antecedents is a simple process.
193. Statement: “My life has become a burden for too many
people and my step of jumping off a multistoreyed
housing complex will bring happiness for many
people. I do not blame anyone for my act. Please let
me die peacefully.” — A suicide note written by a 19-
year-old girl.
Assumptions:
KUNDAN
I. Jumping off a multistoreyed housing complex will
cause death.
II. Jumping off a multistoreyed housing complex is
the easiest among the various way of ending lives,
such as hanging, burning and consuming poison.
194. Statement: “Despite hike in tariff, power is still
cheap in the city X.” — Power Minister
Assumptions:
I. The cost of purchasing electricity or its generation
is much more in city X than in the neighbouring
states.
II. Hike in tariff makes the power costly.
195. Statement: “Supporting the Reserve Bank of India’s
clean not e policy, we hav e intr oduced special
polythene currency note packets. These are secure,
transparent and unstapled. Please do help us to
maintain this.” — a request to customers of Bank
XYZ
Assumptions:
I. Writing anything on currency notes is not in tune
with RBIs clean note policy.
II. Only people’s participation is enough to get the
desired result expected through RBI’s new policy.
196. Statement: “India needs a dedicated military satellite
for future defence purposes where communication
will play a vital role in quick decision-making.” Chief
of Air Staff
Practice Book on Analytical Reasoning
Assumptions:
I. Future wars would be fought through air and
aerospace.
II. Speedy communication ensures faster decision-
making.
197. Statement: “We are taking care of this historic house,
putting our lives at risk.” — A statement made by an
employee of ASI
Assumptions:
I. The house is more precious than human lives.
II. One takes utmost care of something when one
puts one’s life at risk to do so.
198. Statement: “From the dawn of civilisation, India’s
tradition of respect for cultural diversity and spiritual
values has been the bedrock for its intercultural
dialogue and interaction with civilisations, countries
and nations.” — Ministry of HRD
Assumptions:
I. Other countries have no respect for cultural
diversity and spiritual values.
II. The concept of a “Dialogue Among Civilisations”
has assumed gr eat er impor t ance wit h t he
emergence of the global scenario.
199. Statement: The cabinet decided to wind up various
existing authorities on environment and set up a
National Authority headed by a Supreme Court judge
besides six regional authorities to help Ministry of
Environment and Forests.
Assumptions:
I. These new authorities may be able to look after a
particular eco-sensitive area or a regional issue.
II. These new authorities may help re-organise and
str eamline the of functioning of Minist ry of
Environment and Forests.
200. Statement: “It is very regrettable though issues
per taining to t he elderly and the disadvantaged
children do find space in the media, the “treatment”
given to them is often shallow and rarely reflects
their actual condition.” — View of Mr ‘X’
Assumptions:
I. The media should not gloss over the real problem
faced by the old.
II. The r adio and pr int media t ouch upon the
problems of the elderly but t he informat ion
supplied has little practical value.
201. Statement: “Gov ernment employees, including
doct or s working in st ate-r un hospitals and
dispensaries, have no right — fundamental, legal,
moral or equitable — to go on strike.” — Supreme
Court
Assumptions:
I. Government employees hold society to ransom
by going on strike.
II. Strike as a weapon is mostly misused, which
results in chaos and total maladministration.
202. Statement: “Never t ouch or even go near any
unclaimed object lying ar ound in public areas,
however attractive they may seem.” — A notice issued
in public interest by city police X.
Assumptions:
I. Attractive and unclaimed objects lying around
public areas are not supposed to be disastrous
elements by the common people.
II. Unclaimed object lying around in public areas
may be disastrous.
Assumptions
203. Statement: “No matter which career path you choose
in photography, there are skills you need in order to
succeed: visual skills, technical, camera and lighting
skills and digital imaging skills besides the most
important element of success — proper training.” —
View of Mr Z
Assumptions:
I. A strong sense of visual style and compositional
skills in addition to training in the technical
int r icacies of phot ography may make a
photographer more successful.
II. A sound educat ion pr ov ided by a qualit y
photography training can help one to gain the
skills one needs to succeed.
204. Statement: “The monsoon is her e. So ar e t he
mosquitoes Beware of total diseases! So do not leave
in open on the roof of the house, unused/broken
articles like bottle, cups, tyres etc.” — A notice issued
in public interest by Directorate of Health Services
[DHS]
Assumptions:
I. Mosquito spreads fatal diseases and steps to
control mosquito breeding can prevent the spread
K
of the diseases.
II. Unused/broken articles are capable of holding
rainwater.
205. Statement: The Law Commission of India has called
for sweeping changes in life insurance laws not only
to promote insurance business in the country but
also to protect policy holders from hassles in claiming
settlements.
Assumptions:
I. The interests of policy holders had not been
entirely satisfied particularly in the area of claims
settlement.
II. Sweeping changes in life insurance laws are
possible.
KUNDAN
206. Statement: “Are you creative and outgoing? Do you
enjoy communicating ideas and working with others?
A career in photography offers the opportunity to
create art and work in a rewarding professional field
of endeavour.” — An advertisement
Assumptions:
I. Making commer cial quality phot ogr apher s
requires technical expertise and creativity.
II. There are some people who want to be successful
photographer.
207. Statement: “If you are serious about professional
photography and committed to taking the next step,
Advanced Studies Classes at photography institutes
will teach you what you need to know to get started.”
— A tells B
Assumptions:
I. Those who are looking for a stepping-stone to
gain confidence and knowledge need training
classes.
II. Professional photographers at the institutes offer
hands-on instruction, opportunities to enhance
portfolios, and lifelong contacts that can help
students build careers in photography.
208. Statement: “If you are selling your car/vehicle, retain
copies of identification documents with photographs
of buyer, such as driving licence, ration card, election
ID card etc. A simple way to fight terror.” — A notice
issued in public interest by city police X
21
Assumptions:
I. The vehicle people want to sell could be misused
by terrorists.
II. Each and every individual wants to buy old cars/
vehicles.
209.Statement: I will not resign until proved guilty. - A
politician in his speech
Assumptions:
I. There are demands for his resignation.
II. Ther e are some charges levelled against t he
politician.
210. Statement: Buy ‘X’ dairy milk - fresh, pure and
hygienic. - An advertisement
Assumptions:
I. Other brands of milk are also available.
II. ‘X’ dairy’s milk is the most expensive.
211. Statement: Woman is the embodiment of sacrifices.
Assumptions:
I. Man should not make sacrifices as this role is
entrusted to females.
II. Women usually make sacrifices.
212.Statement: It is none other than humans who destroy
humanity.
Assumptions:
I. Man is man’s enemy.
II. Humans are destructive.
213. Statement: The government should reject the demand
for a separate state for tribals in state A.
Assumptions:
I. The government has the power to grant a separate
state.
II. Tribals are generally very cruel.
214. Statement: When the hammer does not work, use a
sledge hammer.
Assumptions:
I. A sledgehammer is more powerful than a hammer.
II. Different tools are required in different conditions.
215. Statement: This move has been taken from the point
of view of exchange rate management.
Assumptions:
I. Such a move is not desirable.
II. No other move is possible.
216. Statement: “Vote for the Congress to complete the
unfinished agenda st arted by great leaders like
Nehru, Indira Gandhi and Rajiv Gandhi, and to tackle
problems faced by the country such as poverty,
injustice and exploitation of the poor, women and
children.” — a leader.
Assumptions:
I. Nehru, Indira Gandhi and Rajiv Gandhi were
Congress leaders.
II. Poverty is an issue of serious concern to the
voters.
217. Statement: One should see the problems the so-called
Asian Tigers are undergoing, and the huge loans
they are forced to take from the IMF. India should
lear n fr om what has happened in t hese Asian
countries.
Assumptions:
I. If India does not exercise caution, it will also go
the way Asian Tigers have.
II. Taking loan from IMF is not a good sign.
218. Statement: “I endorse X’s demand to reveal the names
involv ed in t he kickbacks immediately.” — Y, a
political leader
22
Assumptions:
I. Both X and Y belong to the same party.
II. Y will be a beneficiary of the revelation of names.
219. Statement: Ali Sardar Jafri is a representative in
the fight against injustice and oppression in society.
Assumptions:
I. Jafri is not the only one who is fighting against
injustice and oppression in society.
II. The problems of injustice and oppression will be
solved through fighting against these.
220. Statement: Political pressure seems to have resulted
in the soft stand taken by RBI in favour of Sahara
and Peerless groups, thus discriminating against
other NBFCs.
Assumptions:
I. An influence in the corridors of power leads to
relaxations.
II. Both Sahara and Peerless are NBFCs.
221.Statement: “The fundament al r equir ement is a
government that seeks a consensus and cooperation.
It is when governments behave arbitrarily and try to
impose their will without discussion and when they
consider dissent as anti-national and approach the
house with closed mind that disruption arises.” —
Leader of the opposition
K
Assumptions:
I. If the Government takes a decision keeping the
view of opposition in mind, there might not be
any act of disruption.
II. Views of opposition is a matter of great concern.
222. Statement: “It has never happened in Parliamentary
history that a member has been selected by the Prime
Minister, given oath by the President, and another
member does not want to ask him a question.” — PM
of country X when some members of Lok Sabha refuse
to ask any question from the defence minister.
Assumptions:
I. If a person does not give due respect to a person
KUNDAN
who has been appointed constitutionally, it is a
matter of concern.
II. Happening of new things in parliament ar e
incorrect and illegal.
223.Statement: “The Indir a Gandhi Nat ional Open
University (IGNOU) has indicated that it would soon
be commissioning 15 more transmitters for ‘Gyan
Vani’, a radio channel on education, to include Delhi,
Visakhapatnam, Lucknow, Bhopal, Mysore, Raipur,
Ahemadabad, Rajkot, Guwahati and Varanasi.” —
Director of IGNOU.
Assumptions:
I. People of t hese area need educat ional
information.
II. IGNOU’s existing infrastructure is capable of
making these facilities available.
224.Statement: The PM of country X warned country Y
not to interfere with the Island’s legislative election
because the vote represents the people’s will.
Assumptions:
I. Leaders of country Y have tried to influence the
polls during the past elections.
II. The election in country X is its internal affairs.
225.Statement: “To defuse the hotbed of instability in
country X, it is necessary to use a flexible combination
of forces—political, legal and economic measures—
to target the sources of terrorist, extremist and
narcotic threats.” — A member of Commonwealth of
Practice Book on Analytical Reasoning
Independent states (CIS)
Assumptions:
I. The hotbed of instability is vulnerable and needs
some special measures.
II. A flexible combination of political, legal and
economic measures to t ar get t he sources of
terror ist , extremist and narcotic threats are
possible.
226. Statement: “The government has planned to unveil
a new FDI policy by the next month to attract foreign
investors.” — Spokesperson of the govt
Assumptions:
I. The new FDI policy will be able to attract those
foreign investors who are ready to invest in India
but shying away t hemselv es due t o some
unadaptable process of clearness.
II. Foreign investors will welcome this new policy.
227. Statement: “Our country has decided to give all types
of support to country X in its objective to itself polio-
free by 2002.” — Health minister of country Y
Assumptions:
I. Without the support of country Y, country X will
not be able to make itself polio-free.
II. Country X is not capable of making itself polio-
free by 2002.
228. Statement: “Our country X has decided not to provide
air passage for the aeroplanes of country Y because
it was later found hatching conspiracy to br ing
anarchy in our country through destructive work of
sev er al milit ant out f it s. ” — Spokesman of t he
government
Assumptions:
I. The pressure mounted by this move is likely to
change the overt and covert policy of country Y
towards intentions country X.
II. This move is likely to attract global attention
towards the evil of country Y against country X.
229. Statement: Bhar at Sanchar Nigam Limited has
announced a sharp reduction in STD rates for both
peak and non-peak hours despite knowing the fact
that this move will compel it to incur a loss of Rs
3000 crore in the first six months.
Assumptions:
I. Other major telecom companies may reduce their
STD rates for both peak and non-peak hours.
II. Reduct ion in STD r at es is likely t o pr ovide
enormous profit in the long run.
230. Statement: Keshav’s mother instructed him to return
from the city by train instead of taking the river route
if flood situation became grimmer.
Assumptions:
I. Keshav may not be able to decide on a proper
course of action if the situation of flood turns
worse.
II. Both the routes will continue to function even
after the aggravated flood situation.
231. Statement: People living in border areas of country
X have started selling their crops at low prices after
the tense situation with neighbouring country Y.
Assumptions:
I. The tense situation in the border area is likely to
lead to a war, which may further harm their
livestock.
II. The neighbour ing countr y might succeed in
forefeiting their crops if disputes erupt in the
border areas.
Assumptions
232. Statement: Buy our magical book on quicker maths
and get techniques to solve those complicated sums
within seconds which you were unable to solve in
quicker way. — An advertisement of X pub co of books
for students
Assumptions:
I. Students know the procedure of solving the sum
through tradit ional or other met hods except
quicker methods.
II. Only the books of quicker maths of X publishing
company contains short-cut techniques.
233. Statement: We have neither sufficient vehicles for
patrolling nor night vision glasses and sophisticated
weapons; how can we be able to curb the militancy?
— A Commander of Border Security Force
Assumptions:
I. Militancy can’t be curbed.
II. Physical facilit ies of securit y f or ces help in
increasing of efficiency of forces.
234. Statement: Since my childhood I always liked the
poem of poet X and I made my efforts to learn from
the style of the poet to be a good poet. — Mr Y
Assumptions:
K
I. It is possible to learn some qualities from the
poems of a good poet.
II. Poems of poet X were in existence during the
childhood of Mr Y.
235. Statement: Our book on Non-Verbal Reasoning has
been written systematically for students who are new
to the subject and now they do not require to join
any coaching institute to learn the subject. — An
advertisement
Assumptions:
I. Students need a systematically written book on
Non-Verbal Reasoning.
II. Students need the help of a coaching institute.
236. Statement: “Please note that the candidates have to
KUNDAN
bring their own typewriters at the time of the test of
typing skill.” — A condition in an advertisement
Assumptions:
I. Candidates will not be able to bring their own
typewriters.
II. Candidat es will be able t o br ing t heir own
typewriters at the time of skill test.
237. Statement: “Instances of brides being illtreated for
insufficient dowry are too common to make news
and it seems that even position and rank are no
guarantee that a woman will receive her in-laws’
respect.” — A report in a newspaper
Assumptions:
I. It does not behove a woman at a higher post to be
deprived of in-laws’ respect for insufficient dowry.
II. Torturing for dowry is not a trivial issue.
238. Statement: “If you are keen to improve your English
vocabulary, access the online dictionary service Your
dictionary.com (http://www.yourdictionary.com) and
sign up wit h its ‘send me the W ord of the Day
everyday’ mailing list service.” —An advice to the
readers of a newspaper
Assumptions:
I. People want to acquire a good vocabulary that
enables one to use the right word in the right
context.
II. Learning of a new word everyday via e-mail is
the only possible way.
23
239. Statement: “Entry of HTVs is banned.” —A notice
on the main entrance of a flyover
Assumptions:
I. People know the meaning of HTV.
II. The notice will have no impact on the people.
240.Statement: “While solving a sum related to cubes
and cuboids you compelled me to draw a sketch of
cuboid on the black board but what will happen when
you will go through the chapter of Profit and Loss,
where you will have to calculate profit gained by a
dishonest shopkeeper?” — A teacher X to a student
Y.
Assumptions:
I. The st udent will r equire a sketch of while
calculat ing pr of it ear ned by t he dishonest
shopkeeper.
II. The student should try to solve the sum related
to cubes and cuboids without drawing a sketch
of cuboid.
241. Statement: “Despite knowing the fact t hat the
examination paper of X will consist of hundr ed
questions on Reasoning we can’t predict the ratio of
verbal to non-verbal reasoning.” — A tells B.
Assumptions:
I. Examination paper of X will consist of both verbal
and non-verbal reasoning.
II. Some candidat es who are appear ing f or the
examination X need some information regarding
the ratio of the questions of verbal and non-verbal
reasoning.
242.Statement: “The inv estor s who hav e made
investment through Agents may get their coupons
from the Agents on production of original savings
instrument to the Agent.” — A condition to public
under a small saving schemes for investment
Assumptions:
I. Agents will have sufficient coupons to distribute
to investors.
II. No coupon will be provided directly from the main
office.
243. Statement: “How can an alliance be possible with
those hypocritical parties who fight for the poor and
use billionaires as symbols?” — Leader of party Y
Assumptions:
I. Party ‘Y’ is the only real fighter for the poor and
the downtrodden.
II. The objectives of the parties should reflect in
their deeds also.
244. Statement: The courts should strive to give speedy
and fair justice and keep off from politics as well as
corr uption. At t he same t ime it should dev elop
commitment to objectives and improve its performance.
Assumptions:
I. Nowadays, courts are delaying in giving justice
and have strayed away from their main objectives.
II. The future of humans depends a lot on the
judiciary.
245. Statement: “Most of the students are capable of
choosing right course for study as well as for their
career because they have educated parents.” — Mr X
Assumptions:
I. Educated parents are necessary to choose the
right course for study or for a prosperous career.
II. Educated par ent s become helpf ul t o t heir
offsprings when the latter need some advice.
24
246. Statement: “How is it that only the northern part of
the country is involved in the Ram temple movement
when the whole nation has Ram devotees? If we
want to rise above these petty political machinations
there is an urgent need for a new breed of Indians
with a mindset attuned to the present scenario and
instilled with values generated by centuries of true
Indian civilisation.” — Mr Y
Assumptions:
I. India comprises different types of mindsets.
II. True Indian civilisation among the citizens is
desirable to inculcate the citizens with a lesson
of harmony.
247. Statement: The leader of country ‘X’ has sent his
special envoy to the capital of country ‘Y’, seeking
the help of its PM to defuse the western crisis. — A
report in a newspaper
Assumptions:
I. ‘Y’ is one of the western countries which has
responded positively in building international
peace.
II. Efforts made by the PM of ‘Y’ is likely to defuse
the crisis in the western country.
248. Statement: “With 17” PC Monitor of company X, get
Laxmark Z13 colour Inkjet Printer absolutely free
K
with one-year guarantee period.” — an advertisement
Assumptions:
I. More people will now be attracted towards 17”
PC Monitor of company X due to this scheme.
II. Offer of providing free goods to the customers
with some other goods of a company is likely to
increase the sale of the company.
249. Statement: “Medical and defence communities should
always keep vigil as prompt diagnosis and early
intervention could reduce morbidity and mortality
and mitigate the ill-effects of a biological attack.” —
Mr ‘X’ makes ‘Y’ aware of his opinion.
Assumptions:
KUNDAN
I. Biological attack is not desirable for society.
II. Medical and defence communities are equipped
with the instruments of diagnosis.
250.Statement: “New auto policy allows 100% foreign
funding and has kept in mind the need to address
emerging problems and make the auto sector WTO-
compatible”. — Heavy Industries Minister
Assumptions:
I. Auto policy needs to be formulated according to
the needs of the citizens.
II. A policy aimed at making any sect or W TO-
compatible and hassle-free is considered to be a
good policy.
251. Statement: “‘X’ steel company has approached the
problem of rebar corrosion holistically by developing
continuously cast, thermo-mechanically-treated (TMT)
low-car bon, high-st r engt h and high-duct ilit y
weldable rebars with superior corrosion resistance
for concrete structure work.” — MD of ‘X’ Steel
Company.
Assumptions:
I. Corrosion of reinforcing steel in concrete is a
complex phenomenon.
II. A marriage between high-quality steel bar and
high-performance concrete is desirable to ensure
longt erm durabilit y
of reinforced concrete in construction work.
Practice Book on Analytical Reasoning
252. Statement: “Wit h our adv anced br oadband
technology, you can now experience the best action
on the internet without the worry of huge telephone
bills, and at prices as low as Rs 500 per month. —
An advertisement of company X.
Assumptions:
I. Now more people will have access to internet.
II. People need to experience the best action on the
internet.
253. Statement: “English is easy if you follow our book
English Is Easy.” — An advertisement of a Publishing
Company
Assumptions:
I. Most people aspire to learn English.
II. One can’t learn English without following the
book English Is Easy.
254. Statement: “Soft drinks’ penetration in rural areas
is only 10 per cent. If we have to hook the rural folk
we need to give them single-serve soft drink packs
at low price points.” — CEO of ‘X’ Company
Assumptions:
I. Purchasing power of the people living in rural
areas is low and it will make the people unable
to purchase the beverage of company ‘X’ even at
low price points.
II. Low margin-high volumes is a way of successful
business.
255. Statement: “Why do we put pressures on children
to do exercises when they become adamant not to do
the same? Why not opt for other mediums such as
break-dance etc to fulfil the desired objectives?”
Assumptions:
I. Break-dances and exercises have some common
benefits.
II. Childr en would not hav e any hesit ation
participating in breakdances.
256. Statement: “We do not know why government is
saying an agreement has been reached on the issue
of proposed dilution of government holding in the
joint sector automobile company, when neither party
is, however, willing to divulge details of the proposed
rights issue.” — Senior representative of Company
‘Y’.
Assumptions:
I. An agreement is said to be reached only when
both the parties divulge details of the relevant
issues.
II. Gov er nment makes people f ool by f alse
representation.
257. Statement: “Almost two months after a girl was found
dead in a multi-storey apartment, the police are
exploring the possibility of using a lie-detector to
verify statements.” — A report in a newspaper
Assumptions:
I. The lie detector may not help the police to confirm
their suspicions.
II. So f ar t he police hav e not used scient if ic
techniques of interrogation and investigation to
unravel the mystery behind the death of the
deceased.
258. Statement: “Indian software institutes fulfil the
world’s demand of excellent software.” — A news
heading
Assumptions:
I. Indian software institutes are quite capable of
producing world-class software.
Assumptions
II. In the field of software India has become far better
than any other country of the world.
259. Statement: Mr ‘x’, the fast bowler of country ‘y’, bid
adieu to Test cricket to focus more on next year’s
World Cup. — Mr Z
Assumptions:
I. Mr ‘x’ will be fit for next year’s World Cup.
II. World Cup cricket is more important than Test
cricket.
260. Statement: “As far as prediction about your success
in the forthcoming PO examination is concerned, it
becomes necessary to know your level of preparation.”
— ‘A’ tells ‘B’
Assumptions:
I. Knowledge of pr epar ation of ‘B’ will indicate
whether ‘B’ will succeed in the examination or
not.
II. Every competitor needs prediction about the result
of his/her preparation for the examination.
261. Statement: “If Miss ‘J’ can ask for the extradition of
Mr ‘Z’, supremo of a militant organisation, for the
assassination of former PM, why can’t families of
Br it ish citizens, killed in st at e ‘X’ wit h t he
K
connivance of chief minister ‘Y’, ask f or his
extradition to UK to stand trial?” — A criticism made
by a person.
Assumptions:
I. Killings in st at e ‘X’ wer e as deadly as t he
assassination of the former prime minister.
II. Mr ‘Y’ is a culprit and so is Mr ‘Z’.
262. Statement: “If you have any information about drugs
you can contact the officers of Narcotics Control
Bureau.” — An instruction to the people by Narcotics
Control Bureau
Assumptions:
I. Every person has information (more or less) about
drug trafficking.
KUNDAN
II. If it is not said explicitly, people will not convey
the information they have about illegal drug
trafficking.
263. Statement: “Please change the colour pattern of your
number plate of vehicle on or before 1st July, 2002
as per the directions by Transport Department.” — A
request by Transport Department to owners of two-
wheelers and four-wheelers.
Assumptions:
I. The stipulated time is enough for the owners to
make requisite changes in number plates.
II. People will abide by the request of the Transport
Department.
264. Statement: “Since most diseases result from faulty
lifestyles or bad eating habits, why should animals
suffer in the research for cure for these man-made
ills?” — View of Mr Y
Assumptions:
I. Initiatives aimed at prevention are better than
cure of a disease.
II. It is not desirable to harass a species for the faults
of another species.
265. Statement: “There is a need to take steps that would
assuage the feelings of all the communities and
strengthen the forces of tolerance, brotherhood and
amity in state ‘X’, where communal violence has done
immense damage.” — Mr Z, leader of opposition.
25
Assumptions:
I. A person equipped with true qualities of humanity
is mor e likely t o encourage harmony among
communities.
II. To assuage the feelings of the communities is
not a hard nut to crack.
266. Statement: “How painful it is that even fifty years
aft er Independence a sect ion of t he count ry’s
population is not being considered as its citizens!”
— A note in a newspaper about citizenship of a section
in country X.
Assumptions:
I. Fifty years is a long time span during which it is
feasible to provide citizenship to every section of
the population of country X.
II. Independence of a country ensures more powers
to its citizens.
267. Statement: “Sanjay Leela Bhansali (a film director)
should be lauded and not criticised for the huge budget
of Devdas (a film).” — A comment by Mr X
Assumptions:
I. A person is not worthy of criticism only because
of violation of limit of a single factor.
II. Unless a person pumps in money, he/she cannot
be the best in a field like cinema.
268. Statement: “Had my father been alive, he would never
have allowed me to join films.”— Miss X, a singer
Assumptions:
I. Sometimes tragedy brings prosperity in the life
of an individual.
II. Film industry witnesses many ups and downs,
therefore there is no guarantee that prosperity
will come in life.
269. Statement: “Our study materials do not necessarily
satisfy one’s greed but certainly satisfy one’s need to
become a Pr obat ionar y Of f icer (PO). ” — An
advertisement of ‘X’ coaching Institute
Assumptions:
I. Need to become a PO can be satisfied with certain
amount of efforts but one’s greed can not be
satisfied with certainty.
II. Desires of most of the people (who aspire for PO)
are not conducive to their real requirements.
270.Statement: “If you believe that stars and planets
influence the course of your life, then the four-album
series Navagraha is meant for you. It is the collector’s
series for those who want to keep their fortunes
intact.”— An advertisement
Assumptions:
I. Some people hanker af t er a pr osper ous lif e
without labouring.
II. Astronomy plays a vital role in one’s life and
cautions one against unfavourable situations.
271. Statement: “Only you know what is better strategy
for you. So listen to various views but implement
what suits you the best.” —An ultimate success
formula to youngsters by an IAS topper among women.
Assumptions:
I. Some people need help f r om other s while
choosing an appropriate strategy for preparations.
II. Each individual has the capacity to judge herself
as well as adopt right courses of action after self-
evaluation.
272.Statement: “There should be a joint patrolling by
Indian and Pakistani forces to check infiltration of
militants into Jammu and Kashmir.”—PM of India
26
Assumptions:
I. Joint patrolling scheme is the only possible and
practical way to check infiltration.
II. Pakistan Gover nment will tur n down India’s
proposal of joint patrolling of LoC as unworkable
in the present circumstances.
273. Statement: “Unrestricted, free and fair competition
is the only process to bring out the most competent
and committed of the aspirants to political leadership.”
— A note in a newspaper
Assumption:
I. Polit ical leadership is facing character crisis
everywhere.
II. Existing condition of the country is conducive to
unrestricted, free and fair competition so that
the most competent and committed candidate can
be found out.
274. Statement: “Readers are recommended to make
appropriate enquiries before sending money, incurring
any expenses or entering into any commitment in
r elat ion to any adv er tisement published in our
newspaper.” — An instruction to readers through
newspaper ‘X’.
Assumptions:
I. Most of the readers can be persuaded easily by
K
false and alluring advertisements.
II. Appropriate enquiries are likely to reduce the
cases of fraud and other malpractices.
275. Statement: “Register as a voter and secure your voting
right.”— Notice issued in public interest by Chief
Electoral Officer
Assumptions:
I. Some people still lack right of voting due to lack
of proper registration.
II. “Voting right” is essential to make one’s life more
dynamic, comfortable and prosperous.
276. Statement: “We realise that your needs change over
time. Our wide range of insur ance solutions is
KUNDAN
designed keeping t hese changes in mind. So,
whatever stage of life you are at, whatever your needs
may be, you can count on us to have a solution.” —
An advertisement
Assumptions:
I. People are attracted towards renovations.
II. A wide range of insurance solutions is likely to
garner more customers.
277. Statement: The Election Commission has deputed a
nine-member high level team of official to assess the
situation in state ‘X’ and gauge the feasibility of
holding early Assembly elections.
Assumptions:
I. State ‘X’ has just got out of its predicament as a
result of communal riots.
II. People of state ‘X’ will co-operate with the high
level team of officials in its objectives.
278. Statement: If the government wants to stop child
marriages, why not pass a law incorporating a clause
that marriages so solemnised will be illegal and
treated as child rape?
Assumptions:
I. Child marriages still exist in our society.
II. Sever e punishment is mor e likely to rid t he
society of evils.
279. Statement: “Provide scholarships to the children in
primary schools to increase the number of students
in school.” — View of Mr X
Practice Book on Analytical Reasoning
Assumptions:
I. Scholarship will attract the children to school.
II. Those children who are deprived of money but
intelligent will attend the school and scholarship
will make their aspirations feasible.
280. Statement: “Smartness cannot be the only criteria
for deciding a person’s personality.”— Mr Y
Assumptions:
I. Persons with equal smartness are not necessarily
treated equally.
II. Personality of a person is not linked only with
smartness.
281. Statement: “Everyone desires to buy a mobile phone.”
— a student
Assumptions:
I. Mobile phones are not a necessity but an item of
luxury.
II. Mobile phone makes one more active.
282. Statement: “Top rankers of forthcoming examination
for probationary officers will definitely be from our
classr oom coaching.” — Co-or dinat or of XYZ
classroom coaching
Assumptions:
I. Most of the intelligent competitors are from XYZ
coaching institutes.
II. Question-paper of the forthcoming examination
will be entirely based on the concept-building
papers of XYZ institute.
283. Statement: “It has become the need of the hour that
we should entrust all the power, regulating our
f ranchisees, t o one per son t o maint ain smoot h
r unning of our f r anchisees as well as t he
organisation.”— An employee of XYZ institute.
Assumptions:
I. Entrusting powers to more persons will cause
f lexibility and indiscipline and as a r esult
regulation of organisational work will be hindered.
II. Smooth running of franchisees is necessary for
the organisation.
284. Statement: “Buy ‘X’ washing machine and win a free
t r ip t o t he Asian Games in Kor ea. ” — An
advertisement of a product in India.
Assumptions:
I. Most of the people do not want to wash the clothes
manually.
II. Free trips to the Asian Games in Korea will give
good entertainment to the buyers.
285. Statement: “If you are facing distress-like situations,
say physical assault , molestat ion, ev e-teasing,
harassment or any such situation but are reluctant
to report to the Police Station, call 3317004 and get
prompt assistance from specially trained Women
Police Of f icer s. You will be ensur ed of
confidentiality.” Director-General of police of state
‘X’.
Assumptions:
I. In some cases, despit e facing dist r ess-like
situations women do not file a complaint against
the bad guys due to some social compulsions.
II. Victims of physical assaults etc are more likely
to express t heir tr auma t o specially t rained
W omen Police Of f icer s t han t o male police
officers.
286. Statement: “The film Ek Chhotisi Love Story is OK to
watch once and nothing more. I am convinced that
Koirala (the actress of the film) and Nair (the director
Assumptions
of the film) are together in the ongoing debate on
vulgarity in the film. The former has decided to get a
stay while the latter has decided to go ahead with
the release only because they knew the movie didn’t
have much in it. —View of a viewer of the movie Ek
Chhotisi Love Story
Assumptions:
I. Raising much hue and cry on trivial issues is
likely to give boost to a weak film.
II. A controversy over a film generates curiosity
among viewers.
287. Statement: Religion-based parties are a negation of
our political system. Rather than solve problems, they
will only aggravate them.
Assumptions:
I. India is a secular country.
II. Indian people follow different religions.
288. Statement: There can be no heroism without courage.
But courage is characteristic of many kinds of people
who are by no means heroes, such as pirates, robbers
and blood-thirsty raiders.
Assumptions:
I. A person who risks or loses life only for the sake
K
of some noble cause is a hero.
II. Heroism can not be thought of without some sort
of violence.
289. Statement: For making any democracy successful,
judiciary must be free from the control of executive
or legislature.
Assumptions:
I. Judiciary is the only wing which cares for the
needs and aspirations of citizens.
II. Any kind of interference in the functioning of
judiciary will hamper its spirit.
290. Statement: The progress in the IT field has been
tremendous, despite the country running into rough
weather on political as well as economic front.
KUNDAN
Assumptions:
I. Though the political and economic scene in the
countr y has been abysmal it has not cast a
shadow over the growth of the IT sector.
II. Ther e is no linkage between t he polit ical,
economic and corporate-related activities within
the country.
291. Statement: Democracy will suffer great damage if
t he all-perv ading nexus bet ween cr iminals and
politicians is not effectively questioned by enlightened
people from all walks of life.
Assumptions:
I. Criminalisation of politics will give a major blow
to the rule of law.
II. It is only in the hands of the people to break the
nexus between politicians and criminals.
292. Statement: Politicians turning into ministers is a
nat ur al t ransfor mat ion ev en if t he qualit y of
performance rarely matches expectations.
Assumptions:
I. No ministers have adequate quality and skills.
II. Ministers should be able to handle their job
efficiently.
293. Statement: Some ambit ious political leader s
themselves use grievances of minorities as empty
slogans to grab political power.
Assumptions:
I. Such leaders have no mass base nor genuine
support , except for an occasional emot ional
upsurge.
27
II. Playing wit h t he minor it y car ds giv es some
leaders political berth but the status of their
subjects remains unchanged.
294. Statement: India’s strength lies in its pluralism and
diver sity. In f act, even western countries which
tended to be quite monolithic are fast becoming
pluralistic and diverse.
Assumptions:
I. Diversity has become the order of the day.
II. No country can ignore the diversity among their
populace.
295. Statement: When corrupt practices become a way of
life, society degenerates and political stability is
endangered.
Assumptions:
I. Corruption harms every segment of society.
II. Only corruption-free society can have political
stability.
296. Statement: “Those without a voter identity card will
not be permitted to vote even if their names are in
the eligible voters’ list.” — Election Commissioner
on the eve of election
Assumptions:
I. Voter identity cards have been issued to all the
voters in the country.
II. Voter identity cards have not been issued to all
the voters in the country.
297. Statement: The disinv est ment in banks will
eliminat e scams and also reduce NPAs thus
strengthening the nation’s finances.
Assumptions:
I. Privatisation of banks will improve the Indian
economy.
II. Corruption in private organisations is less than
that in government organisations.
298. Statement: If universities in each state adopt the
regional language as their medium of instruction, it
will severely rest rict the int er -stat e mobilit y of
students and teachers.
Assumptions:
I. Inter-state mobility of students and teachers is a
major problem for the government.
II. There are so many languages in India.
299. Statement: Care should be taken to see that language
learning does not become much of a burden on the
students.
Assumptions:
I. Students are already overburdened.
II. Languages do not play any important role in
professional life.
300.Statement: Lack of transparency in financial and
investment policies and bureaucratic delays are major
hurdles as India tries to integrate its economy into
the global market.
Assumptions:
I. The investment policies need to be changed for
large-scale globalisation in India.
II. Bureaucrats in India are corrupt.
301. Statement: Neglecting the manufacturing sector and
veering towards the information technology industry
is what has led to the slowdown in the economy.
Assumptions:
I. The growth in manufacturing sector can boost
the Indian economy.
II. Infor mat ion t echnology indust r y needs less
manpower than manufacturing sector.
28
302.Statement: “Imparting greater economic value to the
time and labour of the poor through technological
and knowledge empower ment should receiv e
priority.” — An economist’s opinion
Assumptions:
I. The poor get very little wages for their labour.
II. Only upliftment of the poor can enhance the
economy of a country.
303. Statement: “International players are role models and
set examples by their actions on the field. Whatever
we do on field makes impact on younger generation.”
— Zimbabwean captain Heath Streak
Assumptions:
I. International players should be cautious in their
approach.
II. Most of international players lack good behaviour
on the field.
304. Statement: Globalisation should not be seen as an
automatic remedy for all economic maladies. It must
be tinkered so that its benefits are not denied to the
poor.
Assumptions:
I. Until poverty is wiped out, economy can’t be
boosted up.
II. Globalisation is the only solution for making
K
economy healthy.
305. Statement: “Nowadays the audiences too have become
very intelligent. You cannot con them with money.”
— Anupam Kher after his removal from the multicrore
television game show Sawal Das Crore Ka
Assumptions:
I. Sawal Das Crore Ka is not a very popular game
show.
II. Intelligent persons cannot be lured by money only.
306. Statement: No reform of income-tax law can be
completed without a reasonable and rational personal
income-tax rate structure in our country.
Assumptions:
KUNDAN
I. Until the present exemption limit for individuals
is not raised, tax evasion and black money can’t
be checked.
II. Developed countries have reasonable income-tax
rate structure.
307. Statement: India has had a long and honourable
history of writers on social concerns but the problem
is that Indians don’t have a sense of history.
Assumptions:
I. The individual bias of an author affects the spirit
of history but this is not the case with social
issues.
II. The present issues of social concern can not
constitute a part of history.
308. Statement: The functioning of Nehru’s democratic
system remains the best guarantee of Indian pluralism.
But it has also served to create and perpetuate India’s
various particularisms.
Assumptions:
I. No leadership other than that of Nehru’s could
ensure harmony in diversity in India.
II. In a diverse country like India it is not easy to
mitigate particularisms.
309. Statement: Anybody smitten by the urge of seizing
and wielding power forms a political party, gets it
registered and starts collecting funds for the party
through various means.
Practice Book on Analytical Reasoning
Assumptions:
I. Politics is a convenient means to become high
and mighty.
II. Political leaders use party funds for their personal
benefits.
310. Statement: Public sect or is a great sour ce of
cor rupt ion. And in f act this is t he reason why
government servants make concerted efforts to ensure
that the transition to privatisation of this sector is
stalled.
Assumptions:
I. Public sector employees want to stay earning
money through wrong means.
II. Private companies can manage the country’s
resourses more efficiently.
311. Statement: With the entire administrative system of
the country steeped in corruption, any attempt at
diluting the powers of the CVC must be thwarted by
all, and especially the media.
Assumptions:
I. Media works as the most important instrument
of control against the people in power.
II. CVC reputation is beyond reproach.
312. Statement: The emergence of acute competition
because of fresh entry of companies benefits the
consumer.
Assumptions:
I. The monopoly of a company in a specific sector
is not good for consumers.
II. When competition among companies increases,
the consumer get better quality, new technology,
discounts and innovative sales schemes.
313. Statement: India suf fer s a huge loss of power
annually. Technically described as transmission and
distribution losses, this is a euphemism for large-
scale theft.
Assumptions:
I. India has an adequate power generation capacity.
II. Large-scale transmission and distribution losses
are not possible.
314. Statement: The most important quality a model
should possess is conf idence. One need not be
conventionally good-looking to be a model.
Assumptions:
I. To become a model what counts is not a good-
looking f ace but knowledge, conf idence and
elegance.
II. Good looks are no criteria for being a model.
315. Statement: “The economic fortunes of the USA would
determine the health of the Indian economy.” — FICCI
president
Assumptions:
I. Indian economy has no independent existence
of its own.
II. The US economy influences the world economy.
316. Statement: Integrity and simplicity of life are not
regarded as virtues any more.
Assumptions:
I. Nowadays cunning and fraud is the gateway of
success.
II. Only those qualities are virtues which help to
earn name and fame.
317. Statement: Legislat ion alone cannot change
entrenched customs and social attitudes. Women’s
plight is compounded by their ignorance of rights
Assumptions
and reluctance to seek legal remedies even when
they are aware of them.
Assumptions:
I. Only literacy can change entrenched customs and
social attitudes.
II. Women are generally subject to ill-treatment in
our society.
318. Statement: “In 20 years, physics would become
redundant because scientists will have solved the
mysteries of the universe.” — Stephen Hawking.
Assumptions:
I. Physics is the science in which we study about
the Universe.
II. Most of the mysteries of the universe have already
been solved.
319. Statement:The investment in human development
must cont inue because only wit h t he help of
educational institutions of a high standard can the
country maintain the flow of talent.
Assumptions:
I. A country can’t be branded as developed if it lacks
talented persons.
II. In the present scenario high-standard educational
K
institutes are lesser in number than that required.
320. Statement: Urdu is neither the language of Indian
Muslims only nor of all of them. It is an Indian
language which belongs to all of us like all great
languages.
Assumptions:
I. Urdu originated and developed in India.
II. Muslims under st and that Ur du is their own
language.
321. Statement: “There is enough for man’s need, and
not for his greed.” — Gandhiji
Assumptions:
I. Needs can always be satisf ied wit h cer tain
amount of effort but greed can not be at any cost
KUNDAN
. alone; it has much wider importance in our life.
II. Man is greedy by nature.
322. Statement: There is no value-based education at all.
Educat ion has become commer cial with sev er al
malpractices taking place at various levels.
Assumptions:
I. Commercialisation of education has immensely
harmed our social interests.
II. Values and education should be synonymous with
each other.
323. Statement: Hist ory should not be used in t he
contemporary context to promote hatred between
communities.
Assumptions:
I. Some politicians have come to power mainly by
using history for political ends.
II. History should be seen within itself and not
outside its purview.
324. Statement: “People will be ready to spend big money
on a course, if big money can be made in a related
industry.” — An industrialist
Assumptions:
I. The demand of any professional course is related
to its relevance.
II. A less expensive course lands a person in a less-
earning net.
325. Statement: An earthquake is a natural phenomenon
but the scale of death is definitely not.
29
Assumptions:
I. High-rise buildings are very much unsafe for
human lives during natural calamities.
II. The large scale of migration from the rural areas
to the towns and lack of proper civic planning
there is behind the massive loss of human lives.
326. Statement: Good batsmen or good bowlers cannot be
judged from their performance in one or two matches.
Assumptions:
I. Giving frequent chances to freshers is a must for
judging their capacity as a good batsman or
bowler.
II. The average of runs scored by a batsman and
wickets taken by a bowler stretched over several
matches is the real index to judge them as good
or bad performers.
327. Statement: “Invest in the pension plans of LIC and
ensure lifelong security and best returns.” — An
advertisement.
Assumptions:
I. People will respond to this ad.
II. People want lifelong security.
328. Statement: “They started it and as long as they were
doing it, it was all fine. But the moment we do it, it
all goes wrong.” — Finance minister of country `X’
on the Opposition’s stand on privatisation.
Assumptions:
I. The Opposition should respond positively to well-
intentioned actions of the government.
II. Privatisation is good for the health of country X’s
economy.
329. Statement: Good mar ks alone don’t make you
successful in life. It is how many marks you got by
understanding the subject that matters.
Assumptions:
I. Higher marks can be scored in exams by rote.
II. The utility of education is not confined to exams
330. Statement: Don’t take a job just for money. Take a
job to serve people and benefit them more and more.
Assumptions:
I. Most of the people work solely for money.
II. A job/assignment undertaken out of interest and
social responsibility not only gives money and
status to a person but also a mission in life.
331. Statement: For the educated and ambitious people
the only alternative to enforced poverty now seems
t o seek business f or t une and employment
opportunities abroad.
Assumptions:
I. Government polices are insufficient in providing
employment to the educated people.
II. Educated and ambitious people are not satisfied
wit h the av ailable business f or t unes and
employment opportunities.
332. Statement: “Despite being busy directing films and
producing serials for TV, I am always on the look-
out for acting assignments” — An actor director in
an interview.
Assumptions:
I. Direction is a responsibility which one can’t enjoy
because it is a high-calibre job.
II. A good actor is paid more heavily than a good
director.
333. Statement: Any democratic process is deeply flawed
if it excludes women from polity.
30
Assumptions:
I. Like men, women are an integral part of society.
II. Except in a few developed countries, women have
not been given proper representation in polity.
334. Statement: Stagnant industrial growth in the past
two years has crippled job opportunities in urban
India.
Assumptions:
I. Industrial growth in India is linked with global
industrial ups and downs.
II. Industries are the mainstay for job-seekers in
urban areas.
335. Statement: Winning votes and capturing power alone
is not enough. Winning the hearts of the people also
matters.
Assumptions:
I. People expect their representatives to behave
impartially, transparently and work for public
welf are.
II. Winning votes and winning the hearts of the
people are interrelated.
336. Statement: Central Recruitment Board has declared
final results for Bank PO and (CRB) enlisted 218
candidates, twenty more than the announcement in
advertisement.
K
Assumptions:
I. Sur plus candidat es might be selected
provisionally.
II. The CRB has the power to alter the number of
candidates to be recruited.
337. Statement: “I don’t think our bowlers bowled badly.
We just didn’t have the runs on the board to win us
the game.”— A captain of ‘X’ cricket team.
Assumptions:
I. Bowlers alone cannot bring victory for a country
in a match.
II. In spite of bad bowling, batsmen can bring the
match in their team’s favour.
KUNDAN
338. Statement: The anti-defection law is ineffective not
because it is defective but because the enforcing
authority, the speaker of the legislature, is obsessed
by party politics.— Chief Election Commissioner of
country X.
Assumptions:
I. Enforcing authority needs to be impartial in a
democratic country.
II. Country X is suffering from horse-trading in
politics.
339. Statement: We have to fashion liberalisation for
ourselves. If you have to wear a hat of liberalisation,
please wear one that fits your head. — Former PM of
country X.
Assumptions:
I. The economy of country X is not conducive to
meet liberalisation.
II. The policy of liberalisat ion pursued by t he
incumbent government is adversely affecting the
interests of many sections of our society.
340. Statement: “All chocolates are bad for teeth. So why
not eat the tastier ones?” — an advertisement
Assumptions:
I. One should eat chocolates.
II. Nobody eats chocolates.
341. Statement: Our soul accepts new material bodies
giving up the old and useless ones, just as a person
puts on new garments.
Practice Book on Analytical Reasoning
Assumptions:
I. The soul is like a clothes-hanger.
II. The soul is immortal.
342. Statement: Those who say that the Indians have a
dangerous level of tolerance — to the extent that
they would tolerate even non-independence for peace
— forget the history of India.
Assumptions:
I. Some persons believe that Indians are tolerant to
a dangerous level.
II. Some persons do not believe that Indians are
tolerant to a dangerous level.
343. Statement: A chariot is made of wheels, horses etc.
But none of these parts is the chariot itself.
Assumptions:
I. A chariot is an incomplete construction.
II. Parts can never substitute the whole.
344. Statement: When I retaliate, I shall go one step
further in violence.
Assumptions:
I. Violence has been used against me.
II. I do not take an offence lying down.
345. Statement: When we can’t even buy a fan, how can
we afford a cooler?
Assumptions:
I. We can’t afford a cooler.
II. A cooler is costlier than a fan.
346. Statement: Some people think that they can achieve
anything with practice. They forget that there is a
thing called “born genius”.
Assumptions:
I. Practice is not necessary for success.
II. A born genius is always successful.
347. Statement: Some of our staff are not giving their full
output. We must punish them. - A manager to his
colleague
Assumptions:
I. The manager is in a position to punish the erring
staff.
II. The manager may not be in a position to punish
the erring staff.
348. Statement: “Persons who have got the passes need
not stop for security checks. They can go inside
without this formality.” - a notice at a function
Assumptions:
I. The function is not very important from the
security point of view.
II. Those having passes can be trusted.
349. Statement: “I always listened to my inner voice. And
that is why I was saved from sin on many occasions.”
— Gandhi in his autobiography
Assumptions:
I. Our inner voice asks us not to sin.
II. Gandhi never committed a sin.
350. Statement: How can you be so rude? Your father
was such a polite person!
Assumptions:
I. Politeness is hereditary.
II. Politeness is not hereditary.
351. Statement: Whenever I come to watch the match,
India loses a wicket. So I will not see the crucial
India-Pak match on Friday.
Assumptions:
I. My coming to watch is one cause of India losing
a wicket.
II. India will win the match on Friday.
Assumptions
352. Statement: There must be some addictive substance
in Gutkha. Whenever I don’t chew it for more than
two hours, I feel uneasy.
Assumptions:
I. Feeling uneasy is a sign of addiction.
II. Gutkha should be taken once every two hours.
353. Statement: I can’t make it in the UPSC exam. I am
just not hardworking.
Assumptions:
I. Hard work is necessary to succeed in UPSC exam.
II. UPSC exam is tough.
354. Statement: I hope to succeed in the SBI PO exam.
They had more vacancies.
Assumptions:
I. The more the vacancies, the greater the chances
of success.
II. SBI PO exam is easier.
355. Statement: It is high time the RBI took a look at
infrastructure lending by commercial banks.
Assumptions:
I. Infr astr uctur e lending is the best ser vice
commercial banks can provide.
II. At present the RBI does not pay attention to
K
infrastructure lending by commercial banks.
356. Statement: By wining the Booker Prize, Arundhati
Roy gives Indian writ ing in English global
acceptance.
Assumptions:
I. Booker prize is a sign of recognition for English
wr iting.
II. Indian writing in English has come of age.
357. Statement: Indians are no longer aghast when they
come across stories of corruption.
Assumptions:
I. Earlier, corruption came to Indians as a shock.
II. Corruption is not a new phenomenon.
358. Statement: The people promoting aids to hedonistic
KUNDAN
activities are far more dangerous than our external
enemies.
Assumptions:
I. Our external enemies are not dangerous.
II. Hedonistic activities can’t be performed without
aids.
359. Statement: The Indian cr icket team tr ounced
pakistan 4-1 in Toronto to lift the Sahara Cup.
Assumptions:
I. Both India and Pakistan participated in the Sahara
Cup.
II. Only India and Pakistan part icipated in t he
Sahara Cup.
360. Statement: This book is for those who are interested
to know more about ‘Indian History’.
Assumptions:
I. People who are interested to know about the
author may read books.
II. Every book may attract some readers.
361. Statement: Helping the poor is the real service to
humanity.
Assumptions:
I. Poor people are in need of help from others.
II. If we do not help poor, we will not be called
human beings.
362. Statement: The police in India have to cope with
t remendous st ress and st r ain while having t o
maintain security and order.
Assumptions:
31
I. In other countries, the police do not have to
undergo stress and strain while doing their duty.
II. The police are expected to do their duties without
stress or strain.
363. Statement: If children are to manage our world in
future, then they need to be equipped to do so.
Assumptions:
I. The world has always educated children.
II. It is possible to educate children.
364. Statement: There is no shopping complex for this
colony; people have to go to the main market.
Assumptions:
I. This colony may be far from main market.
II. The people do not want to go to the main market.
365. Statement: Take t his ‘ov en’ home and you can
prepare very tasty dishes which you were unable to
prepare earlier. - An advertisement of X brand oven.
Assumptions:
I. The user knows the procedure recipe of tasty
dishes but does not have the proper oven to cook.
II. Only ‘X’ brand oven can cook very tasty dishes.
366. Statement: “Please note that the company will provide
accommodation to only outside candidates if selected.”
— A condition in an advertisement.
Assumptions:
I. The local candidates would be having some or
other arrangement for their stay.
II. The company plans to select only local
candidates.
367. Statement: Traffic police be given anti-pollution
masks while manning traffic signals.
Assumptions:
I. The traffic police will be able to carry out their
work after wearing the mask.
II. The masks are safe for wearing and there is no
other adverse side-effect.
368. Statement: Since the First Five-Year Plan, the Indian
policy-maker s hav e acknowledged t he ser v ices
rendered by the voluntary agencies.
Assumptions:
I. Voluntary agencies have been in existence in India
even before the First Five-Year Plan.
II. Voluntary agencies have contribution in designing
of the First Five-Year-Plan.
369. Statement: As a nation we are committed to protect
and promote the interests of all those who are socio-
economically vulnerable.
Assumptions:
I. It is possible to protect and promote interests of
socio-economically weak people.
II. A nation should have certain commitments for
its people.
370. Statement: ‘This book has been written for every
one and does not requir e reader s to hav e any
experience in handling computers.’ — An author of
a book on computers.
Assumptions:
I. It is possible to learn computers with the help of
a book only.
II. It is possible to learn to handle computers only
after reading the book.
371. Statement: Health is the foundation of well-being,
virtue, prosperity, wealth, happiness and salvation.
Assumptions:
I. Happiness results in health and well-being.
II. People desir e t o be happy, pr osperous and
virtuous.
32
372. Statement: ‘Authorised Indian Edition — illegal for
sale or distribution outside India’ — A publisher’s
note on the cover page of a book.
Assumptions:
I. Indian editions may be in demand in nearby
countries.
II. It may be possible to sell or distribute this book
outside India.
373. Statement: Pollution is a slow poison, and therefore
social scientists and the media must work together
to create sensitivity among people.
Assumptions:
I. Media is well informed and aware about the effects
of pollution.
II. Media is likely to influence people to raise their
sensitivity towards various problems.
374. Statement: In country ‘X’ a public servant cannot
claim immunity from prosecution for any objectionable
act committed while performing his official duty.
Assumptions:
I. A public ser v ant is likely to commit an
objectionable act while performing his official
duty.
II. Every one is equal before law.
375. Statement: The entry of multinational companies in
K
India has led to higher eff iciency of the Indian
companies who are competing with them.
Assumptions:
I. Employees of multinationals may serve as models
for Indian company’s employees.
II. Competition will reduce many Indian companies
to ashes.
376. Statement: ‘Only candidates having B. Tech., B.E.,
MBA and MCA with at least one year’s exposure to
software will be considered for admission to our
course’ - Admission criterion of a reputed software
training institute.
Assumptions:
KUNDAN
I. The candidates having requisite background are
likely to complete the course successfully.
II. The institute is choosy about admitting candidates
to its courses.
377. Statement: ‘If you would like to have any more
information of XYZ credit card, call us between 8.00
am and 8. 00 pm 365 days of t he year ’ -An
advertisement of ‘XYZ credit card company’.
Assumptions:
I. Competition produces more friendly customer
service.
II. The company values and appreciates the need of
the customers.
378. Statement: ‘You are expected to be frank and objective
while wr it ing your self appr aisal report ’. -An
instruction for writing self-appraisal report
Assumptions:
I. Unless cautioned, people may tend to be a little
shy and less objective while writing their self-
appraisal report.
II. Every self-appraisal report helps the person in
his further development.
379. Statement: The higher echelons of any organisation
are expected to be models of observational learning
and should not be considered as merely sources of
rewards and punishments.
Practice Book on Analytical Reasoning
Assumptions:
I. Employees are likely to be sensitive enough to
learn by observing the behaviour of their bosses.
II. Normally bosses are considered as sources of
reward and punishment.
380. Statement: ‘But, out of A, B, C and D products, you
buy ‘B’, which alone is based on int er nat ional
technology. - A shopkeeper tells a customer.
Assumptions:
I. The cust omer s nor mally accept t he
recommendation of the shopkeeper.
II. Use of international technology is supposed to
ensure better quality standards.
381. Statement: The organisat ion should pr omot e
employees on the basis of merit alone and not on the
basis of length of service or seniority.
Assumptions:
I. Length of service or seniority does not alone
reflect merit of an employee.
II. It is possible to determine and measure merit of
an employee.
382. Statement: Highly brilliant and industrious students
do not always excel in the written examination.
Assumptions:
I. The wr itt en examinat ion is good mainly for
mediocre students.
II. The brilliant and industrious students cannot
always write good answer in the exam.
383. Statement: ‘Country A would explore all channels
to diffuse current tensions with country B and bring
peace on its borders.’ — Statement of spokesperson
of country A.
Assumptions:
I. Country A is desirous to diffuse current tension
and restore peace with country B
II. It is desirable to use more than one channel when
complex issues are to be settled amicably.
384. Statement: Two months ago, it was announced that
Central government pensioners would get dearness
relief with immediate effect but till date, banks have
not credited the arrears.’ — A statement from a
Pensioners’ Forum.
Assumptions:
I. Most of the banks normally take care of the
pensioners.
II. Two months’ time is sufficient for the government
machinery to move and give effect to pensioners.
385. Statement: ‘The bridge was built at the cost of Rs
128 crores and even civil bus service is not utilising
it. What a pity to see it grossly underutilised!’ — A
citizen’s view on a new flyover linking east and west
sides of a suburb.
Assumptions:
I. The building of such bridges does not serve any
public objective.
II. There has to be some accountability and utility of
money spent on public projects.
386. Statement: ‘Use our product to improve memory of
your child; it is based on natural herbs and has no
harmf ul side-eff ects. ’ - Adver t isement of a
pharmaceutical company.
Assumptions:
I. People generally opt for a medical product which
is useful and has no harmful side effects.
II. Impr ov ing memory of child is considered as
important by many parents.
Assumptions
387. Statement: The traders of State K would observe a
statewide bandh as the state has failed to meet their
demand to resolve sales tax and other issues.
Assumptions:
I. The traders of State K have earlier tried other
usual procedures to get their problems solved.
II. State K is not keen to solve the problem of traders.
388. Statement: India must earn a lot of foreign exchange
to achieve her target of economic development.
Assumptions:
I. India desires to achieve the target of economic
development.
II. It is possible f or India to earn more foreign
exchange.
389. Statement: “As you want to succeed in life, you must
work hard.” `A’ tells `B’.
Assumptions:
I. ‘B’ is capable of doing hard work.
II. All those who have worked hard have succeeded
in life.
390. Statement: The nutritional status of children in India
is bet t er compar ed to that in other dev eloping
countries.
K
Assumptions:
I. It is not possible t o est imat e nut rit ional
requirement of children in other countries.
II. India can become a developed country.
391. Statement: He teaches behavioral science but see
how he behaves with others?
Assumptions:
I. Our behaviour is controlled by others.
II. One is expected to follow what one preaches.
392. Statement: Economic development and social justice
should go hand in hand.
Assumptions:
I. Only economic development can bring social
justice.
KUNDAN
II. Life without social justice is worth not living.
393. Statement: “I have not received telephone bills for
nine months in spite of several complaints.” — A
telephone customer’s letter to the editor of a daily.
Assumptions:
I. Every customer has a right to get bills regularly
from the telephone company.
II. The customers complaints point to defect in the
service which is expected to be corrected.
394. Statement: Greater public participation results in
good civic governance. — Statement of Municipal
Commissioner of city ‘A’.
Assumptions:
I. The municipal office is not competent to effect
good civic administration.
II. Good civic governance is a matter of collective
will and effort of the people and administration.
395. Statement: To investigate the murder of the lone
resident of a flat, the police interrogated the domestic
servant, the watchman of the multistoried buildings
and the liftman.
Assumptions:
I. The domestic servant, watchman and the liftman
can give a clue about the suspected murder.
II. Generally in such cases the persons known to
the resident is directly or indirectly involved in
the murder.
396. Statement: If the city bus which runs between Cheka
Naka and Vande Park is extended to Shramnagar, it
33
will be convenient. — Appeal of residents of Cheka
Naka to the city bus company.
Assumptions:
I. The convenience of the city bus company is much
more important than the needs of the consumers.
II. The city bus company is indif f er ent t o t he
aspirations of the residents of Shramnagar.
397. Statement: Desirable and qualified candidates should
submit their application form along with the requisite
qualifications and their biodata. — An advertisement
for admission.
Assumptions:
I. Merely having qualification and aptitude for the
job does not make a person suitable for the job.
II. Many candidates shall apply because they are
interested in the job.
398. Statement: It has been felt that at a time when the
airline faces tough competition and is passing through
critical economic conditions, the remaining higher
posts should be opened for outside professionals
instead of filling them up with insider applicants.
Assumptions:
I. The internal applicants only aspire for promotion
without contributing much to the organisation.
II. It is most likely that problems of the airline would
be solved by experienced professionals.
399. Statement: KLM company has decided t o issue
debentures to mop up resources.
Assumptions:
I. KLM company has already explored other sources
to collect resources.
II. There are very few competitors in the market for
the products of KLM company.
400.Statement: “Tenders are invit ed f r om r eput ed
contractors for pre-qualification.” — The tender notice
of a public sector company
Assumptions:
I. The company seeks to do quality business.
II. The company expects contractual and competitive
rates for its work.
401. Statement: The state government ‘X’ is committed to
restrict smoke levels on the roads of the metropolis
as per the desired parameters.
Assumptions:
I. It is possible to determine the smoke levels.
II. A commit ted gov er nment can car ry for war d
welfare measures for its people.
402.Statement: “To reduce the oil pool deficit it has been
decided to hike the prices of diesel and petrol.”—
The spokesman of the government
Assumptions:
I. The amount earned by this increase may be
substantial enough to reduce the deficit.
II. There may be widespread protests against the
price hike.
403. Statement: The X passenger car manufact uring
company announced a sharp reduction in the prices
of their luxury cars.
Assumptions:
I. There may be an increase in the sale of their
luxury cars.
II. Other such car manufacturers may also reduce
their prices.
404. Statement: A foreign film producer rendered his
apology before Indian society for misinterpreting an
Indian epic.
34
Assumptions:
I. Indians are very sensitive to the misinterpretation
of their epics.
II. It is possible to derive wrong meaning from the
epic.
405. Statement: Lalit’s mother instructed him to return
home by train if it rains heavily.
Assumptions:
I. Lalit may not be able to decide himself if it rains
heavily.
II. The trains may ply even if it rains heavily.
406. Statement: The Government of India has decided to
start a track II dialogue with its neighbour to reduce
tension in the area.
Assumptions:
I. The neighbouring country may agree to participate
in the track II dialogue.
II. The people involved in track II dialogue may be
able to persuade their respective Governments.
407. Statement: The host in one of t he popular TV
programmes announced that the channel will contact
the viewers between 6.00 a.m. and 8.00 p.m. on
weekdays and the lucky ones will be given fabulous
prizes.
Assumptions:
K
I. The people may remain indoors to receive the
phone call.
II. More people may start watching the programme.
408. Statement: The ‘X’ group of employees’ association
have opposed Voluntary Retirement Scheme to the
employees of some organisations.
Assumptions:
I. Only those employees who are not efficient may
opt for the scheme.
II. The response of the employees may be lukewarm
towards the scheme and it may not benefit the
organisation to the desired level.
409. Statement: In view of the statement on the ongoing
KUNDAN
strike of work by the employees, the government has
agr eed to wor k out an ef f ect ive social secur it y
programme.
Assumptions:
I. The striking employees may not be satisfied with
the announcement and continue the agitation.
II. The str iking employees may withdr aw t heir
agitation with immediate effect and start working.
410. Statement: The head of t he or ganisation
congratulated the entire staff in his speech for their
sincere effort to bring down the deficit and urged
them to give their best for attaining a more profitable
position in future.
Assumptions:
I. The employees may get motivated and maintain
and if possible enhance their present level of
work.
II. The employees may now relax and slow down in
their day-to-day work as there is no immediate
threat of huge deficit.
411. Statement: “Private Property, trespassers will be
prosecuted” — A notice on a plot of land.
Assumptions:
I. The passerby may read the notice and may not
tresspass.
II. The people ar e scar ed of pr osecut ion and,
therefore, never tresspass.
Practice Book on Analytical Reasoning
412. Statement: The government has set up a fact-finding
mission to look into the possible reasons for the
recent violence in the area.
Assumptions:
I. The mission may be able to come up with credible
information about the incidents.
II. The people in the area may cooperate with the
mission and come for war d to giv e det ailed
information related to the incidents.
413. Statement: An advertisement: If you want to follow
the footprints of an ideal leader, wear ‘X’ brand of
shoes.
Assumptions:
I. Most people like to become ideal leaders.
II. One can’t become ideal leader unless one wears
‘X’ brand of shoes.
414. Statement: Every citizen must be committed to the
social cause; if he is not, his citizenship should be
cancelled.
Assumptions:
I. It is possible t o f ind out whet her a
citizen is committed to the social cause or not.
II. Citizenship of any citizen can be cancelled.
415. Statement: An advertisement: Now you can own a
new car in just Rs 1,999 per month.
Assumptions:
I. People do not want to buy used cars.
II. Most people can afford to pay Rs 1,999 per month
for a new car.
416. Statement: Beware of dogs. Our dogs do not bark but
they are trained to distinguish between genuine
guests and intruders.
Assumptions:
I. Barking dogs rarely bite.
II. Our dogs could be dangerous for intruders.
417. Statement: W it hout r efor ming t he entir e
administ r ativ e system, we cannot eradicat e
corruption and prejudice from the society.
Assumptions:
I. The existence of corruption and prejudice is good.
II. Ther e is enough f lexibility t o change t he
administrative system.
418. Statement: The regulatory authority has set up a
review committee to find out the reasons for unstable
stock prices.
Assumptions:
I. The investors may regain confidence in stock
market by this decision.
II. The review committee has the expertise to find
out the causes for volatility in the stock market.
419. Statement: “Get rid of your past for future, get our
new-generation fridge at a discount in exchange of
old.” — An advertisement
Assumptions:
I. The sales of the new fridge may increase in the
coming months.
II. People prefer to exchange future with past.
420. Statement: “Learn computer at no cost and make
your life more meaningful.”—An advertisement
Assumptions:
I. People prefer to join courses without any fees.
II. Knowledge in comput er makes lif e mor e
meaningful.
421. Statement: The government has decided to launch
food-for-work programme in all the drought-affected
areas.
Assumptions
Assumptions:
I. The government has the machinery to implement
the food for work programme in all the drought
affected areas.
II. There is enough food in stock to implement the
programmes successfully.
422. Statement: The head of the organisation has decided
to reward those employees who will help reducing
expenditure substantially by suggesting innovative
techniques.
Assumptions:
I. The employees may be able to come out with
innovative ideas.
II. The employees may be encouraged to apply their
mind to earn the reward.
423. Statement: The civ ic authority has adv ised the
residents in the area to use mosquito repellents or
sleep inside nets as a large number of people are
suffering from malaria.
Assumptions:
I. Local residents have enough money to arrange
for the repellents or nets.
II. People may ignore and continue to get mosquito
K
bites as they have other pressing needs.
424. Statement: The Government should engage the Army
for the rapid rehabilitation of people affected by the
cyclone.
Assumptions:
I. Only the Army can rehabilitate the people affected
by the cyclone quickly.
II. The Army can take up works other than war also.
425. Statement: His recent investment in the shares of
company ‘A’ is only a gamble.
Assumptions:
I. He may incur loss on his investment.
II. He may gain from his investment.
426. Statement: Government should deploy the Army at
KUNDAN
least this year for the rehabilitation of people affected
by cyclone because cyclone visits suddenly.
Assumptions:
I. The Army should be deployed for all such sudden
incidents.
II. Some precautionary plan is being made to prevent
destruction caused by cyclone.
427. Statement: It is not true always that the adoption of
latest technology ensures increased productivity and
capacity.
Assumptions:
I. It is possible to prove that increased productivity
and capacity are due t o adopt ion of latest
technology.
II. The productivity and capacity can be increased
by discarding latest technology.
428. Statement: If you could not collect the required
amount by oral call you must publish an advertisement
in a widely read newspaper.
Assumptions:
I. People rarely respond to oral call.
II. Gener ally people ar e reluct ant t o r ead an
advertisement in a newspaper.
429. Statement: The Union Government has decided to
withdraw existing tax relief on various small savings
schemes in a phased manner to augment its tax
collection.
Assumptions:
I. People may still continue to keep money in small
35
savings schemes and also pay taxes.
II. The total tax collection may increase substantially.
430. Statement: The Government has decided to levy 2
per cent surcharge on the tax amount payable for
funding drought relief programmes.
Assumptions:
I. The Government does not have sufficient money
to fund drought relief programmes.
II. The amount collected by way of surcharge may
be adequate t o f und t hese dr ought r elief
programmes.
431. Statement: The ‘X’ Housing Finance Company has
offered its services to search a suitable home at no
extra cost for those who avail housing loan from it.
Assumptions:
I. The customers may prefer to take housing loan
from ‘X’ Housing Finance Company as they can
sav e a lot of their time and money spent in
searching a suitable home.
II. No other Housing Finance Company has offered
any such extra services alongwith housing loan.
432. Statement: World Health Organisation has decided
to double its assistance to various health programmes
in India as per capita expenditure on health in India
is very low compared to many other countries.
Assumptions:
I. The enhanced assist ance may subst ant ially
increase the per capita expenditure on health in
India and bring it on par with other countries.
II. The Government funding is less than adequate
to provide basic medical facilities in India.
433. Statement: The government has decided to hold the
employers responsible for deducting tax at source
for all its employees.
Assumptions:
I. The employers may still not arrange to deduct
tax at source for its employees.
II. The employees may not allow the employers to
deduct tax at source.
434. Statement: The X-Airlines has decided to increase
the passenger fare by 15 per cent with immediate
effect.
Assumptions:
I. The demand for seats of the X-Airlines may remain
unchanged even after the hike of fare.
II. Other air line companies may also hike t he
passenger fares.
435. Statement: “Our bank provides all your banking
requirements at one location.” — An advertisement
of a bank
Assumptions:
I. Cust omer s pr efer to car r y out all banking
transactions at one place.
II. People may get attracted by the advertisement and
carry out their transactions with this bank.
436. Statement: Bank ‘A’ has announced reduction of half
percentage on the interest rate on retail lending with
immediate effect.
Assumptions:
I. Other banks may also reduce the retail lending
rates to be in competition.
II. The Bank ‘A’ may be able to attract more customers
for availing retail loans.
437. Statement: The ‘M’ Cooperative Housing Society has
put up a notice at its gate that salespersons are not
allowed inside the society.
36
Assumptions:
I. All the salespersons will stay away from the ‘M’
Cooperative Housing Society.
II. The security guard posted at the gate may be able
to stop the salespersons entering the society.
438. Statement: It is not tr ue that the might iest
superpower always wins wars and gets accolades
from other countries.
Assumptions:
I. Winners are sometimes admired and appreciated.
II. Winners are occasionally criticised.
439. Statement: Nobody can predict as to how long our
country would take to contain the unfortunate and
disastrous terrorist activities.
Assumptions:
I. It is impossible to put an end to terrorist activities.
II. Efforts to control the terrorist activities are on.
440. Statement: Wars must be discouraged vehemently
even though majority of the victims might have been
a nuisance to peace-loving people.
Assumptions:
I. Some people create problems to peace-loving
people.
II. Wars kill majority of the wicked people.
441. Statement: In the recently imposed war, global public
K
opinion was dishonoured by the economically strong
and scientifically advanced superpower.
Assumptions:
I. Superpowers need not take any heed of global
public opinion.
II. Global public opinion should have been against
the imposition of war.
442. Statement: Wars must be discouraged vehemently
even though majority of the victims might have been
a nuisance to peace loving people.
Assumptions:
I. Innocent people are also killed in wars.
II. Vehement opposition to wars may have some
KUNDAN
desirable impact.
443. Statement: The gov ernment has decided to pay
compensation to the tune of Rs 1 lakh to the family
members of those who are killed in railway accidents.
Assumptions:
I. The government has enough funds to meet the
expenses due to compensation.
II. There may be reduction in incidents of railway
accidents in near future.
444. Statement: The X-Air lines has t empor arily
suspended flights to a few destinations for the next
four days due to the strike call given by the Pilots’
Association.
Assumptions:
I. The airlines may be able to restore all the flights
after four days.
II. The Pilots’ Association may withdraw the strike
call within four days.
445. Statement: The civic authority has appealed to the
citizens to cooperate in curbing rampant power theft
in the locality.
Assumptions:
I. The local citizens group may respond to the request
and form groups of people to detect such cases of
power theft.
II. Those who are engaged in stealing power may
stop doing so for fear of social castigation.
446. Statement: The Parent Teacher Association (PTA)
Practice Book on Analytical Reasoning
of a school has informed the Principal that they will
not send their children to the school unless the school
authority reduces the fees with immediate effect.
Assumptions:
I. Majority of the parents may agree with the PTA
and may not send their wards to the school.
II. The school authority may accede to the demand
of the PTA and reduce the fees.
447. Statement: ‘If you are fir st class graduate, our
organisation is the best place for you to work.” — An
advertisement
Assumptions:
I. No other organisation may require first class
graduates as they may not get adequate number
of applications.
II. First class graduates may get attracted and apply
to this organisation.
448. Statement: Provide mid-day meals to the children
in primary schools to increase the number of students
attending schools.
Assumptions:
I. Mid-day meals will attract the children to the
schools.
II. Those children who are otherwise deprived of
good food will attend the schools.
449. Statement: Salary cannot be the only criteria for
deciding a person’s potential.
Assumptions:
I. Persons with equal potential are not necessarily
paid equally.
II. Salary of a person is not linked only with the
potential.
450. Statement: “Everyone desires to buy a personal
computer.” — statement of a college student.
Assumptions:
I. Personal computers are not a need but a luxury.
II. Use of personal computer improves quality of skill.
451. Statement: “The cit y’s t op-ranker f or SSC
examination this year will be definitely from our
school.” — Principal of a School `X’.
Assumptions:
I. The teachers of the school have prepared their
students thoroughly.
II. Most of int elligent student s in t he cit y ar e
studying in School ‘X’.
452. Statement: “It has become a necessity to computerise
all the functions of our Institute to maintain the
present position.” — statement of the Director of XYZ
Institute.
Assumptions:
I. Unless comput er ised, the Inst it ut e will f all
behind in the race.
II. The functions of the Institute are too complex to
be handled manually.
453. Statement: “‘Music Loving Club’ has announced a
wide v ar iety of pr ogr ammes by the visiting
musicians.” — An advertisement
Assumptions:
I. A large number of people are interested to get
entertainment through the programme.
II. The art ist es may att r act a large number of
audience.
454. Statement: Central Bank, which is the largest bank
in the country, has decided to reduce its workforce
by 30 per cent so that its banks may work efficiently.
Assumptions:
Assumptions
I. The Bank can perform all its activities after the
reduction in workforce.
II. The surplus employees may be asked to adopt
early retirement scheme before leaving the bank.
455. Statement: The Principal instructed all the teachers
to be careful in class because some students may
disturb other students.
Assumptions:
I. The teachers may handle the situation properly
and they may restrict the naughty students.
II. The students will welcome the decision of the
Pr incipal.
456. Statement: The State Government has abolished the
scheme of pr ov iding concessional air t icket t o
students.
Assumptions:
I. Students will not travel by air in future.
II. The students who resort to travel by air can bear
the expenses of air ticket.
457. Statement: The police has served a notice to the
residents with immediate effect to be careful of the
antisocial elements wandering in their areas.
Assumptions:
K
I. The local residents may pay heed to this notice.
II. The antisocial elements may ply to other areas.
458. Statement: The General Administration Department
has issued a circular to all the employees informing
them that henceforth the employees can avail their
lunch break in any of the half-hour slot between
1.00 p.m. and 2.30 p.m.
Assumptions:
I. The employees may welcome the decision and
avail lunch break at different time slots.
II. There may not be any break in the work of the
organisation as the employees will have their
lunch break in different time slots.
459. Statement: The state government has decided to
KUNDAN
appoint four t housand primary school teachers
during the next financial year.
Assumptions:
I. Ther e ar e enough schools in t he stat e t o
accommodate four thousand additional primary
school teachers.
II. The eligible candidates may not be interested to
apply as the Government may not finally appoint
such a large number of primary school teachers.
460. Statement: The school aut hority has decided to
increase the number of students in each classroom to
seventy from the next academic session to bridge the
gap between income and expenditure to a large extent.
Assumptions:
I. The income generated by way of f ees of t he
additional students will be sufficient enough to
bridge the gap.
II. The school may get all the additional students in
each class from the next academic session.
461. Statement: The Government has decided against
reduction of prices of petroleum products though
there is a significant drop in the crude oil prices in
the international market.
Assumptions:
I. The prices of crude oil in the international market
may again increase in the near future.
II. The present price difference of petroleum products
will help t he gov er nment to wit hstand any
possible price rise in future.
37
462. Statement: The Govt. has made an appeal to all the
citizens to honestly pay income tax and file returns
r ef lect ing t he t r ue income level to help the
Government to carry out developmental activities.
Assumptions:
I. People may now st ar t paying more taxes in
response to the appeal.
II. The total income tax collection may considerably
increase in the near future.
463. Statement: “We should revise the wage structure in
order to retain our good employees.” — Comment of a
member of the Management Committee of a company
Assumptions:
I. Wage structures of other companies involved in
parallel activities are better.
II. Wage structure is one of the most important factors
for the employees of the company.
464. Statement: “Do not indulge in unfair practices or
else you will be sacked from the college.” — Warning
to the students from the principal of a college.
Assumptions:
I. Some of the students were found using unfair
practices.
II. The principal’s warning may deter the students
from using unfair practices.
465. Statement: “Invest in our regular scheme and earn
an interest of at least 10% .” — Advertisement by a
Financial Institution
Assumptions:
I. 10% interest may att ract a good number of
investors.
II. No other scheme offers interest as high as 10%.
466. Statement: “Make use of computers to maintain your
data and get rid of the hassle.”—An advice to the
administrative staff by the management
Assumptions:
I. Members of the administrative staff are conversant
in operating computers.
II. Maintaining administrative data is an important
activity for any organisation.
467. Statement: “For easier and faster communication,
use our broadband connections.” — An advertisement
Assumptions:
I. Many people ar e looking up for best
communication facilities.
II. Broadband connections are preferred mode of
communication.
468. Statement: “Enrol with us before 30th November to
get the advantage of our 20% discount offer.” - An
advertisement by a coaching class
Assumptions:
I. Discount offer is bound to attract good students
as well.
II. Even those students who cannot afford to pay
the fees of coaching classes may join this class.
469. Statement: “Join our Yoga institute to keep yourself
completely fit.” — An advertisement
Assumptions:
I. People may prefer exercise to medication.
II. There is an awareness to a great extent about
Yoga exercises among people.
470. Statement: If you want to get a good job you must
have at least the basic knowledge of computers.
Assumptions:
I. All good jobs involve use of computers.
II. Computer knowledge has been made an essential
criterion by most of the companies nowadays.
38
471. Statement: As a measure to avoid occurrence of the
epidemics due to monsoon the civic authorities have
organised free vaccination camps all over the city.
Assumptions:
I. There may be a good r esponse to the camps
organized by civic authorities.
II. People are generally aware about the need for
vaccination.
472. Statement: In view of the large number of cases of
suicides committed by the farmers in State X the
St at e Government has decided to waive off t he
agricultural loans granted to the farmers.
Assumptions:
I. This may stop further cases of suicides committed
by the farmers in State X.
II. This move of the Government may be welcomed
by the public at large.
473. Statement: The government has decided to provide
monetary relief to the farmers in the drought-hit areas.
Assumptions:
I. The farmers of the affected areas may accept the
government relief.
II. The government machinery may be able to reach
the affected farmers to provide relief.
474. Statement: All t he st udent s of a school wer e
K
instructed by the Principal to reach school at least
15 minutes before the stipulated time for the coming
month.
Assumptions:
I. The parents of the students of the school may
protest against the Principal’s instruction.
II. The par ents may r equest t he Principal t o
withdraw the instruction.
475. Statement: Railway authority has started Internet
booking facilit y of long-distance trains and also
delivering the tickets at the doorstep through courier
service at a little extra cost.
Assumptions:
KUNDAN
I. Many customers may now book t heir tickets
through internet, resulting into less crowd at
ticket booking offices.
II. Most of the customers may still buy their railway
tickets at the booking counters.
476. Statement: “If you have obtained 75 per cent or more
marks in X Std examination, your admission to our
coaching class f or XII Std is guaranteed. ”— An
advertisement
Assumptions:
I. Bright students do not generally opt for attending
coaching classes.
II. The coaching class has adequat e capacity to
accommodate all such students.
477. Statement:The municipal corporat ion has given
permission for holding fun fairs in the local football
ground during the holiday season.
Assumptions:
I. The local r esident s may protest against the
corporation’s decision.
II. Many people may not participate in the fun fair.
478. Statement: A nat ionalised bank issued an
advertisement in the national dailies asking the
eligible candidates to apply for 100 posts of chartered
accountants.
Assumptions:
I. The eligible chartered accountants may respond
to the advertisement.
Practice Book on Analytical Reasoning
II. Ther e may be adequat e number of eligible
chartered accountants who may want to join a
nationalised bank.
479. Statement: The municipal authority announced
before the onset of monsoon that the roads within
the city will be free of potholes during monsoon.
Assumptions:
I. The roads were repaired so well that potholes
may not reappear.
II. People may not complain even if the potholes
reappear.
480. Statement: “Our Europe Holiday Package costs less
t han some of the holiday packages wit hin the
country.” — An advertisement by an Indian travel
company
Assumptions:
I. People may prefer to travel to foreign destinations
t han to t he places within t he count r y at
comparable cost.
II. People generally take their travel decisions after
getting information from such advertisements.
481. Statement: The retail vegetable vendors increased
the prices of vegetables by about 20 per cent due to
non-availability of vegetables at lower prices at the
wholesale market.
Assumptions:
I. The customers may totally stop buying vegetables
at higher prices.
II. The customers may still buy vegetables from the
retail vendors.
482. Statement: A large number of students and parents
stood in the queue to collect forms for admission to
various under-graduate courses in the college.
Assumptions:
I. The college authority may be able to admit all
those who stood in the queue.
II. The college authority may have adequate number
of forms for all those standing in the queue.
483. Statement: The General Administration Department
has issued a circular to all the employees informing
them that henceforth the employees can avail their
lunch break at any of the half-hour slots between
1.00 pm and 2.30 pm.
Assumptions:
I. The employees may welcome the decision and
avail lunch break at different time slots.
II. There may not be any break in the work of the
organisation as the employees will have their
lunch break at different time slots.
484. Statement: The Government has decided against
reduction of prices of petroleum products though
there is a significant drop in the crude oil prices in
the international market.
Assumptions:
I. The prices of crude oil in the international market
may again increase in the near future.
II. The present price difference of petroleum products
will help t he gov er nment to wit hstand any
possible price rise in future.
485. Statement: The Govt has made an appeal to all the
citizens to honestly pay income tax and file returns
r ef lect ing t he t r ue income level to help the
Government to carry out developmental activities.
Assumptions:
I. People may now st ar t paying more taxes in
response to the appeal.
Assumptions
II. The total income tax collection may considerably
increase in the near future.
486. Statement: The state government has decided to
appoint four t housand primary school teachers
during the next financial year.
Assumptions:
I. Ther e ar e enough schools in t he stat e t o
accommodate four thousand additional primary
school teachers.
II. The eligible candidates may not be interested to
apply as the Government may not finally appoint
such a large number of primary school teachers.
487. Statement: The school authority has decided to
increase the number of students in each classroom
to seventy from the next academic session to bridge
the gap between income and expenditure to a larger
extent.
Assumptions:
I. The income generated by way of f ees of t he
additional students will be sufficient enough to
bridge the gap.
II. The school will get all the additional students in
each class from the next academic session.
K
488. Statement: Even though t he number of sugar
factories is increasing at a fast rate in India, we still
continue to import it from other countries.
Assumptions:
I. Even the increased number of factories may not
be able to meet the demand of sugar in India.
II. The demand for sugar may increase substantially
in future.
489. Statement: The government announced a heavy
compensation package for all the victims of the
terrorist attacks.
Assumptions:
I. Such incidents of terror may not occur in near
future.
KUNDAN
II. Compensation may mitigate the anger among the
citizens against the current government.
490. Statement: Many organizations have switched over
to online mode of examinations.
Assumptions:
I. Candidates from all parts of the country may be
well-versed using computers.
II. Online mode of examinations helps in recruiting
more capable personnel.
491. Statement: Government has decided to relocate all
the factories from the city with immediate effect to
reduce pollution.
Assumptions:
I. Pollution in the city is being caused only because
of the factories existing there.
II. People may be able to manage travelling daily to
the relocated factories.
492. Statement: Gambling through lotteries is banned by
t he Cent r al Gov er nment in all t he st ates wit h
immediate effect.
Assumptions:
I. This may save innocent citizens from getting
cheated of their hard-earned money.
II. The citizens may not gamble in any other way if
the lotteries are banned.
493. Statement: Many employees of the organisation
applied for special sabbatical leave of two years to
pursue higher education.
39
Assumptions:
I. The management of the organisation may not
grant leave to most of these employees.
II. These employees may be able to complete their
education during the sabbatical leave.
494. Statement: The college administ r at ion has
instructed all the students to stop using cell phones
within the college premises.
Assumptions:
I. The students may stop using cell phones in the
college premises.
II. The students may continue to use cell phones in
the college premises.
495. Statement: The Govt has decided to levy congestion
tax on passengers traveling by air to and from the
metro cities.
Assumptions:
I. The tax so collected may be adequate to meet part
of the expenses for providing additional resources
to handle huge traffic.
II. Passengers traveling by air to and from these
cities may be able to pay extra amount by way of
congestion tax.
496. Statement: The local citizens group submitted a
memorandum to the civic authority for allowing them
to convert the vacant plot in the locality into a garden
at their own cost.
Assumptions:
I. The local citizen group may be able to gather enough
funds to develop the garden.
II. The civic authority may not accede to the request
of the local citizen group.
497. Statement: Most of the private companies have
decided against awarding annual increase in the
salaries of their employees for the previous year due
to the current economic situation.
Assumptions:
I. Majority of the employees may leave their job to
protest against the decision.
II. These companies may announce hike in salaries
next year.
498. Statement: Mr X st ar ted at 9.00 am f rom his
residence to attend a meeting scheduled to be held
at 11.00 am and instructed his assistant to meet
him at the venue of the meeting and hand over the
relevant documents.
Assumptions:
I. Mr X may arrive at the meeting place before 11.00
am.
II. Mr X’s assistant may be able to arrive at the venue
before commencement of the meeting.
499. Statement: The cit y t ranspor t corpor ation has
introduced air-conditioned buses on various routes
to attract people travelling to their work places by
car and hence reduce congestion on the roads.
Assumptions:
I. Majority of the people may still prefer to travel to
their work places in their own cars.
II. Many people may now opt for these buses for
travelling to their work places.
500.Statement: The state govt has announced an amnesty
scheme for all the housing societies defaulting on
payment of municipal taxes asking these societies to
pay upfront six per cent of the dues and regularize
their status without any penalty.
40
Assumptions:
I. Most of the defaulting housing societies may now
opt for the amnesty scheme and pay up their dues.
II. Other housing societies which have been paying
their taxes regularly may file case against the
govt for discriminatory practices.
501. Statement: The railway authority has announced
suspension of movements of train on the main track
within the city limit for carrying out major repair
works on Saturday and Sunday and advised the
commuters to plan their journey accordingly.
Assumptions:
I. The commuters may protest against the decision
of the railway authority and may disrupt other
transport services.
II. The municipal authority may be able to deploy
additional buses during Saturday and Sunday to
help the commuters.
502.Statement: “If you are a first-class graduate with good
communication skills and also have work experience
of at least two years in sales-related activities, you are
welcome in our or ganizat ion. ” —An employment
advertisement.
Assumptions:
I. Many with good communication skills may not
K
respond to the advertisement.
II. All the first-class graduates may possess good
communication skills.
503. Statement: Many people fell ill after consuming meal
at a wedding reception and were rushed to the nearby
govt and private hospitals.
Assumptions:
I. The relatives of the affected people may refuse to
take them to the Govt hospitals.
II. The nearby hospitals may be able to attend to all
the affected people.
504. Statement: The govt has recently announced an
incentiv e package f or set ting up new business
KUNDAN
v ent ures in t he r ur al ar eas and promised
uninterrupted power supply to all the units.
Assumptions:
I. The govt may be able to supply adequate power to
all such units.
II. People living in the rural areas may welcome the
govt decision.
505. Statement: The municipal aut horit y blocked
movement of traffic in and around the temple on the
main festival day.
Assumptions:
I. Very large number of devotees may visit the temple
on the main festival day.
II. People travelling to the areas near the temple
may postpone their journey by a day unless they
have very urgent work in that area.
506. Statement: The government has instructed all the
private schools in the city to maintain the current
fees for at least two more years.
Assumptions:
I. The authorities of private schools may not follow
the govt instruction as they are not dependent
on govt funds.
II. The parents of the students of private schools of
the city may still be eager to pay higher fees.
507. Statement: The municipal authority has decided to
demolish the old bridge on a bus road for constructing
a new flyover.
Practice Book on Analytical Reasoning
Assumptions:
I. The traffic department may be able to divert
movement of vehicles through alternate roads.
II. The people travelling in the nearby areas may
demonstrate to protest against the authority’s
decision.
508. Statement: A major retail store announced thirty per
cent reduction on all food items during the weekend.
Assumptions:
I. People may still prefer buying food items from
other stores.
II. A large number of customers may visit the retail
store and buy food items.
509. Statement: The railway authority has rescheduled
the departure time of many long-distance trains and
put up the revised timing on its website.
Assumptions:
I. The passengers may note the change in departure
times from the website.
II. The passengers may be able to notice the change
and board their respective trains before departure.
510. Statement: The school authority has decided to give
five grace marks in English to all the students of Std
IX as the performance of these students in English
was below expectation.
Assumptions:
I. Majority of the students of Std IX may still fail in
English even after giving grace marks.
II. Majority of the students of Std IX may now pass
in English after giving grace marks.
511. Statement: The civic administration has asked the
residents of the dilapidated buildings to move out as
these buildings will be demolished within the next
thirty days.
Assumptions:
I. The civic administration may be able to demolish
these buildings as per schedule.
II. The residents of these buildings may vacate and
stay elsewhere.
512. Statement: The captain of the school football team
selected only fourteen players to play all the eight
matches of the interschool football competition.
Assumptions:
I. There may be adequate number of football players
for all the matches.
II. The captain may be able to play in all the matches.
513. Statement: Mohan requested his mother to arrange
for food for about thirty persons as he invited all his
friends to celebrate his birthday.
Assumptions:
I. Most of Mohan’s friends may come to his house
on his birthday.
II. There may not be more than thirty who may attend
Mohan’s birthday party.
514. Statement: A very large number of aspiring students
applied for admission to the professional courses run
by the renowned college in town.
Assumptions:
I. All the applicants may be able to get admission to
the college.
II. The admission process adopted by the renowned
college may be fair to all the applicants.
515. Statement: The stat e administ rat ion banned
gathering of more than fifty people at any place during
the visit of foreign dignitaries to the city.
Assumptions
Assumptions:
I. People may avoid gathering at any place in the
city dur ing t he period of visit of f or eign
dignitaries.
II. Many people may ignore the prohibitory orders
and gather to get a glimpse of the dignitaries.
516. Statement: The Govt decided to levy a toll tax of Rs
100 f or ever y v ehicle using t he super highway
connecting the two big cities of the state.
Assumptions:
I. Majority of the vehicles travelling between these
two cities may not use the superhighway.
II. The govt may not be able to recover the cost
incurred for constructing the superhighway from
the toll tax collection.
517. Statement: The teachers of all the degree colleges
went on an indefinite strike in protest against the
Govt’s decision to postpone the pay revision to next
year.
Assumptions:
I. The Govt may suspend all the striking teachers.
II. The Govt may r ev ise t he pay of t he college
teachers in the current year.
K
518. Statement: The govt has decided t o ear mark a
separate lane in the metropolis for passenger vehicles
with more than one occupant.
Assumptions:
I. The move may help decongest the roads of the
metropolis.
II. Many people may resort to car pool system to avoid
traffic snarls.
519. Statement: Manish invited all his friends to his
house for dinner on his birthday and requested his
mother to arrange for the birthday party.
Assumptions:
I. Most of Manish’s friends may attend his birthday
party.
KUNDAN
II. Manish’s mother may be able to make all the
arrangements including food for all his friends.
520. Statement: The civic authority of the metropolis has
decided to suspend sanctioning of new building
proposals for six months and assess the impact of
the current building projects on the city’s amenities.
Assumptions:
I. The builders’ lobby may move the court against
the civic body’s decision.
II. The civic authority may be able to complete the
impact study in about six months.
521. Statement: The railway authority has announced
that it will carry out major repair work for two days
beginning Saturday on the main line connecting the
two big cities in the state, bringing the rail service
to a halt.
Assumptions:
I. People may reschedule their journey in view of
the railway authority’s decision.
II. People may still plan their travel by train between
the two cities even on these two days.
522. Statement: The govt has directed all the degree
colleges to declare results of all the examinations
within a fortnight after the last date of examination.
Assumptions:
I. The college authorities may not be able to declare
all the results within the stipulated time.
II. Many college authorities may not be able to
conduct all the examinations in time.
41
523. Statement:The driver of the huge truck pulled the
emergency brakes to avoid hitting the auto rickshaw
which suddenly came in front of the truck.
Assumptions:
I. The auto rickshaw driver may be able to steer his
vehicle away from the oncoming truck.
II. The truck driver may be able to stop the truck
before it hits the auto rickshaw.
524. Statement: The doctor warned the patient against
any further consumption of alcohol if he desired to
get cured from the ailment and live a longer life.
Assumptions:
I. The patient may follow the doctor’s advice and
stop consuming alcohol.
II. The doctor may be able to cure the patient from
t he ailment if t he pat ient st ops consuming
alcohol.
525. Statement: The Chairman of the company urged all
the employees to refrain from making long personal
calls dur ing wor king hour s in or der t o boost
productivity.
Assumptions:
I. Majority of the employees may respond positively
to the Chairman’s appeal.
II. Most of the employees may continue to make long
personal calls during working hours.
526. Statement: The local cultural club decided to organise
a musical event to raise money for the construction
of the club building.
Assumptions:
I. The local residents may not allow t he club to
organise the musical event in the locality.
II. The money collected by organising the musical
event may be substantial enough for the club to
start construction.
527. Statement: The traffic police department has put up
huge notice boards at all the major junctions of the
city, warning drivers to refrain from using cell phones
while dr iving or else t heir licences will be
impounded.
Assumptions:
I. The dr iv er s of t he v ehicles may ignor e t he
warning and continue using cell phones while
driving.
II. The traffic police department may be able to nab
most of the offenders and impound their licences.
528. Statement: The largest domestic airlines corporation
has announced new summer schedules in which
more number of flights in trunk routes are introduced.
Assumptions:
I. More number of passengers may travel by this
airlines corporation during summer months in
trunk routes.
II. Other airlines companies may also increase the
number of flights in all the sectors.
529. Statement: The chairman of the company decided
to hold a grand function to celebrate silver jubilee
during the next weekend and invited a large number
of guests.
Assumptions:
I. The company officials may be able to make all the
necessar y pr eparat ions f or the silver jubilee
celebration.
II. Majority of the guests invited by the chairman
may attend the function.
42
530. Statement: The largest computer manufacturing
company slashed the prices of most of the desktop
models by about 15 per cent with immediate effect.
Assumptions:
I. The company may incur heavy losses due to
reduction in prices of the desktop.
II. The sales of desktop manufactured by the company
may increase substantially in the near future.
531. Statement: The school authority decided to rent out
the school premises during weekends and holidays
for or ganising var ious functions to augment its
resources to meet the growing needs of the school.
Assumptions:
I. The parents of the school students may protest
against the decision of the school authority.
II. There may not be enough demand for hiring the
school premises for organising functions.
532. Statement: The local civic body has urged all the
residents to voluntarily reduce consumption of potable
water by about 30 per cent to tide over the water
crisis.
Assumptions:
I. Many r esidents may r educe consumpt ion of
potable water.
II. Many activists may welcome the civic body’s move
K
and spread awareness among residents.
533. Statement: A very large number of people stood in the
queue for buying tickets for the one-day international
cricket match scheduled to be played in the city on
the next day.
Assumptions:
I. No other one-day international cricket match may
be played in the city for the next six months.
II. Majority of those who stood in the queue may be
able to get ticket for the one-day international
cricket match.
534. Statement: The highway police authority put up large
boards at regular intervals indicating the speed limit
KUNDAN
and dangers of over-speeding on the highways.
Assumptions:
I. Most of the motorists may drive their vehicles
within the speed limit on the highways.
II. Motorists generally ignore such cautions and over-
speed on the highways.
535. Statement: The employees’ association urged its
members to stay away from the annual function as
many of t heir demands wer e not met by t he
management.
Assumptions:
I. Majority of the members of the association may
not attend the function.
II. The management may cancel the annual function.
536. Statement: The sarpanch of the village called a
meeting of all the heads of the families to discuss
the problem of acute shortage of drinking water in
the village.
Assumptions:
I. The sarpanch had earlier called such meetings
to discuss about various problems.
II. Most of the heads of families may attend the
meeting called by the sarpanch.
537. Statement: The municipal corporation advised all
the people living in the shanties along the beaches
to move to higher places during monsoon.
Assumptions:
I. Many people living in the shanties may leave the
Practice Book on Analytical Reasoning
city and relocate themselves elsewhere in the
state.
II. Majority of the people living in the shanties along
the beach may try to relocate to higher places
during monsoon.
538. Statement: Please send an official letter rather than
semiofficial on this subject this time.
Assumptions:
I. The format and emphasis of different types of
letters is different.
II. We can send different types of letters on the same
subject.
539. Statement: Please check the availability of two tickets
from Delhi to Lucknow.
Assumptions:
I. The person checking knows the desired mode of
travel.
II. The person checking knows the details of the
person travelling.
540. Statement: If you want to increase your writing
speed, use 0.7 pen.
Assumptions:
I. There are different types of pen available.
II. The person being told understands what is 0.7
pen.
541. Statement: In order to build more space, extra FSI
needs to be bought.
Assumptions:
I. The person being told does not know the meaning
of FSI.
II. More space will reduce the construction cost.
542. Statement: Let there be a signboard also indicating
the directions and instructions.
Assumptions:
I. Signboard can be prepared without using any
language.
II. Signboard is the only effective tool to indicate
directions.
543. Statement: Banks should always check financial
status before lending money to a client.
Assumptions:
I. Checking bef ore lending would give a t rue
picture of the client’s financial status.
II. Clients sometimes may not present the correct
picture of their ability to repay loan amount to
the bank.
544. Statement: The government has decided to run all
commercial vehicles on bio-fuels in order to save the
depleting fossil fuel reserves.
Assumptions:
I. It is possible to switch over from fossil fuels to
bio-fuels for vehicles.
II. Sufficient amount of bio-fuel can be produced in
the country to run all commercial vehicles.
545. Statement: To save the environment enforce total ban
on illegal mining throughout the country.
Assumptions:
I. Mining which is done legally does not cause any
harm to the environment.
II. Mining is one of the fact or s responsible for
environmental degradation.
546. Statement: Give adequate job-related training to the
employees before assigning them full-fledged work.
Assumptions:
I. Training helps in boosting the performance of
employees.
Assumptions
II. Employees have no skill sets before training is
provided to them.
547. Statement: Take a ferry or a boat instead of a bus to
reach the Kravi islands faster.
Assumptions:
I. The islands being in remote location are not easily
accessible.
II. Ferries and boats are available to travel to Kravi
islands.
548. Statement: A leading university has begun a practice
of displaying results only on the Internet rather than
on the main notice boards.
Assumptions:
I. All the students enrolled with the university have
access to Internet at home.
II. Most of the student s r eferred t o the results
displayed on both the internet as well as the
notice boards earlier.
549. Statement: In order to replenish the nutrients in
the soil, it is important to grow different types of
crops every alternate season.
Assumptions:
I. A crop can never be grown for the second time in
K
the same field.
II. If a different crop is grown in the successive
season, no additional nutrients such as fertilizers
are required to be added to the soil.
550. Statement: If farmers want to improve their yield,
they must use organic fertilizers in place of chemical
fertilizers.
Assumptions:
I. Chemical fertilizers have certain ill effects on
health.
II. Chemical fertilizers do not produce as much yield
as the organic fertilizers.
551. Statement: Store eatables in the deep freeze in order
to preserve these for a long time.
KUNDAN
Assumptions:
I. Food material remains eatable even after deep
freezing for a long time.
II. It is not possible to store any eatable at room
temperature even for a shorter period of time.
Practice Exercise–2
Directions: In each question below is given a
statement followed by three assumptions numbered I,
II and III. An assumption is something supposed or
taken for granted. You have to consider the statement
and the assumptions and decide which of the
assumptions is implicit in the statement. Then decide
which of the answers (1), (2), (3), (4) and (5) is the
correct answer.
1. Statement: “Bar Council of India (BCI) has decided
to go on a hunger strike to protest the implementation
of the Legal Services Authority (Amendment) Act.” —
Chairman of BCI
Assumptions:
I. The amendment has several loopholes and is
bound to hurt the litigants’ interests.
II. All the members of BCI will welcome the decision.
III. The hunger strike held in front of the court will
put a pressure on the respective authority.
1) Only I 2) Only I and II
43
552. Statement: A leading NGO decided to open a library
cont aining books and newspapers of all major
publishers in a remote village.
Assumptions:
I. All other nearby villages already have similar
libraries.
II. There is adequate number of literate people in
the village.
553. Statement: If parking space is not available in office,
park your vehicles in the mall and walk to the office.
Assumptions:
I. The mall is at a walkable distance from the office.
II. The office does not allow visitors’ vehicles in its
premises.
554. Statement: Farmers must immediately switch over
to organic fertilizers from chemical fertilizers for
better yield.
Assumptions:
I. All the farmers use only chemical fertilizers.
II. Organic fertilizers are readily available to the
farmers.
555. Statement: An advertisement by bank X — ‘Our
interest rates for education loans are lower than those
of any other bank.’
Assumptions:
I. Some other banks also provide education loans.
II. Interest rates charged on education loans are
different for different banks.
556. Statement: For any kind of problem with your mobile
phone, contact our helpdesk immediately.
Assumptions:
I. Helpdesk has a solution to all kinds of problems
r elat ed t o mobile phones or will guide
accordingly.
II. Unless the problem is reported immediately, it
cannot be solved.
557. Statement: Use our medicine to fight the problem of
obesity.
Assumptions:
I. Other slimming medicines available in the market
do not reduce weight.
II. Obesity cannot be controlled without medicines.
3) Only I and III 4) All I, II and III
5) None of these
2. Statement: Despit e st r ong opposition, t he
controversial Prohibition of Forcible Conversion of
Religion Bill was passed by the Tamil Nadu Assembly
with the AIDMK and the BJP outvoting the combined
opposition of the DMK, the Congress, the Pattali
Makkal Katchi and the Left parties. — A news
Assumptions:
I. Conversions create resentment among several
sections and also inflame religious passions,
leading to communal clashes.
II. Conversions only lead t o the isolation of the
converted.
III. Strong opposition puts hindrance before a bill in
taking final shape.
1) All I, II and III 2) Only I and II
3) Only I and III 4) Only II and III
5) None of these
44
3. Statement: For the third time in a row this week,
the Indira Gandhi International Airport was put on
a full alert today after Air India received an anonymous
message that two terrorists laden with explosives
were aboard its Mumbai-Delhi-Hong Kong flight. —
An authority of Indira Gandhi International Airport
Assumptions:
I. Anonymous message is not likely to be hoax call.
II. Anonymous message is likely to be a hoax call.
III. Aler t ness might be helpf ul in reducing t he
menace.
1) Only I and III 2) Only II and III
3) Either I or II and III 4) Only III
5) None of these
4. Statement: “You should be very careful so that the
society does not adversely comment on the police
leadership.” — A statement made by a CBI officer to
the newly recruited young officers
Assumptions:
I. The society always indulge in adverse comments
II. People’s trust in the police force is not up to the
desired level.
III. Society has the efficiency to judge accurately about
the police leadership.
1) Only I and II 2) Only II and III
K
3) Only I and III 4) None
5) None of these
5. Statement: “If we really want to reduce the menace
of smoking, we need to reflect our intention through
our deeds, our creations such as movies, in which
incidence of smoking is shown much higher than
the actual cigarette consumption among the Indian
population.” — View of Mr X.
Assumptions:
I. There is a strong link between films and viewers’
behaviour.
II. Smoking shown in mov ies r esult s in
corresponding increase in smoking among the
KUNDAN
public.
III. Menace of smoking can be reduced by proper
planning followed by appropriate efforts.
1) Only I 2) Only II
3) Only II and III 4) Only I and III
5) All I, II and III
6. Statement: “Why ar e only highprof ile people
considered to be adventurous? The villagers in India,
who have no buses, walk barefoot for miles on dusty,
untarred roads. Isn’t that more adventurous than
rafting or gliding?” — View of a person
Assumptions:
I. It is a Herculean task to walk barefoot for miles
on dusty untarred roads.
II. Rafting and gliding are considered adventurous
by the people.
III. Walking barefoot for miles on dusty untarred roads
is not considered adventurous by the people.
1) Only I and II 2) Only II and III
3) Only I and III 4) All I, II and III
5) None of these
7. Statement: “You should publish the names of the
ten worst colleges or institutions, which will lead to
an ov erall improvement of Indian institutes.” —
Request of a reader to the editor of a weekly magazine.
Assumptions:
I. The management and administr at or s of the
respective institutes will come under pressure
Practice Book on Analytical Reasoning
and will be compelled to improve the condition
of the institutes if the names of the institutes are
published in the weekly magazine.
II. The move will be helpful for admission-seekers
from being a victim of degraded standard of the
institutions.
III. The editor may concede the request and take
positive steps in this regard.
1) Only I and II 2) Only II and III
3) Only I and III 4) All I, II and III
5) None of these
8. Statement: “City ‘X’ should have more women driving
public transport because most do not like to speed
unnecessarily, prefer not to talk on mobiles while
driving, do not listen to blaring music and rarely
skip red lights.” — A minister of state X
Assumptions:
I. More women driving buses and autos will usher
more job opportunities for women.
II. Women are more disciplined than men on the
roads.
III. If women start driving buses and autos it would
increase chances of safety for commuters.
1) Only I and II 2) Only II and III
3) Only I and III 4) All I, II and III
5) None of these
9. Statement: “Performing complex mental tasks whilst
driving is dangerous.” — A psychologist
Assumptions:
I. Thinking too much reduces the ability to spot
potential problems and react to them safely.
II. Handsfree phone conversations are as safe—or
as risky — as talking to a passenger, depending
upon the demands of conversation.
III. Insecurity of humans is a man-made problem.
1) Only I and II 2) Only II and III
3) Only I and III 4) All I, II and III
5) None of these
10. Statement: The boar d of direct ors of ‘X’ coaching
institute — a premier coaching institute — has decided
to charge a fixed amount of Rs 10,000/month from each
of its franchisees in urban area and Rs 5000/month in
rural area.
Assumptions:
I. Profits gained by franchisees in urban area differ
from that in rural areas.
II. Franchisees will be able to pay the respective
charges according to the respective categories.
III. It is feasible to expand branches and control them
by fixing a target.
1) Only I 2) Only II
3) Only I and II 4) Only III
5) None of these
11. Statement: “Most schools in India continue to be
t eacher-dr iv en, wher e st udent s hav e litt le
participation in the learning process. There is no
response to societal changes that have been induced
by globalisation, developments in communications,
networking and technology.” — A criticism made by
Mr X
Assumptions:
I. True education means greater participation of
students and congruence with societal changes.
II. Education can’t be obtained by assuming teacher
as the only source.
Assumptions 45

III. It is desirable that education be imparted by 16. Statement: Hurdles in restoring security in travelling
considering those factors in mind which are in through train will be removed by the railway ministry
tune with the needs of the student. and travelling by train will once again be perceived
1) Only I 2) Only II as safe.
3) Both I and II 4) Both II and III Assumptions:
5) None of these I. The railway ministry has cr eat ed hurdles in
12. Statement: “We must select educat or s and not travellers’ security.
academics. They should have the ability to teach in II. Today travelling by train is not considered safe.
the canteen or even at bus stop!” — Mr X III. It is possible to make train journey safe.
Assumptions: 1) Only I and II 2) Only II and III
I. Teaching is an ar t . It asks f or a thor ough 3) Only I and III 4) All I, II and III
knowledge of the subject as well as the ability to 5) None of these
put across that knowledge to others. 17. Statement: “Addictive ‘gutka’ and ‘paan masala’ with
II. The skills required in transmitting knowledge or without tobacco has been banned from Aug 1, 2002
are, at times, quite different from a person’s in Maharashtr a, wher e even school and college
receiving skills. student s wer e increasingly becoming t heir
III. It is not necessarily true that a good student will consumers.” — A court notice
also be a good teacher. Assumptions:
1) Only I 2) Only I and III I. Some of the ‘gutka’ manufacturers may not abide
3) Only II and III 4) All by the court’s directions.
5) None of these II. School childr en and college student s ar e
13. Statement: The World Food Summit in Rome was on vulnerable to gutka.
the verge of becoming a fiasco on its opening day III. Consumers as well as manufacturers of ‘gutka’

K
when western countries stayed away, prompting will abide by the court’s directions.
accuslations of indif ference to the f ate of the 1) Only II 2) Either I or III and II
malnourished and starving people because the third 3) Either I or III only 4) Only II and III
world countries send civil servants and ministers 5) None of these
rather than prime ministers and presidents. 18. Statement: “Some lessons from Israel, especially in
Assumptions: the field of curbing terrorism, would be relevant to
I. Prime ministers and presidents are more efficient us.” — Defence Minister of India.
than civil servants and ministers. Assumptions:
II. Prime ministers and presidents enjoy more power I. Israel has a good strategy and a better facility to
than civil servants and ministers. counter terrorism.
III. A meaningful outcome can be obtained only when II. Isr ael has a bit ter experience of count er ing
the real powers attend a summit. terrorism.
1) Only I and II 2) Only II and III III. Isr ael and India hav e inher it ed a lot of
3) Only I and III 4) None commonness in terms of land, people and society.

KUNDAN
5) None of these 1) Only I and II 2) Only I and III
14. Statement: Mandatory verification of identity before 3) Only II and III 4) Only II
acquiring a prepaid cellular connection is taking a 5) None of these
toll on numbers. — CEO of a cellular company 19. Statement: “The return of country X as a full-fledged
Assumptions: member of the Commonwealth is dependent on the
I. Lesser subscribers have joined due to decrease ‘credibility’ of the election which will be in process
in subscription rate. next year.” — Head of Commonwealth Observers’
II. Unnecessar y delay as well as r ed-t apism Group (COG).
discourages consumer’s appetite. Assumptions:
III. Holders of cellulars do not want to reveal their I. ‘Cr edibilit y’ of the election pr ocess can be
identity. measured in tangible terms.
1) Only I and II 2) Only II and III II. Election process in country X always remains a
3) Only I and III 4) None matter of debate for the world community.
5) None of these III. World community has a common desire to restore
15. Statement: “If you did not have a mobile connection democracy and its ethics all over the world.
of MTNL you will feel a jolt when you come to know 1) All I, II and II 2) None
about a unique, free incoming facility from 10 PM to 3) Only I 4) Only II
8 AM, without any condition, for any network.” — X 5) None of these
tells Y 2 0 . Statement: “The Indian Meteorological Department
Assumptions: has proposed to hold a brainstorming session of
I. X knows about the facilities provided by other weather experts next month to try and study the
mobile services. causes for the failure of the just-concluded summer
II. X wants Y to be a subscriber of MTNL mobile monsoon in the country.”—Spokesperson of Indian
services. Meteorological Department
III. People like free incoming facilities without any Assumptions:
condition. I. The behaviour of the just-concluded monsoon was
1) Only I 2) Only I and II intriguing.
3) Only II and III 4) Only I and III II. Thorough scientific investigation is likely to reveal
5) None of these the causes of failure of the monsoon.
46 Practice Book on Analytical Reasoning

III. Brainstorming sessions organised in the past 1) Only I 2) Only I and II

didn’t prove fruitful. 3) Only II and III 4) Only I and III
1) All I, II and III 2) None 5) All I, II and III
3) Only II 4) Only I and II 26. Statement: “A court can convict an accused solely
5) None of these on t he basis of a dying declarat ion but such a
21. Statement: “Why are you looking sad? Did you not declaration should be free from any doubt and the
get bonus this year also”? — Mr X says to Mr Y victim making the statement should be mentally fit.”
Assumptions: — Supreme Court
I. Mr X is the well-wisher of Mr Y. Assumptions:
II. Expression of sadness on one’s face is a sign of I. One who is not ment ally f it always makes
one’s financial crunch. statements untrustworthy in nature.
III. If one gets bonus, one does not remain sad. II. Declaration made by the dying person is likely to
1) All 2) Only I be true.
3) Only I and II 4) Only II and III III. It is possible to distinguish whether a declaration
5) None of these is dubious or not.
22. Statement: Non-Brahmin well-versed with rituals, 1) Only I 2) Only I and II
could be appointed as a pujari as well. — Ruling of 3) Only II and III 4) Only III
Supreme Court. 5) None of these
Assumptions: 27. Statement: “The ‘X’ st ate cabinet endorsed our
I. Brahmins don’t have a monopoly over performing proposal to stagger shopping timing by allowing
puja in a temple. markets to remain open til 10 PM to make it more
II. Mere eligibility for a post is enough to lay claim dynamic.” — A leader of traders
to the candidatureship for the post. Assumptions:
III. People will comply with the verdict given by SC. I. If it is taken well by traders, the state government
1) All I, II and III 2) Only I and II will permanently alter the closing time for all

K
3) Only II and III 4) Only I and III prominent markets in the city.
5) None of these II. There is a need to boost the commercial activities
23. Statement: “Every successful person who claims to in the city.
have come from a village has achieved success after III. Keeping the market open longer is likely to
he or she left the village.” — A leader of party X enhance sales as well as making shopping more
Assumptions: convenient for people with late working hours.
I. The average Indian village is a place with little 1) Only I 2) Only I and II
capital, low technology and limited market access. 3) Only II and III 4) Only I and III
II. Opportunity for growth is more in metro cities. 5) None of these
III. Opportunities for growth are scarce in villages. 28. Statement: The high court of state ‘X’ has directed
1) All I, II and III 2) Only I and III the state government ‘X’ to issue a notification making
3) Only II and III 4) Only I and II speed governors compulsory for all four-wheelers in
5) None of these the city to check high-speed driving.

KUNDAN
24. Statements: “Today I am rejecting your proposal to Assumptions:
play a cricket match against your team because of I. Speed governors will put an end to accidents.
absence of Mr Z but tomorrow I am ready to play II. Speed gov er nors will help in reducing t he
against your team at any cost.” — Mr X says to Mr Y possibilities of road accidents.
Assumptions: III. High speed of vehicles on the r oad causes
I. Mr Z will be available tomorrow. accidents.
II. Match will be played tomorrow irrespective of 1) Only I 2) Only I and II
availability of Mr. Z. 3) Only II and III 4) Only I and III
III. Mr Y will be ready to play a match against Mr X 5) None of these
tomorrow. 29. Statement: “We believe that the adjustment that has
1) All I, II and III 2) Either I or II and III already taken place in the value of the rupee is
3) Only II and III 4) Only I and III adequate. There is no ground for a further weakening
5) None of these of the rupee.” — RBI governor
25. Statement: “An asteroid which burned up in the Assumptions:
earth’s atmosphere in June could have triggered a I. The value of the rupee has depreciated recently.
mistaken nuclear war between India and Pakistan II. Dollar-buying has been on the rise.
had it detonated over South Asia.” — Statement of Mr III. Currencies do not fall after a certain level.
X in a report in The New York Times. 1) None 2) Only III
Assumptions: 3) Only I and III 4) Only II
I. India and Pakistan are equipped with nuclear 5) Only I and II
weapons. 30. Statement: For realising a 7% GDP growth rate, we
II. Neither India nor Pakistan had the sophisticated would need our gross investments to increase to 28-
sensors t hat could det ermine the dif ference 30 per cent. This is not a tall order.
between a natural NEO (near-earth object) impact Assumptions:
and a nuclear detonation. I. 7% GDP growth rate seems to be a far cry.
III. India and Pakistan have no good relationship II. The more you invest, the better the GDP growth.
with each other. III. The GDP growth rate is the indicator of a nation’s
development.
Assumptions 47

1) Only I 2) All the three I. Nothing is impossible if proper efforts are made.
3) Only II 4) Only II and III II. Technology needs ar e diff erent f or dif fer ent
5) Only III sections of society.
31. Statement: “Let us enter into a deal with company Y III. It is possible to develop appropriate technologies
to come out of our financial crisis.” — Company X for various economic sections of the society.
Assumptions: 1) Only I 2) Only III
I. Company Y can bail company X out of its financial 3) Only II 4) Both II and III
crisis. 5) None of these
II. Two companies can enter into a deal. 37. Statement: “We have the distinction of being the
III. Company Y is financially sound. only company in India as well as the second in the
1) Only II and III 2) Only II world to have won an ISO 9002 quality certification
3) Only I and III 4) Only III in our line of business”- Statement of company X’s
5) None of these Chairman.
32. Statement: “Though party A is firm on the ouster of Assumptions:
party B, it is unlikely to reap any benefit from it.” — I. There were not many companies in the line of
a political observer business of Company ‘X’.
Assumptions: II. Gett ing ISO 9002 in the line of business of
I. Party A expects to benefit from the ouster of party Company ‘X’ is not easy.
B. III. The company ‘X’ desires to expand its business.
II. Polit ics is a game of manoeuv ring and 1) Only I 2) Only II
manipulations. 3) Only III 4) Only II and III
III. The political scenario is peaceful. 5) None of these
1) Only I 2) Only II 38. Statement: Move into the upper echelons without

K
3) Only III 4) All the three paying a steep price. Book a luxurious flat with us.
5) None of these — Advt. of a construction company for its prestigious
33. Statement: The ‘licence r aj’ might hav e been project
vanquished by the reforms but ‘inspector raj’ is Assumptions:
thriving. I. It is possible to join the select band of rich people
Assumptions: by hard work.
I. The ‘licence raj’ is the same as the ‘inspector raj’. II. Staying in luxury without paying steep price is
II. The reforms should have put an end to the ‘licence the criterion of upper crust of society.
raj’. III. Booking a luxurious flat is very easy now.
III. The ‘inspector raj’ is a menace. 1) Only II 2) Only III
1) None 3) Only II and III 4) None
2) All the three 5) None of these
3) Only I and III 39. Statement: The employees’ association has appealed
4) Only II and III to the Managers of Company ‘S’ to introduce written

KUNDAN
5) Only III examination for Clerical cadre recruitment to prevent
34. Statement: “A rare opportunity to be a professional selection of incompetent persons.
while you are at home.” — An advertisement for Assumptions:
computer-literate housewives by a computer company I. So far the Company ‘S’ used to select candidates
Assumptions: without conducting a written examination.
I. Some housewiv es simultaneously desir e t o II. A wr it ten examinat ion can help t o identif y
become professional. competent persons.
II. Computer industry is growing at a fast pace. III. At higher level written examination may not be
III. It is possible to be a professional as well as a of much use.
housewife. 1) Only I and II 2) Only II and III
1) Only I and II 2) Only II and III 3) Only III 4) Only I and III
3) Only I and III 4) Only II 5) None of these
5) None of these 40. Statement: The Government of India has set up one-
35. Statement: India’s economic growth has come at a stop facilitation counters manned by trained staff to
terrible price of increased industrial and vehicular attend to the various needs of the foreign tourists at
pollution. all the international airports.
Assumptions: Assumptions:
I. Pollution is a part of industrial society. I. There are adequate trained staff available to man
II. Indian economic gr owt h is based on only these counters in shifts.
industrial growth. II. The services provided by these counters will help
III. A count r y desir es economic gr owt h wit h boost inflow of foreign tourists.
manageable side-effects. III. Majority of the foreign tourists need variety of
1) Only I 2) Only II services when they reach India.
3) Only I and III 4) Only III 1) Only I and II are implicit
5) None of these 2) Only II and III are implicit
36. Statement: Efforts to develop technologies more 3) Only III is implicit
appropriate to the needs of the poorest sections of 4) All are implicit
society need to be further intensified. 5) None of these
Assumptions:
48
41. Statement: The ‘X’ car manufacturing company has
decided to increase price of the cars in A, B and C
segments ranging from 5% to 10% with immediate
effect as the steel prices have risen considerably in
the recent past.
Assumptions:
I. The prices of cars other than in A, B and C
segments are already very high and need not be
increased.
II. The rival car manufacturing companies may also
increase the prices of cars in these segments.
III. There may be adequate demand in the market of
the cars in these segments even after the price
hike.
1) Only I is implicit
2) Only II is implicit
3) Only III is implicit
4) Both I and III are implicit
5) All are implicit
42. Statement: The university authority has decided to
decentralise conduct of terminal examinations and
give this responsibility to each college for its students
to avoid delay in declaration of results.
Assumptions:
I. The colleges are equipped t o car r y out t his
K
responsibility.
II. There may not be uniformity in evaluation standard
across the colleges.
III. The students may welcome this new development.
1) None is implicit
2) Only II and III are implicit
3) Only I and II are implicit
4) Only I and III are implicit
5) None of these
43. Statement: The civic authority has decided that all
the factories located inside the city limit be shifted
outside to reduce the level of environmental pollution
in the city.
KUNDAN
Assumptions:
I. The pollution level in the city in future may reduce
after these factories are shifted outside the city
limit.
II. Enough usable land is available outside the city
limit for these factories.
III. Many of these factories may shift to some other
smaller town to remain profitable.
1) Only I is implicit
2) Only I and II are implicit
3) Only II is implicit
4) Only II and III are implicit
5) None of these
44. Statement: All the single-screen theatre halls in the
city have declared indefinite strike and have warned
t hat they will not withdr aw str ike unless t he
gover nment accept s t heir demand of reducing
entertainment tax to 50% of the present level and
also treat these halls at par with multi-screen halls
on all the relevant matters.
Assumptions:
I. The employees of all the cinema halls may
disagree with the management and may appeal
to the government to declare the strike illegal.
II. The government may accept all the demands of
the striking cinema halls to avoid any backlash
from the public.
Practice Book on Analytical Reasoning
III. The general public may support the cause of the
cinema hall owners and put pressure on the
government to accept their demands.
1) None is implicit
2) Only I is implicit
3) Only III is implicit
4) Only II is implicit
5) All are implicit
45. Statement: A one-day token strike was called by the
employees in Government organisations to protest
against privatization of profit-making Public Sector
Undertakings.”
Assumptions:
I. The Government may favourably consider the
views of the employees.
II. Strike is the most popular tool used by people to
protest.
III. The strike may bring pressure on the Government,
forcing them to reconsider the decision.
1) Only I is implicit
2) Only II is implicit
3) Only I and III are implicit
4) All I, II and III are implicit
5) None of these
46. Statement: “Buy a variety of items from our shop
and get upto 20% discount.” - An advertisement
Assumptions:
I. Many people will visit the shop to get the benefit
of discount.
II. Customers may go to some other shop if the
discount is not offered.
III. Of fering discount is the best way t o att ract
customers.
1) Only I is implicit
2) Only II is implicit
3) Only III is implicit
4) Only I and II are implicit
5) None of these
47. Statement: “The municipal corporation of the city is
granting permission to builders for new construction
of high-rise buildings in the city, despite the appeal
from the environmentalists to avoid overcrowding.”
Assumptions:
I. The cor porat ion will take car e t o f ulfil the
minimum requirements providing infrastructure
in the area for the newly constructed building.
II. Corporation is expecting good earnings by way of
taxes from the high-rise buildings.
III. The corporation has taken the residents of the
area into confidence and assured them of no
inconvenience to them due to new construction.
1) Only I is implicit
2) Only II is implicit
3) Only III is implicit
4) Only I and II are implicit
5) None of these
48. Statement: “Our school provides all facilities like
school bus serv ice, computer tr aining, spor t s
facilities. it also gives opportunity to participate in
various extra-curricular activities apart from studies.”
- An advertisement by a public school.
Assumptions:
I. Nowadays extra-curricular activities assume more
importance than studies.
II. Many parents would like to send their children
to the school as it provides all the facilities.
Assumptions
III. Overall care of the child has become the need of
the time as many women are working.
1) Only I is implicit
2) Only II is implicit
3) Only I and II are implicit
4) All I, II and III are implicit
5) None of these
49. Statement: “Graduates with first-class are eligible
to apply for the admission to MBA courses in our
Institute”. - An advertisement by a Management
Institute.
Assumptions:
I. Only those who are first-class graduates can cope
up with the studies for MBA courses.
II. There are plenty of first class graduates who are
likely to apply for admission to MBA.
III. The reputation of the Institute may get affected if
students having less than first class are admitted.
1) Only I is implicit
2) Only II is implicit
3) Only III is implicit
4) Only I and II are implicit
5) All I, II and III are implicit
K
Directions (Q. 50-54): In each question below is
given a statement followed by three assumptions (A),
(B) and (C). An assumption is something supposed or
taken for granted. You have to consider the statement
and the following assumptions and decide which of
the assumptions is implicit in the statement.
50. Statement: The police authority cordoned off the
entire locality for the entire day and stopped all
vehicular movement for the visit of a top functionary
of the government in view of the threat perception
and advised all the residents in the area to limit
their movement outside their dwellings.
Which of the following assumptions is/are implicit
in the above statement?
KUNDAN
(A) The police personnel may not be able to control
the vehicular movement in the locality and may
seek help from the armed forces.
(B) People living in the locality may move out of their
houses for the day to avoid inconvenience.
(C) The Govt functionary may request the police
authority to lift the ban on the movement of
residents of the locality outside their dwellings.
1) None is implicit
2) Only (A) is implicit
3) Only (B) is implicit
4) Only (C) is implicit
5) Only (B) and (C) are implicit
51. Statement: The apex body controlling universities
in the country has decided to revise the syllabus of
all the technical courses to make them focused
towards the present needs of the industry, thereby
making the technical graduates more employable than
they are at present.
Which of the following assumptions is/are implicit
in the above statement?
(A) Technical colleges af f iliated to dif f erent
universities may not welcome the apex body’s
decision and may continue with the same syllabus
as at present.
(B) The industry may welcome the decision of the
apex body and scale up their hiring from these
colleges.
49
(C) The Govt may not allow the apex body t o
implement its decision in all the colleges as it
may lead to chaos.
1) None is implicit
2) Only (A) is implicit
3) Only (B) is implicit
4) Only (C) is implicit
5) Only (A) and (B) are implicit
52. Statement: Govt has urged all the citizens to use
electronic media for carrying out their daily activities,
whenever possible, instead of using paper as the
manufacture of paper requires the cutting down of a
large number of trees causing severe damage to the
ecosystem.
Which of the following assumptions is/are implicit
in the above statement?
(A) Most people may be capable of using electronic
media to carry out various routines.
(B) Most people may have access to electronic media
for carrying out their daily routine activities.
(C) People at large may reject the govt’s appeal and
continue using paper as before.
1) Only (A) is implicit
2) Only (B) is implicit
3) Only (A) and (B) are implicit
4) Only (C) is implicit
5) None of these
53. Statement: The Govt has decided to auction constru-
ction of highways to private entities in several blocks
across the country on build-operate-transfer basis.
Which of the following assumptions is/are implicit
in the above statement?
(A) An adequate number of private entities may not
respond to the Government’s auction notification.
(B) Many private entities in the country are capable
of constructing highways within a reasonable
time.
(C) The Govt’s proposal of build-operate-transfer may
financially benefit the private entities.
1) Only (A) and (B) are implicit
2) Only (B) and (C) are implicit
3) Only (B) is implicit
4) Only (A) and (C) are implicit
5) None of these
54. Statement: The airlines have requested all their bona
fide passengers to check the status of flight operations
before leaving their homes as heavy fog is causing
immense problems to normal flight operations.
Which of the following assumptions is/are implicit
in the above statement?
(A) Majority of the air passengers may check the flight
status before starting their journey to the airport.
(B) The Govt may take serious objection to the notice
issued by the airline company.
(C) Majority of the passengers may cancel their tickets
and postpone their jour ney till the situation
becomes normal.
1) None is implicit
2) Only (A) is implicit
3) Only (B) is implicit
4) Only (C) is implicit
5) Only (A) and (C) are implicit
50
Answers and explanations
Practice Exercise–1
1. 1; I is implicit. That is why the speaker is desirous
of showing the teachers the correct path. II is
not implicit: teachers should be ideal but there
is no clue why.
2 . 2; As in the statement it is given that most of the
...., hence II is implicit. I is not implicit. Basic
qualification is not necessary but sufficient to
differentiate between right and wrong.
3. 5; Both ar e implicit. The phr ase ‘passing time’
confirms both the assumptions.
4. 2; Even a good suggestion by safety boards cannot
prevent accidents if the employees will not desire
to implement those suggestions. Hence II is
implicit and I is not implicit.
5. 4; Nothing can be assumed about the success and
failure of the committees.
6. 5; The context is that of films. And the comparisons
are to “erasing” a painting and “deleting” lines.
Hence I is implicit. The entire statement is a plea
K
for II.
7. 1; I is implicit; hence the distinction is being made.
II is not implicit: giving priority to emergency
services is a social necessity; one can’t bother
for whether the people will mind or not.
8. 2; Mahatma Gandhi would have been pained to see
“high living and simple thinking” leaders means
that he believes in the exactly opposite nature,
ie simple living and high thinking. Hence II is
implicit. I cannot be assumed from the given
statement.
9. 5; Why does the concerned authority need to remind
people about democratic right? Definitely because
KUNDAN
of II. Hence II is implicit. When people will cast
t heir v ot e natur ally polling per cent age will
increase. Hence I is implicit.
10. 1; The book which speaks about God is holy book.
11. 1; ‘Forced to leave’ clearly indicates that no one
wants to put it down on their own and everyone
enjoys reading it. Hence I is implicit. II has no
relation with the statement.
12. 2; Why too many sub-standard private tuition centres
in all locality? — only because of assumption II.
Hence II is implicit. I is not implicit.
13. 5; Why does Railways need to show a good safety
performance? Definitely because of II.
14. 5; As speaker is comparing cultures and talking
about the world, I is implicit. As speaker used
the term I found... means II is implicit.
15. 4; I is an implication, not an assumption. II is not
implicit because we don’t know the context in
which the statement is said.
16. 4; I is not implicit: the statement has nothing to do
with what the animals eat. II is not implicit
because (a) merely giving protection does not fit
one with these attributes; and (b) even if (a) were
true, we are not protecting all the animals.
17. 5; The government is thinking that IBRD will give
the loan, that is why they have applied for it. Hence
I is implicit. Why do they need to widen the road?
Definitely because of II. Hence II is implicit.
Practice Book on Analytical Reasoning
18. 1; The comparison of literacy with logical thinking
hints about I. But comparison of literate and
illiterate can’t be assumed from the statement.
19. 5; As speaker is using the statement of eminent
people to give str engt h to his statement, he
believes in eminent people and assumes that they
are always true.
2 0 . 2; The worst bus service is because of lowest fares.
So, it is clear that the speaker is assuming that
increase in fare will improve the service. Hence
II is implicit. The speaker is relating fare with
services only. Hence I can’t be an assumption.
21. 2; Why did management search ingenious idea for
shirking work? Definitely because of II. Hence II
is assumed. Nothing can be assumed about the
employee strength of the corporation.
2 2 . 2; I may be a restatement or conclusion, but it is not
an assumption. Hence I is not implicit. As the
speaker is pointing out about bad manners, it
can be assumed that he knows civic manner.
23. 5; As t he speaker is adv ising to oppose cr iminal
candidates in elections, it can be assumed that
criminals can fight elections. Hence I is implicit.
The phrase irrespective of their party labels hints
about II.
24. 4; I is not exhaustive. It may be about elections on
tough fight between two popular candidates; may
be the war between the US and Russia .... Hence
I is not implicit. About II, nothing can be assumed.
25. 1; As the speaker is predicting that General Motors
and Daewoo can be strongest player in the auto
maket only together, clearly means that he is
assuming that Daewoo alone is not sufficient to
be No. 1.
26. 5; Imposing tickets generally serves two purposes
— restricting unlimited entry and raising money.
The latt er has no use her e. Now, in t he
statement, it is given that there were no tickets
and entry was restricted, clearly indicates that
both are implicit.
27. 4; I and II may be the reason for stating such a
warning. But these are not exhaustive.
28. 5; Both are implicit. That is why the advertiser is
stressing on both design and its resale value.
29. 4; II can’t be assumed from the statement because
nothing is given about Y2K specialist. I is not an
assumption but a conclusion.
30. 5; The term half the job done helps in assuming both
the assumptions. Half means students too need
to do hard labour for the rest half. Hence II is
implicit. I is implicit since the half provided by
guidance is also necessary.
31. 4; II can’t be assumed. It may be about two business
partners, two scientists... As there is no must
term in the statement, I is not implicit.
32. 1; The assumpt ion I is v alid. The speaker is
assuming that by possessing such qualities, one
may overcome bottlenecks in the way to success.
W e can’t assume whet her possessing such
qualities is hard or not. Hence II is not implicit.
Assumptions
33. 4; The speaker is comparing between the two types
of business. So neither we can assume which
one is preferable nor whether saving of time in
business is important or not. It is certain that
time can be saved, but whether it is important or
not can’t be assumed from the statement.
34. 4; Neither the name of the department nor the post
held by him can be assumed from the statement.
Hence II is not implicit. Also, nothing about his
present job status can be assumed. Hence I is not
implicit.
35. 1; II may be a conclusion but it is not an assumption.
I is implicit. That is why the speaker is saying
so.
36. 5; How did they know about the advertisement?
Hence it can be assumed that they read newspapers.
Why did they get puzzled over the publication of
the advertisement in t he newspaper? All the
advertisements can’t puzzle all persons of the same
profession. Hence it can be assumed that the
advertisement was a rare one.
37. 4; Neither can we assume about the CIA nor about
the toughness of its work from the statement.
K
38. 5; Assumption I is implicit because otherwise it
would not hav e been pr escr ibed. As t he
Environmental Pollution Authority is concerned
with auto-rickshaws, assumption II seems quite
plausible.
39. 4; National interest could or could nto be paramount
for other industrial concerns. So assumption I is
not implicit . There is not even a mention of
env ir onment al r esour ces. We can t reat
assumpt ion II as a possibilit y but it is not
necessarily so.
40. 2; Gift scheme gave a spurt to paging industry but
we cannot generalise it. So assumption I is not
implicit because of the word always. II is implicit.
KUNDAN
That is why paging industries are now going
through tough times.
41. 4; Seller’s promise doesn’t mean that the good will
give satisfaction to buyers. Hence I is not implicit.
Nothing can be assumed about unbranded goods
from the statement. Hence II is not implicit.
42. 1; The connection between “advertising hype” and
“one would imagine” makes I implicit. II is not
implicit: what the speaker assumes is that there
might be some change but not on the grand scale
being talked about.
43. 5; The speaker has used the name of Sachin and
Shahrukh because of t heir popularity among
young students. Replacing their posters clearly
hints that II is implicit. I is clearly an assumption.
44. 5; West Asia has a large stock of oil resources; that
is why t hey hav e monopoly in this sector .
Similarly, the speaker is assuming that India has
human resources (in the form of IT entrepreneurs)
which will lead it to become no. 1 in this field or
contribute a large part to India’s economy. Hence
both are implicit.
45. 2; Here “others’ cost” means others’ peace, others’
safety.... but certainly not others’ expenses. Hence
I is not implicit. II is implicit; that is why Delhi
police has issued the statement.
46. 3; When we say that “reckless partying can lead to
health problems”, we assume that either heavy
drinking or dancing — we can’t think of any other
51
illness-causing element — is the culprit.
47. 5; I is implicit in the tone of warning. II is implicit
because when we st op people f r om doing
something, we assume that they generally do so.
48. 5; The way the poor performance on excise and
customs fronts has been shown to be the cause
of the “huge revenue deficit” makes I implicit.
Similarly, II is implicit from the way it affected
customs and excise.
49. 2; Assumption I is in fact a conclusion. Assumption
II is implicit from the word “disintermediate”.
50. 1; I is implicit from the “difference” being pointed
out. II is beyond the scope of the statement.
51. 2; Talks for second tranche is expected only after
talks for the first tranche have been finalised.
But the actual amount may still be in the pipeline.
52. 2; The sentence should not be taken too literally.
53. 5; Both the assumptions are implicit. This is why
t he speaker believ es t hat consumer s ar e
“deceived”.
54. 2; I is not implicit. Maybe, the “you” here refers only
t o t he elit e. But II is implicit ; t hat is why
“adrenaline kicks in” on opening the papers.
55. 4; Both may be conclusions, but not assumptions.
56. 1; The VC is assuming I; t hat is why he has
r est r ict ed wear ing west er n dr esses on t he
campus. We can’t relate their studies with their
dress and hence assumption II is not implicit.
57. 4; The assumptions are not implicit because it is
possible that the minister has neither of these
convictions but is acting under sheer political
compulsion.
58. 5; The move to make use of alcometers must have
been necessitated because of the large number of
accidents. Hence I is implicit. II is implicit from
the fact that it will identify drunken drivers.
59. 2; The statement is merely a report while I is a
value-judgement. Hene it is not implicit. II is
implicit from “irregular water supply”.
60. 2; Film stars are public figures and popular so they
can gather more crowd. And assuming this, the
political leader has invited them to pull the crowd.
Hence II is implicit.
61. 1; When the High Court passes an order, it assumes
I. II is not implicit because the court has merely
assumed that the film is controversial. Whether
it is objectionable will be established only when
the decision is finally taken.
62. 5; Companies like Indian Airlines regard conferring
of such lar gesse on popular f igur es like Dr
Amartya Sen as a standing publicity of its own.
Hence both the assumptions are implicit.
63. 5; W hy t he need to use t he elect ronic v oting
machine? Chief Elect ion Commissioner is
definitely assuming I. Any system won’t be
recommended if it is not convenient to use for
common people. Hence II is implicit.
64. 2; The term only is objectionable in I. Hence I is not
implicit. Why has the President directed the
Election Commission to curtail the expenditure?
Definitely, he is assuming II.
65. 2; The speaker is assuming II; that is why he has
used the term irrespective while comparing the
gold production with price hike (inflation). I is
not implicit; the assumption is that price hike
affects gold production.
52
66. 4; I may be a conclusion but it is not an assumption.
Hence I is not implicit. Nor is he assuming about
t he role of journalist s in t he societ y bef or e
delivering his statement. Hence II is not implicit.
67. 5; Whenever a warning of this sort is given, the
following assumptions are implicit: I. There is
something foul in the air; there can be no smoke
without fire; and II. The warning will have a
positive effect in checking the problem.
68. 1; I is implicit; it is to dispel this myth that the
statement has been issued in public interest. but
being inferior in quality is not the same as being
adulterated; hence II is not implicit.
69. 5; The need to treat properly the elderly and the
disabled stems from both the assumptions.
70. 1; The speaker is assuming I; that is why he has
st at ed so. In his opinion as t he economy is
growing well, employment rate should increase.
He is not assuming about any other factor that
influences employment.
71. 4; From the statement it is clear that the speaker
has no doubt about the credibility of inquiry
reports. Hence I is not implicit. II has too strong
a word in never.
72. 4; I is not implicit because it implies that value-
K
based voting still prevails, though it does not have
too long a futur e. But t he statement clearly
suggests that value-based voting is absent. What
about Assumption II, which talks of the potential
of value-based voting? Well, the only potential
the speaker has in mind is that it’s a step in the
positive direction. But can it undo what has been
done? We don’t know.
73. 5; Such messages ar e sent to get contr ol of a
problem. II is the implicit problem. I is expected
to help in getting control of the problem.
74. 1; The speaker is assuming that there should be
certain qualities in the commander to command
KUNDAN
the society well. I is a genuine quality. Hence I
is implicit. It is possible t hat the speaker is
predicting on the basis of his knowledge and not
experience. Hence II is not implicit.
75. 5; The speaker is assuming I; that is why he has
at tached equal impor t ance t o both — t he
constitution and adherence of the people to its
provisions. The speaker assumes II; that is why
he delves into its causes.
76. 1; I is implicit ; t hat is why t he PIOs hav e
mainatined t he Indian cultur e even in alien
sett ings. But II is not implicit because a
comparaison between the two cultures is nowhere
hinted at.
77. 5; DTC aut horit ies are assuming bot h t he
assumptions; that is why they have planned so.
78. 2; Even able parents may be not willing to pay the
increased fee. Hence I can’t be assumed. Why
are they demonstrating in front of Legislative
Council? Clearly, they are assuming II. Hence II
is implicit.
79. 5; The NHRC is assuming both; that is why this
new system has been made compulsory.
80. 2; I is a restatement. But II is implicit because it is
on this assumption that the comparison has been
made.
81. 5; Why did the court intervene and direct the state’s
executive machinery?
Practice Book on Analytical Reasoning
82. 2; I is not implicit . The st at ement has no
relationship to other games. II is implicit because
the speaker talks about the consequence only after
assuming this.
83. 2; It is hard to reduce the generalised version to a
particular field. Other possibilities may also be
considered, such as sanitation problem, ... Hence
I is not implicit. II is implicit because it is this
that makes the speaker take potshot at metros.
84. 4; Both are sort of restatements.
85. 2; From the tone of the statement it is clear that the
speaker is not satisfied with the large (excess)
number of ministers in India and wants reduction
in this number. Hence II is an assumption. I is
not an assumption.
86. 5; Both assumptions I and II have nearly same
meaning. Clearly, the speaker is assuming that
courts are not fulfilling the objective (provide
justice to deserving people) for which they were
established. The rich can change the judgment
in their favour (throwing dice).
87. 2; Taking defeat seriously and taking lessons from
the defeat are two different matters. Hence I is
not implicit. Why do we need to take lessons
from our defeat? The answer clearly is to be
successful in future. Hence II is implicit.
88. 2; I is not implicit. It is possible that the situation
is improving instead of deteriorating, but t he
stat ement is being made because t his
improvement is not enough. On the other hand,
II is implicit because it is this essentiality that
makes the speaker talk about what the Govt
needs to do.
89. 2; The statement may be given by a lawyer or any
other critic. So we can’t assume that this is given
by an opposition leader. But t he speaker is
assuming II. That is why he takes about people
rejecting the changes.
90. 5; I is implicit: this is what the speaker has in
mind when he talks of having “util is ed t he
employment potential.” The speaker is assuming
II that is why he is relating the employment
potential of railway with the political career of
the leader.
91. 5; The railway minister is assuming that previous
ministers have failed in providing adequate safety
to the passengers. That is why she will give more
attention to safety, hoping that her step will
pr ev ent accident in f utur e. Hence bot h t he
assumptions are implicit.
92. 1; I is implicit here. That is why the speaker is
talking about another way of living when the
envir onment has been polluted. II can’t be
assumed from the statement.
93. 3; From the term harsh it is clear that the speaker
is assuming that the police are not serving the
purpose for which they are there. The meaning
of the two assumptions is different. Hence either
I or II.
94. 5; Why are these advertisements given by these
organisations? Clearly, they are assuming both I
and II.
95. 4; Both assumptions contradict the statements.
96. 3; Either of the two is implicit. Maybe, the speaker
t hinks t hat irr espect iv e of how much you
advertise, you won’t attract tax-filers. The other
Assumptions
possibility is: why waste money when less of it
can be as effective?
97. 1; I is implicit: it does matter a lot; that is why it
goes on to make winners. II does not fit here.
98. 1; The coach is assuming I, otherwise he won’t
stress on his men’s potential. II can’t be assumed:
the intention of player is a different matter.
99. 2; The speaker is assuming II; that is why he is
concerned about the failure of the relationship.
100. 2; The speaker is assuming II that is why he has
referred to things related to education. Assumption
I has not been hinted at in the statement.
101. 2; From the given statement it cannot be inferred
whether transparency exists or not. Hence I is
not implicit. II is a valid assumption; that is why
the speaker has jotted down new guidelines for
selection process.
102. 5; The maulana is assuming both. He feels that
t hough pr ogr ammes ar e mor e popular than
prayers, they are less important. Hence the appeal.
103. 2; The speaker is assuming II, that is why he has
put emphasis on long-term measures rather than
K
short-term ones. Nothing about the election-
winning interests has been hinted at here.
104. 2; I may have a broad range. Hence it is not implicit.
II can be assumed from the statement.
105. 1; Nehru is assuming I; that is why he is against
artificial policies. II is not implicit.
106. 5; I is implicit; that is why the need for overhaul of
the system. II is also implicit in the phrase “the
present globalised scenario”.
107. 2; II is definitely an assumption. But nothing about
the policies of different companies can be found
out from the statement.
108. 2; I is not implicit. We don’t know about success of
businesses in general. II is implicit; hence the
KUNDAN
appeal for Internet adoption.
109. 1; The way ‘business’ is used in the given statement
implies assumption I. Whether the rallies will
get the support of the people on such issues or
not, is not in the mind of the speaker. He is only
against such demonstrations. Hence II is not
implicit.
110. 5; The announcement of awards serves both the
purposes.
111. 4; Her e the assumpt ion is: The met hod of
governance of a country should be according to
the ground realities of that country. Hence I is
not implicit. II is not implicit because we don’t
know whether the speaker has other countries
in mind.
112. 2; II is implicit by the very need of the singer to
defend ghazal. I is not implicit because the singer
does not compare ghazal to pop.
113. 2; Eastern Railway may be initiator of this practice.
Hence I is not implicit. Assuming I, the Eastern
Railways officials have advertised so.
114. 5; Because he is assuming I that is why he has
used the term ‘enforceable’ in his stat ment.
Speaker is assuming II; that is why he stressed
that law should be obeyed by all without exception.
115. 5; Both are implicit. The term ‘dead’ clears speaker’s
intention.
116. 4; The newspaper’s view on the expensiveness of
justice can’t be guessed from the given statement.
53
Hence I is not implicit. In assumption II, the
term ‘civilized society’ twists his view.
117. 5; Both are implicit.
118. 2; I is not implicit. Note: So long as there is ....
means option is situational. He assumes that
caste-based organisations are the best caretaker
of caste-based society. Hence II is implicit.
119. 1; I is implicit in the word penance — an act to
wash away one’s sins. II is not implicit. From
the statement, we don’t know whether the gods
showed Parasuram the way out.
120.2; Here “less space” does not imply physical space
so much. Instead, it implies less freedom.
121. 1; Note the exclamation mark(!). Which implies that
t he phenomenon is sur pr ising. Hence I is
implicit. II is a conclusion, not an assumption.
122.5; Both are implicit in the affordability factor.
123. 2; We don’t know whether “people of modern times”
are opposed to what has “traditionally” been there.
Hence I is not implicit. II is implicit because
“growth prospects” are as important as “stability”.
124. 2; Note that the caption is one in a cartoon. So 763
is clearly an exaggeration.
125. 3; The message from the hostage is an attempt to
keep his well-wishers normal. If not calmed, they
may react in either of the two ways.
126. 2; I is not implicit because the speaker does not
have any particular aspect in mind. II is implicit,
hence the editing with the visual aspect in mind.
127. 2; The statement is not one about staging of plays
in general. Hence I is not implicit. It is about
whether the depiction of a religious figure on
stage appeals to the audience. Hence II is implicit.
128. 2; I is not implicit. The assumption is not that fire
cannot occur but that it is less likely in Narela or
Ghazipur. II is implicit; that is why, of all the items,
hazardous chemicals and paper are being moved out.
129. 2; The objective behind the notice is t o attr act
customers.
130. 1; Only I is implicit. That is why X opines to buy
Mercedes cars if one is desirous of buying a car.
131. 5; Filing a writ in court is aimed at seeking legal
action against the concerned state. Hence, both I
and II are implicit.
132. 5; The features highlighted by the advertisement
are based on assumptions I and II.
133. 5; Why are some excesses bound to happen? The
speaker must be assuming II. Again, to be satisfied
with the success of SOG implies that the speaker
must be assuming I also.
134. 2; Assumption I goes very deep. Hence, it is not
implicit. But, assumption II is implicit. That is
why the notice stresses on buying the leaves
instead of burning it.
135. 1; Assumpt ion I is implicit . That is why t he
advertisement highlights “And if you’re looking
for a change”.
136. 4; I is not implicit because it assumes too many
things: education and free movement are beyond
the scope of the statement. II is not implicit
because the PM only assumes that law and order
affects the common man more than prices do.
137. 5; Both I and II are implicit. The speaker does not
consider ter r or ists as human. He must be
assuming II. Hence, II is implicit. Why is the
speaker not in favour of using human rights to
54
pr ot est f or t hose found guilt y? He must be
assuming I also.
138. 1; The t one of t he st at ement implies that t he
speaker must be assuming I. That is why he
uses the word ‘significant’ for the analysis done.
The wor d ‘alt hough’ used in t he stat ement
implies that the speaker makes the assumption
that lesser the size of sample, lesser the chances
of reliability.
139. 3; It is not clear from the statement what the CM is
exactly assuming. But the tone of the statement
implies he must be assuming either I or II.
140. 1; Why the need to instil such a sense of pride
among the people? The speaker must be assuming
I. II is not implicit because one does not desire
for a need unless one assumes it to be feasible.
141. 2; Note that if one advises others to purchase a thing
X, the former assumes that the latter have enough
money to purchase it.
142. 5; Both I and II are implicit. Why did the city traffic
police need to issue such a notice? It must have
assumed II. Again the word ‘always’ used in the
notice makes I implicit.
143. 4; Both I and II can’t be cor related wit h t he
statement. Hence, neither I nor II is implicit.
K
144. 5; I is an assumption because the statement uses
the gadgets as an allurement. II is obvious. Note
that the initiative is aimed at improving the
financial condition of the company by reducing
theft. Hence, the company must be assuming II.
145. 1; I is implicit. The “badly shaken lives” will be
headed through development. “That things would
not go haywire” can be assured through good
governance. II is not implicit: we don’t know
whet her t he image of t he st at e has been
tarnished.
146. 5; How can an illiterate person write the name and
belt number of erring policeman? Hence, the
KUNDAN
speaker must be assuming I. Again, t he
instruction to send a complaint to senior officials
implies that the speaker must be assuming II also.
147. 5; I is implicit ; that is why the adv er t isement
emphasises the popularity of product abroad as
well as in domestic market. The natural property
focussed on in the ad is conducive to facilitating
sound sleep. Hence, II is also implicit.
148. 2; I may or may not be an assumption. But II is
obviously implicit. That is why the manufacturers
need to oil the wheels that India moves on.
149. 1; Only I is implicit. Why does the company need
to issue such instruction? It must be assuming I.
The motive behind the instruction may be to
ensur e conv enience in keeping t he r ecor ds
regarding transaction of the company. Hence, II
is not implicit.
150. 2; I may or may not be an assumption. But II is
obvious. That is why the CM appeals for people’s
participation.
151. 1; W hy does the agr icultur ist f ocus on ‘bet ter
under standing’, ‘co-oper at ion’ and
‘complementing’ among the exporters? He must
be assuming I. Assumption II can’t be correlated
with the statement. Hence, II is not implicit.
152. 5; The ground on which the authorities of the bottled
water companies ruled out any contamination in
their product is its production under rigorous
Practice Book on Analytical Reasoning
quality control regime. Hence, the companies’
authorities must be assuming I. Assumption II is
also implicit in the last part of the statement.
153. 1; I is implicit. Otherwise how can the number of
heart patients in all countries of the world be
compared to one another? II is not implicit because
the statement does not talk about population.
154. 5; Both I and II are implicit. I is implicit. That is
why the speaker points towards the lackadaisical
approach of the government in combating AIDS.
The word ‘sure killer’ implies the speaker must
be assuming II also.
155. 4; I is not implicit because ‘spate of defeats’ can’t be
correlated with the statement. On a similar basis
II also can’t be correlated with the statement.
156. 4; The request of the city police implies that the
cit y police assume t hat “some people hav e
grievances”. Assumption I is not implicit due to
the words “All categories”. II is also not implicit
because the statement does not say anything about
flying squad of vigilance branch.
157. 2; Non-biodegradable nature of plastic bag can’t be
cor r elat ed with t he stat ement because t he
stat ement does not say whet her plast ic is
biodegradable or nonbiodegradable. Hence, I is
not implicit. But II is obviously implicit. That is
why the scientist uses the word ‘Beware’ in his
statement before asserting the negative features
of plastic bags.
158. 1; Only I is implicit. That is why Mr X advocates
for the need for a consensus to trim government
expenditure.
159. 2; I is not implicit because of its last portion, ie “all
over the world”. II is implicit since betting is on
in full swing.
160. 4; Both I and II are implications, not assumptions.
I and II are not that on which the statement is
based but something that is implied by the
statement.
Consider this statement: “I heard a shocking news
and felt shattered.” Then t he assumption is:
“Shocking news shatters a person.”
161. 1; I is implicit: an atheist would not invoke god for
blessings. II is not an assumption but a re-
statement: “passed away in the Yamuna waters”
itself means “died by drowning in the Yamuna.”
162. 1; I is implicit: the proposal that drivers employed
should not be illiterate has to be based on this
assumpt ion. II is not implicit. In f act , the
assumption is just the contrary. The use of “at
least for children” assumes that children are or
should be privileged ones.
163. 5; I is implicit because of the cause-ef fect
relationship. II is also implicit because a thing
cannot happen unless it is possible.
164. 2; I is not an assumption. It is an inference being
drawn out of the “strange thing.” But assumption
II is implicit. It is this departure from the usual
that makes “last night” strange.
165. 5; Why does the person gives an advice to provide
vocational training to women in work? There must
be a positive and constructive role of the training.
Hence I is implicit. II is also implicit. Otherwise
the training will be useless.
166. 5; The view of the speaker is in the form of a critic.
He feels against the discrimination in punishment
Assumptions
given to the swindlers and petty thieves. Hence,
he must be assuming I and II also.
167. 5; The purpose to get help from the instruction to
ensure security can’t be fulf illed unless t he
instruction is read by the passengers. Hence, both
I and II are implicit.
168. 1; Name of the given service cadres implies that
these cadres may help in upliftment of the living
condition of rural people. Now, the government
proposition implies that the government must be
assuming I.
169. 5; I is implicit because it make no sense to talk of
something without the existence of its possibility.
II is implicit; that is why the speaker suggests
tools to make change in the women’s status.
170. 4; We cannot say what ground the critic assumes
on the basis of which be terms it “not a proper
and judicious step”.
171. 4; I is not valid because we don’t know whether the
contrast expressed in the view is critical or merely
a statement of fact. II, if at all an assumption,
can only be false.
172. 2; I is not implicit because it goes into unnecessary
K
details. II is implicit; that is why the speaker
str esses on t he r ole of executiv e in the
appointment of High Court Judges.
173. 5; The instruction to customers is aimed at ensuring
saf ety and r est r icing unaut hor ised person’s
accessibility to any individual’s account. Hence,
t he speaker must be assuming that an
unauthorised person can access others’ account.
174. 5; Both I and II are implicit. Why is the rate of the
cup of tea reduced to Rs 2 for labourers? I must
have beeen assumed. Again, the real motto of an
ad is to increase the number of customers as well
as sales. Hence, II must also be assumed.
175. 1; Only I is implicit. II is not implicit because of the
KUNDAN
word ‘radical’.
176. 2; I goes into details. Hence, I is not implicit. But II
is implicit; that is why the opposition leader
issues such a statement.
177. 2; I is irrelevant. Hence I is not implicit. But II is
implicit; that is why the speaker suggests the
stringent punishment.
178. 1; Here II is irrelevant. Hence, II is not implicit.
But I must have been assumed by the politician;
ot her wise how can the st at us of indust rial
progress be related with unemployment?
179. 1; I is implicit because this is the motive behind
increasing the fine. II is not implicit because of
the second part of the statement.
180. 2; The adver tisement is based on the following
assumptions:
* Lear ner s want t o solv e more and mor e
questions in less time.
* Learners want to solve DI without written
steps.
* It is possible to solve Quantitative Aptitude in
3 seconds.
* Penalty in case of failure of claim will make a
positive impact on readers of the ad; etc.
Hence, I is not implicit. II is obvious. That is
why the advertisement goes like this.
181. 4; We have nothing substantial to correlate the given
assumptions. Neither I nor II is implicit.
182. 5; The initiative taken by the government is aimed
55
at delving into the reasons of the mysterious
death and also at punishing the guilty. Order of
magisterial inquiry implies that the government
must be assuming I. Why has the entire staff of
police station X been transferred? The government
must be assuming II also.
183. 4; The st at ement does not ment ion anyt hing
r egar ding r epayment st ruct ur e or collat eral
security. Hence, neither I nor II is implicit.
184. 4; The timeframe given by the government implies
that the government must be assuming that the
time given is adequate for operators to declare
pay channel rates. Hence, assumption I is not
implicit. Assumption II is not implicit because it
is beyond the scope of the statement.
185. 2; Global computer piracy is not mentioned in the
statement. Therefore, assumption I is not implicit.
But assumption II is implicit. That is why the
journalist uses the word ‘despite’ in his statement.
186. 1; Why has such an advertisement been published
by the advertiser? Definitely, the advertiser is
assuming I. Assumption II is not implicit because
it goes into details.
187. 2; Assumption I may not be implicit. It is beyond
the scope of the statement due to lack of any
specific clue. But assumption II seems quite
plausible. That is why people’s participation has
been sought.
188. 5; Assumpt ion I is implicit . That is why t he
milit ant s kidnapped t he local r esident .
Assumption II is also implicit. Otherwise the
militants would not have faith in the resident.
189. 2; The tone of the statement implies that the speaker
assumes training session is necessary for the
team. Hence, assumption II is implicit. But the
statement does not indicate what type of training
session it should be. Hence, assumption I is not
implicit.
190. 1; Since the given statement has been made by the
water man while educat ing people on t he
communit y’s r ight , t he wat erman must be
assuming indulgence of MNCs in water business
as disastrous for the people. Note that the speaker
is not averse to indulgence of MNCs in road
construction or some other areas. This implies
water business has some special importance.
Hence assumption I is implicit. Assumption II is
not implicit because the indulgence of MNCs does
not necessarily imply that they are going to buy
the rivers.
191. 2; Assumption I goes into details, therefore, it is
not implicit. Again the initiative to be taken is
aimed at countering the problem. Hence, II must
be implicit.
192. 5; The request made by the city police to common
people implies that the city police assumes that
the verification of domestic help is necessary to
put a tab on increasing rate of crime. Hence, I is
implicit. Assumption II is also implicit. If it is a
“simple step”, the process involved must be simple.
193. 1; The tone of the statement implies that the speaker
must have assumed I. That is why she uses the
words “let me die peacefuly.” But the statement
gives no indication about the comparison to other
ways of suicide. Hence, assumption II is not
implicit.
56
194. 2; Assumption I is not implicit because it rather
contradicts the statement. But assumption II is
implicit; that is why the word “despite” has been
used in the statement.
195. 4; Assumption I is not implicit because introducing
polythene packets may have nothing to do with
writing on the notes. Assumption II is not implicit
because of the word ‘only’.
196. 2; I may or may not be an assumpt ion. But
assumption II is implicit ; t hat is why
communication is termed as having a vital role
in quick decision-making.
197. 2; The tone of the statement implies that the person
assumes that the historic house is more precious
than his life. But assumption I includes all human
lives. Hence, I is not implicit. Again, caring for
the house, putting lives to risk, implies that the
speaker must be assuming II.
198. 2; Nothing has been ment ioned about other
count ries. Hence, I is not implicit . But
assumption II is implicit. That is why the ministry
focusses on intercultural dialogue and interaction
with civilisations, countries and nations.
199. 5; The decision of t he Cabinet t o set up new
authorities implies that the cabinet must be
K
assuming I. Hence, I is implicit. II is also implicit;
that is why the cabinet displaced the existing
authority with a new one.
200. 1; I is implicit; that is why in the speaker’s view
the matter is regrettable. II is not implicit. Note
that the statement says about media, not the radio
or print media especially.
201. 4; The decision of the SC implies that the SC must
be assuming the strike by the employee to be
detrimental for the society and at the same time
it must be dissatisfied with the way of strike.
But the word ‘ransom’ can’t be correlated with
the statement. Hence, I is not implicit. The same
KUNDAN
is t r ue f or t he wor ds ‘chaos’ and ‘t otal
maladministration’.
202. 5; Why did the city police need to issue such notice?
It must be assuming that people lack awareness
of the ill-effects of touching unclaimed objects.
Hence, both I and II are implicit.
203.5; I is implicit; that is why the speaker mentions
the desired skills in addition to proper training.
Again, why does an entr ant need a pr oper
t raining? Obv iously, the speaker must be
assuming II also.
204.5; Why did the DHS need to issue the notice? How
can these initiatives save people from the fatal
diseases? Obviously I is the assumption behind
it. Again, how can unused/broken articles lying
on the roof can be mosquito-friendly? Obviously,
II is the assumption behind it.
205.5; Why was the need felt to make the change? There
was certainly something dissatisfactory. Hence I
is the assumption behind it. II is obvious.
206.2; I is rejected because nothing has been told about
technical expertise. The advertisement must have
been targeted at the people who want t o be
successf ul photogr apher . Hence II is an
assumption.
207.1; The person A is certainly assuming that to get
start ed one needs some teaching. Hence I is
clearly an assumption. But nothing is said about
Practice Book on Analytical Reasoning
professional photographers’ contribution. Hence
II is not an assumption.
208.1; Why retain a photograph document? So that it
comes handy in fighting terror. In other words,
who knows the buyer may be a terrorist or may
serve as a means of terrorism. Hence I is implicit.
II is beside the statement.
209.5; If there were no demands for resignation, why
would the politician say, “I will not resign”? Hence
I is implicit. Again, he talks of being proved guilty.
A proof of guilt comes only after the levelling of
charges. Hence II is implicit.
210.1; I is implicit because advertisement of a particular
brand is usually placed in order to compete with
other available brands. II is not implicit because
price and quality are not inextricably related.
211. 2; I is a bizarre assumption. The statement does not
assume anything about what men or women
should (not) do. II is implicit because to become
the embodiment of something, much has to be
proved first.
212.2; I is not an assumption but an inference. II is
implicit because unless one is destructive, one
cannot destroy something.
213. 1; I is implicit because the power to reject something
is usually possible only when one has the power
to grant it.
II has no connect ion what soev er wit h the
statement.
214. 3; If A needs to be substituted by B, we assume that
B is mor e appropriate t han A. Now, t he
appropriateness of sledgehammer may be due to
either of the following reasons: (a) a sledgehammer
is more powerful; (b) though not more powerful,
it works because different tools are required in
different conditions. (b) may be explained by the
following example: A chalk cannot be said to be
more powerful than a pen. But when it comes to
writing on a blackboard, you would use a chalk,
not a pen.
215. 4; I is not implicit: since the statement is silent on
whether the move would have a good or a bad
impact, it does not make any assumption about
the move’s desirability. II is also not implicit. In
fact, the assumption is on the contrary. If we say
that this move has been taken from a particular
point of view (that of exchange rate management),
we assume that other moves are also possible.
216. 5; I is implicit. Look at how their name is taken in
t he same br eat h along with t he mention of
Congress. When a leader draws attention of the
voters to a problem, he assumes that the problem
seriously concerns them.
217. 1; I is implicit : India is being asked to learn. Which
assumes India may also be threatened by a similar
problem. Note carefully that II is not implicit.
What is assumed is that being forced to take loan
from the IMF is not a good sign. If one simply
takes loan, that is, voluntarily so, that may be
considered a healthy growth.
218. 2; I is not an assumption but an inference, and that
too a wrong one. II is implicit : why else would a
political leader ask for revelations if it were not
for some gain?
219. 1; I is implicit because of the word representative.
W hen we t alk of X being a leader or a
Assumptions
representative, we assume that X leads a group of
persons with similar bent of mind. In other
words, he is not the only one of that kind. II is
not implicit.
220. 5; I is implicit. If X seems to have happened, it is
usually assumed that X happens. Again, II is also
implicit: since the speaker compares Sahara and
Peerless to other NBFCs, he assumes that these
two are also NBFCs.
221. 5; Assuming II only, the leader of the opposition
has made such statement. I is also implicit because
the root cause of disruption in the house is lack
of consensus.
222. 1; I is implicit but II is not. Happening of new things
might be good or bad in nature.
223. 5; Whenever a plan is aimed at for a particular
locality, the planner assumes that the locality
needs that plan. Hence I is implicit. II is also
implicit. If an institution makes a plan to provide
facilities to the people, clearly those facilities are
missing and are required.
224. 2; I is not implicit. II is implicit. Because if any
country warns another country not to interfere
K
with the happening in its country, then it must
have been assumed that the happening in its
own country is its internal affair.
225. 5; The statement is made by assuming II. That is
why such measures have been aimed at. The talk
of the requirement of the combination makes I
implicit.
226. 2; Assumption I is not implicit because it goes into
details which cannot be assumed. II is implicit
because when you announce a policy, you
generally assume that it will find favour with
the target group.
227. 4; External support makes things easier. But we
cannot assume that the success of a programme
KUNDAN
hinges only on this external support. Hence I is
not implicit. II is not implicit because the objective
wouldnot be set if the capability did not exist in
the first place.
228. 5; Both I and II are implicit because the purpose of
the move is to pressurise country Y as well as to
attract global attention.
229. 2; Assumption I is not implicit because though the
perceived threat of competition may be one of the
reasons behind this move, we can’t say so with
certainty. But II is implicit: shrewd warriors often
lose the battle to win the war.
230. 5; I is implicit because this is why Keshav’s mother
needed to instruct him. II is also implicit because
a choice between two options can be made only
when both the options exist.
231. 1; War between two countries makes the life of the
people miserable. Selling of crops at low prices
is on the basis of assumption I. II is not implicit
because it is far-fetched.
232. 1; I is implicit from the phrase “unable to solve in
quicker way”. The wor d ‘only’ makes t he
assumption II non-implicit.
233. 2; I is not implicit because t he commander is
considering about the equipment required to curb
militancy. He must be assuming II. Consideration
over equipment is related with the efficiency of
forces.
234. 5; Efforts of Y obviously makes I implicit. One does
57
not make effort to reach an impossible target. The
wor ding ‘Since my childhood’ makes II also
implicit.
235. 3; The ad assumes that there are two options: either
lear n f r om a good book or join a coaching
institute. However, the former option is assumed
to be preferable.
236. 2; Gener ally any condit ion is giv en in an
adv er tisement (especially in the for m of
instruction) with an assumption that people have
the ability to follow it. Hence I is not implicit. II
is obvious.
237. 5; I is implicit because the focus of the statement is
on a woman at higher post. II is implicit from the
wording ‘too common to make news’.
238. 1; You don’t advise someone unless he needs it.
Hence I is implicit. But II is not because of the
word ‘only’.
239. 1; Whenever a notice is issued it is assumed that
there will be some impact of this notice on the
people. Hence II is not implicit. But I is obvious.
240.5; X giv es an example and compar es in such a
manner that he assumes a situation similar to
t he exist ing problem; ther ef or e he must be
assuming I. II is also implicit because it is the
motive behind the statement of X.
241. 5; The word ‘ratio’ used by A makes I implicit. Need
of prediction of the ratio of questions of verbal to
those of non-verbal reasoning makes II implicit.
242.1; Authorising the agents to distribute coupons
makes I implicit. But II can’t be correlated with
the statement.
243. 2; I is not implicit due to the word ‘only’. II is obvious
because this is the assumption on which the
criticism made by the leader of Y is based.
244. 1; I is implicit. That is why the speaker is desirous
of showing the courts the right path. II is not
implicit. The judiciary should be ideal but there
is no clue why.
245. 2; I is not implicit because of the word ‘necessary’.
II is obviously implicit.
246. 1; Confinement of Ram temple movement in the
northern part of India indicates that the speaker
must be assuming I. II is not implicit. Mr Y does
assume the desirability of true Indian civilisation.
But is it for “harmony”? We don’t.
247. 2; I is not implicit. But II is implicit because seeking
help from the PM of the country Y implies that
the leader of country X has some hope from the
PM of the country Y.
248. 5; People looks for goods which are cheap as well
as durable. Hence I is implicit. Since the scheme
has been initiated with the aim of attracting more
cust omer s and fur t her str engt hening t he
company, II is also implicit.
249. 5; Advocating prompt diagnosis makes II implicit.
Again, making effort in the direction of mitigating
the ill-effects of a biological attack indicates that
the speaker must be assuming I.
250.2; Assumption II is implicit. That is why the minister
stresses on “WTO compatible”. I is irrelevant.
251. 5; Both I and II are implicit. Efforts made by the
company is aimed at the problem related with
corrosion. Hence the MD must be assuming I. II
is also implicit on the same ground.
252.5; Purpose of advertisement is aimed at making more
58
people have access to internet. Hence I is implicit.
Advocating f or best action on the int ernet
indicates that the speaker must be assuming II.
253. 1; I is implicit ; t hat is why t he company has
advertised thus. II is not implicit: the ad does
not claim it to be the only way to learn English.
254. 2; Low pr ice points hav e been accept ed as
instruments for penetration in rural areas. Hence
II must have been assumed. I is obviously not
implicit . Because if a company decides t o
penetrate in rural areas by providing the drinks
at low price points then the company must be
assuming that people in rural areas will be able
to purchase the cold drinks at reduced price.
255. 5; Talking of break-dances as a substitute for exercise
makes I implicit . At the same t ime when a
substitute is talked about it must have been
assumed that it will be suitable for the existing
situation. Hence II is also implicit.
256. 4; I is not implicit. In fact, the statement assumes
that it’s no use saying that an agreement has
been reached as long as the det ails are not
divulged. II is distorting the statement too much.
257. 4; The statement is based on the hindrances and
ill-eff ect s of delay in proper act ion. Neit her
K
assumption carries the above sense. Hence both
are not implicit.
258. 1; Assumption I holds good because otherwise the
said institutions could not have fulfilled the
r espectiv e demands of ot her count r ies.
Assumption II is not implicit: just because you
lend someone a part icular help (excellent in
nature) does not imply your overall superiority.
259. 5; When you prepare yourself for an event, you
assume your participation in it. Bidding adieu to
Test cricket and focussing on the forthcoming
World Cup makes asumption II implicit.
260.1; I is implicit in the words “it becomes necessary”.
KUNDAN
II is not implicit because of the word “every”.
261. 5; Comparison made by the person between events
I and II indicates that the speaker must be
assuming both I and II.
262.2; I is not implicit because of the word ‘ev ery’.
Narcotics Control Bureau assumes that some of
the people must have information; but it does not
assume that all the people have informat ion
regarding drug trafficking. II is obviously implicit.
That is why instruction is being given.
263. 5; The request comprises a fixed time. If one fixes a
deadline for a particular thing, one must be
assuming I. II is also implicit because if a person
requests for something from another, the former
assumes that the latter will abide by it.
264. 5; I is implicit. Look at how Mr Y is blaming “faulty
lifestyles” and “bad eating habits” — they are
inst ances of brazen v iolat ion of pr ev entiv e
measur es. II is implicit , that is why Mr Y
expresses his resentment.
265. 4; The statement assumes nothing about the kind
of people who are fit to deliver the goods. Hence
I is not implicit. Again, the statement says there
is a need to assuage the feelings. But it does not
assume whet her doing so would be easy or
difficult. Hence II is not implicit.
266. 1; Only I is implicit because of the words ‘even fifty
years after’. II is not implicit.
Practice Book on Analytical Reasoning
267. 4; I is not implicit because we don’t know what X
assumes about other factors. II is not implicit
either. We don’t know why X assumes him to be
lauded.
268. 4; I is not implicit because we can’t say with certainty
that Miss ‘X’ assumes her life to be full of prosperity
and the prosperity in her life came only after the
death of her father. II may or may not be the true
reason behind the reluctance of her father. Hence,
II is also not implicit.
269. 5; I is implicit ; that is why the adv er t isement
advocates to satisfy one’s need. II is also implicit
because if study materials of ‘X’ coaching institute
are capable of satisfying one’s need for PO, it
must be capable of satisfying the real requirements
of a true aspirant for PO. Hence, the speaker
must be assuming II.
270. 2; I may or may not be a true assumption. Hence I is
not implicit. II is obviously implicit; otherwise
there would not have been the advertisement.
271. 5; Both I and II are implicit. If someone gives a
ultimate success formula to youngster, then he/
she assumes I. Second sentence of the statement
makes II implicit.
272. 4; Hence, I is not implicit because of only. II is also
not implicit because if PM is talking about joint
patrolling then PM must be assuming that other
party will also support the plan.
273. 2; Suggestion made in the note is aimed at
adopting a way t hat brings out committ ed
aspirants for political leadership. This implies
political leadership is facing a crisis of t rue
leadership. But can we assume t hat it is so
everywhere? No. Hence, I is not implicit. If one
suggests something to someone, he assumes
his/her suggestion is pract ically possible.
Hence, II is implicit.
274. 5; One does not give instruction to any one unless
he/she assumes the latter needs it. This implies
that the readers need the instruction. This makes
I implicit. Again, if one suggests someone an
initiative, the former assumes the initiative is likely
to solve the respective problem of the latter. Hence
II is also implicit.
275. 1; Why such notice? CEO must be assuming I.
276. 5; The advertisement t alks about renov ation in
schemes and wide range of solutions. Why such
ads? It is likely t hat these t wo qualities of
schemes will attract customers. Hence both I and
II are implicit.
277. 2; I is not an assumption. Deputing a high level team
for a particular objective implies that the EC is
assuming the team will succeed in its objective and
for this people of the state will co-operate with the
team.
278. 5; The statement is in the form of a suggestion and
it is aimed at stopping child marriages. Note that
one does not suggest any initiative to remove a
problem unless he assumes the problem is still
in existence. Hence, I is implicit. Now, why a
sever e punishment ? The speaker must be
assuming. II. Hence, II is also implicit.
279. 5; The scheme will attract students, particularly
those students who have no money to pursue
education. So both assumptions are implicit.
280. 2; Tone of the statement makes II implicit.
Assumptions
281. 4; The student doesn’t necessarily assume the basis
of this desire.
282. 4; Neit her I nor II is implicit . Only intelligent
competitors are not the basis of the statement of
the co-ordinator. Hence I is not implicit. II may
or may not be assumption. Hence, II is also not
implicit.
283. 2; I goes deep into r eason. Hence I is not an
assumption. II is obvious; that is why the person
suggests his/her view.
284. 2; I may or may not be an assumption. Advertisement
of a product is done keeping in mind that there
must be some buyers. Hence, I is not implicit due
to the word ‘Most’. But since the objective of the
advertisement is to attract customers by giving
them a chance of free trip to Asian Games, the
speaker must be assuming II. Otherwise, why
will people prefer a free trip to a foreign country?
285. 5; Why an assurance of ensuring confidentiality
along with an easy access to register a complaint?
The speaker must be assuming I. Again, why
specially t rained Women Police Of ficers? The
speaker must be assuming II also.
K
286. 5; The tone of the viewer implies the entire hue
and cry over the film is not genuine. Since the
viewer is convinced that the duo (the director
and the actress) is together, it implies that he is
assuming I and II.
287. 1; While making the statement assumption I was
in the mind of the speaker; that is why he is
against the r eligion-based part ies in Indian
polit ics. II is not an assumption because
secularism may be practised even in a country
where there is only one religion.
288. 1; The speaker is assuming I; that is why in spite
of the courageous deeds of robbers, pirates, ....
and other anti-social elements, t hey are not
KUNDAN
heroes. Courageous work can be undertaken in
both violent and non-violent ways. Hence II is
not implicit.
289. 2; Judiciary also cares but it is not the only wing
which cares. Hence I is not implicit. Clearly, the
speaker is assuming t hat judiciar y must be
independent so that it can do its best. Hence II
is implicit.
290. 4; I is more of a restatement. If there were no linkage
between corporate and political or economic
conditions of the country, the speaker would not
use despite in his statement. Hence II is not
implicit.
291. 5; Why does the speaker want that people take
action in the matter? Clearly, he is assuming II.
I is also implicit in “Democracy will suffer”.
292. 2; The speaker is assuming II; that is why he is not
happy wit h t he qualit y of per for mance of
ministers. Hence II is implicit. I is an extreme
case. It is possible that most of the ministers are
inefficient but not all. Hence I is not implicit.
293. 2; II is implicit. The term “ambitious” confirms it. It
is possible that they have some mass base and
they use the grievances to take lead over their
rivals. Hence I is not implicit.
294. 4; Here both may be conclusions but certainly are
not assumptions. The speaker is a supporter of
pluralistic society.
295. 1; The speaker is assuming I; that is why he has
59
told so. While making the statement, his prime
concern was corruption and not political stability.
Hence II is not implicit.
296. 2; If ‘I’ were the Election Commissoner’s assumption,
he would not have talked of “those without a voter
identity card”. So II is a valid assumption.
297. 2; I is a r estat ement . Hence does not f ollow.
Disinvestment in banks means moving towards
privatisation. Clearly, the speaker is assuming
II; that is why he talks about elimination of scams.
298. 2; I is not implicit. On the contrary, the restriction
of this motility is assumed to be a problem. II is
implicit ; that is why we t alk of “regional
language”.
299. 4; It is possible that because of the difficulty of
language learning courses, students quit their
studies in the middle. Assuming this reason, he
may have stated so.
300.1; There may be other reasons for bureaucratic
delays, e.g. long enquiry process by different
departments on different angles. Hence II is not
implicit. I is implicit; that is why he has told so.
301. 4; He may be assuming that manufacturing sector
and information technology industry should be
r un t oget her wit h equal str ess t o boost the
economy.
302.1; It is clear that the economist assumes that at
present the time and labour poor does not have
much economic value. Hence I is implicit. Now,
why does he advocate for the measure? This is
not very clear. Maybe he also has the economy of
the country in mind. But not necessarily. He may
be more int er est ed in t he poor than in the
country.
303. 1; I is implicit. It is possible that his statement is
general and his intention is only to explain the
impact of players on the youngsters.
304. 4; The speaker is more concerned about poverty and
wants that the impact of globalisation reach to
the poor to eliminate their poverty. He is thinking
little about the booming of the economy.
305. 5; From the tone of Kher ’s r emar ks bot h the
assumptions can be considered.
306. 4; Assumption I is not exhaustive. Hence it is not
implicit. The speaker has nothing to do with other
countries. He is talking about his country only.
Hence II is not implicit.
307. 2; The speaker is assuming that history and social
concerns are two different subjects and both have
different ways of writings. Hence II is implicit.
But I is not implicit.
308. 4; It is clear that Nehru was the best leader to
ensure harmony. This implies that there were
other leaders also to ensure harmony though
Nehru was the best. Hence I is not implicit. II
can be a conclusion.
309. 5; From the tone of the statement it is clear that the
speaker is assuming both.
310. 5; According to the speaker, it is because of I the
public sector employees do not want the transition
of their sector into private sector. Hence I is
implicit . II is implicit because corr uption
decreases efficiency.
311. 5; Why is the speaker against diluting the powers
of CVC? Clearly he is assuming II. The speaker
is assuming I; that is why he is pleading for the
60
media to do its work.
312. 5; If competition benefits the consumer, monopoly
must be harmful to him. Hence I is implicit. II is
implicit because these are the ways in which a
consumer benefits from competition.
313. 2; If there is a huge loss of power, it is being assumed
that a lot of power is being generated. But one
can’t assume whet her t he generat ion or it s
capacity is adequate. Hence I is not implicit. II is
assumed from the element of suspicion present
in the statement.
314. 4; I is a restatement. Hence it is not implicit. Good
looks are not the same as being conventionally
good-looking. Confidence brings good looks even
to the conventionally not-so-good-looking. Since
good looks ar e being r uled out only in t he
conventional sense, II is not implicit.
315. 4; Influence of one economy on the other does not
imply t hat t he latt er has no independent
existence. Hence I is not implicit. Just because
the US economy influences the Indian economy,
one can’t conclude that II is being implied. The
influence can be felt even if India’s bilateral trade
with the US is of a large volume.
316. 5; The speaker assumes that the very notion of value
K
system has changed.
317. 2; The speaker is assuming II that is why he is
talking about the entrenched customs and social
attitudes towards women and about their plight
getting compounded. I is not an assumption here.
318. 5; I is implicit by the link established by the speaker
between “physics” and “myst er ies of t he
universe”. II is also implicit because 20 years is
not too big a period.
319. 1; I is implicit fr om t he t hr ust on human
development through educational institutions. II
is not implicit: we don’t know whether t he
investment is needed to open new institutions
KUNDAN
or merely maintain the old ones.
320.1; Assuming I, it is an Indian language. II is not
the assumption here because it is possible that
other communities have this bias.
321. 5; You can arrive at the statement only when you
assume I. Hence I is implicit. He is assuming II
and he wants that this habit should be given up.
322.5; Clearly, the statement is a lament for the fact
that education is turning into just a money-
spinning business. It is getting detached from
values, which are at the care of a society. Hence,
both are implicit.
323. 4; Who are using history in the contemporary context
can’t be determined. Hence I is not implicit. It
may be used to spread harmony among various
communities. Hence II is not implicit.
324. 1; I is implicit because it is this demand that makes
people “spend big money”. II is beside the point.
325. 4; There may be several other reasons for the large-
scale deaths during earthquakes. eg use of low-
quality building materials, electric current.
326. 5; Clearly, the speaker does not believe in one-match
wonders. Hence, I is implicit. II is also implicit
because consistently good performance over a
long stretch can be measured in terms of average.
327. 5; Because of II LIC has advertised so. If I were not
the assumption, they would never advertise.
328. 5; The finance minister says that the Opposition is
Practice Book on Analytical Reasoning
opposing only for the sake of opposing. Which
means the measure he is advocating, namely
privatisation, is good. Hence II is implicit. And
once II is assumed, I also becomes implicit.
329. 2; Higher marks can also be scored by using unfair
means. Hence I is not implicit. II is implicit.
330. 1; I is implicit; hence the warning. II is not implicit
because we can’t assume t hat all social
responsibility jobs give money.
331. 1; The speaker is assuming I. And its solution he
has advised in his statement. II is also implicit.
Hence the need to seek fortune abroad.
332. 4; I and II may or may not be an assumption. It is
possible that he is assuming that an actor is more
popular among the audience than directors and
producers and that is why he looks out for acting
assignments.
333. 1; I is implicit; that is why the speaker talks about
the flaw in the “democratic process”. II is not
implicit in the given theoretical statement.
334. 2; I is not implicit because the statement has nothing
to do with “global” phenomenon. II is implicit;
that is why job opportunities have been crippled.
335. 1; I is a valid assumption. This is the way to win
the hearts of the people. II is not implicit. The
statement points to the fact that winners of votes
often pay little attention to hearts.
336. 2; How do we know whether the select ion is
provisional? Hence I is not implcit. II is implicit:
that is why it has selected 20 more candidates.
337. 1; The blame is being squarely laid on the batsmen.
338. 5; I is implicit from the speaker’s demerit being
pointed out. II is also implicit. That is why “the
anti-defection law is ineffective”.
339. 2; The former prime minister is against the way
liberalisation policy is being pursued by the govt
and not against the idea of liberalisation itself.
340. 4; The ad does not promot e chocolate eating in
general; it only says that if one eats chocolates,
why not eat the tastier one? So I is not implicit.
II is of course contrary to what the ad says.
341. 4; The soul accepts new bodies just as a person
accepts new clothes - this being equated to the
soul being a clot hshanger is v ery crude
philosophy. I should be rejected. Again, t he
immortality of the soul is not proved beyond doubt
in the given statement. Unless a statement clearly
said that the soul never ceases to accept new
clothes this assumption would be suspect.
342. 5; The statement talks about some persons who say
that Indians are tolerant to a dangerous level. So
I is assumed in as much as such people are
assumed to be existing. Further, the author refutes
the claims of such persons. Hence, the author
himself is proof that there are some persons who
do not believe that Indians are tolerant to a
dangerous level.
343. 2; The crux of the statement is that although the
wheels, horses etc. make up the chariot, they
are not the chariot. In other words, parts can
never substitute for the whole. So II is implicit. I
is not hinted at in the statement.
344. 5; The phrase “one step further” implies that some
violence has already occurred and the author
plans to move “one step further” from this level
of violence. Further the word “retaliate” implies
Assumptions
that violence has been against the author to
which he plans to give a befitting reply. Hence
both I and II are implicit.
345. 5; I is obvious from the statement. II is obvious by
t he way cooler is compar ed t o f an in the
statement.
346. 4; I is not true for everybody. The statement means
to say that practice may not be sufficient for
success if one is pitted against a born genius. In
other words, it means that practice is necessary
but it may not be sufficient. II is not implied
beyond doubt. It is supported by the statement
only in a vague fashion.
347. 1; If a manager contemplates punishment for the
er ring st af f, a capability t o punish must be
assumed.
348. 2. Allowing pass-holders without checking does not
necessarily mean less risks. It could be done
because of time factor or other reasons. But one
thing is definite. Those having passes must be
assumed worthy of trust. Without this being true,
allowing t hem wit hout check-ups makes no
sense. Hence II is implicit.
K
349. 1; If listening to the inner voice can save one from
sin, assumption I must be valid. Assumption II is
uncertain. The statement merely says that Gandhi
was saved from sinning on many (not every)
occasions. So chances of a few transgressions
can’t be ruled out merely on the basis of the given
statement.
350. 1; If a polite person’s son being rude is a matter of
shock then it must be assumed that politeness
usually passes from father to son. So I is implicit.
351. 1; First the author says that whenever he watches,
India lose a wicket. Then he declares that “so”
he will not see t he next crucial match. The
assumption here obviously is that if he doesn’t
KUNDAN
watch the match India will not lose wickets. In
other words, his coming to watch is one cause of
India losing a wicket. II is uncertain. No hint is
made on winning or losing.
352. 4; Feeling uneasy is not a sign of addiction in itself.
Feeling uneasy after avoiding Gutkha is a sign of
addiction. [Read I carefully. If you have the book
Magical Book: Analytical Reasoning, refer to page it
immediately.] Secondly, a thing that is suspected
to be addictive can never be advised to be taken
every two hours! Both I and II are not implicit.
353. 5; The author says that he won’t succeed in UPSC
exam. Reason? Because he is not hardworking.
Obviously, hard work is essential for success at
UPSC exam. Further, if hard work is a necessary
prerequisite of any exam, the exam can’t be easy.
Both I and II are implicit.
354. 1; The author says that he hopes to succeed in SBI
PO exam. Reason? They had more vacancies.
Clearly, more vacancies are taken as giving a
higher chance to succeed. So I is implicit. II is
not. The statement makes no comment about the
degree of toughness of the exam.
355. 2; If we say that it is high time X did something,
we assume that X is not doing that at present.
Hence, assumption II is implicit. But I is not
implicit. Infrast ructure lending is one of the
services but whether it is the best we do not
know.
61
356. 1; I is implicit because if Booker Prize brings global
acceptance, it must be a sign of recognition. II is
not implicit. The coming of age of Indian writing
in English may be an inference, but not an
assumption.
357. 5; If a thing is no longer so, we assume that earlier
it was so. Hence I is implicit. Again, if corruption
came as a shock earlier, we further assume that
corruption was there. Hence II is implicit.
358. 4; If X is more dangerous than Y, we assume that Y
is also dangerous. But I is not implicit because it
states just the contrary. II is also not implicit.
We rather assume that hedonistic activities can
be performed with aids.
359. 1; I is implicit because one team cannot defeat the
ot her unless bot h par t icipate. II cannot be
assumed. There may have been other teams which
were eliminated before India met Pakistan in a
five-match final.
360. 2; I is not implicit because it talks about a subject,
not the author. II is implicit because when we
say that a book is for a particular target segment,
we assume that such a target segment exists.
361. 1; I is implicit: how else can helping the poor be a
service? II is not implicit because not all human
beings are in the “service” business.
362. 2; I is not implicit because the statement is based
only on what happens in India. II is implicit
because of the concern shown by the statement.
363. 2; I is not implicit because we don’t know whether
the statement is based on past experience. II is
implicit because education is very important in
equipping the children.
364. 5; Both the assumptions are implicit because of the
need felt for a shopping complex in the colony
itself.
365. 1; The term ‘which you were unable to prepare earlier’
clearly means even though t he user knows the
procedure of some special preparation, he does not
have a proper oven to cook. Hence I is implicit. The
statement assumes that ‘X’ can cook tasty dishes but
does not rule out all other ovens from doing so.
366. 1; Accommodation to only outside candidates clearly
indicates that local candidates will be having
t heir own ar r angement f or stay. Hence I is
implicit. It is no where mentioned that outside
candidates will not be selected. Hence II is not
implicit.
367. 5; Providing anything for a solution automatically
leads to the fact that the provider has assumed
that neither it will disturb while working nor it
has any adverse side effect, and that it will rather
promote the work.
368. 1; I is implicit. Because of I, the policy-makers have
acknowledged the ser v ices r ender ed by t he
voluntary agencies. II is not implicit. Designing
and service contribution are two different things.
369. 5; If it is impossible then why would a nation commit
so? Hence I is implicit. The term As a nation used
in the statement and then about its commitment
for its people confirms II.
370. 4; As only is used in both the assumptions, none is
implicit.
371. 2; I is not implicit. The statement puts it the other
way round. That is, health results in happiness.
II is implicit, hence the statement.
62
372. 5; Definitely because of assumption I and II the
publisher has warned in the cover page of the
book.
373. 5; Sensitivity can be created by the media only when
it possesses both these attributes.
374. 1; I is implicit. The provision would not have existed
if there were no likelihood of such an act being
committed. II is not implicit. Merely debarring
public servants from immunity does not ensure
equality for all.
375. 3; Higher efficiency will be brought about in either
t he case. W hen you have good models, the
environment improves. On the other hand, even
if this not be case, fear of being eliminated leads
to adaptation in the Darwinian fashion.
376. 5; I is implicit . That is why t he demand f or
qualification and experience. II is also implicit.
Unless the institute were choosy, it would have
welcomed one and all, without imposing any
restrictions.
377. 2; I is not implicit: Competition from whom? There
are no such hints in the statement. II is implicit:
it is this appreciation that has propelled the credit
card company towards such an excellent customer
service.
K
378. 1; I is implicit; hence the caution “to be frank and
objective”. II is not implicit. The statement does
not hint towards the motive of the report.
379. 5; I is implicit; that is why the talk of “observational
learning”. II is also implicit; note the use of the
word merely.
380. 5; I is implicit : it is wit h this belief that t he
shopkeeper makes the recommendation. II is also
implicit; that is why the shopkeeper emphasises
on “international technology”.
381. 5; I is implicit. Note that the statement makes a
distinction between merit and seniority. II is
implicit: only when you can determine something
KUNDAN
that you make it the basis for further decision.
382. 2; What we are being told about brilliant students
does not have anything to do with mediocre
students. Hence I is not implicit. But II is implicit.
This must be the reason why t he brilliant
students do not always excel.
383. 5; I is implicit. If the desire were not there, why
the statement? II is also implicit ; hence the
emphasis on “explore all channels”.
384. 2; I is not implicit. The grievance is against the
govt, not against the banks. Banks serve only as
a medium for transfer of money. II is implicit
from the phrase “two months ago”.
385. 2; I is not implicit in its present form. The author
assumes that it is unproductive unless utilised.
II is implicit ; hence t he lament on it s
underutilisation.
386. 5; The company is assuming II, that is why it has
manuf act ur ed t he medicine. W hy has t he
company stressed on the constituents and the
effect in its advertisment? Definitely because the
company management is assuming I.
387. 1; Failure to meet the demands is possible only
when the demands have been raised in the first
place. Hence I is implicit. II may be a conclusion
but not an assumption.
388. 5; I is implicit. Tools for an objective are talked about
only when the desire for such an objective exists.
Practice Book on Analytical Reasoning
II is implicit because it makes no sense to talk of
somet hing wit hout the exist ience of it s
possibility.
389. 1; ‘A’ is assuming I, that is why he has suggested
hard work to B. Hence I is implicit. The word All
is too strong in II. Hence II is not implicit.
390. 4; Assumption I contradicts the statement. Nothing
can be assumed about the scale of becoming
developed. Hence II is not implicit.
391. 2; I is not implicit. There is no hint regarding who
cont r ols our behav iour . II is implicit . The
statement takes exception at the fact that he does
not apply to himself what he teaches.
392. 2; I is not implicit. The statement only says that
the two should go together, not that one results
from the other. II is implicit; that is why the
emphasis on social justice.
393. 5; The customer is assuming I that is why he has
lodged several complaints of not receiving his
telephone bills. As he has informed about this to
the editor of a daily, he expects to correct the
system. Hence II.
394. 2; The statement does not point to the competence
of anybody. It merely hints at the power of co-
operation.
395. 5; The police is assuming I that is why they have
interrogated them. Hence I is implicit. II is a more
generalised form of I. Hence implicit.
396. 4; We are in no position to pass any judgment at
present. We may assume these only if the appeal
is rejected.
397. 4; I is not implicit because this is an ad for admission,
not for a job. II is also not implicit for the same
reason. You don’t seek admission.
398. 2; The intention of internal applicants can’t be
assumed from the given statement. II is implicit;
t hat is why t hey want t o recr uit out side
professionals.
399. 1; Whenever a decision is taken by the company it
goes through every aspect threadbare. Hence I is
implicit. Debentures can be issued even when
there are a large number of competitors. Hence II
is not implicit.
400. 5; The company’s authority is assuming both that
is why they have invited tenders from reputed
contractors. The term reputed confirms I. II is a
universal assumption as the principal reason of
inviting tenders.
401. 5; The govt has promised to bring down the smoke
level because it is possible to determine the level.
Hence I is implicit. II is implicit because
containing pollution is also a welfare measure.
402.1; Any measure is taken with its efficacy in mind.
Hence I is implicit. But II is not implicit because
there is nothing in the statement that suggests
the fear of a threat.
403. 3; The company may have either of the two situations
in mind. Generally, reduction in price is expected
to lead to increase in sales. Hence I is implicit.
Alternatively, it is possible that the decision has
been taken with other manufacturers in mind.
In that case II may be implicit even without
assumption I.
404. 5; W hy t he apology? It is a submission t o the
sensitivity of the Indians. Hence I is implicit. II
is implicit in the word misinterpreting.
Assumptions
405. 5; Lalit’s mother is instructing him what course to
take if it rains heavily. Clearly, she assumes his
incompetence in taking a decision of his own.
Hence I is implicit. Returning by train is possible
only when the trains ply. Hence II is implicit.
406. 5; A decision to start any sort of dialogue with one’s
neighbour assumes that the neighbour will also
participate in it. Hence I is implicit. II is implicit
because track II dialogue can be meaningful only
when the respective Govts agree to abide by it.
407. 5; The host of the programme is assuming both.
Announcement to distribute fabulous prizes has
the clear purpose to enhance the viewership.
408. 4; The employees’ association is generally concerned
with the welfare of employees and not with the
benef it of t he or ganisat ion. Hence II is not
implicit. I, also, is not an assumption.
409. 2; Assuming II only, the government has agreed to
work out an effective social security programme.
410. 1; To motivate the employees and hence for the
enhancement of their work, t he head of t he
organisation congratulated the entire staff in his
speech and appreciated their effort.
K
411. 1; Whenever such notices are displayed it is assumed
that those who are concerned with the notice
will read the notice and follow the messages in
it. Hence I is implicit. If II were true, it is not
necessary to display such notices.
412. 5; Here both the assumptions are valid. If it were
not so, there would be no benefit of setting up
such mission.
413. 1; I is implicit; that is why the advertisement has
been given. Second one is absurd.
414. 5; I is obviously implicit. II is also implicit; that is
why cancellation of citizenship has been talked
about.
415. 2; I is vague. But II is implicit because the fixation
KUNDAN
of amount as Rs 1999 per month must have been
done after assuming II.
416. 2; The wording “Beware of dogs” makes II implicit.
417. 4; I is not implicit. The valid assumption is that
the existence of corruption and prejudice is not
desirable. II is also not implicit. The statement
is silent on whether the administrative system
can be reformed.
418. 5; Why a review committee to find out the reasons
for unstable stock prices? Concerned authority
must have assumed I. Hence I is implicit. One
does not entrust a work to another unless the
former assumes that the latter has the efficiency
to do that work. Hence, II is also implicit.
419. 5; Assumption I is implicit . Why has such
advertisement been published by the advertisers?
Definitely, the advertiser is assuming I. II is also
implicit; that is why advertiser advocates doing
so.
420. 5; The idea behind facilitating learning computer
at no cost is aimed at attracting learners. Hence
I is implicit. II is also an assumption; that is
why t he adv er tisement adv ocat es lear ning
computer.
421. 5; Both I and II are implicit. The government does
not launch its programme unless it assumes that
it has the basic infrastructure to implement it.
422. 5; Why a reward for a good suggestion? Obviously,
authorities are assuming that the reward will
63
enthuse employees to evolv e innov ativ e
techniques. Hence, II is implicit. On the other
side, seeking help from employees in order to
evolv e an innovative t echniques implies that
employees may have the required calibre. Hence,
I is also implicit.
423. 1; I is implicit; that is why the civic authorities are
advising so. II is not implicit. No one gives advice
to another unless the former assumes that the
latter will follow the advice.
424. 2; Engaging the Army for the rehabilitation work by
the government implies that t he gover nment
assumes that the Army possesses the required
ability to rehabilitate the affected people rapidly.
Hence, II is implicit but I is not implicit because
of the word ‘only’.
425. 3; Investment in the shares of company ‘A’ has been
termed as ‘a gamble’. This implies the speaker
must be assuming that the investment may either
incur loss or bear profit.
426. 4; I is not implicit (note the word ‘at least this year’).
II can’t be correlated. Hence, II is also not implicit.
427. 1; The wor ds ‘not t r ue always’ implies t hat
sometimes the move bears positive results. Hence,
the speaker must be assuming I. II is obviously
not implicit.
428. 4; The tone of the statement only implies that the
speaker assumes t hat newspaper s ar e mor e
effective than oral call. The given assumption I
is not implicit because of the word ‘rarely’. II is
also not implicit because it contradicts the valid
assumption. Note that here the valid assumption
is “people will r ead an adver t isement in a
newspaper”.
429. 2; I is not implicit. It is assumed that people will
pay taxes. That is why II is implicit. But the
Govt does not necessarily assume that people will
cont inue wit h t hese schemes. Maybe it is
discouraging people from being mere savers rather
than investors.
430. 5; No government decides to impose extra taxes
unless it assumes that the amount it has is
insufficient to serve its pur pose. Hence, I is
implicit . II is also implicit ; ot her wise the
government would have increased the levy from
the targeted 2% .
431. 1; I is implicit from the tone of the offer of the ‘X’
Housing Finance company. But II is not implicit.
432. 2; The real concern of WHO is the low per capita
expenditure on health in India. Now, how will
t he init iat iv e t aken by W HO minimise the
concern? The assumption is that the enhanced
assistance may substantially increase the per
capita expendit ure on healt h in India. But ,
assumption I is not implicit due to the last part
of it, ie ‘and bring it on par with other countries.’
Again, no one provides help to others unless one
assumes t hat t he other needs it . Hence,
assumption II is implicit.
433. 4; When decisions are taken, the assumptions are
positive. It is assumed that various sections would
facilitate the implementation of the decision.
Hence neither is implicit.
434. 1; The step taken by the airlines must have been
aimed at to earn more revenue. The desired result
can’t be obtained without assuming I. Hence, I is
64
implicit. II may or may not be an assumption.
435. 5; Generally, an advertisement is given to attract
customers. Hence, assumption II is implicit. The
advertisement mentions some feature. Why will
the mentioned feature attract customers? Hence
I must be assumed.
436. 2; Why did bank ‘A’ reduce the interest rate on retail
lending? The step taken by the bank must be
aimed at generating more revenue. Hence, II must
be assumed. I may or may not be an assumption.
Hence, I is not implicit.
437. 5; When a notice is given by an organisation to a
group of persons, the former assumes that the
latter will follow it. Hence, I is implicit.
438. 2; The tone of the statement implies that sometimes
the mightiest superpower does not get accolades
from other countries even after winning the war.
Hence the speaker must be assuming II. The tone
of the statement stresses on the failure of the
mightiest to get accolades from other countries
despite winning t he war . Hence, I is not
necessarily implicit.
439. 2; I is not implicit. In fact, the statement suggests
it is possible to contain terrorist activities. What
is disputed is “how long”. But II is implicit. The
K
action has begun, though its end is not in sight.
440. 1; I is implicit from the victims being “nuisance to
peace-loving people.” II is not an assumption.
Note that the assumption here may be: “Majority
of the people killed in wars are wicked.”
441. 4; Dishonour ing of global public opinion by the
superpower implies t hat the speaker must be
assuming that the global public opinion is against
the imposition of war. But note that II says: “...
should have been ... .” Hence, not implicit. I is not
implicit either. It is, in fact, contrary to the speaker’s
assumption.
442. 5; The word ‘vehemently’ used in the statement
KUNDAN
implies that the speaker must be assuming II.
Why is the speaker in favour of discouraging wars
vehemently even though majority of the victims
might hav e been a nuisance to peace-loving
people? The speaker must be assuming that war
is disastrous for peace-loving people also. Hence,
I is implicit also.
443. 1; The decision taken by the government implies
that the government must be assuming I. Note
that no organisation/government/person takes
decision to compensate the vict im unless it
assumes that it has adequate fund to satisfy the
expenses. II can’t be correlated. Hence, II is not
implicit.
444. 1; Why has the suspension of flights been mad for
a limited period of four days? It must have been
assumed by the authorities of X-Airlines that the
crisis may be over after this limited period. Hence,
assumption I is implicit. II may or may not be an
assumption. Hence, II is not implicit.
445. 2; Request made by civic authorities to the citizens
implies that the authorities must be assuming that
the citizens will respond positively. Now look at
assumption I. It may or may not be an assumption
because the way of responding by the citizens may
not necessarily be the same as mentioned in the
assumption.
Hence, assumption I is not implicit . Again,
Practice Book on Analytical Reasoning
request made by the authorities implies that the
authorities must be assuming that their effort will
reduce the problem of power theft. Now, how
can t hey assume t his? Obv iously, II is an
assumption.
446. 5; Why did PTA take such a harsh decision? They
must be assuming that its decision may compel
the principal to reconsider the school fees. Hence,
assumption II is implicit. Again, how can the
decision usher such result? Obviously, PTA must
be assuming that parents of the students will
cooperate. Hence, assumption I is also implicit.
447. 2; Assumpt ion I can’t be cor related wit h t he
statement. Hence, assumption I is not implicit.
Now, why did the aut hor it y go f or t he
advertisement? Obviously, II must be assumed.
Hence, only II is implicit.
448. 5; The scheme will attract the children, particularly
those who have no good food available at home.
So both assumptions are implicit.
449. 1; I is implicit. If it wee not so, equal potential would
have implied equal salary and vice versa. This
one-to-one cor respondence could hav e made
salary the only criteria to judge potential.
If II were implicit, if would mean salary is linked
with factors other than potential. That is, potential
can’t be the only criteria to decide salary. But
t his is on a t r ack dif fer ent fr om wheat the
statement goes on.
450. 4; Material desires of a person are determined by
three factors — the basic necessity, the utility of
items purchased and the appetite for luxury items.
Hence I can’t be the assumption. II is also not
implicit.
451. 1; As a Principal, he t rust s his t eacher that they
would have prepared the students thouroughly. So
that they could appear in the list of toppers. Hence
I is implicit.
Only intelligence cannot be t he basis of t he
Principal’s statement. Hence II is not implicit.
452. 5; I is implicit from the need “to maintain the present
position”. But why the question of lag? Must be
because computers are much more efficient than
manual labourers. And this holds true only for
complex tasks. Hence II is implicit.
453. 5; Why has the club announced a wide variety of
music programmes by the visiting musicians? The
organisers must be assuming that the musicians
may be able to play a variety of programmes to
interest the people. Besides this, they must be
assuming also that the programme will attract
audience. Thus, both I and II are implicit.
454. 1; I is implicit; that is why the bank expects to
wor k ef f iciently. II may or may not be an
assumption. Hence, II is not implicit.
455. 1; I is implicit; that is why the principal instructed
the teachers to carry the responsibility. II is not
implicit. The mischievous section may not welcome
the decision.
456. 2; I is not implicit. In reality it contradicts the actual
assumption. Again, why, has gover nment
abolished the scheme? The government must be
assuming II.
457. 1; The notice has been aimed at reducing criminal
activities. How can the criminal activities be
reduced without people’s participation? Hence,
Assumptions
the police must be assuming I. But we are not
sure about II. Hence, II is not implicit.
458. 5; If any circular is issued for an individual or a
gr oup of people then it is assumed that t he
individual or the group of people will abide by it.
Hence, I is implicit. Again, why did the authority
need to issue such cir cular? It must hav e a
const r uct iv e pur pose r egar ding t he ser vices
provided by the organisation. Hence, II is also
implicit.
459. 1; Why did the government take such an initiative?
The government must be assuming that these
teachers may be useful in improvement of primary
education. How can the objective mentioned above
be obtained without assuming I. II is absurd.
Hence, II is not implicit.
460. 4; I is not implicit because according to the statement
the move is supposed to bridge the gap between
income and expenditure to a larger extent. II may
or may not be an assumption because of the word
‘will’.
461. 1; The government is adamant not to reduce the
prices of pet roleum product s despit e the
K
significant drop in the crude oil prices in the
international market. Why? It must have some
const r uct ive objectiv e which compelled t he
government to do so. Hence, I is implicit. We
can’t correlate II with the statement. Hence, II is
not implicit.
462. 5; Why did the government go for the appeal? It
must be assuming that the people will abide by it
and t he appeal may generat e mor e r evenue.
Hence, both I and II are implicit.
463. 2; I may or may not be an assumption. Note that if the
two companies X and Y are paying equal salaries
to their employees and the growth prospects of
employees is better in Y (in comparison of X) then
KUNDAN
many employees working for the company X may
prefer to work for the company Y. But II is obvious.
Hence, only II is implicit.
464. 5; Why did the principal of the college warn the
students? The principal must be assuming that
t he war ning may bring t he sit uat ion under
control. And how can the situation be under
control without II? Hence, II must be assumed.
Again, what compelled the principal to go for
such a warning. It is I. Hence, I is also implicit.
465. 1; How can the advertisement be meaningful without
I? Hence, I is implicit. II may or may not be an
assumption. Hence, II is not implicit.
466. 5; If ‘A’ advises ‘B’ to do something, then the former
assumes that the latter has the required expertise
to do it. Hence, I is implicit. Again, why did the
management need t o adv ise regarding use of
computers? It is obvious that the management must
be assuming it to be necessary. Hence, II is also
implicit.
467. 1; I is implicit
468. 4; I highlights. Hence I is not implicit. II can't be
correlated with the statement; hence II is not
implicit. The given advertisement is based on
the following assumptions:
* A discount may make the course fee seem less
burdensome.
* A discount may at tr act more and mor e
students.
65
* Most of the students want coaching classes
at a lesser fee.
469. 2; I is not implicit because of the word 'medication'.
The objectiv e of the adv er t isement can't be
achieved without II. Hence, II is implicit.
470. 2; I is not implicit because of the word "All". II is
implicit: it is this that makes the speaker say
"you must have at least the basic knowledge of
computers.
471. 5; How can the objective of the civic authorities be
meaningful without the people's participation?
Hence, I must be assumed. Again, how can the
people's participation be possible wit hout II?
Hence, II must be assumed.
472. 5; I is an assumption because the government is
assuming that the initiative taken by it is an effort
to rectify the problem. II is obvious because the
initiative taken by the government has been aimed
at benefiting the farmers.
473. 5; If the government has made a plan to provide relief
to the farmers, it must be assuming that the plan
can be executed. The objective can't be fulfilled
without I and II. Hence, both I and II are implicit.
474. 4; The Principal must be assuming that the students
will abide by the instruction. Note that if a person
instructs someone or a group of persons, the
former assumes that the latter will abide by it.
Hence, both I and II are not implicit.
475. 1; The initiative taken by the railway authority has
been aimed at making the ser vice-customer
friendly. Hence, I is implicit. II may nor may not
be an assumption. Hence, II is not implicit.
476. 2; From the adv ert isement, it is obv ious t he
advertiser must be assuming II. Hence, II is
implicit. I goes rather against the statement.
Hence, I is not implicit.
477. 4; The step taken by municipal corporation has been
aimed at good entertainment for the local residents
during the holidays. The municipal corporation
must be assuming that local r esident s may
participate in the fun fair with great fanfare. Since
I and II go against the above assumption both I and
II are not implicit.
478. 5; The advertisement would become meaningless if
the two assumptions were not implicit.
479. 1; I is implicit in the claim being made in t he
announcement. When you make a claim, you
highlight your achievement. But II is irrelevant.
Such "cooperation" from the people one does not
expect.
480. 5; Assumption I is implicit as the motive behind
the comparison. II is implicit in the purpose of
advertising.
481. 2; Whenever a vendor increases prices, he assumes
t hat his commodit ies will sell ev en at t he
increased price.
482. 2; Admission is still a far way off. We are only at
the for m collect ion stage and hence I is not
implicit. But II is implicit as it is this assumption
that has prompted people to stand in the queue.
483. 5; A decision is taken when it is felt that it would be
accepted by most of the people concerned. Hence I
is implicit. II is also implicit as the reason behind
the need.
484. 4; It is not necessary that price rise be there on the
mind of the govt while taking the decision. Hence
66
neither I nor II is implicit. In fact, the truth is
that our petroleum companies are running losses
even after the drop in international prices.
485. 5; Both are imminent positive outcomes assumed.
486. 1; I is implicit because teachers can't be appointed
in a vacuum. II is more of a presumption.
487. 5; When a move is made, it is assumed to be effective.
Hence I is implicit. It is also assumed that the
stipulated target will be met. Hence II is implicit.
488. 1; Assumption I is implicit because it is this that
makes us import sugar in spite of the increase in
the number of sugar fact ories. But II is not
implicit because "future" is beyond the scope of
the statement.
489. 2; Compensation is a way of sympa-thising with
the victims, not a deterrent to terrorism. Hence
II is implicit but I is not.
490. 1; Assumption I is implicit because only then the
switching over makes sense. But II need not be
an assumption. The switching over may have
been prompted by economic factors or those of
convenience.
491. 2; Assumption I is ruled out because of the word
only. But II is im plicit be cause wi t hout
considering this factor relocation won't make
K
sense.
492. 1; Assumption I is implicit as the govt's moves are
generally aimed at protecting the interests of
the masses. But II is not implicit because of "any
other way" . Ther e might be other means of
gambling which t he gov t does not consider
significantly detrimental for the people.
493. 2; When one applies for leave, one assumes that it
would be granted. Hence I is not implicit. But
Assumption II is implicit because only then the
period of "two years" assumes meaning.
494. 1; When you instruct someone to do something,
you assume that he may do it. Hence I is implicit
KUNDAN
and II is not.
495. 5; Assumpt ion I is implicit as this is the pur pose
assumed while levying the tax. II is also implicit
because when a rule is framed, it is assumed that
people are capable of following it.
496. 1; Assumption I is implicit in "at their own cost".
Assumption II is contrary to what the citizens
may have assumed.
497. 4; Were it assumed that the employees might leave,
such a decision would not be taken. Hence
Assumption I is not implicit. Assumption II is
not implicit because " next year " is pr esent
nowhere in the picture.
498. 5; Both are implicit in Mr X's instructions to his
assistant.
499. 2; II is implicit a s it ser v e s t he pur p ose of
introducing AC buses. Contrary to this, I is not
implicit as it defeats the purpose.
500.1; I is implicit because whenev er a scheme is
announc ed, it is assu med t hat peop le will
welcome it. II is not implicit. Had fear been there
on the mind of the govt, it would have refrained
from introducing such a scheme.
501. 4; I is not implicit because an announcement is
made wi t h t he assump t ion t hat it will be
positively received. II is not implicit because the
municipal authority is not covered by the ambit
of the statement.
Practice Book on Analytical Reasoning
502. 4; If the response does not come, as Assumption I
says, the ad won't make sense. Hence I is not
implicit. II is not implicit; hence the qualification
"with good communication skills".
503. 2; Assumption I is absurd. In such illnesses, the
patients are rushed to hospitals, irrespective of
how the relatives may behave. II is implicit in
r ushing t he af f ect ed people t o t he near by
hospitals.
504. 5; W hen a pr omise is made by someone, t hey
assume that they would be able to fulfil it. Hence
I is implicit. Since the business ventures are
planned to be set up in rural areas, II must be
implicit.
505. 5; I is implicit as the cause of blocking the traffic. II
is implicit because whenever we plan something,
we assume that the conditions may be favourable
enough.
506. 4; Whenever an instruction is given, it is assumed
that it may be followed. Hence I is not implicit.
II is also not implicit. If at all the govt does
assume something about the parents, it is to the
contrary: that the parents may not be able to pay
higher fees.
507. 1; I is implicit as diversion would be necessary
while the construction goes on. II is not implicit
as negative reactions are not assumed.
508. 2; When prices are reduced, the motive is to attract
customers. Hence I is not implicit but II is.
509. 5; Both have been assumed by the railway authority
while putting the revised timing on the website.
510. 2; Grace marks are given with the assumption that
adding these marks will lead to positive result.
511. 5; I is implicit in the deadline given. II is implicit
in the notice given to the residents to move out.
512. 1; I is implicit; otherwise more players would have
been selected. II is not implicit because even
without the captain, ther e will be suf ficient
number of players.
513. 1; I is implicit in the preparation being made. But
II is not implicit as "about thirty" implies "nearly
thirty — maybe a few less, maybe a few more".
514. 2; I is not implicit because of the word " All" . II is
implicit as applicant s assume a f air select ion
process.
515. 1; When an order is passed, it is assumed that
people will comply with it.
516. 4; Assumption I is irrelevant while II is contrary
to the assumption being made.
517. 2; When workers go on a strike, they assume a
positive response, viz, the authorities may heed
to their demands.
518. 5; Note that t he "separat e lane" decision is an
incentiv e. Now an incent iv e is given wit h a
motive in mind (Assumption I) and with the hope
of people falling for it (Assumption II).
519. 5; Assump t ion I is implicit in t he inv it at ion.
Assumption II is implicit in the request Manish
makes to his mother.
520. 2; Assumption I is not implicit because adverse
impacts are not assumed. II is implicit in the
period of suspension being six months.
521. 1; Assumpt ion I is impl icit because such an
announcement is made with the hope that people
will heed to it. For the same reason, Assumption
II is not implicit.
Assumptions
522. 4; With such negative assumptions, the statement
would lose its meaning.
523. 2; The driver does not have control on what the
auto driver will do. Hence I is not implicit. But II
is implicit as one assumes the outcome while
taking an action.
524. 5; I is implicit in the very giving of the advice. II is
implicit in the condition attached.
525. 1; I is implicit : when you ur ge someone t o do
something, you assume a positive response. For
the same reason, II is not implicit.
526. 2; If I were implicit, such a decision would not be
taken. II is implicit in the purpose of fund-raising
that has been mentioned in the statement.
527. 4; When a warning is given, it is assumed that it
will be heeded to. Hence I is implicit. II is not
believed to be the motive behind a warning (even
though the police often create such an impression
among the people t hat they ar e seen as
extortionists; well! Let that be on a lighter note.).
528. 1; Without passengers, the increase would make
no sense. Hence I is implicit. II may be a probable
reason but not a necessary one for the increase.
K
529. 5; I is implicit: you don’t hold a function without
being r eady for t he preparat ions. II is also
positive: when you invite someone, you assume
that he will come.
530. 2; Price have been slashed with the assumption
that sales will increase, thus leading to profit.
531. 4; Both of these assumptions are negative.
532. 1; A r equest is made t o the people wit h the
assumption that they would comply. Hence I is
implicit. II talks of activists and is hence beyond
the scope of the statement.
533. 2; I is not implicit: Even if other matches are played
in the near future, people may like to see this
KUNDAN
match. II is implicit: When you stand in the
queue, you hope to get ticket.
534. 1; The boards have been put with the assumption
that they may have a positive impact.
535. 1; Only I is implicit. II may not be there in the
association’s mind. It may only be assuming that
a reduced at t endance may dr iv e home t he
employees’ point.
536. 2; There is no indication of an earlier meeting.
Hence I is not implicit. II is implicit in the calling
of the meeting.
537. 2; I is not implicit because the corporation has not
advised the people to leave the city.
538. 5; I is implicit from the need of different types of
letters on different occasions. II is implicit from
“official” and “semi-official”.
539. 1; I is implicit because only t hen t he person
checking can check the availability. But II is not
implicit. Personal details are generally required
at the time of booking tickets.
540. 5; Obviously, 0.7 is one of the types. Hence I is
implicit. II is also implicit or else the statement
would make no sense.
541. 4; When we mention something to someone, we
assume t hey know it s meaning. Hence I is
implicit. But II is not implicit as the details cannot
be assumed.
542. 4; The statement does not give any clue to the use
of language. Hence I is not implicit. II is not
implicit because of only.
67
543. 1; I is implicit in t he norm prescribed in t he
sentence. This is why checking is being advised.
Again, what would the banks check? Obviously,
what the clients reveal. Banks would assume the
revelation to be true. Hence II is not implicit.
However, II is vague. If cross-checking is what
the speaker has in mind, II would become implicit.
544. 1; If the govt has taken the decision, it must have
assumed t hat it s implementat ion would be
possible. II would not be implicit because of
“produced in the country”. It is possible that the
govt has import on its mind for the said purpose.
545. 2; It is not implied that legal mining does not harm
and illegal mining does all harm. It is only implied
t hat illegal mining is mor e har mf ul for the
environment. This happens because norms are
flouted with impunity in illegal mining.
546. 1; I is implicit in the need for training. But II takes
things to an extreme with the phrase “no skill
sets”.
547. 2; I is not an assumption because there may be
several reasons for the preference being stated.
II is implicit because you ask someone to employ
a means only when you assume that the means
is available.
548. 4; The assumption is that students have access to
the Internet. But it is not necessary that they
have this access at home. Hence I is not implicit.
Again, past practice may not have been borne in
mind while switching over to Int er net -only
display. Hence II is not implicit.
549. 4; I is rather contrary to the assumption. The need
to grow different types of crops is talked about
precisely because there is a likelihood of farmers
growing the same crop again and again unless
instructed. Again, growing different type of crops
is important but not sufficient. Hence II is not
implicit.
550. 2; I is not implicit because health is not the focus
of the statement. II is implicit in the very need
for substitution.
551. 1; I is implicit because only then does the storage
make sense. II is not implicit as the statement
has nothing to do with “a shorter period of time.”
552. 2; I is not implicit as the action of the NGO need
not be based on comparison. II is implicit as
lit er acy is necessar y t o make t he librar y
successful.
553. 1; I is implicit because only then does the direction
to walk make sense. II is not implicit as the
st atement makes no distinction between t he
members of the office and the visitors.
554. 2; I is not implicit because of the word “all”. II is
implicit because only then does the appeal to
switch over make sense.
555. 5; The comparison is possible only when I is
assumed. Same for II.
556. 1; I is implicit because of the use of “any” in the
statement. II is not implicit. It is possible that
t he problem can be solv ed ev en later . The
instruction to contact “immediately” is only for
the sake of convenience of the customer.
557. 4; I would be implicit if the statement said “Use
only our medicine ...”. Again, the instruction to
use is only of an advisory nature, not mandatory.
Hence II is not implicit.
68
Practice Exercise–2
1. 5; I is not implicit: will it hurt the litigants’ interests
or the lawyers’? II is not implicit because of the
word all. III deviates by mentioning the venue.
2 . 5; Only III is implicit. Note that the statement is a
piece of news. What the journalist assumes about
the conversion and its impact can’t be explicitly
said. But the words “despite strong opposition”
indicate that the journalist must be assuming III.
3. 1; Why was the airport was put on a full alert? The
authority must be assuming I. Hence, I is implicit
but II is not. Again, to put the airport on a full alert
indicates that the authority must be assuming III
also.
4. 5; Suggestion or direction to young officers by the
officer is aimed at making the new recruits aware
of their responsibilities. Assumptions I can’t be
correlated with the above statement. II is an
assumpt ion: t his is what leads t o adv er se
comments. III is not implicit: chances are the
judgment is inaccurate; hence the extra caution.
5. 5; How can the menace of smoking be reduced if
we restrict or reduce the showing of smoking in
K
movies? Obviously, the speaker must be assuming
assumptions I and II. Assumptions III is also
implicit. That is why the speaker stresses on
those deeds and creations which are conducive
to reducing the menace of smoking.
6. 4; The tone of t he stat ement implies t hat , in t he
speaker’s opinion, walking barefoot for miles on
dusty roads should be considered adventurous.
Hence, the speaker must be assuming I. To convince
others about his opinion he makes comparison
between walking barefoot rafting gliding. Why? He
must be assuming the assumptions III and II also.
7. 3; The reason of the person’s request to the editor
KUNDAN
to publish the names of the worst colleges, is
obvious. How will the request lead to an overall
improvement in the institution? The person must
be assuming I. Hence, assumption I is implicit.
II may not be an assumption. But III is implicit
because if someone requests for something to
others, the former assumes that the latter will
concede it.
8. 2; I is not an assumption because the minister does
not have the employment perspective. The positive
features used in the statement in order to support
more women driving public transport implies that
the speaker must be assuming II and III.
9. 5; Only I is implicit. II and III can’t be correlated
with the statement. Hence, II and III are not
implicit.
10. 3; I is implicit; that is why there is discrimination
in charges. II is also implicit; one does not take a
decision unless one assumes it feasible. But
nothing can’t be said with certainty about III.
11. 5; I and II are implicit because the speaker stresses
on lit tle participation of students. III is also
implicit because the speaker wants an education
system which is designed keeping the changes
of society in mind.
12. 3; I is not implicit because it mentions the words
‘thorough knowledge’. Hence I can’t be correlated
with the statement. II and III are implicit; that
Practice Book on Analytical Reasoning
is why the speaker distinguishes an educator
from an academic.
13. 5; The last portion of the statement makes I implicit.
Dissatisfaction of western countries is owing to
the absence of prime ministers or president of
member-countries. Hence II is also implicit. On
the same basis III is also implicit.
14. 5; Eit her II or III is implicit. The number have
decreased because of “mandatory verification of
identity”. Why? Either it is the fear of consequent
procedural delay or people fight shy of revealing
their identity. Assumption I is unrelated to the
statement.
15. 5; I is correct because otherwise X can’t hint at the
fact about the unique facility provided to MTNL
subscribers. II is also correct. Why else should X
tell this to Y? III is also correct. Why will Y feel
a jolt? Hence, all are correct.
16. 2; If someone takes an initiative to remove the
hurdles, it is not implied that he/she is the one
who has created it. Hence, I is not implicit. II is
implicit because it is t he problem for which
initiatives are being taken. III is also implicit
because one does not undertake an effort unless
he/she assumes the difficulty can be overcome.
17. 4; I is not implicit. A direction is given assuming
that the person, for whom the direction is meant,
will follow it. Hence III is implicit. While stating
the intensity of the problem, school children and
college st udents are ment ioned. Hence, t he
speaker must be assuming II.
18. 5; People take lessons from those who have a better
idea and experience to deal with the problems
which people are f acing. Hence I and II are
implicit . Again, comparison bet ween the two
countries implies that assumption III holds.
19. 2; That credibility can be gauged is all that we can
assume. Whether it can be measured is beyond our
scope. Hence I is not implicit. II is not implicit
because of ‘always’. Besides, both II and III attempt
t o equat e t he Commonwealt h with t he wor ld
community.
2 0 . 4; What induced Indian Meteorological Department
to propose a brainstorming session on the issue
of just-concluded summer monsoon? It is the
assumption I which made them do so. II is
obv ious; ot her wise why is a br ain st or ming
session needed? We sometimes take an initiative
on the basis of positive result obtained through a
similar initiative in the past. A negative result of
a similar br ainstorming session can’t be an
assumpt ion f or t he pr oposed brainst or ming
session. Hence, III is not implicit.
21. 4; Mr X may be taunt ing Mr Y. Hence I is not
implicit. II and III are implicit from the way
“looking sad” and “getting bonus” have been linked
by Mr X.
2 2 . 1; I is implicit; that is why ruling goes like this.
Declaring non-Brahmin, having desired qualities,
also eligible for pujari implies that II must be an
assumption. No court delivers its verdict unless
it assumes that people will abide by it.
23. 5; I is not implicit because it goes into too much of
Assumptions
specifics. II is not implicit because leaving the
village does not necessarily mean migrating to
metro cities. III is obvious.
24. 3; Since Mr X is determined to play against Mr Y’s
team the next day, he must be assuming III. II is
implicit because of the words “at any cost”.
25. 5; The phrase ‘nuclear war’ used in the statement
indicates that the speaker must be assuming I. The
word, ‘mistaken’ implies that he must be assuming II
also. Why does the speaker think of the possibility of
war between India and Pakistan? He must be
assuming III also.
26. 3; I is not implicit because of the word ‘always’.
The impor tance of ‘dying expr ession’ for
conviction implies that the Supreme Court must
be assuming II. How can a person judge the
veracity of a statement without having the capacity
to distinguish whether the statement is doubt-
free or doubtful. Hence, III is also implicit.
27. 3; I is not implicit. But II and III are obviously
implicit; otherwise shopping time would not have
been proposed to be enhanced.
28. 3; I assumes too much. But why is there a need of
K
speed governors for all four-wheelers? The court
must be assuming II and III.
29. 3; The governor says that there would not be “further
weakening of rupee. ” Which is based on the
assumption that the rupee has weakened in the
recent past. Hence I is implicit. II is not implicit;
dollar-buying may be one of the reasons for the
depreciations of the rupee. But one cannot assume
this. III is implicit: note the use of the word
adequate.
30. 3; I is wide off the mark. In fact, it’s just the contrary
of what the statement says. II is implicit: when a
statement is of the form A should be done for B,
we assume that A leads to B. III is not implicit.
KUNDAN
31. 5; All the three are implicit. Since company X talks
of entering into a deal, it must be assumed that
two companies can enter into a deal. So II is
implicit. Again, I is implicit because how can
company Y help company X unless it is capable
to do so? Besides, this capability must be based
on being financially sound. So III is implicit.
32. 1; A statement of the form though X, Y is unlikely is
based on the assumption that X leads to Y.
33. 4; I is false; if the two were the same, how could
they meet two different fates? II is implicit; look
at the way in which ‘inspect or raj’ is being
contrasted with ‘licence raj’, which the reforms
have put an end to. III is implicit: if you wish to
get rid of something, you assume that it is a
menace.
34. 3; Assuming I, the company has advertised f or
housewives. If it were not possible, the company
would not go for such an ad. Hence III is implicit.
35. 3; I is implicit in the phrase “industrial ... pollution.”
II is not implicit because of the word only. III is
implicit from the concern shown at the “terrible
price”.
36. 4; The t erm ‘not hing’ has a br oad range of
connotations. Hence I is not implicit. Since the
speaker is t alking of sect ional need-based
technology development, he is assuming both II
and III.
37. 4; Since it is hard to get ISO 9002 certification, he
69
is trying to highlight company’s achievement and
by doing that expansion of his business is in his
mind.
38. 4; Nothing is hinted about “hard work” or “upper
crust of society. Hence neither I nor II is implicit.
III is also not implicit: In general, it is not very
“easy”; rather, one has to pay “a steep price”.
39. 1; To appeal to start the written examination clearly
hints about assumption I. Employees’ association
assumes II that is why they have appealed so.
40. 4; Why did the government take such an initiative?
It mut be assuming III. Hence, III is implicit.
Again, any measure is taken by a government
with its efficacy in mind. Hence, II is implicit.
Again, how will t he initiat iv e taken by t he
gover nment f ulfil the object i ve? Hence, the
government must be assuming I.
41. 3; I need not be implicit because we don’t know
about t he company’s policy r egar ding ot her
segments. Again, if a manufacturer increases the
price of products, the manufacturer assumes that
there may still be adequate demand in the market
of its products. Hence, III is implicit. Thus reject
the options 1), 2), 4) and 5). Note that II may or
may not be an assumption.
42. 4; If an or ganisat ion or a per son entr usts a
responsibility to an organisation or a person, the
former assumes that the latter will carry out the
r esponsibilit y pr oper ly. And how can an
organisation or a person carry the entrusted
r esponsibilit y wit hout hav ing the requir ed
expertise? Obviously, I is implicit. Also, it is
supposed that a university takes a decision with
a constructive purpose which will have positive
impact on the students’ future. Obviously, the
university authority must be assuming III. Hence,
III is implicit. Again, II can’t be correlated with
the statement. Hence, II is not implicit.
43. 2; Why did the civic authority take such an initiative
in order to reduce the pollution? It must be assuming
that the move will fulfil the desired objective. Hence,
I is implicit . And, how can t he mov e be made
effective? Obviously, the civic authority must be
assuming II. Hence, II is implicit. III can’t be
correlated with the statement. Hence, III is not
implicit.
44. 1; The strike involves only two parties: the cinema
halls and the government. The employees or the
public have nothing to do with the strike. Hence
I and II are not implicit. II is not implicit because
of the word all.
45. 3; Why did the employees call a strike? They must be
assuming that strike can be an effective tool. It can
put pr essure on t he gover nment and t he
government may be compelled to consider the views
of the employees. Hence, I and III are implicit. II
goes beyond the scope of the statement. Hence, II
is not implicit.
46. 4; Let us delve int o the object iv e of t he
adv er tisement . The main objectiv e of the
advertisement must be to attract more customers.
How can the objective get fulfilled? It must be
assumed t hat t he f eat ur e ment ioned in the
advertisement may attract customers. Hence, I
and II are implicit. III is not implicit because of
the word ‘best’.
70
47. 5; None is implicit. The step taken by municipal
corporation of the city must have kept the positive
aspects under consider ation. But I goes into
details. Hence, I is not implicit. II and III can’t be
correlated with the statement. Hence, II and III
are not implicit.
48. 2; What is the real objective of the advertisement?
The object ive must be t o enr ol mor e school
children through attracting a large number of
parents. And in order to obtain this objective,
the advertisement has been adorned with many
features with an assumption that the features
may att r act par ents because par ents want
maximum facilities. Hence, II is implicit. But I is
not implicit because I may or may not be an
assumption. III can’t be cor related with t he
statement; hence III is not implicit.
49. 2; I is not implicit because of the word ‘only’. II is
obvious; that is why graduates with first class
only are being considered eligible for the course.
K
KUNDAN
Practice Book on Analytical Reasoning
III is beyond the scope of the statement; hence
III is not implicit.
50. 1; All these assumptions are in directions contrary
to what the statement says.
51. 3; W henev er such a decision is t aken, t he
assumptions are that it would be welcome and
allowed to implement.
52. 3; The urging of the govt makes sense only when
(A) and (B) are implicit.
53. 2; The decision to auction assumes response to it.
Hence (A) is not implicit . Unless the priv ate
entities are capable, the decision would make no
sense. Hence (B) is implicit. (C) is implicit as
without financial benefit, private entities would
not turn up for the auction.
54. 2; (A) must be implicit to make the request
meaningful. The govt is out of picture here. Hence
(B) is not implicit. (C) is not implicit as the case
may be only of delay, not of cancellation of flight.
Cause and Effect
Chapter Six
Cause and Effect
Introduction
Usually, in such questions the candidates are asked to
determine whether a given event is the cause or the effect
of some ot her ev ent . The idea behind put ting t hese
quest ions is t o ascer t ain t he analytical and logical
reasoning ability of the aspirants.
What is a Cause?
For our purposes, cause means the logical or scientific
reason of an event. Sometimes grandmothers may say that
K
Ram met with an accident because a black cat crossed his
path. So, she is effectively saying that the “cause” of Ram’s
accident was the black cat who crossed his path. But our
rational scientific view of cause does not agree with this.
For our purposes a cause is (a) either a scientifically
proven (b) or a logically explicable reason that explains
an ev ent . For example, t he water -logging and
contamination maybe a scientifically proven cause for an
outbreak of cholera. On the other hand, if Ram reaches
college late because he could not get the bus in time, it is
a case of a logical reason. Although no scientist ever proved
that if Ram missed a bus he would be late, it is logically
consistent and simple explanation for his being late.
KUNDAN
Cause and Effect
It is a fundamental property of nature that events do
not just happen; they happen because there was a cause
behind them. These causes are the conditions under
which these ev ent s (or r esult s or ef f ect s) happen.
Something can be said a cause of another event only if it
is a necessary, as well as sufficient condition for that effect
to take place.
( i ) A necessary condition for the occurrence of a
specified event is a circumstance in whose absence
the event cannot occur.
For example, the presence of oxygen is a necessary
condition for any fire. No fire take place without
oxygen being present . But , alt hough it is a
necessary condition, the presence of oxygen is not
a sufficient condition for fire to occur.
( i i) A sufficient condition for the occurrence of an
event is a circumstance in whose presence the
event must occur.
In t he above example, fire t akes place only if the
substance is (a) cumbstible (b) the substance reaches a
minimum temperature and (c) there is oxygen present.
Thus, here (a), (b) and (c) make a sufficient condition
and together they make the cause for the effect of fire.
Note that each of the three makes a necessary condition
for fire to take place and when they are combined they
make a sufficient condition. Thus, there may be several
necessary conditions for the occurrrence of an event and
that they must all be included in the sufficient condition.
213
Immediate Cause
An immediate cause is the one that is close to its result,
in time. In other words, an immediate cause means a
cause that immediately precedes the effect. Sometimes
changes take place in the world in a continuous flux. For
example, if a becomes angry then B laughs, if B laughs
then C cries, if C cries then D shouts and if D shouts
then E explodes. Now, if A becomes angry; E will explode.
Here, each of the events (A’s anger, B’s laughter, C’s
cries, D’s shouting) are cause f or the ev ent t hat E
exploded. However, the immediate cause behind the event
was the shouting of D.
Principal Cause
A principal cause is the most important factor behind
the occurrence of the effect. Sometimes an event is caused
by a variety of factors but one among them can be said to
be the most dominant factor without which the event may
not have occurred at all.
For example, if a student gets very good marks in
Mathematics the principal cause must be that he is good
in Mat hematics. If somebody says t hat t his year
Mathematics paper was easy, this may only be a secondary
cause.
Rule of Antecedence
Naturally the cause will always occur before the effect.
Hence if two events are given then the effect that is
chronologically antecedent to the other can only be regarded
as a possible cause. In other words, we can look for possible
causes by checking which of the two events occurred
first. For checking this we can check the tense etc. of the
sentences. We have the following rule regarding this:
Past Tense ( antecedent t o) Pr esent Per fect
(antecedent to) Present Continuous (antecedent to)
Future Tense.
For example,
Past Tense: I eat mango/I was eating mango etc.
Present Perfect: I have eaten mango.
Perfect Continuous: I am eating mango.
Future Tense: I will eat mango.
Point to Remember
In exams, generally you are asked to identify whether
the given statement is the possible or probable cause or
the possible or probable eff ect . But , in some of t he
examinations, we are generally asked to find out if a cause
is immediate as well as principal. Roughly it means that
the said cause must not only be the main reason behind
the event, it should also be sufficiently close to the event,
in time.
214
Practice Exercise–1
Directions: Given below are pairs of events ‘A’ and
‘B’. You have to read both the events ‘A’ and ‘B’ and
decide their nature of relationship. You have to assume
that the information given in ‘A’ and ‘B’ is true and
you will not assume anything beyond the given
information in deciding the answer. Mark answer
1) If ‘A’ is the effect and ‘B’ is its immediate and
principal cause.
2) If ‘A’ is the immediate and principal cause and ‘B’
is its effect.
3) If ‘A’ is an effect but ‘B’ is not its immediate and
principal cause.
4) If ‘B’ is an effect but ‘A’ is not its immediate and
principal cause.
5) None of these
1. Event (A): The CBI has arrested the deputy director-
general.
Event (B): He was alleged to have amassed a huge
amount of assets through illegal and corrupt means.
K
2 . Event (A): India is lodging a strong protest with
Pakistan for firing missiles at IAF helicopters.
Event (B): Pakistani troops were now targeting even
IAF aircraft flying well within the Indian side of the
international border.
3. Event (A): In one of the worst train disasters 400
people were killed.
Event (B): People were going from Delhi to Assam.
4. Event (A): A village in Delhi has reported over 52
jaundice cases this season.
Event (B): At a number of places in the village,
leakages in pipelines have resulted in accumulation
of water around the pipes.
KUNDAN
5. Event (A): Doordarshan warned cable operators of
stern action if they failed to show its channels on
prime band for clearer reception.
Event (B): Doordarshan announced 24-hour telecast
for programmes from August 15.
6. Event (A): The Delhi high court issued show cause
notices to 86 public schools in the capital.
Event (B): The educational institutions had violated
court directives of not hiking fee beyond 40 per cent.
7. Event (A): Manisha Mishra was preparing food in
the kitchen.
Event (B): Anand, her husband, after coming from
his office ran into the kitchen.
8. Event (A): Mrs ‘A’ called Mr ‘B’ a traitor.
Event (B): Mrs ‘A’ made an apology.
9. Event (A): If you are a habitual traffic rule breaker
this won’t come as good news to you.
Event (B): The traffic department has enhanced the
number of red lights manned by the police.
10. Event (A): It seems power problems are to stay.
Event (B): Many units of power plants are shut down
for annual maintenance.
11. Event (A): The good news is that Elizabeth’s coming.
Event (B): Censor board has lifted up the objections
from Shekhar Kapoor’s film.
12. Event (A): The government announced an increase
in diesel prices by 40% .
Event (B): The Delhi Transport Corporation has
revised the fares of the buses to double what it was.
13. Event (A): Transporters have threatened to go on
strike in protest against the hike in diesel prices.
Practice Book on Analytical Reasoning
Event (B): The talks between the government and
agitating transporters have failed.
14. Event (A): Mr A will fight the election from Amethi
parliamentary constituency.
Event (B) : Mrs S has decided to retain Bellary
parliamentary constituency.
15. Event (A): Pakistan banks began a push against
defaulters.
Event (B): Pakistan’s new military ruler is encouraged
by international reaction and understanding of what
he was trying to do.
16. Event (A): A gay 14-year-old youth is expelled from a
prestigious private school.
Event (B): The youth has announced he is in love
with a schoolmate.
17. Event (A): The Duchess hinted in a newspaper that
she would like to marry Andrew again.
Event (B): Britain’s prince Andrew has ruled out
remarrying his ex-wife, the Duchess of York.
18. Event (A): A handful of women have managed to
transform the living conditions near their homes.
Event ( B): The project, ‘Bet t er Env ir onment
Campaign” was started by a group of retired defence
officers’ wives in 1995.
19. Event (A): The national selectors have decided to
retain the same 14 for the third and final test of the
series against New Zealand.
Event (B): India has won the second test against
New Zealand.
20. Event (A): Since Rani’s own child had died at birth,
she was desperate for another.
Event (B): Rani had quietly kidnapped the child,
less t han two days old, and shipped out of t he
hospital.
21. Event (A): The number of rape cases is highest in
Delhi in the country.
Event (B): Delhi has the highest degree of social
isolation in the country.
22. Event (A): The new government has ordered a major
reshuffle in the top echelons of bureaucracy.
Event (B): Only two days before, the new coalition
government took over.
23. Event ( A): The f inance minist r y has imposed
additional taxation.
Event (B): The fiscal deficit of the country has been
reduced.
24. Event (A): The ministerial talks between India and
Pakistan failed.
Event (B): Led by a strong believer in people-to-people
contact, the Gandhian Nirmala Deshpande, a busload
of Indian women spent a week in Pakistan.
25. Event (A): The high-profile criminal was arrested
and put behind bars.
Event (B): The cops made more than adequate security
arrangements in jail.
26. Event (A): A new TV channel has been launched
with much fanfare.
Event (B): The govt has come up with a policy to put
a check on the proliferation of TV channels.
27. Event (A): Actress X decided to play more serious
roles in films.
Event (B): The last film of actress X, in which she
played a glamous girl, turned out to be a flop.
Cause and Effect
28. Event (A): The migratory route of elephants in Area
X has been blocked by construction of dams and other
structures.
Event (B): Elephants of Area X have turned into
violent creatures — destroying crops and trampling
people to death.
29. Event (A): Three-wheelers went on strike in protest
against the hike in petrol prices.
Event (B): The talks between the government and
the leaders of the three-wheelers’ union have failed.
30. Event (A): Party A was unhappy with the results of
UP assembly by-elections where it lost all the seats.
Event (B): Party A has changed the chief Minister of
UP.
31. Event (A): High Court has ordered to clean city X.
Event (B): More than 20 people died of cholera in
city X.
32. Event (A): CBI has called Kapil Dev and Sidhu for
interrogation.
Event (B): Kapil Dev and Sidhu have been charged
in match-fixing.
33. Event (A): CBSE has declared the results of class
K
XII.
Event (B): A boy committed suicide after seeing his
bad results in class XII.
34. Event (A): There was a heavy rain for two days after
a month of scorching heat in the capital.
Event (B): There will be a pleasant weather over the
next 2-3 days.
35. Event (A): One MLA has been found to have assets
more than his income.
Event (B): The Chief Minister has ordered all the
MLA to disclose their assets.
36. Event (A): AIIMS doctors are on strike from today.
Event (B): One patient died in AIIMS because no
doctor was available for check-up.
KUNDAN
37. Event ( A): Two IPS of ficer s hav e r esigned in
Maharashtra.
Event (B): IPS officers are not being given proper
facilities in Maharashtra.
38. Event (A): Curfew has been imposed in Kashmir for
indefinite period.
Event (B): 45 people have been shot dead by the
mililants in Kashmir.
39. Event (A): Fiji is facing political uncertainty.
Event (B): Fiji’s economy has been hit hard.
40. Event ( A): Used syr inges, glucose and blood
transfusion pipes were being reused.
Event (B): Supreme Court made it mandatory for
hospitals to dispose of their medical waste.
41. Event (A): Modern Food Industries Ltd. employees
have moved the Delhi High Court to quash the sale
of their company.
Event (B): The govt. has sold 74 per cent of Modern
Food Industries Ltd. shares to Hindustan Lever for
Rs. 106 crore.
42. Event (A): In a committee it has been decided that
unauthorised constructions will be demolished.
Event (B): The Court has questioned the Urban
Development Minister for his order to demolish the
unauthorise constructions.
43. Event (A): The National Human Rights Commission
has ordered Rs. 1 lakh interim compensation to be
paid to the legal heirs of the deceased in Meerut.
Event (B): A few hawkers in Meerut were driven to
commit suicide due to humiliation by the police.
215
44. Event (A): The opposition are protesting against the
gov er nment ov er t he decision of wit hdrawal of
subsidy on food and fertilisers.
Event (B): Govt has decided to withdraw subsidy on
several items to reform the economy.
45. Event (A): Indian’s infant mortality rate (IMR) is
rising.
Event (B): The economy of India is strengthening.
46. Event (A): The Bar Council of India (BCI) has ordered
all evening law colleges in the country to close down
from the coming academic session.
Event (B): The standard of education in evening law
colleges was found in the state of deterioration.
47. Event (A): The government has framed rules to
regulate the level of noise pollution in urban areas
from various sources.
Event (B): Loudspeakers can be used only after
obtaining permission from a competent authority.
48. Event (A): No traffic shall be allowed on Jail Road.
Event (B): Due to the ongoing flyover construction,
the Traffic Police have made several diversions.
49. Event (A): Country X has signed CTBT.
Event (B): Country X has already tested all her
nuclear weapons.
50. Event (A): Tom Cruise has once again done a great
job in MI- II.
Event ( B): MI-I was f ull of act ion, t hr ill and
excitement.
51. Event (A): Many Indian companies are patching up
with multinational insurance companies.
Event ( B): Gov t of India has allowed MNCs in
insurance sector.
52. Event (A): J&K govt demanded state autonomy.
Event (B): Parliament has disapproved the autonomy
proposal by a considerable margin.
53. Event (A): Mr X resigned from the post of coach of
Indian cricket team.
Event (B): BCCI is looking for a foreign coach for
Indian cricket team.
54. Event (A): Mr X received the highest-ever advance
for a work of non-fiction.
Event (B): The work sold millions of copies.
55. Event (A): The 1,000-rupee note is being printed
once again.
Event ( B): The 1,000-rupee not e went out of
circulation in 1978.
56. Event (A): The country’s fiscal deficit has widened
over the years.
Event (B): The govt has desided to abolish posts
meant for carrying out obsolete functions.
57. Event (A): Two pistols disappeared from a police
training institute.
Event (B): An old woman was shot dead with a pistol
in the vicinity of the institute.
58. Event (A): University ‘X’ and its affiliated colleges
have hiked the fees.
Event (B): The govt has reduced the subsidy on higher
education.
59. Event (A): Pradeep, father of a Class XII student,
logged on to the website www.cbse.nic.in at 11 am on
May 31.
Event (B): The CBSE result s for class XII were
announced on May 31.
60. Event (A): An inmate died within the jail under
mysterious circumstances.
216
Event (B): An inquiry by a sub-divisional magistrate
has been ordered into the incident.
61. Event (A): The Met department predicted that there
would be a normal south-west monsoon.
Event (B): The south-west monsoon arrived over the
Andaman Sea as per schedule and is advancing at a
steady rate.
62. Event (A): The US House of Representatives voted
in favour of “permanent normal trade relations” with
China.
Event (B): There was European Union agreement
with China on WTO membership.
63. Event (A): 32 Indian Army men were taken hostage
by the rebels in Sierra Leone.
Event (B): India is dithering in its approach to the
Sri Lankan crisis.
64. Event (A): Miss world contestants flew out of Nigeria.
Event (B): A riot broke out in the capital of Nigeria
when some people of a particular community became
rampant against the dissemination of western culture
in the capital.
65. Event (A): An appropriate amending legislation will
K
be brought before the parliament in its next session.
Event (B): A parliamentary committee has asked the
government to expedite the process of bringing in
appropriate legislation to safeguard investors’ interest
and strengthen Investor Education and Protection
Fund for proper compensation to those whose money
has been locked up in fraudulent companies.
66. Event (A): Demand of Chinese bikes in India has
witnessed a terrific growth in India since last month.
Event (B): A large number of people visited the trade
fair organised in New Delhi three months ago where
various ranges of bikes of different countries were
displayed.
KUNDAN
67. Event (A): All India Confederation of Scheduled
Castes and Tribes Organisation chairman Udit Raj
today resigned from the Government and floated the
‘Justice Party’.
Event (B): Next month assembly elections will be
held in Gujarat.
68. Event ( A): Tension t r iggered in Manoharpur
prompted the authorities to deploy additional forces
to maintain law and order in the locality.
Event ( B): Unidentif ied miscr eant s allegedly
desecrated an idol in a temple in Manoharpur.
69. Event (A): After long years of wait, the capital got its
metro last year.
Event (B): Pollution levels in the capital have come
down.
70. Event (A): Last week MTNL changed its telephone
numbers from seven to eight digits.
Event (B): MTNL has again made changes in its
billing cycle by extending payment dates for bills.
71. Event (A): Saving capacity per person in India has
decreased enormously.
Event (B): There is a slight decrease witnessed in
the per capita income of India.
72. Event (A): The cold wave sweeping state ‘X’ further
aggravated today as tribal areas experienced moderate
snowfall while other hilly areas had a glimpse of
snow.
Event (B): Thousands of tourists who have come to
state ‘X’ to celebrate Christmas are keeping their
fingers crossed and praying for snowfall, hoping for
a white Christmas.
Practice Book on Analytical Reasoning
73. Event (A): The Centre advised the Indian Hockey
Federation (IHF) against participation in the Sultan
Azlan Shah tournament to be held in Ipoh, Malaysia.
Event (B): Indian IT professionals in Malaysia faced
harassment and were meted out ill-treatment by the
Malaysian police.
74. Event (A): Next week India will play in the semifinal
match of World Cup cricket in Johannesburg.
Event (B): Air India will operate a special flight to
Johannesburg in the coming week.
75. Event (A): A special campaign to check drunken
driving would be launched next week on National
Highways.
Event (B): Ten persons were killed and twenty-three
injured on the National Highways last year.
76. Event (A): The women’s self-help groups established
in large numbers in the rural areas across State X
have infused dynamism into the village families and
supported the drive for empowerment of women.
Event (B): Positive changes have been witnessed in
State X, especially in the tribal areas in the southern
parts.
77. Event (A): In a significant move, cabinet of State X
has approved a proposal by the State commercial tax
department to issue tax payer identification number
to all businessmen registered under the value-added
tax system.
Event (B): The Railway Ministry has enhanced the
allocation from Rs 3119 crores to Rs 3995 crores in
the current budget for rolling stock procurement to
meet the next year’s passenger and freight traffic
targets.
78. Event (A): Reserve Bank of India (RBI) cut the bank
rate recently.
Event (B): Today, State Bank of India further reduced
the lending rates.
79. Event (A): Over the years, the breed of independent
film-makers has been growing steadily and while
they have managed to give voice to the voiceless,
their films do not reach the discerning audiences.
Event (B): The MLF Co, an NGO, has decided to
step in by setting up a national distribution centre
for socially relevant films.
80. Event (A): Women have achieved parity with men in
obtaining four-year college degrees and are more likely
to work in managerial and professional careers today
than 20 years ago.
Event (B): The new high-tech economy is leaving
women behind men.
81. Event (A): India is today gearing to become a leading
producer and exporter of a range of minerals.
Event ( B): India is endowed wit h r ich mineral
resources.
82. Event (A): Parliament gave nod to Tobacco Control
Bill last week.
Event (B): Non-smokers no longer have to be victims
of passive smoking.
83. Event (A): The people of state X have claimed that
vegetables like parwal and kakora are treated with
malachite green to make them look fresh.
Event ( B): The of ficials of Food Adult er ation
Depar tment has st ar t ed collecting samples of
vegetables from suspicious places in state X.
84. Event (A): According to an NGO report, there are
high levels of pesticides in Coca Cola, Pepsi, and
other aerated drinks.
Cause and Effect
Event (B): Members of Parliament have demanded
for a ban on the supply of aerated drinks in the
Parliament.
85. Event (A): The attack by militants on Parliament in
Dec 2001 haunts our parliamentarians whenever
militants attack any target in the country.
Event (B): New parking labels have been introduced
f or t he members of Parliament , aiming at
strengthening the security of the Indian Parliament
and the parliamentarians.
86. Event (A): Growth of GDP forecasts of India have
been lowered by NCAER, IMF and RBI recently.
Event (B): In India, drought has ravaged several crops
and the government finances are under stress.
87. Event (A): A rich smell of recovery is spreading across
several sectors of the economy, raising hopes of a
boom in employment and incomes in India.
Event (B): India never slid into a recession in the
past ten years.
88. Event (A): The Centre categor ically rejected the
Liberation Tiger of Tamil Eelam’s plea for using either
Chennai or any other part of the southern states as
K
v enue f or peace t alks wit h t he Sr i Lankan
Government.
Event (B): The LTTE was banned by the Centre in
the aftermath of the assassination of the former prime
minister, Rajiv Gandhi, at Sriperumbudur in 1991.
89. Event (A): In an effort to further reduce its manpower,
public sector Steel Authority of India (SAIL) has
announced a new voluntary retirement scheme for
its employees from January 15.
Event (B): SAIL has a plan to reduce its manpower
to around one lakh in the next 3-4 years.
90. Event (A): Recently the government has established
a bamboo innovation studio and allied workshops in
Agartala.
KUNDAN
Event (B): Ther e has been wit nessed a r adical
change in the choices of people using bamboo as an
alternative to timber and steel.
91. Event (A): The Congress government in Uttaranchal
marked the completion of its first 100 days on the
first day of the ongoing week.
Event (B): The Congress party organised a fete in
Uttaranchal’s capital recently.
92. Event ( A) : Gov er nment has emphasised on the
pr ogr ammes aimed at eliminating pov er t y and
illiteracy with new zeal and strong willpower.
Event (B): Minister of state Mr X told the plenary
session of the International Labour Organisation in
Geneva on a day last week that India is following a
proactive policy to eliminate child labour, which is
closely linked to poverty and illiteracy.
93. Event (A): There have been repeated complaints about
malfunctioning electronic meters in the past months.
Event (B): Weights and measures department has
asked all meter-manufacturers to get their sample
meters tested again from Electronic Regional Test
Laboratory.
94. Event (A): Science has made the world a global
village.
Event (B): Today a man can contact any person in
the world within seconds.
95. Event (A): Because of the proper distribution of gas
ovens the life of the women of rural areas has become
more comfortable.
217
Event (B): Life of women is becoming insecure in
rural areas.
96. Event (A): The government has finalised the contours
of a massive debt swap operation.
Event (B): Central government’s current year’s gross
fiscal deficit touched 5.3% of GDP.
97. Event (A): Subscribers of Hutch and Airtel cellular
services companies are increasing day by day despite
facing tough competition from other cellular services
companies.
Event ( B): Recently, Hut ch and Air tel hav e
announced another joint scheme, according to which
subscribers of these giants will not have to pay for
incoming calls.
98. Event (A): In the world’s biggest conference on AIDS
in Barcelona, officials in their declaration called for
$ 10 billion a year to be donated to the global AIDS
fund and for at least two million people with HIV in
developing count r ies t o r eceiv e antir etr ov ir al
treatment by 2004.
Event (B): According to recent UN report, about 70
million people will die of AIDS over the next two
decades in the 45 worst affected countries.
99. Event (A): Star (TV channel) has decided to start a
new news channel of Hindi.
Event (B): Aaj Tak (TV channel) has decided to start
a news channel of English.
100.Event ( A): Major player of chocolate industr y,
Cadbury’s, is reportedly planning to reduce the cocoa
even further and add more wafer — presumably to
offset an increase in raw material cost.
Event (B): Ivory Coast, the world’s largest producer
of cocoa, has been in the grip of a bitter civil war.
101. Event (A): The government has decided to reduce
its stake in nationalised banks to 33 per cent.
Event (B): The bank employees have gone for one-day
strike against the privatisation of public sector banks.
102.Event (A): The government has decided to roll back
the hike in the prices of cooking gas and kerosene.
Event (B): Some ministers had resigned in protest
against the hike in prices of cooking gas and other
petroleum products.
103. Event (A): The Supreme Court has ordered to close
all industrial units in the residential areas in Delhi.
Event (B): A mob of about 1,500 people went on the
rampage and the police had to use teargas to disperse
them and restore normalcy.
104. Event (A): The br igand Veerappan has r eleased
Rajkumar after 108 days of abduction.
Event (B): The state government ‘A’ has activated
the Special Task Force (STF) to arrest Veerappan.
105. Event (A): Cricketer ‘A’ has denied to talk with media
persons.
Event (B): BCCI special commissioner K Madhavan
has quizzed cricketer ‘A’ for nearly six hours for his
role in betting and match-fixing scam.
106. Event (A): A tr aveller f ound cockroaches in the
crevices of his seat and also in the toilets of India’s
most prestigious train, the Rajdhani Express.
Event (B): He drew the attention of catering manager,
Western Railway, to the insects.
107. Event (A): The police has arrested an ISI agent who
had been spying in India for the past six years.
Event (B): The police received an information about
an ISI agent having set up base at Delhi from Military
Intelligence.
218
108. Event (A): The Indian Board for Wildlife headed by
the PM has not met since 1998.
Event ( B): A London-based env ironment al
investigation agency has brought to light the massive
killing of a hundred tigers during this year in India.
109. Event (A): The CM offered prayers daily for the safe
return of the abducted actor Rajkumar during the
107-day period.
Event (B): The abductor and brigand Veerappan has
released the actor Rajkumar after the 107-day period.
110. Event (A): The BCCI has decided to ban and suspend
some players who were accused of match-fixing.
Event (B): Delhi Police had tapped the conversation
between a bookie and some players.
111. Event (A): Many fashionable commercial centres have
mushroomed in Delhi in the last few years.
Event (B): Connaught Place, in the heart of Delhi,
has steadily lost its glory as the capital’s business
and entertainment hub.
112. Event (A): 13 Royal Bengal tigers were found dead
in Nandan Kanan Zoo near Bhubaneshwar last
month.
K
Event (B): A tiger gave birth to a baby in its cage in
Nandan Kanan Zoo near Bhubaneshwar yesterday.
113. Event (A): The state ‘A’ government has announced
the commencement of the second phase of action
against polluting industries.
Event (B): The state ‘A’ government took action
against 27 polluting industries falling in the F-
category of the Master Plan in the first phase.
114. Event (A): The CNG-run vehicle owners are paying
a heavy penalty f or their eco-f riendly and cost-
effective decisions.
Event (B): The drivers wait in long queues at CNG
filling stations because of fuel shortage and low
KUNDAN
pressure.
115. Event ( A): The cour t has or der ed t o pay a
compensation of Rs 25000 to 10-year-old boy Inder.
Event (B): The court has found Inder’s employer guilty
of subjecting him to cruelty and harassment.
116. Event (A): There were riots in city ‘X’.
Event (B): Curfew was imposed on city ‘X’.
117. Event (A): The police control room received a tip-off
about a bomb in the Red Fort.
Event (B): Laskhkar-e-Taiba militants went on a
shooting spree.
118. Event (A): ITC, a tobacco company, has decided to
withdraw from all sponsorship of sporting activities.
Event (B): The Cent re has decided to br ing in
legislation for banning sponsoring of sports and
cultural events by tobacco companies.
119. Event A: Sri Lanka has allocated Rs 63.39 b for
defence.
Event (B): India has allocated Rs 130 b for its defence.
120.Event (A): The Indian cricket captain warned his
Austr alian counterpart not to speculat e on his
involvement in preparing pitches for the three-Test
series.
Event (B): Australian cricket team is coming to India
to play a Test series.
121. Event (A): Many girls started taking part in beauty
contests in several towns in India.
Event (B): Indian girls succeeded in capturing all
the titles of beauty contests, i.e. Miss World, Miss
Universe and Miss Asia.
Practice Book on Analytical Reasoning
122. Event (A): State A faced an earthquake and suffered
heavy damage due to fall of skyscrapers.
Event (B): State A has decided to take stern action
against t he builder s who hav e illegally made
apartments using sordid technique and low-grade
construction material.
123. Event (A): The sale of cars has dropped in the state
X since last Monday.
Event (B): The state ‘X’ has suspended registration
of cars which do not conform to the emission norms
stipulated recently.
124. Event (A): Indian government declared the postal
strike illegal and invoked the Essential Services
Maintenance Act to deal with the strike.
Event (B): Employees of postal department started a
strike for their demands.
125. Event (A): Garment Industry has decided to protest
against excise duty levied on readymade garments.
Event (B): Govt decided to levy 16 per cent excise
duty on readymade garments in the new budget.
126. Event (A): Prices of gold have gone up in the local
market.
Event (B): India has won several prizes in design of
gold ornaments.
127. Event (A): Today, the Prime Ministers of country ‘P’
and ‘Q’ have decided to take steps to improve the
bilateral relations.
Event ( B): Next week a Commit t ee of For eign
Ministers and Senior Officers of country ‘P’ and ‘Q’
will wor k out fur t her st eps t o improv e t he
relationship.
128. Event ( A): Recent ly t he prices of t he per sonal
computers (PCs) have come down
Event (B): Some school children are showing keen
interest in learning computers.
129. Event (A): This year Bank ‘M’ has celebrated its silver
jubilee.
Event (B): More customers are getting attracted to
the market branch of Bank M.
130. Event (A): Recently the traffic jams on MG Road of
city ‘Z’ are not only reduced but the traffic has also
become manageable.
Event (B): The flyover on MG Road of city ‘Z’ has
recently been made operational and the number of
traffic police personnel has been increased.
131. Event (A): The interview panel has recommended 5
candidates for 3 vacancies which are to be filled in
immediately in Company Z.
Event (B): The 5 candidates have been asked to
contact Company Z next week to know their result
and accordingly to collect appointment letters.
132. Event (A): The sensex crosses 4000-point mark in
the stock exchange, the highest mark in last 12
weeks.
Event (B): The government announces its credit
policy for agriculture.
133. Event (A): At last, yesterday night Shirin could get
the medicines prescribed by the doctor for her ailing
father.
Event (B): The doctor has conducted some tests on
Shirin’s father who has been suffering from high
fever.
134. Event (A): The sales of cars has dropped in the state
‘X’ since last Monday.
Event (B): The state ‘X’ has suspended registration
Cause and Effect
of cars which do not confirm to the emission norms
stipulated recently.
135. Event (A): The revised entry fee for internationally
known Taj Mahal monument has been increased to
Rs 50 and Rs 500 f or Indians and f oreigner s
respectively.
Event (B): There has been adequate increase in the
number of foreign tourists visiting India in view of
the improved infrastructure facilities.
136. Event (A): The financial position of the Electricity
Division of state XYZ has weakened and it has made
demand to the government for more subsidies.
Event (B): While the Electricity Division of state XYZ
has revised the pay and perks of its employees,
several subscribers and farmers have refused to pay
long pending dues.
137. Event (A): Rickshaw, taxi, tempo and other means
of gener al communicat ion of cit y X ar e on an
indefinite strike since last week.
Event (B): The prices of vegetables and other food
articles in city X have increased.
139. Event (A): The state government ABC has proposed
K
to start a project “alert citizen” to curb possible crimes
and nab the criminals.
Event ( B): Public cooper ation is imper at iv e in
controlling crime.
Practice Exercise–2
Directions (Q. 1-66): Below in each question are
given two statements (A) and (B). These statements
may be either independent causes or may be effects of
independent causes. One of these statements may be
the eff ect of the other statement. Read both the
KUNDAN
statements and decide which of the following answer
choice correctly depicts the relationship between these
two statements. Mark answer
1) if statement (A) is the cause and statement (B) is
its effect.
2) it statement (B) is the cause and statement (A) is
the effect.
3) if both the statements (A) and (B) are independent
causes.
4) if both the statements (A) and (B) are effects of
independent causes.
5) if both the statements (A) and (B) are effects of
some common cause.
1. A. Major part of the sugarcane crop was affected by
pests, resulting into huge loss incurred by the
farmers in the state.
B. The farmers in the state who were cultivating
sugarcane earlier have now switched over to
grapes’ cultivation this year.
2. A. There has been a high increase in the incidents
of atrocities against women in the city during
the past few months.
B. The police authority has been unable to nab the
culpr it s who ar e commit t ing crime against
women.
3. A. The government has recently fixed the fees for
professional courses of fered by t he unaided
institutions which are much lower than the fees
charged last year.
219
140. Event (A): The public transport company of city M
has recently changed the routes of some roads to
facilitate travellers.
Event (B): The public transport company of city M
has recently cancelled some routes because there
were few commuters.
141. Event (A): We can get anything with money.
Event (B): Today money is the most important.
142. Event (A): Due to mechanisation the life of human
beings is becoming more comfortable in urban areas.
Event (B): Life is becoming insecure in urban areas.
143. Event (A): The government has decided recently to
prov ide addit ional dear ness allowance t o it s
employees.
Event (B): Consumer Price Index is increasing for
the last five months.
144. Event (A): The children of younger generation do
better in their studies.
Event (B): The parents of children now realise the
importance of education very well.
145. Event (A): There is considerable increase in the
number of people having computers.
Event ( B): Computer education is being made
compulsory in schools.
B. The parents of the aspiring students launched a
severe agitation last year protesting against the
high fees charged by the unaided institutions.
4. A. The Pr ime Minist er has v isited the drought-
af fect ed areas and pr omised gover nment
assistance to help the farmers.
B. A large number of farmers in the drought-affected
areas have been suffering due to drought situation
and are unable to feed their family.
5. A. All the lakes supplying water to the city started
overflowing at the end of the second month of
the monsoon.
B. The normal life in the city has been disrupted
quite a few times in the first two months of the
monsoon due to water-logging in various parts.
6. A. A large number of primary schools in the rural
areas are run by only one teacher.
B. There have been huge dropouts from the primary
schools in rural areas.
7. A. The police resorted to lathi charge to disperse
the unruly mob from the civic headquarters.
B. The civic administration has recently hiked the
property tax of the residential buildings by about
30 per cent.
8. A. The government has decided to allow private
airline companies in India to operate to overseas
destinations.
B. The national air carrier has increased its flights
to overseas destinations.
9. A. The prices of f oodgrains and other essential
commodit ies in t he open market have risen
sharply during the past three months.
B. The political party in opposition has given a call
f or gener al str ike t o pr otest against t he
government’s economic policy.
220
10. A. A large number of people have fallen sick after
consuming sweets from a particular shop in the
locality.
B. Major part of the locality is flooded and has
become inaccessible to outsiders.
11. A. The traffic police removed the signal post at the
intersection of two roads in a quiet locality.
B. Ther e hav e been many accident s at t he
intersection involving vehicles moving at high
speed.
12. A. The local steel company has taken over the task
of development and maintenance of the civic roads
in the town.
B. The local civic body requested the corporate bodies
to help them maintain the civic facilities.
13. A. The Govt has suspended several police officers
in the city.
B. Five persons carrying huge quantity of illicit liquor
were apprehended by the police.
14. A. Majority of the students in the college expressed
their opinion against t he college authority’s
decision to break away from the university and
K
become autonomous.
B. The univ er sit y aut hor ity has expr essed it s
inabilit y to provide gr ants to it s constituent
colleges.
15. A. Huge tidal waves wrecked the vast coastline early
in the morning, killing thousands of people.
B. Lar ge number of people gather ed along t he
coastline to enjoy that spectacular view of sunrise.
16. A. Majority of the employees of the organisation
signed t he statement pr ot esting against t he
management’s personnel policy.
B. The management of the organisation has decided
that all those employees who are above 58 years
KUNDAN
of age may opt for voluntary retirement scheme.
17. A. The public sector telecom service provider reduced
the monthly rental substantially with immediate
effect.
B. All the private sector telecom service providers
have reduced their charges last week.
18. A. The largest oil company in the private sector
decided to raise its supply of crude oil to the
government-controlled refineries with immediate
effect.
B. The government has recently notified all the
refineries under its control to reduce the refining
capacity in future months.
19. A. The government has decided to make all the
information related to primary education available
to the general public.
B. In the past, the general public did not have access
t o all t hese inf or mat ion r elat ed t o pr imar y
education available with the government.
2 0 . A. The local traders’ association urged all its members
to close down their shops for a day to protest
against the government’s new tax policy.
B. Many shopkeepers decided to close down their
shops for the day and gave a day off to their
employees.
21. A. The state govt has now decided to increase the
stamp duty on house purchases with immediate
effect.
B. The r eal est ate prices have decr eased
considerably during the last few months.
Practice Book on Analytical Reasoning
2 2 . A. Most of the steel-manufacturing companies in the
country made considerable profit during the last
financial year.
B. Many Asian countries have been importing huge
quantities of steel from India.
23. A. Many seats in the private engineering colleges
in the state have remained vacant this year.
B. The government engineering colleges in the state
could not accommodate all the students who
sought admission this year.
24. A. The banks have decided to give advances to the
priority sector at the rate of interest at par with
the corporate sector.
B. The percentage of bad loans given by the banks
to the priority sector is very low compared to
corporate sector.
25. A. The government of India has allowed the private
air line companies t o oper at e on specified
international routes.
B. There has been a considerable increase in the
flow of foreign tourists to India.
26. A. Govt -owned oil companies have r educed t he
prices of petroleum products wit h immediate
effect.
B. Govt has made an appeal to the public to reduce
consumption of petroleum products.
27. A. The police authority has recently caught a group
of housebreakers.
B. The citizens' groups in the locality have started
night vigil in the area.
28. A. The Govt has decided to allow private universities
to run their own courses after obtaining necessary
approvals.
B. There has been a continuous decrease in the
number of students enrolled for various courses
offered by the Govt-run universities.
29. A. The wholesale grain market is flooded with fresh
stock.
B. The Govt has recently increased the procurement
price of grains.
30. A. The school authority has asked the X Std students
to attend special classes to be conducted on
Sundays.
B. The parents of the X Std students have withdrawn
t heir war ds f rom at t ending priv ate t uit ions
conducted on Sundays.
31. A. The v illager s hav e decided t o boycot t t he
forthcoming assembly elections.
B. The state government has recently revised the
electoral roll.
32. A. The school authority has decided to increase
tuition fees by 30 per cent from the next academic
year.
B. The Govt has urged the local public to enrol all
their children to schools in the area.
33. A. A recent tiger census in the tiger reserve in the
state has reported significant reduction over the
last census.
B. The Govt has initiated an enquiry to ascertain
the facts relating to tiger population in the state.
34. A. Many shops in the locality r emained closed
throughout the day.
B. Many offices in the locality closed during the
day.
35. A. Majority of the residents of the housing society
Cause and Effect
participated in the dinner hosted by one of the
members of the society.
B. Most of the people living in the housing society
invite other members for the functions at their
house.
36. A. The train services in the suburban areas of the
city were disrupted for four hours.
B. The overhead electrical wire snapped between
two stations in suburban area of the city.
37. A. State Government has ordered immediate ban on
airing of certain movie channels on television.
B. A few social activists have come together and
demanded ban on telecasting ‘Adult’ movies on
television.
38. A. Employment scenar io in t he count r y has
remarkably improved recently.
B. The number of pr ospect ive job-seekers going
abroad has increased recently.
39. A. Government has tightened security checks at all
important places and also at various public places.
B. Incidences of terrorist attacks are increasing day
by day.
K
40. A. The High Court has fixed a time limit for repairing
all the roads in the city.
B. Road Development Authorities in the city are
carrying out road repair work on urgent basis.
41. A. There is an outbreak of several epidemics in the
country.
B. It was a worst flood situation ever experienced
in the past in most parts of the country.
42. A. The prices of pet roleum product s dr opped
marginally last week.
B. The State Govt reduced the tax on petroleum
products last week.
43. A. Majority of the citizens in the locality belong to
higher income group.
KUNDAN
B. The sales in t he local super market ar e
compar at iv ely much higher t han in other
localities.
44. A. A major fire destroyed part of the oil refinery
owned by a private company.
B. Govt has decided t o incr ease t he supply t o
retailers from the public sector refineries.
45. A. The Govt medical college has decided to increase
the number of seats in undergraduate course from
the next academic session.
B. The Govt has decided to withdraw its grant from
all the Gov t medical colleges f r om t he next
academic session.
46. A. Every year a large number of people spend their
vacation in various tourist destinations within
the country.
B. Every year large number of people spend their
vacation in various tourist destinations outside
the country.
47. A. Party ‘X’ won clear majority in the recently held
state assembly elections.
B. Of late, there was unrest in public and also among
the members of the ruling party of the state.
48. A. Staff members of the university decided to go on
strike in protest during the examinations.
B. The univ er sit y administr at ion made all t he
arrangements for smooth conduct of examination
with the help of outsiders.
49. A. In t he univer sit y examinat ion, ov erall
221
performance of students from college ‘X’ was better
than that of students from college ‘Y’.
B. Majority of the students depend upon coaching
classes for university examinations.
50. A. The Gov er nment of state ‘X’ decided t o ban
working of women in night shifts and also in
late evening hours.
B. The per cent age of wor king women has a
significant rise in the last one decade.
51. A. Fr equent r obberies in jeweller y shops wer e
recorded in distant suburbs of the city.
B. Shop owners in the city and suburbs demanded
improvement in security situation from the police
authorities.
52. A. Party ‘X’ won clear majority in the recently held
state assembly elections.
B. Of late, there was unrest in public and also among
the members of the ruling party of the state.
53. A. Staff members of the university decided to go on
strike in protest during the examinations.
B. The univ er sit y administr at ion made all t he
arrangements for smooth conduct of examination
with the help of outsiders.
54. A. In t he univer sit y examinat ion, ov erall
performance of students from college ‘X’ was better
than that of students from college ‘Y’.
B. Majority of the students depend upon coaching
classes for university examinations.
55. A. The Gov er nment of state ‘X’ decided t o ban
working of women in night shifts and also in
late evening hours.
B. The per cent age of wor king women has a
significant rise in the last one decade.
56. A. Fr equent r obberies in jeweller y shops wer e
recorded in distant suburbs of the city.
B. Shop owners in the city and suburbs demanded
improvement in security situation from the police
authorities.
57. A. The State Education Board has decided to do away
with pr eparing mer it lists for SSC and HSC
examinations.
B. A large number of students scored very high marks
in the recently held SSC examination.
58. A. The State Government decided to grant permission
for opening more junior colleges in the state.
B. Percentage of qualif ied st udent s in SSC
examination was higher this year compared to
the past few years.
59. A. Increase in rainfall and rising flood situations
are regular phenomena for past few years.
B. People avoid going out in heavy rains.
60. A. The health department has advised people to drink
boiled and filtered water and maintain hygiene
during the monsoon.
B. The health department has instructed the civic
hospitals to equip themselves with adequate stock
of medicines during monsoon.
61. A. The Government has made it compulsory to wear
a helmet for the riders of two-wheelers.
B. The number of cases of road accident involving
two-wheelers has been increasing every year.
62. A. Parents in the locality decided to stop sending
their children to school by private vehicles.
B. A major accident of a private van carrying school
children led to deaths of a few and injuries for
many children.
222
63. A. The city observed the lowest temperature of the
last decade accompanied by heavy fog during the
week.
B. Most of the flights from the city were indefinitely
delayed causing panic among the passengers.
64. A. In the past few years the job market has improved
for the professionally qualified youth.
B. Many youth are not able to get jobs up to their
expectations.
65. A. During peak hours roads are overcrowded with
vehicles causing traffic jams in most parts of the
city.
B. Many companies are planning to launch low-
priced vehicles.
66. A. During evening hours roads are overcrowded with
vehicles causing very slow movement of vehicles.
B. Pollution lev el in t he air has subst ant ially
increased in the recent past.
67. A. This year the cut-off percentages for admission
to junior colleges have increased over the last
year.
B. This year performance of students in Xth final
K
exam was considerably higher than the previous
year.
68. A. The conditions of most of the national highways
are very bad.
B. Govt has now sanctioned a huge amount of money
to maintain the national highways.
69. A. Many students of the local school have failed in
English Language paper in t he annual
examination.
B. Many students of the local school have failed in
Mathematics paper in the annual examination.
70. A. Rain and thunder showers bashed the city during
the past three days.
KUNDAN
B. Many people stayed indoor during the past three
days.
71. A. There has been a considerable increase in the
sale of fat-free food articles.
B. Now people have become more conscious about
their health condition and food habits.
72. A. There have been heavy rains in the catchment
area of the lakes supplying drinking water to the
city.
B. The municipal aut horit y has suspended the
proposed cut in water supply to the city.
73. A. Many pilgrims used Govt transport to travel to
the holy shrine.
B. The cost of travel by private transport is very high.
74. A. The prices of vegetables have increased substant-
ially during the past few weeks.
B. Consumer price index at the end of the previous
week increased by 2 per cent.
75. A. Many anti-social elements have been caught by
the police from the locality.
B. Many people in the locality have been detained
by the police for questioning.
76. A. Many employees of the company proceeded on a
day’s leave on Friday.
B. Bot h Thursday and Sat ur day wer e declared
holiday by the company.
77. A. Many schools have banned the sale of fast food
in their premises.
B. Obesity in youngsters has been linked to their
poor eating habits.
Practice Book on Analytical Reasoning
78. A. The share prices are touching an all-time low.
B. Most of the organizations have been grounding
or terminating employees and undergoing cost-
cutting exercises wherever possible.
79. A. A substantial increase in unhealthy competition
has been observed among the students.
B. A rise of 23% is reported every year in the cases
of suicide after declaration of grade 10th and 12th
examination results.
80. A. The glaciers at the poles of the earth are melting
at a fast rate.
B. In recent times there has been a substantial
increase in the incidents of earthquakes and
volcanic eruptions.
81. A. Though mobile phones find a good number of
users in rural India, computers and Internet still
remain a distant dream.
B. In the recent past there has been a large-scale
migration from the rural parts of India to the urban
sectors.
82. A. There has been a continuous increase in average
temperature during winter in many parts of the
country over the past few years.
B. There has been significant changes in the wind
pattern across the country over the last few years.
83. A. The conditions of all the major roads in the city
have deteriorated causing hardship to motorists.
B. The municipal authority has sanctioned significant
amount to repair all the major roads in the city.
84. A. The BPO sector has laid off a large number of
employees in the recent months.
B. Very few projects are now being outsourced to
BPO sector.
85. A. Ther e has been shar p decline in sales of
passenger cars during the last few months.
B. Many finance companies have announced
attractive schemes of car loans with moderate
interest rate.
86. A. All the airlines companies in India have increased
the air fares in all routes with immediate effect.
B. There has been substantial reduction in aviation
fuel prices in India during the past few weeks.
87. A. Computer education has been made compulsory
for all the classes by many schools.
B. The current job market prefers computer-literate
workforce.
88. A. The standard of education in evening colleges of
the State has been deteriorating.
B. The standard of school education has been fast
deteriorating in the State.
89. A. All domestic airlines increased the fares in all
sectors with immediate effect.
B. Railways increased the fare of all its classes with
immediate effect.
90. A. The prices of f r uit s and vegetables f ell
substantially over the last few days.
B. The quality of fruits and vegetables improved
considerably over the last few days.
91. A. Recent floods in the area changed the nutritional
contents of the soil.
B. Farmers in the area switched over to cultivating
rice instead of wheat.
92. A. The residents report ed of increased criminal
activities in the area to the local police station.
B. Many criminals were arrested by searching the
residence of the suspected individuals.
Cause and Effect
93. A. Govt has awarded a high-stake reward scheme
for such persons as may provide any information
about the suspect.
B. Four members of a family were brutally murdered
by unidentified gunmen.
94. A. There have been sporadic events of stone-pelting
throughout the day in the affected areas of the
city.
B. Many wounded people were brought to the nearby
hospitals from the affected areas of the city.
95. A. Many people left from the city for their native
places during the summer months.
B. Many tourists gathered in the city during summer
months.
96. A. All the schools declared holiday on the next day
of the major festival.
B. All the colleges declared holiday on the next day
of the major festival.
97. A. Many elderly people are continuously harassed
by the youngsters in the locality.
B. Many children living in the locality play till late
in the evening.
K
98. A. The state govt has decided to change the syllabus
of mathematics for Std IX from the next academic
year.
B. Many students from the state could not secure
admission to the colleges of their choice.
99. A. Majority of the employees of the manufacturing
company received a hefty bonus at the end of the
current financial year.
B. The manuf act ur ing company has made
considerable profit in the current financial year.
100. A. The municipal authority decided to carry out repair
work of the pipeline under the main arterial road
of the city.
B. Vehicular movement has been diverted through
KUNDAN
alternate roads for a period of fifteen days.
101. A. There is a significant drop in the number of
people travelling by air during the last quarter.
B. There is a significant drop in the number of
people travelling by long-distance trains during
the last quarter.
102. A. Govt has decided to distribute part of the foodgrain
stock through Public Distribution System to people
below poverty line.
B. There has been bumper kharif crop for the last
two seasons.
103. A. Most of the students enrolled themselves for the
educational tour scheduled for next month.
B. The school authority cancelled the educational
tour scheduled for next month.
104. A. The prices of fruits have dropped substantially
during the last few days.
B. The pr ices of foodgr ains have incr eased
substantially during the last few days.
105. A. The road traffic between the two towns in the
state has been disrupted since last week.
B. The rail traffic between the two towns in the
state has been disrupted since last week.
106. A. Heavy showers are expected in the city area during
the next forty-eight hours.
B. The inter-club cricket tournament scheduled for
the week was called off.
107. A. The bank has provided a link on its website to
obtain feedback from customers.
223
B. Customers have been complaining about poor
services in the bank’s branches.
108. A. The production of pulses has dropped for the
third consecutive year.
B. India has decided to import pulses this year.
109. A. Budgetary allocation for building a better railway
network, eg constructing new railway lines, has
increased.
B. There has been a substantial drop in the number
of passengers opting for air travel.
110. A. Indian citizens are willing to incur the cost of
using environment-friendly technology.
B. Many countries are taking steps to cut their carbon
emissions.
111. A. The government has amended tax laws to boost
exports.
B. The export sect or has been passing through
difficult times due to heavy tax burdens.
112. A. The Gov t has mar ginally incr eased t he
procurement price of wheat for the current crop.
B. The current wheat crop is expected to be twenty
per cent more than the previous wheat crop.
113. A. The braking system of the tourist bus carrying
40 passengers failed while negotiating a stiff
climb on a hilly road.
B. The tourist bus fell into the gorge killing at least
ten passengers and seriously injuring all the
remaining.
114. A. The stat e gov t has decided to boost English
language education in all the schools from the
next academic year.
B. The lev el of English language of t he school
students of the State is comparatively lower than
that of the neighbouring states.
115. A. The municipal authority demolished the tea stall
located on the footpath on the busy road.
B. A large number of people have been taking their
evening tea at the tea stall located on the footpath
on the main road, blocking pedestrian movement.
116. A. Majority of the students left the local school as
the school building was in a dilapidated condition.
B. The school authority decided to close down the
school immediately and shift the r emaining
students to a make-shift school.
117. A. State Govt has ordered immediate ban on airing
of certain movie channels on television.
B. A few social activists have come together and
demanded ban on telecasting ‘Adult’ movies on
television.
118. A. Employment scenar io in t he count r y has
remarkably improved recently.
B. The number of pr ospect ive job-seekers going
abroad has increased recently.
119. A. Government has tightened security checks at all
important places and also at various public places.
B. Incidences of terrorist attacks are increasing day
by day.
120.A. The high court has fixed a time limit for repairing
all the roads in the city.
B. Road development authorities in the city are
carrying out road repair work on an urgent basis.
121. A. There is an outbreak of several epidemics in the
country.
B. There was a worst flood situation ever experienced
in the past in most parts of the country.
224
122. A. The government of India has allowed the private
air line companies t o oper at e on specified
international routes.
B. There has been a considerable increase in the
flow of foreign tourists to India.
123. A. Many seats in the private engineering colleges
in the state have remained vacant this year.
B. The government engineering colleges in the state
could not accommodate all the students who
sought admission this year.
124. A. The banks have decided to give advances to the
priority sector at the rate of interest at par with
the corporate sector.
B. The percentage of bad loans given by the banks
to the priority sector is very low as compared to
the corporate sector.
125. A. The state government has now decided to increase
t he st amp dut y on house purchases wit h
immediate effect.
B. The r eal est ate prices have decr eased
considerably during the last few months.
126. A. Most of the steel manufacturing companies in
K
the country have made considerable profit during
the last fiscal year.
B. Many Asian countries have been importing huge
quantities of steel from India.
Practice Exercise–3
1. Cause: All the major rivers in the state have been
flowing way over the danger level for the past few
weeks. Which of the following is/are possible effect(s)
of the above cause?
(A) Many villages situated near the riverbanks are
KUNDAN
submerged, forcing the residents to flee.
(B) Govt has decided to provide alternate shelter to
all the affected villagers residing near the river
banks.
(C) The entire state has been put on high flood alert.
1) Only (A) 2) Only (A) and (B)
3) Only (B) and (C) 4) All (A), (B) and (C)
5) None of these
2. Effect: This year majority of the final year students
of the management institute have opted for finance
speciali- sation.
Which of the following can be a probable cause of
the above effect?
1) Last year most of the st udent s wit h HR
specialisat ion got better job of fers than ot her
specialisations.
2) The management institute of fer s only finance
specialization to its final year students.
3) Last year the students with finance specialisation
bagged most of the lucrative offers vis-a-vis students
with other specialisations.
4) The management institute has recently started its
finance specialisation in addition to Marketing and
HR being offered earlier.
5) None of these
3. Effect: Govt has allowed all the airlines to charge
additional amount as peak time congestion charges
for the flights landing between 6.00 a.m. and 10.00
a.m.
Which of the following is a probable cause of the
above effect?
Practice Book on Analytical Reasoning
127. A. Ther e is an unpr ecedent ed increase in t he
number of young unemployed in comparison to
the previous year.
B. A lar ge number of candidat es submitt ed
applications against an advertisement for the post
of manager issued by a bank.
128. A. The pr ices of vegetables have incr eased
considerably during this summer.
B. There is tremendous increase in the temperature
during this summer, thereby damaging crops
greatly.
129. A. Heav y downpour with high-velocit y wind is
probable in the coastal areas in next twenty four
hours.
B. A soap manufacturing company increased its
production by more than 100 in the last month.
130. A. There has been considerable reduction in the
number of people affected by water-borne diseases
in City A during this rainy season.
B. The government opened four new civil hospitals
in City A at the beginning of the year.
131. A. There is increase in water level of all the water
tanks supplying drinking water to the city during
the last fortnight.
B. Most of the trains were cancelled last week due
to waterlogging on the tracks.
1) All t he airline companies had t hr eatened t o
suspend their services during peak hours.
2) The Govt has increased its tax for peak time flights.
3) The aircrafts are routinely put on hold over the
airports while landing during peak time, causing
extra fuel consumption.
4) The airline companies can now charge unlimited
additional charge for peak time flights.
5) None of these
4. Cause: The cement manufacturing companies have
increased the price of cement by about fifteen per
cent with immediate effect.
Which of the following is/are possible effect(s) of
the above cause?
(A) Gov t will dir ect the cement manuf act uring
companies to reduce the price increase to five
per cent.
(B) The prices of residential flats and commercial
companies will see an upward trend.
(C) The construction companies may stop all ongoing
construction projects with immediate effect.
1) Only (B)
2) Only (A)
3) Only (C)
4) Only (B) and (C)
5) None of these
5. Effect: There has been unprecedented increase in
t he number of inst it utions t r aining f or spoken
phonetic English in all the major cities of India during
the last few years.
Which of the following can be a probable cause of
the above effect?
1) Many parents want their children to speak fluent
English.
2) Various activities are being outsourced to India by
many European and North American countries.
Cause and Effect
3) English is no longer being taught in the schools
and colleges in India
4) India has highest number of English-speaking
educated youth compared to any other country.
5) None of these
6. Effect: At least 20 school children were seriously
injured while going for a school picnic during the
weekend.
Which of the following can be a probable cause of
the above effect ?
1) The teacher accompanying the school children fell
ill during the journey.
2) The bus in which the children were travelling
met with an accident while taking turn on the
main highway.
3) The driver of the bus in which the children were
travelling did not report after the break at the
halting place on their journey.
4) The school authority banned all school picnics for
the next six months with immediate effect.
5) None of these
7. Cause: Gov t has r ecent ly decided t o hike t he
K
procurement price of paddy for the rabi crops.
Which of the following will be a possible effect of
the above cause?
1) The farmers may be encouraged to cultivate paddy
for the rabi season.
2) The farmers may switch over to other cash crops
in their paddy fields.
3) There was a drop in production of paddy during
Kharif season.
4) Govt may not increase the procurement price of
paddy during the next Kharif season.
5) Govt will buy paddy from the open market during
the next few months.
8. Cause: A severe cyclonic storm swept away most part
KUNDAN
of the state during the last two days.
Which of the following cannot be a possible effect
of the above cause ?
1) Heavy rainfall was reported in most part of the
state during the last two days.
2) Many people were rendered homeless as their
houses were flown away.
3) The communication system of t he stat e was
severely affected and continues to be out of gear.
4) Govt has ordered that all the offices and schools
should be kept open.
5) All are possible effects.
9. Eff ect: The prices of pet roleum product s hav e
increased by about twenty per cent in the past two
months.
Which of the following can be a probable cause of the
above effect ?
1) The prices of foodgrains and vegetables have shot
up by more than thirty per cent.
2) The tr uck owners’ association has decided to
increase their rent by about 20 per cent with
immediate effect.
3) The prices of crude oil in the international market
have increased considerably during the past few
weeks.
4) People have decided to demonstrate against the
Govt’s apathy towards rise in prices of essential
commodities.
5) None of these
225
10. Eff ect: Majority of the employees of t he ailing
organisation opted for voluntary retirement scheme
and left the organisation with all their retirement
benefits within a fortnight of launching the scheme.
Which of the following can be a probable cause of
the above effect ?
1) The company has been making huge losses for the
past five years and is unable to pay salary to its
employees in time.
2) The management of t he company made huge
personal gains through unlawful activities.
3) One of t he compet it ors of t he company went
bankrupt last year.
4) The company owns large tracts of land in the state
which will fetch huge sum to its owners.
5) None of these
11. Cause: The Govt has recently increased its taxes on
petrol and diesel by about 10 per cent.
Which of the following can be a possible effect of
the above cause?
1) The petroleum companies will reduce the prices
of petrol and diesel by about 10 per cent.
2) The petroleum companies will increase the prices
of petrol and diesel by about 10 per cent.
3) The petroleum companies will increase the prices
of petrol and diesel by about 5 per cent.
4) The petrol pumps will stop selling petrol and diesel
till the taxes are rolled back by the Govt.
5) None of these
12. Effect: The temple at the religious site wears a
deserted look with the number of devotees trickling
down.
Which of the following can be a possible cause of the
above effect?
1) A structural engineer had visited the temple a
month back and had declared the structure unsafe.
2) The temple is facing a drastic depletion of its funds
which had accumulated over the years due to
offerings made by devotees.
3) The local corporation decided to donate a huge
amount of money to the temple for its renovation.
4) The village housing the religious site has qualified
priests to perform religious ceremonies.
5) A famous actor recently visited the temple and paid
his respects to the deity.
13. Effect: As a step to regulate private hospitals, the
state health department is framing rules to ensure
all such hospitals are registered with it.
Which of the following can be a possible cause of
the above statement?
1) The department realized that private hospitals
charge much less for treatment as compared to
government hospitals.
2) Government-run hospitals do not maintain the
same standards as private hospitals.
3) The department realized that several hospitals were
rejecting cases stating lack of infrastructure.
4) Apart from the number of doctors, nurses and beds,
the kind of procedure a hospital can carry out based
on its infrastructure will also be registered and
detailed.
5) Pr iv at e hospit als not regist er ing wit h t he
department shall be forced to do so and will have
to pay hefty penalties.
226
Answers and explanations
Practice Exercise–1
1. 1; The CBI has arrested him because of Event (B).
2 . 1; Because of Event (B) India has lodged his protest.
Hence A is the effect of the cause B.
3. 3; Death of 400 people is an effect. But the cause is
not given. It may be accident, bomb blast, or food-
poisoning, murder in the process of robbery or
anything
4. 3; In Event (B) it is not clearly mentioned whether
this leaked water again enters the pipeline or
not. Because drinking dirty or impure water may
be the cause of jaundice. But only accumulation
of water is not related with jaundice.
5. 1; The 24-hour telecast is the immediate cause of
the warning. Because telecast in the wee hours
will be available t hr ough sat ellite, not
terrestrially.
K
6. 1; As educational institutions had violated the court
directions so Delhi high court issued show cause
notices to these schools.
7. 4; Running into the kitchen is an effect. Several
causes are possible. But A is not the immediate
cause.
8. 2; Making an apology is an effect of event (A).
9. 4; Increasing the number of red lights is an effect.
It may be because of heavy traffic, because of
modernisation and computerisation.. . But A is
not the cause.
10. 1; Power problems are definitely the effect. And here
event (B) looks a reasonable cause behind it.
KUNDAN
11. 5; It can’t be derived from these two sentences that
Elizabeth is Shekhar Kapoor’s film. Both (A) and
(B) are effects of some causes. Because of the
phrase The good news is, (A) is an effect because
from the phrase we can conclude that there were
some hindrances in its coming. Several causes
are possible.
12. 2; The revision in fare is definitely because of (A).
13. 3; Event (A) is an effect but (B) is not the principal
cause. Hike in diesel prices is the cause behind it.
14. 5; No r elat ion between Amet hi and Bellar y
parliamentary constituencies is given.
15. 5; Again, the two sentences are independent.
16. 1; Because of his announcement he has been
expelled.
17. 2; Andrew talked so after reading the newspaper.
18. 1; Because of the project they have managed to
transform the living conditions near their homes.
19. 1; Because of the term second and third, we can
establish the relation between the two sentences.
2 0 . 2; Because of the desperation for another child, Rani
kidnapped the child.
21. 3; ‘B’ may be cause, but several other causes may be
possible. Hence ‘B’ is not t he pr incipal and
immediate cause.
2 2 . 1; It is osur common experience that such reshuffles
often take place when a new govt come in.
23. 2; Additional taxation leads to greater revenues
which in turn lead to reduction of fiscal deficit.
24. 4; Interaction between the two countries at the
popular level is a fallout of failure of talks at the
Practice Book on Analytical Reasoning
political level. But it can’t be considered a direct
consequence of the failure of the ministerial talks.
The environment for such talks has been built
over the years.
25. 2; The security arrangements were made to check
the high-profile criminal from escaping.
26. 4; The launching of the new TV channel can only
be one of the causes of formulating the new policy.
27. 1; The flop film must have forced the actress to take
a fresh look at the roles she played.
28. 5; Here A may be the cause of B or vice versa.
29. 5; The events could take place either ways.
30. 4; Ev ent A may be one of the reasons but not
necessarily the principal one.
31. 1; Clearly, the High Court order has come as a
consequence of the numerous deaths.
32. 1; The name of the players are there; so CBI has
called them for interrogation.
33. 2; A boy committed suicide after the result was
published; so ‘A’ is the cause.
34. 2; Rain after scorching heat is the cause of pleasant
weather. Hence A is the cause and B is its effect.
35. 4; As the assets of one MLA was found more than
his income, so the CM has ordered all the MLAs
t o show t heir asset s. But bot h may be
independent incidents. It may be possible that it
was in the election menefesto.
36. 2; Event A is the cause and B is its effect. Because
doctors were on strike, there was no one to attend
the patient.
37. 3; A is definitely the effect of some cause but B may
not be its immediate and principal cause. Why
did only two of them resign?
38. 1; The imposition of the curfew is clearly as direct
consequence of the macabre incident.
39. 4; Event B is an effect but A may not be its principal
cause.
40. 2; Event A is the principal cause. Due to this cause
Supreme Court has directed the hospitals to
dispose the medical waste.
41. 1; The govt. has sold 74% of Modern Food Ind. Ltd.
shares to Hindustan Lever. Because of this the
employees have moved the court. Event B is the
cause and A the effect.
42. 4; Event B is an effect but it is not necessary that
event A is the cause behind it. It is not known
who were in that committee.
43. 1; The hawkers was driven to commit suicide which
is a violation of human rights and that is why
NHRC has ordered for compensation So, event B
is the cause and event A is its effect.
44. 1; B is the cause against which the opposition are
protesting. Hence A is its effect.
45. 5; Both A and B are effect of some unknown reason.
46. 1; To enhance the standard of education in evening
law colleges the BCI has ordered to close down
these colleges from the coming academic session.
Hence (B) is the cause and (A) is its effect.
47. 2; The qualified use of loudspeakers is a consequence
of the rules framed by the govt.
Cause and Effect
48. 1; The ban on traffic on Jail Road is a result of the
diversions made.
49. 3; Having conducted N-tests could be the reason for
signing CTBT. But the major cause would be
something else: international opinion.
50. 5; Note that the two are different films.
51. 1; The govt discision has determined the conciliatory
approach of the Indian companies.
52. 2; Only when the demand was made could t he
proposal have gone to the govt.
53. 5; W e can’t det er mine t he cause-eff ect chain.
“Looking for a foreign coach” could be independent
of the resignation.
54. 4; The large sales may be a consequence of media
hype which surrounded the work because of the
high advance. But there is no direct connection.
Moreover, after a certain extent, works sell purely
on the basis of their intrinsic merit.
55. 3; It is true that if the notes had not gone out of
circulation, there might have been no need of
their re-print. But much time has elapsed and a
direct causal relationship can’t be established.
K
56. 2; B is an exercise in cutting expenditure, which
has become imperative given the widening fiscal
deficit.
57. 5; Even a remote connection can’t be established
with any bit of certainty.
58. 1; Since the subsidy has been reduced, t he
institutions will have to compensate for it by
recovering a large portion from the students.
59. 1; W hen t he result s wer e declar ed, it was the
father’s curiosity that led him to the website.
60. 2; The inquiry is a logical consequence in case of a
mysterious death.
61. 4; The arrival o the monsoon is certainly an effect
but its prediction can’t be the cause.
KUNDAN
62. 1; Once China becomes a member of the WTO, the
US won’t be able to discriminate against it. So
the EU agreement must have led the US to prepare
in advance.
63. 5; The two crises are totally unrelated. While in
Sierra Leone the Indian soldiers are working
under the aegis of the UN, a military intervention
in Sri Lanka would involve coming in direct touch.
64. 1; Event (A) is the effect and the immediate and
principal cause behind it is the rampant situation
in Nigeria explained in Event (B).
65. 1; The effect described in event (A) is the outcome
of the request of the parliamentary committee.
66. 3; Event (A) is the effect of Event (B) but Event (B) is
not the immediate and principal cause behind it.
67. 5; There is no cause-effect relationship.
68. 1; Event (A) is the effect and Event (B) is the factor
responsible for it. Hence, your answer is either
1) or 3). Now, check if Event (B) is the immediate
and principal cause behind it. Since your answer
is yes, your answer is 1).
69. 4; Event (B) is the effect and Event (A) is one of the
factors responsible for it. Hence, Event (A) is not
the immediate and principal cause.
70. 2; Event (B) is the effect and Event (A) is the main
factor responsible for the effect.
71. 3; Event (A) is the effect and Event (B) is one of the
factors responsible for the effect.
72. 5; There is no cause-effect relationship.
73. 1; Here event (A) is the effect because the advice
227
given to IHF is due to the harassment Indian
professionals were meted out by the Malaysian
police.
74. 2; Special f light t o Johannesbur g is aimed at
carrying cricket lovers especially. Hence event
(A) is the immediate and principal cause and Event
(B) is its effect.
75. 3; Event (B) is the cause behind the effect shown
in the event (A) but not immediate and principal.
76. 4; Event (A) is the cause behind the effect shown
in event (B) but it is not the immediate and
principal cause.
77. 5; The two statements have no correlation with each
other.
78. 2; Event (A) is the immediate and principal cause
and event (B) is its effect. Note that the bank rate
is a reference rate also. If the bank rate is raised
both the deposit and lending rates are raised.
Similarly, when the bank rate is reduced both
the deposit and lending rates are reduced.
79. 2; Event (A) is the immediate and principal cause
and event (B) is its effect. Failure of independent
filmmakers has compelled the NGO to step in by
setting up a national distribution centre for their
films.
80. 5; The two are independent events contradicting
each other.
81. 3; Event (A) is the effect but event (B) is not its
immediate and principal cause because to get the
abov e out come pr oper use of r ich mineral
resources is equally important.
82. 2; It is the parliament’s nod to Tobacco Control Bill,
which gave the non-smokers a new horizon.
83. 2; Event (B) is the ef f ect and event (A) is the
immediate and principal cause behind it. The
move t aken by the Food and Adulter ation
Department is the result of the claim made by
the people.
84. 2; Once again, ev ent (A) is t he immediat e and
principal cause of event (B). The demand sought
by the parliamentarians is due to the report
revealed by the NGO.
85. 4; The new security measures have been taken not
only due to the attack on Parliament in Dec 2001
but also to ensure that the Parliament be more
saf e for Par liament ar ians, aiming at the
importance of this section of people.
86. 1; The estimated loss, owing to the drought, is the
immediate and principal cause behind the change
in the forecast of the different bodies.
87. 5; Note that Event (B) is a non-event. An event is
when something happens, not when something
does not happen.
88. 2
89. 3; Here (A) is the effect. Rejection came from the
government because the government considers
LTTE a terrorist organisation. (B) explains the
nature of the organisat ion. But it is not the
principal and immediate cause.
90. 1; (A) is the effect because VRS has been aimed at
the plan to reduce man power and it is t he
principal cause behind it.
91. 1; By an intuitive look it is clear that ‘A’ is the effect
and ‘B’ is the cause. Hence, we reject options 2),
4) and 5). Now check: Is event (B) immediate and
principal cause? You get ‘yes’ as your answer.
228
Hence the correct answer is 1.
92. 2; Here ‘A’ is the immediate principal cause and ‘B’
is its effect.
93. 5; The two events have no causative link with each
other.
94. 2; Event (B) is in a form of course of action. And
cause of its requirement is event (A). Hence event
(A) is its immediate and principal cause.
95. 5; It is very difficult to determine which is the cause
and which the effect. Science has made contact
easy. And easy contact has made the world a
global village.
96. 5; The two events can’t be connected.
97. 1; Massive debt swap operation has been initiated
due to the menace of the government’s current
year’s gross fiscal deficit.
98. 3; Subscribers of Hutch and Airtel have increased
and one of the factors of this increase may be the
recent joint scheme.
99. 5; The two events have no apparent causative link
with each other.
100.5; There is no cause-effect relationship.
K
101. 1; Critical condition of Ivory coast has compelled
Cadbury to take such an initiative.
102.2; Reduction of its stake in nationalised banks by
the government is a steps towards privatisation
of bank. And this is a reason of strike in bank by
the bank employees.
103. 1; Because of event (B), government has decided to
roll back the hike in the prices of cooking gas
and kerosene.
104. 4; The SC order is not the immediate cause for the
mob frenzy. It is the implementation of the order.
105. 5; Both events (A) and (B) are independent of each
other. It is possible that because of the court’s
KUNDAN
pressure or central government’s pressure, the
STF has been activated against him.
106. 3; This may be the reason for his denial to talk
with the media persons but not necessarily the
principal and immediate cause.
107. 2; As he found cockroaches in the crev ices, he
immediately drew the attention of the catering
manager.
108. 1; The receiving of the information is the immediate
cause of the arrest.
109. 5; Here both events are effects of different causes.
110. 4; The chief minister’s prayers signify that he was
t aking int er est in Rajkumar’s release. But
Verappan’s concession can not be considered a
direct effect of the prayers per se.
111. 3; There may have been several steps before BCCI
has decided to ban some players.
112. 4; (B) may be because of the traffic congestion around
CP, bad parking arrangements, etc .... (A) also
Practice Exercise–2
1. 1; Here ‘A’ is the cause and ‘B’ is its effect. Farmers
do not want to incur any loss further. Hence the
r eason which led far mer s t o swit ch over t o
another crop is obvious.
2 . 2; A crime has a direct relationship with the condition
of law and order. Incidents of crime increase if
the condition of law and order is not up to mark.
Hence, ‘A’ is the effect of the cause ‘B’.
Practice Book on Analytical Reasoning
may be its cause but it is not the immediate and
principal cause.
113. 5; Both events are independent of each other.
114. 1; The second phase is possible only after the first
phase.
115. 1; Because of the shortage of CNG filling stations
the owners of CNG-run vehicles are suffering.
116. 1; Because of (B) the court has ordered so.
117. 2; When such riots take place, curfew is a direct
consequence.
118. 5; Both are independent events.
119. 1; Because of (B), ITC has decided so.
120.5; Both are independent events.
121. 3; There whould be no such speculation on the part
of the Australian caption if his team were not
visiting India in the first place. So the latter is a
cuase. But the immediate cause of the warning
is the speculation.
122. 5; A can be the cause of B and vice versa.
123. 2; Because of the earthquake the weak buildings
have collapsed and so the government has decided
to take action against those corrupt builders.
124. 1; If less cars are allowed, the sale is bound to drop.
125. 1; Event A is clearly a reaction to event B.
126. 1; The protest (Event A) is in response to the levy
imposed (event B).
127. 5 128. 2 129. 4 130. 5 131. 2
132. 2 132. 3 134. 3 135. 1
136. 3; There may be several causes for the increment
in entry fee in the Taj Mahal. Event (B) may be
one of the causes. It is also possible that the
hike in maintenance cost is the other cause of
this increment.
137. 1
138. 2; The prices of vegetables has increased because
of the strike of rickshaw, taxi and other general
communication. Hence B is the effect and A is
the immediate cause.
139. 1; Because of (B), government has started the project
“alert citizen” to curb crimes. Hence `A’ is the
effect and (B) is the cause.
140. 5
141. 2
142. 4; Insecurity is a long-run impact of this habit of
too much comfort. Comfort leads to a distaning
from follow-beings. And this loneliness lat er
results in insecurity.
143. 1; Dearness allowance of the employee depends on
the consumer price index.
144. 1
145. 3; One of the reasons for increase in no. of home
computers in their being made compulsory in
schools. Other reasons are a general interest in
computers for various purposes.
3. 2; The tense of both the statements implies that
the event mentioned in ‘B’ happened before ‘A’.
Through an intuitive look we come to know that
‘A’ is an initiative taken by the government with
a view to the people’s concern described in ‘B’.
Hence, ‘B’ is the cause and ‘A’ is its effect.
4. 2; See t he words ‘has’ and ‘hav e been’ in t he
statements ‘A’ and ‘B’ respectively. From these
Cause and Effect
words we get that ‘B’ happened before ‘A’. Now,
why did the PM give such an assurance? The
answer lies in t he ev ent ment ioned in t he
statement ‘B’. Hence, ‘A’ is the effect and ‘B’ is its
cause.
5. 5; Both the events are the effects of a common cause,
ie heavy rain in the city.
6. 1; Drop out from the primary schools from rural areas
may be an effect of poor facility of education. Note
that lack of interest in study because of poor
infrastructure increases the number of dropouts
from schools. Hence, A is the cause and B is its
effect.
7. 2; The event mentioned in B caused resentment
among the people, which made the people unruly,
as a result of which the police resorted to lathi
charge to br ing the situation under control.
Hence, B is the cause and A is its effect.
8. 5; Both A and B are the effects of a common cause:
to facilitate travelling for overseas destinations
through air route.
9. 5; Note that the real concern of the opposition is
K
the government’s economic policy. Also, a faulty
economic policy results in sharp increase in
prices of commodities. Hence, both A and B are
the effects of a common cause - the economic
policy of the government.
10. 4; Both A and B are effects of independent causes.
The ef fect mentioned in A is t he r esult of
‘adulteration’ whereas the effect mentioned in B
is the result of ‘natural disaster’.
11. 4; Both A and B are effects of different causes. I is
an init iat iv e t aken to ensur e driving free of
hindrances whereas the cause which led the
event B is the lack of signal posts.
12. 2; Statement A mention the initiative taken by the
KUNDAN
local steel company because of the request made
by the local civic body. Hence, B is the cause and
A is the effect.
13. 4; Both A and B are eff ects. A is the r esult of
disciplinary act ion taken by t he government
against the carelessness of the police. Whereas
B is the result of alacrity and vigilance of the
police.
14. 2; A is the result of resentment caused by B. Hence,
B is the cause and A is its effect.
15. 4
16. 2; From the given two statements (A) and (B) it is
obv ious t hat the employees have t aken t he
initiative because of the resentment caused by
the policy announced by the management. Hence,
(B) is the cause and (A) its effect.
17. 2; Here, it is clear that the event mentioned in (B)
happened earlier than the event mentioned in
(A). See the key wor ds ‘last week’ and ‘fr om
immediate effect’. From the two statements it
seems that the initiatives taken by the public
sector telecom service provider may have been
taken in order to compete with the private sector
telecom service provider. Hence, (B) is the cause
and (A) its effect.
18. 4; Here, both the statements (A) and (B) are effects
of independent causes.
19. 2; The condition mentioned in ‘B’ compelled the
government to take initiative as mentioned in ‘A’.
Hence, ‘B’ is the cause and ‘A’ is its effect.
229
2 0 . 1; ‘B’ is the result of the request made by the local
traders’ association to its member, as mentioned
in ‘A’. Hence, ‘A’ is the cause and ‘B’ is its effect.
21. 4; It is difficult to link stamp duty and real estate
prices with certainty.
2 2 . 2; It there are large exports, considerable profit is
quite likely.
23. 4; Both (A) and (B) are contradictory statements (to
each ot her). The st udent s who did not get
admission in t he gov er nment engineering
colleges must have gone to the private engineering
colleges. But this has not happened. Hence, both
the statements (A) and (B) are the effects of
independent causes.
24. 4; This is a case of contradictions. Statement (B)
says that the priority sector is the better sector
for the banks to invest in. Despite this, the banks
have decided to increase the rate of interest on
the advances to be given to the priority sector.
Hence, (B) is obviously not behind the decision
of increasing the rate of interest. Rather, it should
have gotten some favour. Hence, both (A) and (B)
are effects of independent causes.
25. 2; Why is there a need for allowing the private
air line companies t o oper at e on specified
international routes? Obviously, an increase in
the flow of foreign tourists to India is behind the
decision. Hence, (B) is the cause and (A) is its
effect.
[Note: Here, we have to look for such a statement
which may be the effect of the other statement.]
26. 5; Both are the efforts made by the government to
keep the price of petroleum products low. Hence,
both ‘A’ and ‘B’ are effects of a common cause.
27. 1; The event mentioned in t he st at ement ‘A’
compelled the cit izens to init iat e securit y
measures as mentioned in the statement ‘B’.
Hence, ‘A’ is the cause and ‘B’ is its effect.
28. 2 ; Here the decision taken by the government (as
mentioned in statement ‘A’) is aimed at equipping
private universities so that these universities can
facilitate more students to pursue their desired
course.
Now, from statement ‘B’ we come to know that
the government is compelled to do so because of
the continuous decrease in the number of students
enrolled for various courses. Hence, ‘B’ is the
cause and ‘A’ is its effect.
29. 1; Here the effort (mentioned in ‘B’) has been taken
by the government to control the prices of the
grain so that the interest of the farmers can be
protected. Note that fresh stock of gains in the
market can reduce the prices of grain sharply.
Hence, ‘A’ is the cause and ‘B’ is its effect.
30. 1; Here the decision taken by the parents is the
r esult of the decision t aken by t he school
authority. Hence, 'A' is the cause and 'B' is its
effect.
31. 4; Here ‘A’ is the effect of the resentment among the
villagers. Whereas ‘B’ is the effect of the efforts
aimed at electoral reforms. Hence, both ‘A’ and ‘B’
are effects of independent causes.
32. 4; 'A' may be the effect of the increase in demand 'B'
is the effect of the aim to increase literacy rate.
Hence, both 'A' and 'B' are effects of independent
causes.
230
33. 1; The initiative mentioned in 'B' has been aimed at
because of the concern raised in 'A'. Hence 'A' is
the cause and 'B' is its effect.
34. 5; Both the effects 'A' and 'B' may have a common
cause like bandh called by a political party, etc.
35. 2; Here 'B' is the cause of the event mentioned in
'A'.
36. 2; Here the impediment mentioned in 'B' is caused
by 'A'. Hence, 'B' is the cause and 'A' is its effect.
37. 2; It is the effort of the social activists which forced
the government to take the initiative. Hence, 'B'
is the cause and 'A' is its effect.
38. 5; Both 'A' and 'B' are the effects of the new economic
scenario of the world. Hence, both 'A' and 'B' are
effects of a common cause.
39. 2; The preventive measure taken by the government
is to restrict unpleasant incidences caused by
terrorists. Hence, 'B' is the cause and 'A' is its
effect.
40. 1; It seems that activeness of Road Development
Authorities is the result of the order issued by
the High Court. Hence, 'A' is the cause and 'B' is
K
its effect.
41. 2; The flood has led to the epidemics.
42. 2; Reduction in taxes aff ects t he pr ices of the
product. Hence, 'B' is the cause and 'A' is its effect.
43. 1; Paying capacity of a customer plays an important
role in shopping. Hence, 'A' is the cause and 'B'
is its effect.
44. 1; Destruction of an oil refinery can create problem
in ensuring smooth availability of oils. Hence, 'A'
is the cause and 'B' is its effect.
45. 2; Withdrawal of grant will increase the financial
bur den of t he gov er nment medical colleges,
whereas the increase in the number of seats will
KUNDAN
increase the revenue of the government medical
colleges. Hence, 'B' is the cause and 'A' is its
effect.
46. 4
47. 5; It can be safely assumed that Party X was earlier
in the opposition and has benefited from anti-
incumbency. But A and B are consequences of a
common cause — bad governance by the ruling
party.
48. 1; Since the staff members have gone on strike, the
help of outsiders has been sought.
49. 4; (A) seems to have happened as X is a better
college. (B) seems to be the result of the falling
standard of teaching in colleges.
50. 4; (A) might have happened because harassment of
women is on the rise. While (B) seems to be the
result of a change in gender role perception.
51. 1; The r obberies hav e led t o a demand of
improvement in security situation.
52. 1; Since the prices of cement have increased, there
are fewer customers now. An impact on profit
has made businessmen less likely to venture in
this industry. Hence the govt has decided to
provide tax break.
53. 5; Both the events are the consequences of atrocities
committed by corrupt police officials.
54. 4; There may have been different reasons for the
opting of these subjects.
55. 4; There seems to be no connection between the
two events.
56. 2; Clearly, heavy discounts led to the rush.
Practice Book on Analytical Reasoning
57. 2; High marks have become so commonplace that
merit lists have lost their meaning.
58. 2; The large number of SSC qualif ier s has
necessitated the opening of more junior colleges.
59. 4; A is the effect of some climate change. But B is
something that has been happening since time
immemorial.
60. 5; Both the statements have been necessitated by a
common cause: the fear of outbreak of diseases
during monsoon.
61. 2; The increase in accidents again and again has
led the govt to strike a cautionary note.
62. 2; Clearly, the accident in B led to the decision in
A.
63. 1; The fog in A led to the flight delays in B.
64. 3; The two are contradictory and therefore can't be
connected.
65. 5; Both are effects of a common cause – people's
desire to drive cars.
66. 5; The overcrowding in A has led to pollution in B.
67. 2; Since Class X results were higher, the cutoff
percentages for junior colleges (Class XI) are
bound to increase.
68. 1; The bad condition of the highways has prompted
the govt to take the step.
69. 5; Both seem to be the effects of poor teaching in
the local school.
70. 1; Clearly, rain and thunder showers forced the
people to stay indoors.
71. 2; Health-consciousness has led to the sale of fat-
free food articles.
72. 1; Since there have been heavy rains, there will
now be ample water and this will obviate the
need to cut the water supply.
73. 2; Obviously, the high cost of private travel has
given a boost to Govt transport.
74. 1; The rise in vegetable prices will be one of the
factors in the increase in consumer price index.
75. 5; Both are the effects of some crime having been
committed or a suspicion thereof.
76. 2; Clearly, employees have been prompted to go on
leave on Friday because they would like to take
advantage of (B).
77. 2; In order to check the menace of poor eating habits,
schools have banned the sale of fast food.
78. 5; Bot h ar e ef f ect s of a common cause — the
recession.
79. 1; The unhealthy competition leads to the negative
mindset that is responsible for suicide.
80. 4; (A) is the result of global warming. (B) is the result
of tectonic shifts.
81. 3; Both are independent causes.
82. 2; Changes in wind pattern have caused increase
in temperature.
83. 1; The motorists' hardship has led to the municipal
sanction.
84. 2; Lack of projects has led to the lay-off.
85. 1; The attractive schemes are attempts to boost sales.
86. 4
87. 2; Job market is an impor tant consideration in
determining the curriculum of schools.
88. 5; There seems to be some common cause that is
leading t o deter ior at ion in bot h kinds of
education.
89. 5; Hike in fuel prices seems to be the common cause.
90. 4; The two effects are unrelated.
Cause and Effect
91. 1; The farmers' decision is apparently an effect of
change in the soil.
92. 1; The report to the police led to the criminal's
arrests.
93. 2; The murders have led to the announcement of
the award.
94. 1; The st one-pelt ing led t o the wounded being
brought to the hospitals.
95. 4; A is the effect of summer vacation while B is the
effect of trying to get relief in summer.
96. 5; Both are the effects of the fact that festivals cause
fatigue.
97. 4; (A) is the effect of the presence of some wicked
youngsters living in the locality while (B) is the
effect of a rather peaceful atmosphere.
98. 3; There seems to be no connection between the
syllabus of Std IX and admission to colleges.
99. 2; The "considerable profit" has led to the "hefty
bonus".
100. 1; The repair work has led to the diversion.
101. 5; Both are the effects of a recession in the economy.
102. 2; The bumper crop has led to the largesse shown
K
by the govt.
103. 3; (A) happened so that students could see more of
the world. (B) happened so that the school may
attend to other important tasks.
104. 4; (A) has happened because of increased supply of
fruits. (B) has happened because of decreased
supply of foodgrains.
105. 5; Both the statements seem to have a common
cause—agitation on a large scale.
106. 1; The fear of rain has led to the tournament being
called off.
107. 2; The surge in complaints has led the banks to
receive them in an electronic mode.
108. 1; The shortage in production has led to the import
KUNDAN
decision.
109. 5; Both are the effects of a common cause. The
Railways has gone in a reviving mode.
110. 5; Bot h ar e the ef f ect s of gear ing up on t he
environmental front.
111. 2; The bur den is sought to be r educed by the
amended tax laws.
Practice Exercise–3
1. 4 2. 3 3. 3
4. 1 5. 2
6. 2; W e of t en hear of accident s leading t o such
injuries.
7. 1; The very purpose of hiking the procurement price
of a crop is encouraging the farmers to cultivate
it.
8. 4; In such a cataclysmic scenario, the govt is likely
to order the closure of offices and schools.
231
112. 1; The govt initiat iv e has led to great er wheat
cultivation.
113. 1; Brake failure led to the accident.
114. 2; Since the level is lower, the govt has decided to
boost English language education.
115. 2; Since pedestrian movement was getting blocked,
the authority demolished the tea stall.
116. 1; The leaving of students led to the urgent action
by the authority.
117. 2; The pressure of the social activists has led to the
banning.
118. 4; The two are contradictory and must be the effects
of independent causes.
119. 2; The large number of terrorist attacks has led to
tightened security checks.
120.1; The court order has led to the urgent work.
121. 2; The flood has led to epidemics.
122. 2 123. 4
124. 2 125. 2
126. 2
127. 1; The effect mentioned in B has direct relationship
with the number of unemployed persons. Hence,
A is the cause which led to B.
128. 2; Soar ing of pr ices of vegetable has direct
relationship with the availability of vegetables
and also with the demand of vegetable. The event
mentioned in B has a negative impact on the
availability of vegetables. Hence, B is the cause
which led to B.
129. 5; Both B and B are effects of independent causes.
Manuf act uring of soaps or increase in it s
production has no relationship (as mentioned)
with the coastal environment. Hence, option 5).
130. 5; Is B the cause which led to A? Answer is ‘No’.
Again, is B the cause which led to B? Answer is
‘No’. Thus, bot h A and B
are eff ects of independent causes. Hence,
optoption 5).
131. 3; Increase in water level of all water tanks and the
problem of water-logging on the tracks are the
result of increase of water availability or surplus
of water (due to rain). Hence, both the events are
effects of the same cause.
9. 3; Crude prices have a direct bearing on the prices
of petroleum products.
10. 1; The effect is a win-win solution to this cause.
11. 3; Tax is only one component of the price. So, the
increase in price will be there but the increase
percentage will be lower.
12. 1; The engineer’s caution may have led to people
keeping away from the temple.
13. 3; Such rejections will cause difficulty to the people.
 Inequality
Introduction
Problems based on inequalities and coded inequalities
involve essentially combination of two elementary problems
(as very name of the chapter suggests) (i) Inequalities and
(ii) coding
In such problems coding part is not a big challenge
because coding scheme is told entirely in the question
itself. Therefore, to decode the inequalities in a given
problem would not mean any more headache than a couple
of extra seconds.
K
Essentially it is a problem of inequalities and it is
this aspect that should be mastered. Hence we first learn
the basics of inequalities.
What is an Inequality?
We know that the result of multiplication between 3
and 2 and the number 6 are equal. Since they are equal
it is an equality. In the same way, 3 × 3  6. Here the
product of 3 and 3 is not equal to the number 6. And
since they are not equal, it is an inequality.
Signs of Inequalities
There are, usually, four types of inequalities as given
KUNDAN
below:
( i ) Greater than: To denote mathematically, we use
‘>’ to denote greater than. For example, 3 × 3 > 6.
( i i) Less than: To denote mathematically, we use ‘<’
to denot e less t han. For example,
3 × 1 < 6.
( i ii ) Greater than or equal to: Sometimes we are faced
with two numbers where we don’t know the exact
state of inequality between them. For example, we
may have two numbers x and y and all that we
know is that ‘x is not less than y’. In this case x
can be either equal to or greater than y. Such
situations can be represented as ‘’ sign. Thus
we have ‘’ meaning ‘greater than or equal to’.
So, x  y means x is either greater than or equal to y.
( iv) Less than or equal to: Similarly, as above, we
may have two numbers a and b and all that we
know is that ‘a is not greater than b’. In this case
a can be either equal to or less than b. Such situations
can be represented as ‘’ sign. Thus we have ‘’
meaning ‘less than or equal to’.
So, a  b means a is either less than or equal to b.
Combining Inequalities
W e have t wo golden rules f or combining t wo
inequalities as given below:
(1) Two inequalities can be combined if and only if
they have a common term. Look at the examples
given below:
Ex. 1: Inequalities: A > B, C > D
Here, there are four terms A, B, C and D but they
do not have a common term. Hence these two
inequalities cannot be combined.
Ex. 2: Inequalities: A  B, M  N
Here, also there are four terms A, B, M and N but
the common term is missing. Hence they cannot
be combined.
( 2) Two inequalities can be combined if and only if
the common term is greater than (or ‘greater
than or equal to’) one and less than (or ‘less
than or equal to’) the other. (And the combined
inequality will have the common term in the middle
with the greater and the smaller terms on the two
extremes.) Look at the examples given below:
Ex. 3: Inequalities: A > B, B > C.
Here, common term B is greater than one term C
and less than the other, A. So a combination is
possible.
Combined inequality:
A > B > C or C < B < A
Ex. 4: Inequalities: A  B, C < B.
Here common term B is less than (or equal to)
one term, A, and greater than the other term, C:
Hence, combination is possible.
Combined inequality:
A  B > C or C < B  A
Ex. 5: Inequalities: B < A, B  C.
Here, common term B is less than one term, A;
and greater than (or equal to) the other term, C.
Hence, combination is possible.
Combined inequality:
A > B  C or C  B < A
Ex. 6: Inequalities: A > B, C > B.
Here, common term is less than both the other
t erms, A and C. So a combination is not
possible.
Ex. 7: Inequalities: A  B, B < C.
Here, common term B is less than (or equal to)
both terms. No combination possible.
Ex. 8: Inequalities: B  A, C  B.
Here, common term B is greater than (or equal to)
one term, A, and less than (or equal to) another
term, C. Hence, combination is possible.
Combined inequality:
A  B  C or C  B  A.
Ex. 9: Inequalities: A  B, B  C. Here, common term B
is less t han (or equal to) bot h A and C
combination is not possible.
Ex. 10: Inequalities: B  A, B  C.
Here, common term B is less than (or equal to)
one term A; and greater than (or equal to other
term, C. Combination is possible.
Combined inequality:
A  B  C or C  B  A.
Deriving a Conclusion from a Combined
Inequality
We have another golden rule, we call it as third golden
rule, for deriving a conclusion from a combined inequality
as given below:
Combine the two inequalities and draw a conclusion by
letting the middle term disappear. The conclusion—inequality
will have an ‘’, sign (or a ‘’ sign) if and only if both the signs
in the combined inequality were ‘’ (or ‘’; as the case may be).
Hence, the conclusion will normally have a ‘>’ (or a ‘<’
sign strictly, unless the ‘’, sign or (‘’) appears twice in
the combined inequality. Look at the examples given below
that will illustrate the concept:
Ex. 11: Derive a conclusion from the following combined
inequalities:
(i) x > y > z
(ii) x < y < z
Soln.: (i) x > z
((ii) x < z.
Ex. 12: However, when we have ‘’ signs in the combined
inequalit ies, t hen the pr ocess is a bit mor e
thought-provoking. For example, consider the
K
following combined inequality:
x  y > z.
Here, x is either greater than y or equal to y.
Therefore the minimum value for x is equal to y.
But y is always greater than z. Therefore, x is
always greater t han z (because even when x
attains its least value it is equal to y and y is
always greater than z. Therefore x will always be
great er t han z). Hence, the inequalit y as
conclusion is:
x > z.
Ex. 13: Now consider the combined inequality
x > y  z.
KUNDAN
Here, x is always greater than y and y is either
greater than z or equal to it. When y is greater
than z; x will obviously be greater than z. Even
when y is equal to z; x will be greater than z
because x is always greater than y. Hence, in all
cases, our conclusion is:
x > z.
Ex. 14: Now consider the combined inequality
xyz
Here x is either greater than y or equal to y. When
x is greater than y; we have: x  z which gives the
conclusion x > z ... (a) [see Ex. 13]
When x is equal to y; we have:
x = y  z which gives the conclusion
xz ... (b)
Combining conclusions (a) and (b), we have
xz
Ex. 15: Derive a conclusion from the following combined
inequalites:
(i) L = M  K
(ii)) L = M > N
Soln.: (i) L  K
(ii) L > N
Strategy to Solve Problems on Inequality and
Coded Inequality
There are various steps needed to solve the problem
as given below:
Step I:
Neatly and quickly decode the symbols.
The question itself tells you which code stands for
which arithmetical operation. for example, we have been
given that P  Q means P > Q. Therefore replace ‘’ by ‘>’
wherever you see them.
You should take one code at a time and replace it by its
original mathematical symbol in all the given questions
before going to the next code. And you should do it quickly.
Step II:
Take one conclusion at a time and decide which
statements are relevant for evaluating the conclusion.
Now, this needs some thinking. What do we mean by
relevant statements? By a relevant statement we mean
the statement that is not useless for deriving a conclusion.
If there is a conclusion, say, x > y then a statement like b
> c is useless because this statement has neither x nor y.
Therefore any analysis of this statement can’t tell us
anything about the conclusion: x > y. For any conclusion,
the relevant statements are those that can be combined to
prove or disprove that conclusion. How do we find the
relevant statements?
It is simple ....
To decide which stat ement s ar e r elev ant f or a
conclusion; take the two terms of a given conclusion and
see if each of them separately appears with a single
common term in the given statements in the question.
These statements will be our “relevant statements”.
To understand the above look at the example given
below:
Ex. 16: Suppose after performing Step I, we have the
following given statements and conclusions.
Given Statements:
M > N, L = M, O > N, L  K
Conclusions: I. M < K II. L > N
Now, take conclusion I (M < K). For this we find
that the relevent statements are
M = L, L > K
Now, take conclusion II (L>N). For this relevant
statements are:
M > N, L = M
Step III:
Use the three golden rules to combine the relevant
statements and derive a conclusion from it. Those three
golden rules are:
Rule 1: There must be a common term.
Rule 2: The common term must be less than (or equal
to) one term and greater than (or equal to) another.
Rule 3: The conclusion-inequality is obtained by letting
the common-term disappear and it has a ‘’ or a ‘’ sign if
and only if the both the inequalities in second step had a
‘’ or a ‘’ sign. In all other cases, there will be a ‘>’ or a ‘<‘
sign in the conclusion.
For illustration consider the previous example. We
have found that
( i ) for conclusion I (M < K) the relevant statements
are:
M = L, L  K
We combine them and get M = L < K
 M  K. This is Step III.
Now, M  K does not imply that M < K because M 
K allows for M to be even equal to K, which is not
t rue in case of M < K Hence t his conclusion
(Conclusion I) doesnot follow.
 ( i i) for Conclusion II (L > N), the relevant statements
are:
M > N, L = M
After combining, we get L = M > N  L > N
Hence, Conclusion II follows.
After performing these three steps, if a conclusion is
established and verified, well and good. If not, then perform
the following four checks:
Check 1: Check if the conclusion directly follows from only
single given statement.
Somet imes a st at ement may be in t he f or m of
A  B and one conclusion may be in t he f or m of
B  A. Obviously both these are completely identical but
sometimes we are prone to ignore such minor tricks of
the examiner.
Ex. 17: For example consider the following:
(Let  mean >,  mean ,  mean =,  mean <, 
mean )
Let, given statement: E  F, C  D, F  G, D  F
Conclusion: I. G  F.
Here, conclusion I is G  F or G  F and it is
identical to F  G or F  G. Hence, it directly
K
follows from one single statement.
Check 2: The conclusion you reach after the Third Step
may be identical to the given conclusion although it may not
look so in the first glance. Check.
For Example if you arrive at a conclusion- inequality: A
 B then a given conclusion B  A is obviously true.
Check 3: If after the third step you get a conclusion that
has a ‘’ (or a ‘’) sign and the two given conclusions have a ‘>’
(or a ‘<‘) sign and a ‘=’ sign between the same terms; the choice
either I or II follows is correct. (Very Imp.)
For example, suppose you reach A  B after performing
the Third Step. Now suppose the given conclusions are:
I. A > B and II. A = B. Then, the choice “either I or II
KUNDAN
follows” is correct Similarly if you conclude that M  N
and the given conclusions are I. M < N and II. M = N then
again the same answer follows.
Note: Check 3 merely tells you that if you have concluded
that [A  B] you can as well write it as [A > B or A
= B]. Again, if you have concluded that [A  B] you
can as well write it as [either A < B or A = B].
Check 4: If the two given conclusions have a
(i) ‘’ and ‘>’ signs, or
(ii) ‘<’ and ‘’ signs, or
(iii) ‘>’ and ‘’ signs, or
(iv) ‘’ and ‘<‘ signs
between the same terms; and if neither of the conclusion
has been accepted in any of the steps above; the choice “either
of the two follows” is correct. (Important)
For example, suppose in a given question, the given
conclusions are:
I. A  B II. A < B
And suppose that neither of them have been proved to
be true by virtue of any of the preceding steps.
Then since they have the same pair (A and B) and the
signs are ‘’ and ‘<‘; the choice either follows is correct.
Note: Check 4 merely tells you that one number can only
have three positions vis-a-vis another number. It
can be either less than or equal to or greater than
the other.
This is true universally of any two numbers. That is,
[A  B or A > B] is a universally correct statement, because
A can be either (less than or equal to) or (greater than) B.
Thus, for any two numbers A and B the following are
always correct:
(i) (A  B) or (A > B)
(ii) (A < B) or (A  B)
(iii) (A > B) or (A  B)
(iv) (A  B) or (A < B)
We can call these four pairs of statements as our
complementary pairs. Obviously since one out of the
two statements will always be true in such cases, we
choose “either follows” as our answer. But remember, we
choose this as our answer only if neither of the two
statements have been otherwise proved in any previous
step. This is because if we have already proved that A < B
is definitely true it is ridiculous to still settle for the rather
uncertain- looking answer that “ either A < B is true or A
 B is true”. To understand this point better, consider Ex
18 and Ex 19 below.
Ex. 18: Statements: A  B, B = D, D  C, C  B
Conclusions: I. A  C
II. A < C
Soln.: Here, both conclusions are between A and C. We
see that A and C appear with a common term B
in
A  B and C  B.
So these are our relevant statements. They can
be combined because they have a common term
and because the common term B is less than ( or
equal to) one term A and greater than (or equal to)
another term B.
Combining we get: A  C.
So, conclusion I follows.
Ex. 19: Statements: A  B, B = D, D  C, B  C
Conclusions: I. A  C
II. A < C
Soln.: By the same analysis as in Ex 18; our relevant
statements are: A  B, B  C.
Now, these two can not be combined because the
common term B is less than (or equal to) both A
and C. Hence, no conclusion is possible.
But t he t wo conclusions I and II f orm a
complementary pair. And hence either of them
must follow.
[Note that we had the same complementary pair as our
answer-choices in both Ex 18 and Ex 19. Yet we did not
choose “either follows” in Ex 18 because there conclusion
I was definitely established. But in Ex 19 no conclusion
was definitely established and therefore we choose “either
follows” as our answer.]
 Illustrative Example
We will now demonstrate how to utilise the above
discussed method to quickly solve problems of this type.
Directions (Q. 1-5): In the following questions, the
symbols , ,  ,  , and  are used with following
meaning:
‘P  Q’ means ‘P is greater than Q’.
‘P  Q’ means ‘P is either greater than or equal to Q’.
‘P  Q’ means ‘P is equal to Q’.
‘P  Q’ means ‘P is smaller than Q’.
‘P  Q’ means ‘P is either smaller than or equal to Q’.
Now in each of the following questions, assuming
the given statements to be true, find which of the two
conclusions I and II given below them is / are
definitely true. Give answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
1. Statements: M  N, L  M, O  N, L  K
Now we will take each of the questions separately and
perform step II and III for each of the conclusions.
1. (i) Conclusion I: Relevant statements are:
L = M, L  K.
Combining, we get: M  K. This does not match
with the given conclusion; M < K.
(ii) Conclusion II: Relevant statements are:
M > N, L = M.
Combining, we get L > N. Hence, only conclusion
II follows. Correct answer: 2
2 . (i) Conclusion I: Relevant statements are:
E = F, F  G.
Combining, we get E  G. This does not match
with the conclusion given: E > G.
(ii) Conclusion II: Relevant statements are:
C < D, D = E.
Combining we get, C < E. This does not match
with C = E. Hence both conclusions are rejected.
Check 1, 2, 3, 4 are also futile. Correct answer: 4
3. (i) Conclusion I: Relevant statements are:

K
Conclusions: I. M  K O = N, M = O, L  M.
II. L  N Combining the first two, we get M = N. Combining
2. Statements: E  F, C  D, F  G, D  E this with L  M, we get: L  N. This means that
Conclusions: I. E  G conclusion I does not follow.
II. C  E (ii) Conclusion II: We have already seen that L  N
3. Statements: L  M, O  N, L  H, M  O follows. This is different from L > N. So conclusion
Conclusions: I. L  N II does not follow. But, by virtue of Check 3,
II. L  N choice 3 is correct.
4. Statements: Z  Y, K  L, Y  X, Z  K 4. (i) Conclusion I: Conclusion I is Y > L. Now, from
Conclusions: I. Y  L the given statements, Y and L do not appear
II. Y  L separately with a single common term. Y appears
5. Statements: R  I, S  C, S  I, C  O with Z, Z with K and K with L. Hence we will
Conclusions: I. C  I hav e to t ake these t hree as our r elev ant

KUNDAN
II. S  R statements. They are:
Soln.: In First Step, we quickly decode the symbol. Thus Z  Y, Z > K, K = L
we have: Combining Z  Y and Z > K, we get: Y > K. Now,
1. Statements: M > N, L = M, O < N, L  K combining it wit h K = L; we get Y > L. So
Conclusions: I. M < K conclusion I follows.
II. L > N (ii) Conclusion II: Conclusion II is Y = L. Which is
2. Statements: E = F, C < D, F  G, D = E not true as Y > L has been proved.
Conclusions: I. E > G Correct answer: 1
II. C = E 5. (i) Conclusion I: Conclusion I is C < I. C and I
3. Statements: L  M, O = N, L < H, M = O appear separately with S in S = C and S  I. So
Conclusions: I. L = N these two are our relevant statements. Combining,
II. L > N we get: C  I. This means conclusion I is not
4. Statements: Z  Y, K = L, Y < X, Z > K true.
Conclusions: I. Y > L (ii) Conclusion II: Conclusion II is S > R. Now, S
II. Y = L and R appear separately with a common term I;
5. Statements: R < I, S = C, S  I, C > O in R < I and S  I. So these two are our relevant
Conclusions: I. C < I statements and combining them we get: R < S.
II. S > R By Check 2, it is the same as S > R. Hence
conclusion II follows.
Correct answer: 2
 Coded Inequality
Exercise
Directions (Q. 1-5): In the following questions, cer- 1) if only conclusion I is true;
tain symbols are used with the following meaning: 2) if only conclusion II is true;
P  Q means P is greater than Q. 3) if either I or II is true;
P © Q means P is either greater than or equal to Q. 4) if neither I nor II is true; and
P = Q means P is equal to Q. 5) if both I and II are true.

K
P @ Q means P is smaller than Q. 6. Statements: P  A, I  D, K  A, I  P
P @ Q means P is either smaller than or equal to Q.
Conclusions: I. I  K II. D  A
Now in each of the following questions assuming the
given statements to be true, find which of the two conclu- 7. Statements: U  S, N  A, H  U, A  S
sions I and II given below them is/are definitely true? Give Conclusions: I. U  A II. A  U
answer
8. Statements: E  D, K  A, E  R, A  D
1) if only conclusion I is true;
2) if only conclusion II is true; Conclusions: I. K  A II. K  R
3) if either I or II is true; 9. Statements: Y  L, A  R, M  Y, M  R
4) if neither I nor II is true; and
Conclusions: I. R  L II. A  M
5) if both I and II are true.

KUNDAN
1. Statements: I © V, R @ D, E @ V, R = I
Conclusions: I. DV II. E = I
2. Statements: T = A, E @ L, T @ E, R  A
Conclusions: I. T  A II. T @ R
3. Statements: C @ A, O @ C, E = P, E  A
Conclusions: I. P  A II. O @ A
4. Statements: M © B, R @ B, M @ U, R = E
Conclusions: I. M  R II. M = R
5. Statements: S © M, K  A, S @ U, A @ M
Conclusions: I. A = S II. K  M
Directions (Q. 6-10): In the following questions, the
symbols  ,  ,  ,  and  are used with the following
meaning.
P  Q means P is greater than Q.
P  Q means P is either greater than or equal to Q.
P  Q means P is equal to Q.
P  Q means P is smaller than Q.
P Q means P is either smaller than or equal to Q.
Now in each of the following questions assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true? Give
answer
10. Statements: E  L, A  N, E  V, A  V
Conclusions: I. N  V II. A  E
Directions (Q. 11-15): In the following questions, the
symbol $, #, £,  and  are used with the following mean-
ing:
P $ Q means P is greater than Q.
P # Q means P is either greater than or equal to Q.
P £ Q means P is equal to Q.
P  Q means P is smaller than Q.
P  Q means P is either smaller than or equal to Q.
Now in each of the following questions assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true? Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
11. Statements: D # H, I  R, R  H
Conclusions: I. D $ I II. R  D
12. Statements: K  I, S $ H, K # H
Conclusions: I. S £ K II. H  I
13. Statements: A £ M, J $ T, A  T
Conclusions: I. T $ M II. A J
14. Statements: R $ A, H  U, A £ U
Conclusions: I. A $ H II. H £ A
15. Statements: M  U, K # A, M $ K
Conclusions: I. U # A II. A  M
Directions (Q. 16-20): In the following questions,
the symbols @, @  ,  and  are used with the following
meaning:
P @ Q means P is greater than Q.
P @ Q means P is either greater than or equal to Q.
P  Q means P is equal to Q.
P Q means P is smaller than Q.
P  Q means P is either smaller than or equal to Q.
Now in each of the following questions assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
K
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
16. Statements: X @ Y, Z  R, Y  Z
Conclusions: I. X @ R II. Y  R
17. Statements: B @ C, C  D, D  E
Conclusions: I. B @ E II. D  E
18. Statements: M  L, N  O, L  N
Conclusions: I. O @ M II. L  O
19. Statements: H @ G, E  F, F  G
KUNDAN
Conclusions: I. F  H II. F  H
20. Statements: J  K, L  K  M, I @ K
Conclusions: I. K  M II. J  I
Directions (Q. 21-25): In the following questions,
the symbols ÷, ×, +, – and  are used with the following
meanings:
P ÷ Q means P is greater than Q.
P × Q means P is either greater than or equal to Q.
P + Q means P is equal to Q.
P – Q means P is smaller than Q.
P  Q means P is either smaller than or equal to Q.
Now in each of the following questions assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true? Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
21. Statements: Q ÷ B, J – E, L  B, J × Q
Conclusions: I. J + L II. E + B
22. Statements: F ÷ M, B  O, F – W, B + W
Conclusions: I. O + W II. B – F
23. Statements: Z × M, B  S, N ÷ Z, N  S
Conclusions: I. S ÷ M II. B + N
24. Statements: F  E, L × B, F ÷ S, B + E
Conclusions: I. L + B II. L – S
25. Statements: V × T, O – B, I ÷ V, B  T
Conclusions: I. V + B II. B – V
Directions (Q. 26-30): In the following questions,
the symbol £, $, @,  and > are used with the following
meanings:
P £ Q means P is greater than Q.
P $ Q means P is either greater than or equal to Q.
P @ Q means P is equal to Q.
P  Q means P is smaller than Q.
P > Q means P is either smaller than or equal to Q.
Now in each of the following questions assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
26. Statements: I > J, K @ J > L, H $ J
Conclusions: I. J £ L II. I > H
27. Statements: G $ F, D > E, E @ F
Conclusions: I. E  G II. E @ G
28. Statements: L > K, M  N, K @ M
Conclusions: I. N £ L II. K > N
29. Statements: A £ B, B > C, C > D
Conclusions: I. A £ D II. C @ D
30. Statements: W £ X, Y > Q, X @ Y
Conclusions: I. W £ Q II. X @ Q
Directions (Q. 31-35): In the following questions,
the symbol  ,  ,  ,  and  are used with the following
meanings:
P  Q means P is greater than Q.
P  Q means P is either greater than or equal to Q.
P  Q means P is equal to Q.
P  Q means P is smaller than Q.
P  Q means P is either smaller than or equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
31. Statements: R  S, O  P, P  S
Conclusions: I. R  O II. P  R
32. Statements: F  Z, H  A, F  H
Conclusions: I. Z  A II. A  F
33. Statements: O  R, U  V, O  V
Conclusions: I. U  O II. V  R

34. Statements: W X, Z  Y, W  Y
Conclusions: I. Y  X II. W  Z
35. Statements: I  J, L  M, J  M
Conclusions: I. J  L II. L  J
Directions (Q. 36-40): In the following questions,
the symbols  ,   ,  ,   , and  are used as fol-
lows:
A  B means A is greater than B.
A   B means A is greater than or equal to B.
K
A  B means B is greater than A.
A   B means B is greater than or equal to A.
A  B means A is equal to B.
Now, in the following questions, assuming the three
given statements to be true, decide upon the validity of the
given conclusions. Give answer
1) if only conclusion I follows
2) if only conclusion II follows
3) if either conclusion I or II follows
4) if neither conclusion I nor II follows
KUNDAN
5) if both conclusions follow
36. Statements: P   Q, Q   R, R  T
Conclusions: I. P   R II. P  R
37. Statements: N  M, C  N, M  D
Conclusions: I. C  D II. N  D
38. Statements: Q  L, Q   R, T  P
Conclusions: I. L   P II. R  L
39. Statements: X   Y, Y  Z, A  Z
Conclusions: I. X  Z II. Y   A
40. Statements: S  T, S  M, M  P
Conclusions: I. S  P II. T  M
Directions (Q. 41-45): In a particular method of cod-
ing the symbols a, a  , b, b  and   are used with the
following meaning:
A a B means A is greater than or equal to B
A a  B means A is equal to B
A b  B means B is greater than or equal to A
A b B means B is greater than A
A   B means A is greater than B.
On the basis of the above scheme and assuming each
of the given statements to be true, decide which of the given
conclusions follow. Give answer
1) if only conclusion I follows
2) if only conclusion II follows
3) if either conclusion I or II follows
4) if neither conclusion I nor II follows
5) if both conclusions I and II follow.
41. Statements: S a  T, U   T, S a V
Conclusions: I. T b V II. U   V
42. Statements: L b  M, L a  N, N b O
Conclusions: I. N b  O II. N a M
43. Statements: R b  T, N a  T, S b T
Conclusions: I. R b  U II. R   U
44. Statements: Y b Z, S   Z, T b Z
Conclusions: I. Y b  T II. Y b S
45. Statements: M b  L, M a N, O a  N
Conclusions: I. L b  O II. N   M
Directions (Q. 46-50): In a particular method of cod-
ing the symbols a, a  , b, b  and   are used with the
following meaning:
A a B means A is greater than or equal to B
A a  B means A is equal to B
A b  B means B is greater than or equal to A
A b B means B is greater than A
A   B means A is greater than B
On the basis of the above scheme and assuming each
of the given statements to be true, decide which of the given
conclusions follow. Give answer
1) if only conclusion I follows
2) if only conclusion II follows
3) if either conclusion I or II follows
4) if neither conclusion I nor II follows
5) if both conclusions I and II follow.
46. Statements: P   Q, P a R, R b  S
Conclusions: I. P a  R II. Q   S
47. Statements: T a  N, D b  E, E a N
Conclusions: I. D b  N II. E b T
48. Statements: K b  L, L   M, L a  N
Conclusions: I. K a N II. M   N
49. Statements: P   T, S b T, R b  S
Conclusions: I. S   R II. S a  R
50. Statements: X b Y, Y   T, T b  X
Conclusions: I. Y   X II. T a  X
Directions (Q. 51-55): In the following questions,
the symbols ©, $, #, @ and  are used with the following
meaning:
P © Q means P is greater than Q.
P $ Q means P is either greater than or equal to Q.
P # Q means P is equal to Q.
P @ Q means P is smaller than Q.
P  Q means P is either smaller than or equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
51. Statements: A $ K, M # N, K  N, Q © A
Conclusions: I. A # M II. K @ Q
52. Statements: K # S, L  X, D $ K, S  X
Conclusions: I. S  L II. D $ S
53. Statements: F # T, H  M, T © R, F @ M
Conclusions: I. R  H II. M  T
54. Statements: G $ I, D © E, E @ I, I  D
Conclusions: I. G $ E II. G # D
55. Statements: V © W, L @ W, V $ P
Conclusions: I. V © L II. P # L
Directions (Q. 56-60): In the following questions,
the symbols #, *, @, $ and  are used with the following
meaning:
K
P # Q means P is greater than Q.
P * Q means P is either greater than or equal to Q.
P @ Q means P is equal to Q.
P $ Q means P is smaller than Q.
P  Q means P is either smaller than or equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
KUNDAN
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
56. Statements: P @ S, A * P, S * Z
Conclusions: I. S # A II. Z # P
57. Statements: T @ R, V  R, R * N
Conclusions: I. T $ V II. V @ N
58. Statements: I $ L, K @ L, S # I
Conclusions: I. K  S II. I $ K
59. Statements: V @ X, N  J, X # J
Conclusions: I. N * X II. J * V
60. Statements: W # O, D $ E, O # E
Conclusions: I. W $ E II. D $ O
Directions (Q. 61-65): In the questions given below,
certain symbols are used with the following meanings:
A = B means A is greater than B.
A * B means A is either greater than or equal to B.
A # B means A is equal to B.
A £ B means A is not greater than B.
A @ B means A is neither greater than nor equal to B.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both conclusions I and II are true.
61. Statements : A £ N, B = M, A * 5, B # 5
Conclusions: I. N # B II. M @ N
62. Statements: T * C, U @ Y, T = Y, U £ T
Conclusions: I. C # U II. U @ T
63. Statements: D # E, F £ G, D @ H, F # E
Conclusions : I. H = G II. G # E
64. Statements: I @ K, R = U, O @ I, R * O
Conclusions: I. O @ U II. O # U
65. Statements: A @ B, N * M, M £ A, B # N
Conclusions : I. M # N II. M = N
Directions (Q. 66-70): In the questions given below,
certain symbols are used with the following meanings:
P * Q means P is neither equal to nor smaller than Q.
P  Q means P is not smaller than Q.
P $ Q means P is neither greater nor smaller than Q.
P £ Q means P is neither greater than nor equal to Q.
P @ Q means P is not greater than Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both conclusions I and II are true.
66. Statements: M £ N, O  N, P @ M
Conclusions: I. N * P II. P £ N
67. Statements: A * B, B @ D, A $ E
Conclusions: I. E £ D II. B * E
68. Statements: X  Y, Y * Z, M  Y
Conclusions: I. Z £ M II. X * M
69. Statements: M * U, V  U, R $ M
Conclusions: I. V £ M II. V $ M
70. Statements: H @ T, R $ N, T £ N
Conclusions: I. H £ N II. H $ R
Directions (Q. 71-75): Study the following informa-
tions carefully and answer the questions given below:
A ÷ B means A is greater than B.
A × B means A is either greater than or equal to B.
A = B means A is either smaller than or equal to B.
A + B means A is equal to B.
A - B means A is smaller than B.
Now assuming the statements to be true, find which
of the two conclusions I and II given below them is/are defi-
nitely true. Give answer
 1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or conclusion II is true.
4) if neither conclusion I nor conclusion II is true.
5) if both conclusion I and conclusion II are true.
71. Statements: B ÷ D, H - I, M = N, Q × R
Conclusions: I. H + M II. I + N
72. Statements: M × N, E - F, K ÷ L, C = L
Conclusions: I. M + F II. C - K
73. Statements: Y + B, X - Y, A ÷ B
Conclusions: I. A ÷ X II. B × X
74. Statements: C - F, P - T, C × T, F - R
Conclusions: I. C ÷ P II. F ÷ T
75. Statements: Q + S, S ÷ Z, Z - W, S = T
Conclusions: I. T × W II. W ÷ T
Directions (Q. 76-80): In the following questions,
the symbols ©, =, @,  , and @ used with the following
meanings:
P © Q means P is not smaller than Q.
K
P = Q means P is neither greater than nor smaller than Q.
P @ Q means P is not greater than Q.
P  Q means P is neither smaller than nor equal to Q.
P @ Q means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
KUNDAN
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
76. Statements: A = B, B © D, B @ H
Conclusions: I. H = D II. A = D
77. Statements: X  Y, Y = Z, Z © T
Conclusions: I. X  T II. Y = T
78. Statements: E © F, G = F © H, I @ F
Conclusions: I. F = H II. E © I
79. Statements: P @ Q, R © S, Q = R
Conclusions: I. P @ R II. Q = S
80. Statements: A @ B, B © C, C © D
Conclusions: I. A @ D II. C = D
Directions (Q. 81-85): In the following questions,
the symbols *, #, $, @ and + are used with the following
meanings:
P * Q means P is not smaller than Q.
P # Q means P is neither greater than nor smaller than Q.
P $ Q means P is not greater than Q.
P @ Q means P is neither smaller than nor equal to Q.
P + Q means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
81. Statements: C + E, F $ U, U * Q, Q @ C
Conclusions: I. Q $ E II. Q @ E
82. Statements: U * V, V $ X, W @ M, X + W
Conclusions: I. W @ U II. M # X
83. Statements: E + Q, F $ V, G * Q, F @ E
Conclusions: I. E $ V II. E + G
84. Statements: F * G, H $ I, I # F, H @ L
Conclusions: I. I @ L II. I * G
85. Statements: Q $ R, O # N, N @ S, S * Q
Conclusions: I. Q + O II. R $ N
Directions (Q. 86-90): In the following questions the
symbols  , ©, #, @ and @ used with the following mean-
ings:
A  B means A is neither smaller than nor equal to B.
A © B means A is not smaller than B.
A # B means A is neither smaller than nor greater than B.
A @ B means A is neither greater than nor equal to B.
A @ B means A is not greater than B.
Now in each of the following questions, assuming
the three statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or conclusion II is true.
4) if neither conclusion I nor conclusion II is true.
5) if both conclusions I and II are true.
86. Statements: E # T, S @ L, L @ E
Conclusions: I. S # T II. S @ T
87. Statements: P © Z, R @ K, Z @ R
Conclusions: I. P  R II. K  Z
88. Statements: M © S, Q @ D, M # D
Conclusions: I. Q  M II. D  S
89. Statements: B # G, R @ B, Y  R
Conclusions: I. Y  G II. Y @ G
90. Statements: D © V, X  D, V  E
Conclusions: I. X  V II. E @ D
Directions (Q. 91-95): In the following questions,
the symbols  , ©, @, @ and  are used with the following
meanings:
P  Q means P is not smaller than Q.
P © Q means P is neither greater than nor smaller than Q.
P @ Q means P is not greater than Q.
P @ Q means P is neither smaller than nor equal to Q.
 P  Q means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
91. Statements: Q © T, B  Q, T  A
Conclusions: I. T @ B II. A @ Q
92. Statements: U @ S, W  S, S @ O
Conclusions: I. U  W II. W  O
93. Statements: H © K, J @ K, R @ H
Conclusions: I. J @ H II. R  J
94. Statements: W © Z, M @ L, Z  L
Conclusions: I. M  Z II. L @ W
K
95. Statements: V  P, C © D, P @ D
Conclusions: I. V @ D II. C  P
Directions (Q. 96-100): In the following questions
the symbols #, *, @, $ and = are used with the following
meanings:
A # B means A is neither smaller than nor equal to B.
A * B means A is not smaller than B.
A @ B means A is neither smaller than nor greater than B.
A $ B means A is neither greater than nor equal to B.
A = B means A is not greater than B.
KUNDAN
Now in each of the following questions, assuming
the three statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or conclusion II is true.
4) if neither conclusion I nor conclusion II is true.
5) if both conclusions I and II are true.
96. Statements: K # L, K @ E, L $ F
Conclusions: I. L # E II. F * L
97. Statements: P@ H, P @ J, P = K
Conclusions: I. J = K II. J @ H
98. Statements: 3 * 4, 5 $ 6, 5 = 4
Conclusions: I. 3 * 5 II. 6 $ 5
99. Statements: Q @ R, S # R, S * T
Conclusions: I. R $ S II. Q # S
100. Statements: U @ W, W $ Z, W = Y
Conclusions: I. Z $ Y II. Z * Y
Directions (Q. 101-106): In the following questions,
the symbols  , ©, @, @and  are used with the following
meanings:
P  Q means P is not smaller than Q.
P © Q means P is neither greater than nor smaller than Q.
P @ Q means P is not greater than Q.
P @ Q means P is neither smaller than nor equal to Q.
P  Q means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
101. Statements: A@L, L  K, K@Z
Conclusions: I. Z © L II. A©K
102. Statements: O@A, U©O, A©E
Conclusions: I. U@A II. E@U
103. Statements: P@T, G  P, F©G
Conclusions: I. F©P II. F@T
104. Statements: W@E, P@E, V@W
Conclusions: I. E©V II. E@V
105. Statements: M  L, O©L, J  L
Conclusions: I. M@J II. O  J
106. Statements: H@I, K@L, I©L
Conclusions: I. I@K II. K©I
Directions (Q. 107-111): In the following questions,
the symbols  ,  ,  ,  and  are used with the following
meanings:
P  Q means P is not smaller than Q.
P  Q means P is neither greater than nor smaller than Q.
P  Q means P is not greater than Q.
P  Q means P is neither smaller than nor equal to Q.
P  Q means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
107. Statements: X  F, T  C, F  C
Conclusions: I. X  T II. C  X
108. Statements: 2  8, 6  8, 5  6
Conclusions: I. 5  8 II. 5  2
109. Statements: S  N, O  R, S  R
Conclusions: I. N  O II. O  S
110. Statements: J  Y, J  O, Y  K
Conclusions: I. O  K II. O  K
111. Statements: D  B, R  L, L  D
Conclusions: I. R  D II. L  B
Directions (Q. 112-116): In the following questions,
the symbols *, $, ,  and  are used with the following
meanings:
P * Q means P is greater than Q.
P $ Q means P is either greater than or equal to Q.
P  Q means P is equal to Q.
P  Q means P is smaller than Q.
P  Q means P is either smaller than or equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
K
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
112. Statements: I$R, Q  C, D  R, QI
Conclusions: I. C*R II. D I
113. Statements: PL, DK, P  D, Q*L
Conclusions: I. P*K II. P  Q
114. Statements: XY, N  X, DO, D*Y
Conclusions: I. O*Y II. N  Y
KUNDAN
115. Statements: L$J, QJ, L  M, QD
Conclusions: I. L*Q II. LQ
116. Statements: K$L, J*O, K  T, O  L
Conclusions: I. OK II. J*L
Directions (Q. 117-121): In the following questions,
the symbols @, @,,  and = are used with the following
meanings:
P @ Q means P is greater than Q.
P @ Q means P is either greater than or equal to Q.
P  Q means P is equal to Q.
P  Q means P is smaller than Q.
P = Q means P is either smaller than or equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
117. Statements: A@M, D=H, MD
Conclusions: I. A@H II. MH
118. Statements: K=L, ML=N, J@L
Conclusions: I. LN II. K=J
119. Statements: I@H, F=G, GH
Conclusions: I. G  I II. GI
120. Statements: N=M, O  P, MO
Conclusions: I. P@N II. M=P
121. Statements: D@E, E=F, F=G
Conclusions: I. D@G II. FG
Directions (Q. 122-126): In the following questions,
the symbols £, $, @,  and > are used with the following
meanings:
P £ Q means P is greater than Q.
P $ Q means P is either greater than or equal to Q.
P @ Q means P is equal to Q.
P  Q means P is smaller than Q.
P > Q means P is either smaller than or equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
122. Statements: J > R, P @ R > L, H $ R
Conclusions: I. R £ L II. J > H
123. Statements: G $ F, D > S, S @ F
Conclusions: I. S  G II. S @ G
124. Statements: Y > H, P  N, H @ P
Conclusions: I. N £ Y II. H > N
125. Statements: M £ N, N > Q, Q > D
Conclusions: I. M £ D II. Q @ D
126. Statements: V £ X, U > Z, X @ U
Conclusions: I. V £ Z II. X @ Z
Directions (Q. 127-131): In the following questions,
the symbols @, @,  ,  and  are used with the following
meanings:
P  Q means P is greater than Q.
P @ Q means P is either greater than or equal to Q.
P  Q means P is equal to Q.
P @ Q means P is neither greater than nor equal to Q.
P  Q means P is either smaller than or equal to Q.
Now in each of the following questions assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
127. Statements: D  F, E  B, F  E
Conclusions: I. D  B II. F  B
128. Statements: K  B, B  C, C  M
Conclusions: I. K  M II. C  M
129. Statements: R  S, N @ O, S  N
Conclusions: I. O  R II. S  O
130. Statements: H @ P, R  F, F  P
Conclusions: I. F @ H II. F  H
131. Statements: T V, U  V  M, I  V
Conclusions: I. V  M II. T @ I
Directions (Q. 132-136): In the following questions,
the symbols @, #,  , © and  are used with the following
meanings:
P @ Q means P is not smaller than Q.
P # Q means P is neither greater than nor smaller than Q.
P  Q means P is not greater than Q.
P © Q means P is neither smaller than nor equal to Q.
P  Q means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming
K
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
132. Statements: R©K, P@S, P#K
Conclusions: I. S#K II. S  R
KUNDAN
133. Statements: A#E, I©O, U  A, I@U
Conclusions: I. I©A II. E#O
134. Statements: Q#R, T  L, R  M, L  Q
Conclusions: I. M©T II. T  R
135. Statements: Z  N, D  G, B  Z, D#N
Conclusions: I. G©Z II. N  B
136. Statements: H@Y, E@C, K  Y, K©C
Conclusions: I. H  E II. E  H
Directions (Q. 137-141): In the questions given be-
low, certain symbols are used with the following meanings:
P * Q means P is neither equal to nor smaller than Q.
P  Q means P is not smaller than Q.
P $ Q means P is neither greater nor smaller than Q.
P £ Q means P is neither greater than nor equal to Q.
P @ Q means P is not greater than Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both conclusions I and II are true.
137. Statements: E £ F, O  F, P @ E
Conclusions: I. F * P II. P £ F
138. Statements: C * P, P @ D, C $ G
Conclusions: I. G £ D II. P * G
139. Statements: S @ T, Q $ N, T £ N
Conclusions: I. S £ N II. S $ Q
140. Statements: L * K, V  K, R $ L
Conclusions: I. V £ L II. V $ L
141. Statements: H  J, J * Z, M  J
Conclusions: I. H * M II. Z £ M
Directions (Q. 142-146): In the following questions,
the symbols =, >, +, < and × are used with the following
meanings:
P = Q means P is not smaller than Q.
P > Q means P is neither greater than nor smaller than Q.
P + Q means P is not greater than Q.
P < Q means P is neither smaller than nor equal to Q.
P × Q means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
142. Statement: A = B, P + R, A × P
Conclusions: I. B < P II. R = B
143. Statement: N < O, E > F, M × O
Conclusions: I. M < N II. E > O
144. Statement: K > L, G = I, Y + Q
Conclusions: I. G × L II. G = L
145. Statements: R = U, B < R, K + U
Conclusions: I. U × B II. B < K
146. Statements: M > H, 2 × H, 2 + N
Conclusions: I. M × 2 II. M < N
Directions (Q. 147-151): In the following questions,
the symbols +,  , =, * and @ are used with the following
meanings:
P + Q means P is not smaller than Q.
P  Q means P is neither greater than nor smaller than Q.
P = Q means P is not greater than Q.
P * Q means P is neither smaller than nor equal to Q.
P @ Q means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
 2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
147. Statements: B + F, P @ R, M  F, M = P
Conclusions: I. B + M II. M @ R
148. Statements: E = H, 6 * P, R @ E, 6  R
Conclusions: I. E * P II. H * P
149. Statements: M @ N, R  Q, A * Q, M * R
Conclusions: I. A * R II. N = Q
150. Statements: B @ D, E = T, T + P, P * B
Conclusions: I. P = D II. P * D
151. Statements: P = Q, N  M, M * R, R + P
Conclusions: I. P * N II. Q = M
Directions (Q. 152-156): In the following questions,
the symbols, *, # $, @ and + are used with the following
meanings:
P * Q means P is not smaller than Q.
P # Q means P is neither greater than nor smaller than Q.
K
P $ Q means P is not greater than Q.
P @ Q means P is neither smaller than nor equal to Q.
P + Q means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
KUNDAN
5) if both I and II are true.
152. Statements: P @ Q, Q * R, R # S, T + S
Conclusions: I. T + P II. S $ Q
153. Statements: S $ A, A + K, R * K, L * R
Conclusions: I. S $ L II. L * A
154. Statements: G @ H, F + H, K * P, M $ P
Conclusions: I. K @ M II. K # M
155. Statements: A + P, Z + A, N$Z, L$N
Conclusions: I. P@L II. P#L
156. Statements: A@P, Z@A, N*Z, L*N
Conclusions: I. P#L II. P+L
Directions (Q. 157-161): In the following questions the
symbols @, $, £,  and  are used with the following mean-
ings:
P @ Q means P is either equal to or smaller than Q.
P $ Q means P is neither greater than nor smaller than Q.
P £ Q means P is neither greater than nor equal to Q.
P  Q means P is either greater than or equal to Q.
P  Q means P is not equal to Q.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both conclusions I and II are true.
157. Statements: N $ P, QP, M  N
Conclusions: I. M@P II. N$Q
158. Statements: N  U, OE, E@N
Conclusions: I. E@U II. U£O
159. Statements: M£P, Z$H, M  Z
Conclusions: I. P@Z II. M@H
160. Statements: U  V, V@X, W$U
Conclusions: I. W$V II. W@X
161. Statements: D£E, E@F, F  G
Conclusions: I. D$G II. E@G
Directions (Q 162-166): In the questions given below,
certain symbols are used with the following meanings:
P  Q means P is neither equal to nor smaller than Q.
P  Q means P is not smaller than Q.
P $ Q means P is neither greater nor smaller than Q.
P £ Q means P is neither greater than nor equal to Q.
P @ Q means P is not greater than Q.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both conclusions I and II are true.
162. Statements: TU, Q@R, R £ U
Conclusions: I. TQ II. R@T
163. Statements: H£B, JC, HJ
Conclusions: I. BC II. C@H
164. Statements: Q£T, WX, QX
Conclusions: I. W$Q II. X£T
165. Statements: Y$Z, BA, Y£A
Conclusions: I. AZ II. Y£B
166. Statements: KL, N@O, L$O
Conclusions: I. LN II. N$L
Directions (Q. 167-171): In the following questions,
the symbols  and # are used with the following meanings:
 PQ means P is not smaller than Q.
PQ means P is neither greater than nor smaller than Q.
P#Q means Q is neither greater than nor smaller than Q.
PQ means P is not greater than Q.
#PQ means P is neither smaller than nor equal to Q.
PQ# means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both conclusions I and II are true.
167. Statements: #XF, TC, FC
Conclusions: I. #XT II. CX
168. Statements: #28, 68, 56#
Conclusions: I. 58 II. 5#2
169. Statements: SN# OR, SR
Conlusions: I. #NO II. OS
170. Statements: JY#, JO, Y#K
Conlusions: I. OK II. OK#
171. Statements: DB, RL#, #LD
Conclusions: I. #RD II. #LB
Directions (Q. 172-176): In the questions given below,
certain symbols are used with the following meanings:
A @ B means A is greater than B.
A * B means A is either greater than or equal to B.
A # B means A is equal to B.
A $ B means A is either smaller than or equal to B.
A + B means A is smaller than B.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
K
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both conclusions I and II are true.
172. Statements: B*I, Y+A, N$I, Y@N
Conclusions: I. B @ A II. Y + I
173. Statements: M*A, P$O, A*N, N$P
Conclusions: I. M # N II. O # N
174. Statements: Q$P, T#Q, T*N, N@J
Conclusions: I. P @ N II. P # N
KUNDAN
175. Statements: L#K, S#K, L*B, R$B
Conclusions: I. R + K II. R # S
176. Statements: H@T, T@D, G$F, G*P
Conclusions: I. P $ F II. P # F
Directions (Q. 177-181): In the questions given below,
certain symbols are used with the following meanings:
P @ Q means P is neither equal to nor smaller than Q.
P × Q means P is not smaller than Q.
P – Q means P is neither greater nor smaller than Q.
P ÷ Q means P is neither greater than nor equal to Q.
P + Q means P is not greater than Q.
P © Q P is not equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both conclusions I and II are true.
177. Statements: J – O, T + O, T © Y, E × J
Conclusions: I. E © T II. E @ T
178. Statements: T ÷ R, P @ A, R + A, L – T
Conclusions: I. L ÷ P II. A @ L
179. Statements: T © O, O © P, P – A, A × Z
Conclusions: I. P © T II. O © A
180. Statements: D × E, S ÷ E, S – X, M @ S
Conclusions: I. D @ M II. D + M
181. Statements: A + P, A @ T, T – N, N × S
Conclusions: I. P × S II. P + S
Directions (Q. 182-186): In the questions given below,
certain symbols are used with the following meanings:
P @ Q means P is neither equal to nor smaller than Q.
P × Q means P is not smaller than Q.
P – Q means P is neither greater nor smaller than Q.
P ÷ Q means P is neither greater than nor equal Q.
P + Q means P is not greater than Q.
P © Q P is not equal to Q.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
Answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both conclusions I and II are true.
182. Statements: G@H, T+H, T-K, K©Z
Conclusions: I. G×Z II. G+Z
183. Statements: N©U, U+M, N×B, M–R
Conclusions: I. R×U II. M×B
184. Statements: P÷M, R×M, S–R, S@Y
Conclusions: I. R@Y II. P÷Y
185. Statements: L©M, M@N, R÷N, R×F
Conclusions: I. M@F II. F÷N
186. Statements: G@H, I÷H, P×Q, Q@R
Conclusions: I. G÷I II. P©R
Directions (Q. 187-192): In the following questions,
the symbols !, @, #, $ and * are used with the following
meanings:
P!Q means P is neither smaller than nor equal to Q.
P@Q means P is not smaller than Q.
P#Q means P is neither greater than nor smaller than Q.
P$Q means P is neither greater than nor equal to Q.
P*Q means P is not greater than Q.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both I and II are true.
187. Statements: N!O, O#Q, R$Q, O*S
Conclusions: I. N!R II. Q#S
188. Statements: T@U, U!Q, Q$S, S$U
Conclusions: I. T!S II. T!Q
189. Statements: C$D, D#E, E!F, F!G
Conclusions: I. D!G II. C!G
190. Statements: K@L, L!I, I$M, I!N
Conclusions: I. L$M II. K!N
191. Statements: V*X, X$Y, Y#Z, Y!A
Conclusions: I. Y!V II. X!A
192. Statements: L!M, M!N, L@O, P*O
Conclusions: I. N$L II. P*L
Directions (Q. 193-197): In the questions given below,
certain symbols are used with the following meanings:
P @ Q means P is neither equal to nor smaller than Q.
P × Q means P is not smaller than Q.
P - Q means P is neither greater nor smaller than Q.
P ÷ Q means P is neither greater than nor equal to Q.
P + Q means P is not greater than Q.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II true.
4) if neither conclusion I nor II is true.
K
5) if both conclusions I and II are true.
193. Statements: B @ C, A @ B, C × D
Conclusions: I. A × D II. B @ D
194. Statements: M - N, N + P, P × R
Conclusions: I. P × M II. R + P
195. Statements: X @ R, R ÷ S, X - T
Conclusions: I. T × S II. T ÷ S
196. Statements: R @ M, M - Y, Y × Z
Conclusions: I. Z ÷ R II. Z @ R
197. Statements: T - Y, P × X, P + Y
Conclusions: I. P - X II. P - Y
KUNDAN
Directions (Q. 198-202): In the following questions,
the symbols #, @, ©, $, £ are used with the following mean-
ings:
P # Q means P is greater than Q.
P @ Q means P is either greater than or equal to Q.
P © Q means P is equal to Q.
P $ Q means P is smaller than Q.
P £ Q means P is either smaller than or equal to Q.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
198. Statements: K © Y, N © I, I @ K, N £ P
Conclusions: I. P # I II. Y $ I
199. Statements: V # I, C $ I, C © Y, K @ C
Conclusions: I. Y £ K II. I # K
200. Statements: K @ N, S # T, I $ N, T £ I
Conclusions: I. T £ K II. T $ K
201. Statements: L © E, E # P, P © R, R @ D
Conclusions: I. D $ L II. D © L
202. Statements: T @ I, R # T, N £ I, S @ I
Conclusions: I. N $ S II. N © S
Directions (Q. 203-207): In the following questions,
the symbols !, @, #, $ and  are used with the following
meanings:
P!Q means P is neither smaller than nor equal to Q.
P@Q means P is not smaller than Q.
P#Q means P is neither greater than nor smaller than Q.
P$Q means P is neither greater than nor equal to Q.
PQ means P is not greater than Q.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both I and II are true.
203. Statements: G@H, TS, H#O, O!S
Conclusions: I. SG II. H@T
204. Statements: M@E, A#P, LP, A$M
Conclusions: I. E!A II. EP
205. Statements: Z!E, RZ, E@B, A$R
Conclusions: I. E!R II. B$A
206. Statements: KT, S@G, G#H#T
Conclusions: I. S!K II. K#S
207. Statements: P@S, AD, A!I, I#S
Conclusions: I. P@I II. S$D
Directions (Q. 208-212): In the following questions,
the symbols !, @, #, $ and  are used with the following
meanings:
P!Q means P is neither smaller than nor equal to Q.
P@Q means P is not smaller than Q.
P#Q means P is neither greater than nor smaller than Q.
P$Q means P is neither greater than nor equal to Q.
PQ means P is not greater than Q.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both I and II are true.
208. Statements: P ! Q, M K, T K
Conclusions: I. T ! M II. T # M
209. Statements: S $ M, M ! L, L @ Z
Conclusions: I. S # Z II. S ! Z
210. Statements: D ! F, F # S, S  M
Conclusions: I. F ! M II. F @ M
211. Statements: J # V, V $ N, R J
Conclusions: I. N ! R II. J @ N
212. Statements: L @ U, C $ L, C ! B
Conclusions: I. C @ U II. CU
Directions (Q. 213-217): In the following questions the
symbols +, ×, ?, @ and $ are used with the following mean-
ing:
A + B means A is neither smaller nor greater than B.
A × B means A is neither equal to nor smaller than B.
A ? B means A is neither greater nor equal to B.
A @ B means A is either greater or equal to B.
A $ B means A is not equal to B.
Now, in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both conclusions I and II are true.
213. Statements: R@P, B?P, E+B, F×B
Conclusions: I. P?F II. R×F
214. Statements: G$H, L+K, H+E, M$K
Conclusions: I. G@E II. L@M
215. Statements: B@K, T?B, T@K, K×S
Conclusions: I. T@S II. T×S
K
216. Statements: F×K, P+K, P@H, T?P
Conclusions: I. T?F II. H?F
217. Statements: D$L, L+P, P$T, T@Z
Conclusions: I. D$T II. T+D
Directions (Q. 218-222): In the questions given below,
certain symbols are used with the following meanings:
P + Q means P is neither smaller nor equal to Q.
P  D means P is not smaller than Q.
P $ Q means P is neither greater nor smaller than Q.
P  Q means P is neither greater nor equal to Q.
P  Q means P is not greater than Q.
KUNDAN
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both conclusions I and II are true.
218. Statements: F + A, I  R, I  A, I + L
Conclusions: I. L  R` II. F + L
219. Statements: P  M, K P, S  P, SG
Conclusions: I. M + G II. G  K
220. Statements: NT, G$L$T, S  L
Conclusions: I. N + L II. N $ L
221. Statements: M$P, SM, SZ, TP
Conclusions: I. PZ II. PZ
222. Statements: H  K, T  H, K $ F, S $ T
Conclusions: I. K  T II. F  S
Directions (Q. 223-227): In the questions given below,
certain symbols are used with the following meanings:
P + Q means P is neither smaller nor equal to Q.
P  D means P is not smaller than Q.
P $ Q means P is neither greater nor smaller than Q.
P  Q means P is neither greater nor equal to Q.
P  Q means P is not greater than Q.
P # Q means P is not equal to Q.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both conclusions I and II are true.
223. Statements: S+P, LQ, P#R, R$Q
Conclusions: I. LS II. QP
224. Statements: MT, GT, GH, TK
Conclusions: I. HK II. HM
225. Statements: TF, TP, G#T, T#P
Conclusions: I. G#P II. G$P
226. Statements: K$R, R#T, T#Z, Z$S
Conclusions: I. K + T II. KT
227. Statements: Q$M, M+N, N$P, LP
Conclusions: I. Q+L II. P*M
Directions (Q. 228-232): In the questions given below
certain symbols are used with the following meaning:
In the following questions, the symbols  ,  ,  ,  and
 are used with the following meanings:
A  B means A is neither greater than nor equal to B.
A  B means A is neither greater than nor smaller than B.
A  B means A is not greater than B.
A  B means A is not smaller than B.
A  B means A is neither smaller than nor equal to B.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both conclusions I and II are true.
228. Statements: M  N, L  M, L  O
Conclusions: I. O  N II. O  N
229. Statements: A  C, P  Q, Q  R
Conclusions: I. A  R II. P  R
230. Statements: W  X  V, X  Y, Y  Z
Conclusions: I. Z  V II. W  V
231. Statements: M  N, N  O, O  P
Conclusions: I. M  P II. O  M
232. Statements: R  A, S  B, A  B
Conclusions: I. S  R II. B  R
Directions (Q. 233-237): In the following questions
the symbols @, @, =,  and  are used with the following
meanings:
 A @ B means A is greater than B,
A @ B means A is either greater than or equal to B,
A = B means A is equal to B,
A  B means A is smaller than B, and
A  B means A is either smaller than or equal to B.
Now in each of the following questions, assuming
the three statements to be true, state which of the two con-
clusions I and II given below them is definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
233. Statements: P = Q, R @ P, Q  S
Conclusions: I. S @ P II. S = P
234. Statements: X @ Y, Y = R, Y  S
Conclusions: I. X @ R II. R  Y
Directions (Q. 243-247) : In the following questions;
the symbols m, m  , n , n  and  are used as follows:
A m B means A is greater than B
A m  B means A is greater than or equal to B
A  B means A is equal to B
A n B means A is less than B
A n  B means A is less than or equal to B.
Now, assume the three given statements to be defi-
nitely true in each of the given questions. Then decide which
of the given conclusions are definitely true. Give answer
1) if only conclusion I follows
2) if only conclusion II follows
3) if either conclusion I or II follows
4) if neither I nor II follows
5) if both I and II follow
243. Statements: B m C, A m B , C m  D
Conclusions I. A m  D II. B m D
244. Statements: M  N, N n  P, P m  R
Conclusions I. P m  M II. R n  P

K
235. Statements: P  Q, Q  R, R = S. 245. Statements: X m R, R n S, X  T
Conclusions: I. P  S II. S @ Q Conclusions I. T m  S II. T n S
236. Statements: A @ B, B  C, C @ D 246. Statements: R m M, M  Y, Y m  Z
Conclusions I. Z n R II. Z m A
Conclusions: I. A = D. II. A  D.
247. Statements: X  Y, P m  X, P n  Y
237. Statements: P  Q, R @ S, Q = R
Conclusions I. P  X II. P  Y
Conclusions: I. P  R II. P @ R
Directions (Q. 248-252): In the following question
Directions (Q. 238-242): In the following question
the symbols #, *, @, $ and = are used with the following
the symbols #, *, @, $ and = are used with the following
meanings:
meanings:
A # B means A is greater than B.
A # B means A is greater than B.

KUNDAN
A * B means A is greater than or equal to B.
A * B means A is greater than or equal to B.
A @ B means A is equal to B.
A @ B means A is equal to B.
A $ B means A is lesser than B.
A $ B means A is lesser than B.
A = B means A is lesser than or equal to B.
A = B means A is lesser than or equal to B.
Now in each of the following questions, assuming
Now in each of the following questions, assuming
the three statements to be true, find which of the two conclu-
the three statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
sions I and II given below them is/are definitely true. Give
answer
answer
1) if only conclusion I is true.
1) if only conclusion I is true.
2) if only conclusion II is true.
2) if only conclusion II is true.
3) if either conclusion I or conclusion II is true.
3) if either conclusion I or conclusion II is true.
4) if neither conclusion I nor conclusion II is true.
4) if neither conclusion I nor conclusion II is true.
5) if both conclusions I and II are true.
5) if both conclusions I and II are true.
248. Statements: S $ M, M # L, L * Z
238. Statements: E # F, F @ G, H * G
Conclusions: I. S @ Z II. S = L
Conclusions: I. G $ F II. G $ E
249. Statements: J @ L, V $ N, R = J
239. Statements: A @ B, A * C, C # D
Conclusions: I. R $ N II. J * N
Conclusions: I. B = C II. A @ D
250. Statements: L * U, C $ L, C # B
240. Statements: O * P, O # Q, O = R
Conclusions: I. U @ C II. L # B
Conclusions: I. P $ R II. R @ P
251. Statements: D # F, F @ S, S = M
241. Statements: N = O, P $ O, P # R
Conclusions: I. D # M II. F * M
Conclusions: I. N $ O II. O = R
252. Statements: P # T, M = K, T @ K
242. Statements: L $ M, N * M, M * O
Conclusions: I. T # M II. T @ M
Conclusions: I. L $ N II. N * O
 Directions (Q. 253-257): In the following question
the symbols #, *, @, $ and = are used with the following
meanings:
A # B means A is greater than B.
A * B means A is greater than or equal to B.
A @ B means A is equal to B.
A $ B means A is lesser than B.,
A = B means A is lesser than or equal to B.
Now in each of the following questions, assuming
the three statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or conclusion II is true.
4) if neither conclusion I nor conclusion II is true.
5) if both conclusions I and II are true.
253. Statements: S = T, T * U, T $ V
Conclusions: I. T $ S II. U = V
K
254. Statements: K # L, K * M, M $ N
Conclusions: I. L @ M II. M @ K
255. Statements: F = G, F * H, F = K
Conclusions: I. G = K II. K $ H
256. Statements: T @ S, R $ Q, Q @ T
Conclusions: I. Q * S II. S # R
257. Statements: B # C, C $ D, E $ C
Conclusions: I. D # B II. D = C
Directions (Q. 258-262): In the following questions,
the symbols , , ,  and  areusedwiththe following
meanings:
KUNDAN
P  Q means P is not smaller than Q.
P  Q means P is neither greater than nor smaller than Q.
P  Q means P is not greater than Q.
P  Q means P is neither smaller than nor equal to Q.
P  Q means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
258. Statements: PL, NQ, MN, ML
Conclusions: I. PN II. NP
259. Statements: RL, ML, LC, MP
Conclusions: I. LP II. RP
260. Statements: RL, GP, LQ, PQ
Conclusions: I. GL II. RG
261. Statements: TS, MH, TQ, GH
Conclusions: I. SG II. SG
262. Statements: QR, PQ, BR, GP
Conclusions: I. GB II. PR
Directions (Q. 263-267): In the following questions,
the symbols , , ,  and  are used with the following
meanings.
PQ means P is not smaller than Q.
PQ means P is neither greater than nor smaller than Q.
PQ means P is not greater than Q.
PQ means P is neither smaller than nor equal to Q.
PQ means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
263. Statements: LM, SM, MN, QL
Conclusions: I. NQ II. QN
264. Statements: SG, RJ, KR, KS
Conclusions: I. RG II. JS
265. Statements: MG, TK, SG, KS
Conclusions: I. MT II. TS
266. Statements: NS, GS, QTG, LN
Conclusions: I. GL II. GL
267. Statements: PS, TS, KN, KM
Conclusions: I. PT II. NM
Directions (Q. 268-272): In the question given below
certain symbols are used with the following meanings:
A  B mean A is neither smaller than nor equal to B.
A  B mean A is not smaller than B.
A  B mean A is neither greater than nor equal to B.
A  B means A is not greater than B.
A  B means A is equal to B.
A  B means A is not equal to B.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if both I and II are true.
4) if neither I nor II is true.
5) if either I or II is true.
268. Statements: LM, PN, SP, MN
Conclusions: I. PM II. MS
269. Statements: GP, QM, ZM, QP
Conclusions: I. GP II. GQ
270. Statements: RL, YT, YS, RS
Conclusions: I. SL II. YL
271. Statements: PG, RS, TR, LG
Conclusions: I. PT II. PT
272. Statements: ED, FG, GH, FE
Conclusions: I. DG II. HE
Directions (Q. 273-277): In the following questions,
the symbols @, #, $, £ and © are used with the following
meanings:
P # Q means P is not smaller than Q.
P $ Q means P is neither greater than nor smaller than Q.
P © Q means P is not greater than Q.
P @ Q means P is neither smaller than nor equal to Q.
P £ Q means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
273. Statements: G@U, L©U, T$L, T#M
Conclusions: I. G @ M II. M © U
274. Statements: L#G, S©Q, P@Q, K£G
Conclusions: I. P @ K II. P £ K
275. Statements: F©N, M#Z, Y$Z, Y$N
K
Conclusions: I. F £ M II. M $ F
276. Statements: T£Z, P@Z, P@M, Q£M
Conclusions: I. P # R II. P © R
277. Statements: G$M, P$L, M#P, S©P
Conclusions: I. S # G II. P©G
Directions (Q. 278-283): In the following questions,
the symbols  , ©, @, @ and  are used with the following
meanings:
P  Q means P is not smaller than Q.
P © Q means P is neither greater than nor smaller than Q.
P @ Q means P is not greater than Q.
KUNDAN
P @ Q means P is neither smaller than nor equal to Q.
P  Q means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
278. Statement: T @ S, N  G, L  S, G @ L
Conclusions: I. T  L II. T © L
279. Statement: Z  H, Z  M, G  H, M @ N
Conclusions: I. G @ M II. N  H
280. Statement: K  W, S © W, L @ S, D  K
Conclusions: I. S  K II. W @ L
281. Statement: L @ K, N @ K, S  P, Q  P
Conclusions: I. L @ N II. S  Q
282. Statement: C © M, T © M, U  M, P  M
Conclusions: I. T @ U II. P @ U
283. Statement: C  H, L  C, H @ X, M @ L
Conclusions: I. L @ H II. L  H
Directions (Q. 284-288): In the following questions,
the symbols  , ©, =, @ and @ are used with the following
meaning:
P  Q means P is greater than Q.
P © Q means P is either greater than or equal to Q.
P = Q means P is equal to Q.
P @ Q means P is smaller than Q.
P @ Q means P is either smaller than or equal to Q.
Now in each of the following questions assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
284. Statements: I © V, R @ D, E @ V, R = I
Conclusions: I. D  V II. E = I
285. Statements: T = A, E @ L, T @ E, R  A
Conclusions: I. T  L II. T @ R
286. Statements: C @ A, O @ C, E = P, E  A
Conclusions: I. P  A, II. O @ A
287. Statements: M © B, R @ B, M @ U, R = E
Conclusions: I. M  R II. M = R
288. Statements: S © M, K  A, S @ U, K @ M
Conclusions: I. A = S II. K  M
Directions (Q. 289-294): In the following questions,
the symbols +, -, ×, ÷, @ and © are used with the following
meanings:
P + Q means Q is not smaller than P.
P - Q means Q is neither greater than nor smaller than P.
P × Q means Q is not greater than P.
P ÷ Q means Q is neither smaller than nor equal to P.
P @ Q means Q is neither greater than nor equal to P.
P © Q means Q is not equal to P.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
289. Statements: A × B, R + G, L©G, B@L
Conclusions: I. A@R II. A ÷ R
290. Statements: M÷T, T©L, B×L, R@B
Conclusions: I. L@T II. L÷T
291. Statements: R©P, P©T, S+T, S@K
Conclusions: I. R-T II. R©T
292. Statements: M©N, N-K, K©S, G÷N
Conclusions: I. M©K II. M©S
293. Statements: T+U, W×U, G©S, P©S
Conclusions: I. W×T II. G-P
294. Statements: N@T, T-M, M-Z, K+Z
Conclusions: I. N×K II. K+T
Directions (Q. 295-299): In the following questions
the symbols @, ©, ®, # and  are used with the following
meanings:
P © Q means P is neither smaller than nor equal to Q.
P Q means P is neither greater than nor equal to Q.
P ® Q means P is not smaller than Q.
P # Q means P is not greater than Q.
P @ Q means P is neither greater than nor less than Q.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
295. Statement: GQ, R®Q, T#R, S@T
Conclusions: I. R©G II. S#R
296. Statement: K@M, V#T, S@T, M®S
Conclusions: I. KS II. KV
297. Statement: G@K, Z#Y, YX, K®X
Conclusions: I. Z#G II. K©Z
K
298. Statement: P®R, R®Q, RS, R©L
Conclusions: I. S#P II. S©P
A C M G
299. Statement:  ,  , G.B@H.A B@D
B D N H
C G
Conclusions: I. A  G II. 
D H
Directions (Q. 300-304): In these questions, certain
symbols have been used to indicate relationships between
elements as follows:
‘A * B’ means ‘A is either equal to or greater than B’
‘A $ B’ means ‘A is equal to B’
KUNDAN
‘A £ B’ means ‘A is either equal to or smaller than B’
‘A & B’ means ‘A is smaller than B’ and
‘A @ B’ means ‘A is greater than B’.
In each question, four statements showing relation-
ships have been given, which are followed by two conclu-
sions I & II. Assuming that the given statements are true,
find out which conclusion(s) is/are definitely true. Mark
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither I nor II is true and;
5) if both conclusions I and II are true.
300. Statements: H & G, K$S, S*J K$H
Conclusions: I. J & G II. J&K
301. Statements: L$M, N£M, N@J, R$J
Conclusions: I. L*R II. N£L
302. Statements: G$P, P*Q, Q*S, P@T
Conclusions: I. G@T II. S£G
303. Statements: N@L, M$N, R&L, L*D
Conclusions: I. M$D II. M*D
304. Statements: T$S, U&T, S*W, V$S
Conclusions: I. W&T II. T$W
Directions (Q. 305-309): In the following questions,
the symbols #, ©, ®, @ and  are used with the following
meanings:
P # Q means P is not equal to Q.
P © Q means P is either greater than or equal to Q.
P ® Q means P is equal to Q.
P @ Q means P is smaller than Q.
P  Q means P is either smaller than or equal to Q.
Now in each of the following questions assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true? Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
305. Statements: J©K, M#N, LN, K®M
Conclusions: I. K@L II. L@K
306. Statements: L@G, B@K, L®S, B#L
Conclusions: I. G©S II. S@K
307. Statements: WJ, W@S, J@M, E#W
Conclusions: I. M©S II. M@S
308. Statements: P®N, N#M, M©G, KG
Conclusions: I. P©K II. P@K
309. Statements: D©G, G®S, KS, P®K
Conclusions: I. PD II. G©K
Directions (Q. 310-315): In the following questions
the symbols andare used with the following
meanings:
P  Q means Q is not smaller than P.
P  Q means Q is neither greater than nor smaller than P.
P  Q means Q is not greater than P.
P  Q means Q is neither smaller than nor equal to P.
P  Q means Q is neither greater than nor equal to P.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
310. Statements: S  A, P  A, P  L, G  L
Conclusions: I. S  L II. L  S
311. Statements: M  N, N  P, P  Q, R  Q
Conclusions: I. N  Q II. N  Q
312. Statements: H  A, H  G, G  S, A  T
Conclusions: I. T  G II. T  G
312 Statements: R  Z, R  H, R  G, G  X
Conclusions: I. Z  G II. H  Z
314. Statements: P  L, L  S S  K, L  M
Conclusions: I. K  M II. M  S
315. Statements: A  B, Y  X, C  B, Y  Z
Conclusions: I. X  Z II. C  A
Directions (Q. 316-320): In the following questions,
the symbols #, ©, ®, @ and  are used with the following
meanings:
P # Q means P is not equal to Q.
P © Q means P is either greater than or equal to Q.
P ® Q means P is equal to Q.
P @ Q means P is smaller than Q.
P  Q means P is either smaller than or equal to Q.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
316. Statements: P @ K, P © M, G ® T, M @ T
Conclusions: I. M @ K II. M @ G
317. Statements: R © N, A ® B, S  B, Z @ B
Conclusions: I. N @ B II. A # R
318. Statements: G  L, G ® T, T # P, P © K
Conclusions: I. L © K II. L @ K
K
319. Statements: T # K, K # L, L © G, S  G
Conclusions: I. T @ L II. L @ T
320. Statements: A @ T, Z ® A, Z © K, P  K
Conclusions: I. P @ Z II. P @ A
Directions (Q. 321-325): In the following questions,
the symbols $, ©, ×, @ and # are used with the following
meanings:
P $ Q means P is not equal to Q.
P © Q means P is neither greater than nor smaller than Q.
P @ Q means P is not greater than Q.
P × Q means P is neither smaller than nor equal to Q.
KUNDAN
P # Q means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
321. Statements: L$T, S#T, W©S, W×K
Conclusions: I. L×S II. W#L
322. Statements: D$E, F$E, F©G, H©G
Conclusions: I. H#E II. E#H
323. Statements: T@K, G@H, T©H, L©K
Conclusions: I. L×G II. L©G
324. Statements: J×G, G©M, M$N, N©S
Conclusions: I. S#J II. S$G
325. Statements: P×Q, M#Q, T$Q, T©D
Conclusions: I. M#P II. D@P
Directions (Q. 326-330): In the following questions,
the symbols  ,  ,  ,  and  are used with the following.
P  Q means P is greater than Q.
P  Q means P is either greater than or equal to Q.
P  Q means P is equal to Q.
P  Q means P is smaller than Q.
P  Q means P is either smaller than or equal to Q.
Now in each of the following questions assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true.
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
326. Statements: Q  B, J  E, L  B, J  Q
Conclusions: I. J  L II. E  B
327. Statements: V  T, O  B, I  V, B  T
Conclusions: I. V  B II. B  V
328. Statements: F  E, L  B, F  S, B  E
Conclusions: I. L  B II. L  S
329. Statements: Z  M, B  S, N  Z, N  S
Conclusions: I. S  M II. B  N
330. Statements: F  M, B  O, F  W, B  W
Conclusions: I. O  W II. B  F
Directions (Q. 331-335): In the following questions the
symbols @, @, =, © and © are used with the following mean-
ings:
P @ Q means Q is neither greater than nor equal to P.
P @ Q means Q is not greater than P.
P = Q means Q is equal to P.
P © Q means Q is neither less than nor equal to P.
P © Q means Q is not less than P.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both conclusions I and II are true.
331. Statements: C@W, L©D, D©C
Conclusions: I. W@D II. C@L
332. Statements: M@V, U = M, V © T
Conclusions: I. U@V II. V = T
333. Statements: U = M, P @ U, M @ B
Conclusions: I. P = B II. P@B
334. Statements: L@ N, J©P, P@L
Conclusions: I. J = L II. P = N
335. Statements: H@G, D@E, H = E
Conclusions: I. D@H II. G©D
Directions (Q. 336-340): In the following questions,
the symbols @, +, ,  and $ are used with following mean-
ings:
A @ B means B is neither greater nor equal to A.
A + B means B is not greater than A.
A $ B means B is equal to A.
A  B means B is neither smaller nor equal to A.
A  B means B is not less than A.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
 1) if only conclusion I is true; 3) if either I or II is true;
2) if only conclusion II is true; 4) if neither I nor II is true; and
3) if either I or II is true; 5) if both I and II are true.
4) if neither I nor II is true; and 346. Statements: B@K, E=H, KE
5) if both I and II are true. Conclusions: I. B@H II. KH
336. Statements: X + Z, T  Z, T@M, NM
347. Statements: R=S, MS=N, J@S
Conclusions: I. X + T II. N  T
337. Statements: X @ Z, Z $ T, T + M, N  M Conclusions: I. SN II. R=J
Conclusions: I. X  N II. X $ N 348. Statements: J@H, F=X, XH
338. Statements: T@M, N  M, X$N, ZX Conclusions: I. X  J II. XJ
Conclusions: I. T@Z II. M + X 349. Statements: G=Q, O  P, QO
339. Statements: Z + X, T  X, M  N, P@N Conclusions: I. P @ G II. Q=P
Conclusions: I. T@P II. T  P 350. Statements: L@U, U=F, F=C
340. Statements: A@B, B + C, C  D, D  E Conclusions: I. L@C II. FC
Conclusions: I. A @ E II. A  E
Directions (Q. 351-355): In the following questions,
Directions (Q. 341-345): In the following questions,
the symbols @, , , $ and # are used with the following the symbols  ,  ,  ,  and  are used with the following
meanings: meanings:
P Q means P is either equal to or smaller than Q.
P $ Q means P is neither greater than nor smaller than Q. P  Q means P is not smaller than Q.
P # Q means P is neither greater than nor equal to Q. P  Q means P is neither greater than nor smaller than Q.

K
P @ Q means P is greater than Q.
P Q means P is not less than Q.
Now in each of the following questions, assuming the
given statements to be true, find which of the two conclu-
sion I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
P  Q means P is not greater than Q.
P  Q means P is neither smaller than nor equal to Q.
P  Q means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;

KUNDAN
341. Statements: Z # N, F N, FK 4) if neither I nor II is true; and
Conclusions: I. K$N II. K@Z
5) if both I and II are true.
342. Statements: D$T, TM, M#K
Conclusions: I. M$D II. D@M 351. Statements: M  N, H  Q, Q  M
343. Statements: WA, BA, B@M Conclusions: I. H  M II. Q  N
Conclusions: I. B#W II. W$B
344. Statements: JM, M$N, N#T 352. Statements: C  B, L  S, S  C
Conclusions: I. T@J II. T$J Conclusions: I. B  S II. C  L
345. Statements: VF, F@R, RG 353. Statements: I  H, E  F, I  F
Conclusions: I. G#V II. G@V
Conclusions: I. E  I II. H  E
Directions (Q. 346-350): In the following questions,
the symbols @, @, ,  and = are used with the following 354. Statements: V  O, R  V, O  B
meanings: Conclusions: I. R  B II. R  B
P @ Q means P is neither smaller than nor equal to Q. 355. Statements: L  U, T  L, U  W
P @ Q means P is either greater than or equal to Q. Conclusions: I. T  W II. U  W
P  Q means P is equal to Q.
Directions (Q. 356-360): In the following questions,
P  Q means P is smaller than Q.
P = Q means P is not greater than Q. the symbols  ,  ,  ,  , and  are used with the following
Now in each of the following questions, assuming meanings:
the given statements to be true, find which of the two con- P  Q means P is not smaller than Q.
clusions I and II given below them is/are definitely true. Give P  Q means P is neither greater than nor smaller than Q.
answer
P  Q means P is not greater than Q.
1) if only conclusion I is true;
2) if only conclusion II is true; P  Q means P is neither smaller than nor equal to Q.
 P  Q means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
356. Statements: K  L, M  P, J  K, P  L
Conclusions: I. K  P II. P  K
357. Statements: F  M, A  L, F  G, A  U
Conclusions: I. L  U II. A  F
358. Statements: P  B, J  H, S  B, J  P
Conclusions: I. J  S II. H  B
359. Statements: M  Z, B  R, Z  C, M  R
P = Q means P is not greater than Q.
P  Q means P is neither equal to nor smaller than Q.
P $ Q means P is not smaller than Q.
P  Q means P is neither greater nor smaller than Q.
P £ Q means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both conclusions I and II are true.
366. Statement: C $ D, F  E, G = E
Conclusions: I. F £ G II. F  G
367. Statement: Y  Z, X $ G, Y £ L, G  L
Conclusions: I. Y £ X II. L  Z

K
Conclusions: I. R  Z II. B  M 368. Statement: A $ D, B = C, A  R, B  A
Conclusions: I. R  D II. R  D
360. Statements: X  Y, U  V, X  S, V  Y
369. Statement: Z = Y, U  V, Y £ K, R £ V
Conclusions: I. U  V II. U  S
Conclusions: I. K  Z II. U £ R
Directions (Q. 361-365): In the following questions,
370. Statement: W = Q, R  X, Q $ X
the symbols ©, =, @,  and @ are used with the following
Conclusions: I. W £ X II. W  X
meanings:
P © Q means P is not smaller than Q. Directions (Q. 371-375): In the following questions,
P = Q means P is neither greater than nor smaller than Q. the symbols  ,  ,  ,  and  are used with the following
P @ Q means P is not greater than Q. meanings:

KUNDAN
P  Q means P is neither smaller than nor equal to Q. P  Q means P is not greater than Q.
P @ Q means P is neither greater than nor equal to Q. P  Q means P is neither greater than nor smaller than Q.
Now in each of the following questions, assuming
P  Q means P is not smaller than Q.
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give P  Q means P is neither smaller than nor equal to Q.
answer P  Q means P is neither greater than nor equal to Q.
1) if only conclusion I is true; Now in each of the following questions, assuming
2) if only conclusion II is true; the given statements to be true, find which of the two con-
3) if either I or II is true; clusions I and II given below them is/are definitely true. Give
4) if neither I nor II is true; and answer
5) if both I and II are true. 1) if only conclusion I is true;
361. Statements: X@Y, Z©V, Y©Z 2) if only conclusion II is true;
Conclusions: I. X@V II. Y=V 3) if either I or II is true;
362. Statements: Q@P, S©R, P=S 4) if neither I nor II is true; and
Conclusions: I. Q@S II. P=R 5) if both I and II are true.
363. Statements: F©E, G=E©H, I@E 371. Statements: M  J, K  B, M  A, J  K
Conclusions: I. E=H II. F©I
Conclusions: I. M  K II. A  J
364. Statements: A  B, J@L, B=J
372. Statements: E  A, N  A, C  E, N  D
Conclusions: I. A  L II. B=L
Conclusions: I. C  N II. A  D
365. Statements: M=N, N@Q, N©R
Conclusions: I. Q=R II. M=R 373. Statements: K  I, J  V, G  I, V  G
Directions (Q. 366-370): In the questions given be- Conclusions: I. G  K II. K  G
low, certain symbols are used with the following meanings: 374. Statements: Y  Z, R  T, S  Y, R  Z
 Conclusions: I. S  Z II. Y  T
375. Statements: L  K, C  H, C  A, H  L
Conclusions: I. C  L II. A  K
Directions (Q. 376-380): In the following questions,
the symbols  ,  ,  ,  and  are used with the follow-
ing meanings:
P  Q means P is not smaller than Q.
P  Q means P is neither greater than nor smaller than Q.
P  Q means P is not greater than Q.
P  Q means P is neither smaller than nor equal to Q.
P  Q means P is not equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
K
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
376. Statements: X  Y, X  Z, Z  S
Conclusions: I. X  S II. S  Y
377. Statements: A  B, C  B, C  D 386. Statements: R*S, S$O M@O
Conclusions: I. D  A II. D  B
378. Statements: T  U, W  V, V  U 387. Statements: R  G, G@K, R$L
Conclusions: I. W  T II. V  T
KUNDAN
379. Statements: L  N, K  L, M  N
Conclusions: I. L  M II. L  M
380. Statements: P  Q, R  S, P  R
Conclusions: I. Q  S II. S  P
Directions (Q. 381-385): In the following questions,
the symbols ?, !, £, $ and & are used with the following
meanings:
P ? Q means P is not smaller than Q.
P ! Q means P is neither greater than nor smaller than Q.
P £ Q means P is not greater than Q.
P $ Q means P is neither smaller than nor equal to Q.
P & Q means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
381. Statements: G£H, H$I, I?J
Conclusions: I. G&I II. J$H
382. Statements: X!Y, Z&K, Z?Y
Conclusions: I. Y&K, II. X!Z
383. Statements: N?L, M£L, P$N
Conclusions: I. M&P II. N?M
384. Statements: Q?S, T!S, R£T
Conclusions: I. R!Q II. Q$R
385. Statements: C£D, E$F, E&C
Conclusions: I. C&F II. D$F
Directions (Q. 386-390): In the questions given be-
low, certain symbols are used with the following meanings:
P * Q means P is neither equal to nor smaller than Q.
P  Q means P is not smaller than Q.
P $ Q means P is neither greater nor smaller than Q.
P £ Q means P is neither greater than nor equal to Q.
P @ Q means P is not greater than Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true.
2) if only conclusion II is true.
3) if either conclusion I or II is true.
4) if neither conclusion I nor II is true.
5) if both conclusions I and II are true.
Conclusions: I. R*M II. S*M
Conclusions: I. L @ K II. K£L
388. Statements: Q  X, Y@X, Z@Y
Conclusions: I. Q  Z II. Y  Q
389. Statements: A  T, S£T, N@S
Conclusions: I. A  S II. A  N
390. Statements: A$T, T@M, Q  M
Conclusions: I. Q*T II. Q$T
Directions (Q. 391-395): In the following questions,
the symbols #, $,  , * and @ are used with the following
meanings.
A # B means A is not greater than B.
A $ B means A is neither smaller than nor equal to B.
A  B means A is neither greater than nor smaller than B
A * B means A is neither greater than nor equal to B.
A @ B means A is not smaller than B.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true
3) if either I or II is true;
4) if neither I nor II is true; and
 5) if both I and II are true. 1) if only conclusion I follows
391. Statements: L*S, P@R, S#R 2) if only conclusion II follows
Conclusions: I. P$L II. S#P 3) if either conclusion I or II follows
392. Statements: I. G$R, H#R, G@M 4) if neither conclusion I nor II follows
Conclusions: I. M$R II. R*M 5) if both conclusions follow
393. Statements: Y#T, J  T, O  T, E@J 401. Statements: R  M, M  P, R   L
Conclusions: I. Y*E II. E  Y Conclusions: I. M  L II. P  L
394. Statements: H@P, H*D, T*P, X  T 402. Statements: T   P , P  S, P  M
Conclusion: I. H@T II. D$X
Conclusions: I. S  M II. T  S
395. Statements: F#O, C  I, L*I, L@O
Conclusions: I. F*I II. F#I 403. Statements: M  T, T   Z, S  M
Directions (Q. 396-400): In the following questions, Conclusions: I. Z  M II. Z  M
the symbols ©, @, ,  and @ are used with the following 404. Statements: Z  B, N   S, B  N
meanings:
Conclusions: I. B  Z II. S   B
P © Q means P is not smaller than Q.
P @ Q means P is neither greater than nor smaller than Q. 405. Statements: L  C, C  Z, Z   F
P  Q means P is not greater than Q. Conclusions: I. C  F II. C  F
P  Q means P is neither smaller than nor equal to Q. Directions (Q 406-410): In a particular method of

K
P @ Q means P is neither greater than nor equal to Q.
Now in each of the following questions, assuming
the given statements to be true, find which of the two con-
clusions I and II given below them is/are definitely true. Give
answer
1) if only conclusion I is true;
2) if only conclusion II is true;
3) if either I or II is true;
4) if neither I nor II is true; and
5) if both I and II are true.
396. Statements: U © V, U@W, M  N, W  N
coding the symbols a, a  , b, b  and   are used with the
following meaning:
A a B means A is greater than B
A a  B means A is greater than or equal to B
A b B means B is greater than A
A b  B means B is greater than or equal to A
A   B means A is equal to B.
On the basis of the above scheme and assuming each
of the given statements to be true decide which of the given

KUNDAN
Conclusions: I. V@W II. W@V conclusions follow. Give answer
397. Statements: S ©T, X@Y, S Y 1) if only conclusion I follows
Conclusions: I. T  X II. Y  T 2) if only conclusion II follows
398. Statements: Z  R, S © D, R@A, A S
3) if either conclusion I or II follows
Conclusions: I. Z © D II. R © S
399. Statements: U © V, N K, L@V, U N 4) if neither I nor II follows
Conclusions: I. V © N II. K@L 5) if both I and II follow
400. Statements: A @ B, C  D, D © A, C  E 406. Statements: M a  O, L b O, O a P
Conclusions: I. E  D II. C  B Conclusions I. L a O II. O a L
Direction (Q 401-405): In the following questions, 407. Statements: N b L, L a S, S a Q
the symbols  ,   ,  ,   and  are used as fol- Conclusions I. Q b L II. Q a N
lows: 408. Statements: A a B , B b C, C a D
A  B means A is greater than B. Conclusions I. A   D II. A a  D
A   B means A is greater than or equal to B. 409. Statements: M b N, O a P, O b U
A  B means B is greater than A. Conclusions I. P   U II. P a U
A   B means B is greater than or equal to A. 410. Statements: Q a S , U b S , U   R
A  B means A is equal to B. Conclusions I. Q a U II. Q b U
Now, in the following questions, assuming the three
given statements to be true, decide upon the validity of the
given conclusions. Give answer
 Answers and Explanations
1. 1; I  V ... (i), R < D .... (ii), E < V .... (iii), R = I ... (iv)
From (i), (ii) and (iv) D > R = I  V
 D > V Hence I is true.
From (i) and (iii), I  V > E  II is not true.
2. 2 3. 5
4. 3; M  B ... (i), R  B ... (ii), M < U ... (iii), R = E ... (iv)
From (i) and (ii), M  B  R  M  R Hence either
I or II is true.
5. 4
6. 4; P > A ... (i), I < D ... (ii), K  A ... (iii), I  P ... (iv)
From (i), (iii) and (iv), I  P > A  K  I > K, Hence
I is not true.
From (i), (ii) and (iv), D > I  P > A  D > A, Hence II
is not true.
7. U  S .... (i), N < A ... (ii), H > U ... (iii), A  S ... (iv)
From (i) and (iv), U  S  A  U  A  Either U
K
= A or U > A or A < U. Hence either I or II is true.
8. 4 9. 1 10. 4
11. 1; D  H .... (i) I  R... (ii) R < H ... (iii)
From (i), (ii) & (ii), D  H > R  I  D > I. Hence I is
true.
From (i) and (iii) D  H > R  R < D. Hence II may be
true but not necessarily so.
12. 2; K < I .... (i), S > H ... (ii), K  H ... (iii)
From (ii) and (iii), S > H  K  I is not true.
From (i) and (iii), I > K  H  I > H or H < I. Hence II
KUNDAN
is true.
13. 5; A = M ... (i), J > T ... (ii), A < T ... (iii)
From (i) and (iii), M = A < T  M < T or T > M.
From (ii) and (iii), J > T > A  J > A or A < J.
14. 3; R > A .... (i), H  U ... (ii), A = U ... (iii)
From (ii) and (iii), A = U  H  A > H or A = H.
15. 4; M  U ... (i), K  A ... (ii), M > K ... (iii)
From (i), (ii) and (iii), U  M > K  A  U > A. Hence
I may be true but not necessarily so.
From (ii) and (iii), M > K  A  M > A or A < M.
Hence II may be true but not necessarily so.
16. 4; X > Y ... (i), Z  R ... (ii), Y = Z ... (iii)
Combining all we get, X > Y = Z  R  X > R may be
true but not necessarily so.
From (ii) and (iii) Y = Z  R  Y = R may be true but
not necessarily so.
17. 4 18. 1 19. 3 20. 2
21. 4; Q > B ... (i), J < E ... (ii), L  B ... (iii), J  Q ... (iv)
From (i), (iii), and (iv), J  Q > B  L  J > L.
Hence I is not true.
From (i), (ii) and (iv), E > J  Q > B  E > B
Hence II is not true.
22. 4 23. 1 24. 4 25. 3
26. 2; I  J ... (i), K = J  L ... (ii), H  J ... (iii)
I is false from (ii).
From (i) and (iii), I  J  H  I  H. Hence II is true.
27. 3 28. 1 29. 4 30. 4
31. 1; R  S ... (i), O  P ... (ii), P < S ... (iii)
Combining all these, we get, R  S > P  O  R > O.
Hence I is true.
From (i) and (iii), R  S > P  R > P or P < R. Hence II
is not true.
32. 4; F < Z ... (i), H  A ... (ii), F > H ... (iii)
From (ii) and (iii), F > H  A ... (iv)  F > A. Hence II
is not true.
From (i) and (iv), Z > F > H  A  Z > A. Hence I is
not true.
33. 2; O < R ... (i), U > V ... (ii), O  V ... (iii)
From (ii) and (iii), U > V  O. Hence no relation be-
tween U and O can be established. Hence I is not true.
From (i) and (iii), V  O < R  V < R. Hence II is true.
34. 2; W = X ... (i), Z > Y ... (ii), W < Y ... (iii)
From (i) and (iii), Y > W = X  Y > X. Hence I is not
true.
From (ii) and (iii), Z > Y > W  Z > W or W < Z. Hence
II is true.
35. 3; I > J ... (i), L  M ... (ii), J = M ... (iii)
From (ii) and (iii), L  M = J  L  J. Hence either I
or II is true.
36. 3; P  Q .... (i); Q  R ... (ii); R = T ... (iii)
Now, we cannot establish a relationship between P
and R from the given equations. But note the conclu-
sions : I. P  R ; II. P < R. At least one of the two must
be true for any two numbers P and R.
37. 5; N = M ... (i); C > N ... (ii); M = D ... (iii)
From (i), (ii) and (iii), C > D ; thus I is true
From (i) and (iii), N = D; thus II is true.
38. 2; Q < L .... (i); Q  R ... (ii); T < P ... (iii)
No relationship can be established between L and P
from the above equations. So I is not true.
From (i) and (ii), we get L > Q  R  R < L. Thus II is
true.
39. 4; X  Y .... (i) ; Y = Z ... (ii) ; A > Z ... (iii)
From (i) and (ii), X  Z. Thus I is false.
From (ii) and (iii), Y < A. Thus II is false.
40. 1; S < T ... (i) ; S > M ... (ii) ; M = P ... (iii)
From (ii) and (iii), S > P. Thus I is true.
From (i) and (ii), T > M. Thus II is false.
41. 2; S = T .... (i); U > T .... (ii) ; S  V .... (iii)
 From (i) and (iii), T  V .... (iv). So I is false.
From (ii) and (iv), U > V. So II is true.
42. 4; L  M .... (i) ; L = N .... (ii); N < O .... (iii)
From (iii) I, can’t be established.
From (i) and (ii), N  M. So II is false.
43. 3; U is not mentioned anywhere in the statements. So we
cannot establish a relationship with U. However, R is
either lesser than or equal to or greater than U. So
either I or II is correct.
44. 2; Y < Z .... (i); S > Z .... (ii); T < Z .... (iii)
I does not follow because no relationship can be es-
tablished between Y and T.
From (i) and (ii), Y < S. Hence, II is true.
45. 4; M  L .... (i); M  N .... (ii); O = N .... (iii)
From (i), (ii) and (iii), L  M  N = O. So neither I nor
II follows.
46. 4; P > Q .... (i); P  R .... (ii); R  S .... (iii)
P = R is one of the possibilities from (iii), but we can’t
K
be certain
47. 4; T = N .... (i); D  E .... (ii); E  N ... (iii)
From (ii) and (iii), D = N is one of the possibilities. So
D  N may follow but not necessarily so. From (i) and
(iii), E  T. Thus II does not follow..
48. 4; K  L .... (i); L > M .... (ii); L = N .... (iii)
From (i)and (iii), I does not follow.
From (ii) and (iii), II does not follow.
49. 3; P > T .... (i); S < T .... (ii); R  S .... (iii)
From (iii), either S > R or S = R.
KUNDAN
50. 1; X < Y .... (i); Y > T .... (ii); T  X .... (iii)
I follows from (i). II does not follow from (iii).
51. 2; A  K... (i), M = N ... (ii), K  N ... (iii), Q > A ... (iv)
From (i), (iii) and (ii), we get, A  K  N = M  A =
M may be true but not necessarily so.
From (i) and (iv), we get, Q > A  K  Q > K or K <
Q. Hence II is true.
52. 2 53. 4 54. 4 55. 1 56. 4 57. 4 58. 2
59. 4 60. 2
61. 2; A  N ...(i); B > M ...(ii); A  5 ...(iii); B = 5 ...(iv)
Combining these, we get N  A  5 = B > M
Hence, N  B and M < N. Hence I does not necessar-
ily follow and II follows.
62. 4 63. 4 64. 4 65. 4
66. 5; M < N ...(i); O  N ...(ii); P  M ...(iii)
Combining these, we get P  M < N  O.
Hence N > P and P < N.
67. 4 68. 1 69. 4 70. 1
71. 4; B > D... (i), H < I ... (ii), M  N ... (iii), Q  R ...(iv)
As there is no common letter between (ii) and (iii), hence
neither I nor II can be established.
72. 2; M  N... (i), E < F ... (ii), K > L ... (iii), C  L... (iv)
From (iii) and (iv), we get K > L  C  K>C or C<K.
Hence II is true.
I cannot be established because there is no link betwen
(i) and (ii).
73. 1; Y = B ... (i), X < Y ... (ii), A > B ... (iii)
Combining all, we get X<Y = B<A  X<A or A>X.
Hence I is true. It also implies that B > X. Hence II may
be true but not necessarily so.
74. 5; C < F ... (i), P < T ... (ii), C  T ... (iii), F < R ... (iv)
From (ii) and (iii), we get C  T > P  C > P. Hence I
is true.
From (i) and (iii), F > C  T  F > T. Hence II is true.
75. 3; Q = S ... (i), S>Z ... (ii), Z < W ... (iii), S  T ... (iv)
From (ii) and (iv), we get Z < S  T  Z < T ... (A)
Now, from (A) and (iii), we get T > Z < W  no con-
clusion i.e. either T > W, or T = W or T < W. Hence
either conclusion I or conclusion II is true.
76. 4; A = B ... (i), B  D ... (ii), B < H ... (iii)
From (ii) and (iii), we get H > B  D  H > D. Hence
I is not true.
From (i) and (ii), we get A = B  D  A  D. Hence
II may be true but not necessarily so.
77. 1; X > Y ... (i), Y = Z ...(ii), Z  T ... (iii)
Combining all, we get X > Y = Z  T  X > T. Hence
I is true. II may be true but not necessarily so.
78. 2; E  F ... (i), G = F  H ... (ii), I  F ... (iii)
From (i) and (iii), we get E  F  I  E  I. Hence II
is true. I is not true from (ii).
79. 1; P < Q ... (i), R  S ... (ii), Q = R ... (iii)
From (i) and (iii), we get P < Q = R  P < R. Hence I is
true. From (ii) and (iii), we get Q = R  S 
Q  S. Hence I may be true but not necessarily so.
80. 4; A < B ... (i), B  C ... (ii), C  D ... (iii)
Combining all, we get A < B  C  D  No relation-
ship between A and D can be established. Hence I is
not true.
II is not necessarily true from (iii).
81. 3; C < E ... (i), F  U ... (ii), U  Q ... (iii), Q > C ... (iv)
From (i) and (iv), we get Q > C < E  Either Q > E or Q
= E or Q < E. Hence either I or II is true.
82. 4;U  V... (i), V  X... (ii), W > M ... (iii) X < W ... (iv)
Combining (iv), (ii) and (i), we get, W > X  V  U 
no relationship can be established between W and U.
Hence I is not true.
Aligning (iv) and (iii), we get X < W > M  no rela-
tionship can be established between M and X.
83. 2; E < Q ... (i), F  V ... (ii), G  Q ... (iii), F > E .... (iv)
Combining (iv) and (ii), we get,
E < F  V  E < V. Hence I may be true but not
 necessarily so.
From (i) and (iii), we get, E < Q  G
 E < G. Hence II is true.
84. 5; F  G .... (i), H  I ... (ii), I = F ... (iii), H > L .... (iv)
From converted (ii) and (iv), we get I  H > L
 I > L. Hence I is true.
From (iii) and (i), we get, I = F  G  I  G. Hence II
is true.
85. 1; Q  R ... (i), O = N .... (ii), N > S .... (iii), S  Q ... (iv)
From (ii), (iii) and (iv), we get O = N > S  Q
 O > Q or Q < O. Hence I is true.
From converted (i), converted (iv) and converted (iii),
we get, R  Q  S < N  no definite relationship
between R and N can be established. Hence II is not
true.
86. 3; E = T...(i), S  L....(ii), L  E...(iii)
Combining all, we get, T=E  L  S  T  S or S  T
Hence either I or II is true.
K
87. 2; P  Z ....(i), R  K .... (ii), Z <R.... (iii)
From (i) and (iii), we get, P  Z < R  I can’t be
established.
From (ii) and (iii), we get, Z<R  K  Z<K or K>Z.
Hence II is true.
88. 4; M  S ....(i), Q  D...(ii), M = D ... (iii)
From (ii) and (iii), we get, Q  D = M  Q  M. Hence
I is not true.
From (i) and (iii), we get, S  M = D  S  D. Hence
KUNDAN
II may be true but not necessarily.
89. 4; B = G ...(i), R<B .... (ii), Y>R .... (iii)
Combining all, we get, Y > R < B = G  no conclusion.
Since Y= G is not given in conclusion, hence neither I
nor II is true.
90. 5; D  V ... (ii), X>D ... (ii), V>E .... (iii)
From (i) and (ii), we get, X > D  V  X>V. Hence I is
true.
From (i) and (iii), we get, D  V>E  D>E or E<D.
Hence II is true.
(91-95): Symbols can be easily transformed as:
(    , ©  =, @   , @  > and   <)
91. 4; Q = T ... (i), B  Q ... (ii), T  A ... (iii)
From (i) and (ii), we get B  Q = T  B  T
or, T  B. Hence I is not true.
From (i) and (iii), we get Q = T  A  Q  A
or, A  Q. Hence II is not true.
92. 4; U > S ... (i), W < S ... (ii), S > O ... (iii)
From (i) and (ii), we get U > S > W  U > W..
Hence I is not true.
From (ii) and (iii), we get W < S > O. Hence no relation-
ship between W and O can be determined.
93. 1 94. 2 95. 2
96. 4; K > L ... (i), K = E ... (ii), L < F ... (iii)
From (i) and (ii), we get, E = K > L  E > L
or, L < E. Hence I is not true.
II is not true because of (iii).
97. 5; P = H.... (i), P = J ... (ii), P  K... (iii)
From (ii) & (iii), we get, J = P  K  J  K. Hence I
is true. From (i) and (ii) it can be proved that II is true.
98. 1 99. 1 100. 3
101. 4; A > L ... (i), L < K ... (ii), K > Z ... (iii)
From (ii) and (iii), we get, L < K > Z. Hence no relation-
ship between L and Z can be determined. Hence I is
not true.
From (i) and (ii), we get, A > L < K. Again, nothing can
be concluded about the relationship of A and K. Hence
II is not true.
102. 4; O  A ... (i), U = O ... (ii), A = E ... (iii)
From (ii) and (i), we get, U = O  A  I is wrong.
Since I is wrong, hence II also can’t be established.
103. 2; P > T ... (i), G  P ... (ii), F = G ... (iii)
From (iii) and (ii), we get, F = G  P  F  P... (iv).
Hence I may be true but not necessarily so.
Now, from (iv) and (i), we get, F  P > T  F > T..
Hence II is true.
104. 3; W  E ... (i), P > E ... (ii), V  W ... (iii)
Combining all, we get, P > E  W  V or, E  V
 E is either greater than or equal to V..
105. 1; M  L ... (i), O = L ... (ii), J < L ... (iii)
From (i) and (iii), we get M  L > J  M > J. Hence I
is true.
From (ii) and (iii), we get, O = L > J  O > J. Hence II
is not true.
106. 3; H > I .... (i), K  L ... (ii), I = L .... (iii)
From (ii) and (iii), we get, K  L = I  K  I  either
I > K or K = I.
107. 4; X > F .... (i), T  C ... (ii), F  C ... (iii)
Combining all, we get,
X > F  C  T  X > F = C = T  X > T may be true
but not necessarily so because it is only one possibil-
ity. Hence I can’t be established. Nor can II be estab-
lished.
108. 4; 2 > 8 ... (i), 6  8 ... (ii), 5 < 6 ... (iii)
From (ii) and (iii), we get, 5 < 6  8  I can’t be
proved. II also can’t be established.
109. 2; S < N ... (i), O  R ... (ii), S = R ... (iii)
From (ii) and (iii), we get, S = R  O  S  O
or O  S. Hence II is true.
From II and (i), we get, O  S < N  No relationship
between N and O can be established. Hence I is not
true.
110. 2; J < Y ... (i), J  O ... (ii), Y = K ... (iii)
Combining all, we get K = Y > J  O  K > O or
O < K. Hence II is true.
111. 2; D = B ... (i), R < L ... (ii), L > D ... (iii)
From (ii) and (iii), no relationship between R and D can
be established. Hence I can’t be proved.
From (i) and (iii), L > D = B  L > B. Hence II is true.
112. 1; I  R ... (i), Q < C ... (ii), D < R ... (iii), Q = I ... (iv)
From (ii), (iv) and (i), we get C > Q = I  R
 C > R. Hence I is true.
From (iii) and (i), we get D < R  I  D < I. Hence II is
not true.
113. 2 114. 5 115. 3 116. 4
117. 4; A > M ... (i), D  H ... (ii), M = D ... (iii)
Combining all, we get, A > M = D  H  No relation-
ship between A and H can be determined. Hence I is
not true. We also get, M  H  II may be true but not
necessarily so.
K
118. 2 119. 3 120. 1 121. 4 122. 2 123. 3 124. 1
125. 4 126. 4 127. 4 128. 4 129. 1 130. 3 131. 2
132. 2; R > K ...(i), P  S ...(ii), P = K ...(iii)
From (ii) and (iii), we get K = P  S  K  S ...(a).
Hence I may be true but not necessarily so. Now, from
(i) and (a), we get R > K  S  R > S or S < R. Hence
II is true.
133. 4; A = E ...(i) I > O ...(ii), U < A ...(iii), I  U ...(iv)
From (iii) and (iv), we get I  U < A ...(a)  no con-
KUNDAN
clusion. Hence I is not necessarily true. No relation-
ship between E and O can be established.
134. 5; Q = R ...(i), T < L ...(ii), R < M ...(iii), L  Q ...(iv)
From (ii), (iv) and (i), we get T < L  Q = R
 T < R. Hence II is true.
Now, From II and (iii), we get T < R < M  T < M
or M > T. Hence I is true.
135. 1; Z < N ...(i), D  G ...(ii), B < Z ...(iii), D = N ...(iv)
From (i), (ii) and (iv), we get Z < N = D  G  Z < G
or G > Z. Hence I is true. From (i) and (iii),
we get B < Z < N  B < N or N > B.
Hence II is not true.
136. 3; H  Y ...(i), E  C ...(ii), K < Y ...(iii), K > C ...(iv)
Combining all, we get H  Y > K > C  E  no
relationship between H and E can be established. But
I and II together are exhaustive. Hence either I or II is
true.
137. 5; E < F ...(i); O  F ...(ii); P  E ...(iii)
Combining these, we get P  E < F  O.
Hence F > P and P < F.
138. 4; C > P ...(i), P  D ...(ii), C = G ...(iii)
From (i) and (iii), we get G = C > P  G > P ...(a)
or P < G. Hence II is false. Now, from (a) and (ii),
we get G > P  D  no conclusion.
139. 1; S  T ...(i), Q = N ...(ii), T < N ...(iii)
From (i) and (iii), we get S  T < N  S < N. Hence I
is true. From I and (ii), we get S < N = Q  S < Q.
Hence II is not true.
140. 4; L > K ...(i), V  K ...(ii), R = L ...(iii)
From (i) and (ii), we get V  K < L  no relationship
between V and L can be established. Hence I or II may
be true but not necessarily so.
141. 2; H  J ...(i), J > Z ...(ii), M  J ...(iii)
From (ii) and (iii), we get Z < J  M  Z < M. Hence
II is true.
From (i) and (iii), we get H  J  M  no conclusion.
Hence I may be true but not necessarily so.
(142-146):
Here, = means  , > means =, + means  , < means >,
and × means <.
142. 4; A  B ...(i), P  R ...(ii), A < P ...(iii)
From (i) and (iii), we get P > A  B  P > B or B < P
...(A). Hence I is false.
From (A) and (ii), we get B < P  R  B < R or R > B.
Hence II may be true but not necessarily so.
143. 4; N > O ...(i), E = F ...(ii), M < O ...(iii)
From (i) and (iii), we get N > O > M  N > M or M < N.
Hence I is not true. No relationship between E and O
can be established from the given statements.
144. 3; K = L ...(i), G  I ...(ii), Y  Q ...(iii)
No relationship between G and L can be established
but both the conclusions together are exhaustive.
Hence either I or II follows.
145. 5; R  U ...(i), B > R ...(ii), K  U ...(iii)
From (i) and (ii), we get B > R  U  B > U or U < B.
Hence I is true From I and (iii), we get K  U < B 
K < B or B > K. Hence II is true.
146. 4; M = H ...(i), 2 < H ...(ii), 2  N ...(iii)
From (i) and (ii), we get M = H > 2  M > 2 ...(A).
Hence I is not true.
From (A) and (iii), we get M > 2  N  no conclu-
sion. Hence II is not true.
147. 5
148. 5; E  H ...(i), 6 > P ...(ii), R < E ...(iii), 6 = R ...(iv).
From (ii), (iii) and (iv), we get E > R = 6 > P  E > P..
Hence I is true.
From I and (i), we get P < E  H  P < H or H > P..
Hence II is true.
149. 1; M < N ...(i), R = Q ...(ii), A > Q ...(iii), M > R ...(iv)
From (iii) and (ii), we get A > Q = R  A > R. Hence I
is true.
 From (i), (iv) and (ii), we get Q = R < M < N  Q < N or
N > Q. Hence II is not true.
150. 3; B < D ...(i), E  T ...(ii), T  P ...(iii), P > B ...(iv)
From (i) and (ii), we get P > B < D  no definite
conclusions; means P > D or P = D or P < D. Hence
either I or II follows.
151. 4
152. 5; P > Q .... (i); Q  R .... (ii); R = S .... (iii); T < S .... (iv)
Combining all the equations, we get
P > Q  R = S > T  T < P (conclusion I)
and S  Q (conclusion II)
153. 4; S  A .... (i); A < K .... (ii); R  K .... (iii); L  R .... (iv)
Combining all the equations, we get
S  A < K  R  L  S < L and L > A. Hence,
conclusions I and II do not follow.
154. 3; G > H .... (i); F < H .... (ii); K  P ...... (iii); M  P ...... (iv)
Combining (iii) and (iv), we get
KPMKM
K
 K > M (conclusion I) or K = M (conclusion II)
155. 1; A < P ... (i); Z < A .... (ii); N  Z .... (iii); L  N .... (iv)
Combining all the equations, we get
L  N  Z < A < P  P > L (conclusion I)
156. 2
157. 4; N = P ... (i); Q  P ... (ii); M  N ... (iii)
Combining all, we get
M  N = P  Q  M  P and N  Q
Hence neither conclusion I nor II is true.
158. 4; N  U ... (i); O  E ... (ii); E  N ... (iii)
KUNDAN
No statement gives any clue to establish relation be-
tween E and U, or U and O.
Hence, neither conclusion I nor II is true.
159. 4; M < P ... (i); Z = H ... (ii); M  Z ... (iii)
Combining all, we get
P > M  Z = H  P > Z and M  H.
Hence neither conclusion I (P  Z) nor conclusion II
(M  H) is true.
160. 4; U  V ... (i); V  X ... (ii); W = U ... (iii)
Combining (i) and (iii), we get
W = U  V  W  V. Hence conclusion I is not neces-
sarily true. Also, the given statements are not suffi-
cient to establish a relation between W and X.
161. 4
162. 1; T  U ... (i); Q  R ... (ii); R < U... (iii)
Combining all these, we get
T  U > R  Q  T > Q and T > R. Hence, Conclusion
I (T > Q) follows. But conclusion II (R  T) is false.
163. 4; H < B ... (i); J  C ... (ii); H > J ... (iii)
Combining all these, we get
B > H > J  C  B > C and H > C. Hence, Conclusion
I (B  C) and Conclusion II (C  H) do not follow..
164. 2; Q < T ... (i); W > X ... (ii); Q  X ... (iii)
From (ii) and (iii), we can’t ascertain the relationship
between W and Q. Hence, I does not follow. From (i)
and (iii), we get
T > Q  X  T > X.
Hence, Conclusion II (X < T) is true.
165. 5; Y = Z ... (i); B > A ... (ii); Y < A ... (iii)
Combining all these, we get
B > A > Y = Z  A > Z and B > Y..
Hence Conclusion I (A > Z) and Conclusion II (Y < B)
are true.
166. 3; K > L ... (i); N  O ... (ii); L = O...(iii)
Combining (ii) and (iii), we get
L = O  N  L  N, ie L > N or L = N
Hence, either Conclusion I (L > N) or
Conclusion II (N = L) is true.
167. 4; X > F ... (i); T  C ... (ii); F  C ... (iii)
Combining (ii) and (iii), we get
T  C  F ... (iv)
From (i) and (iv), no relation can be established be-
tween T and X nor between C and X.
168. 4; 2 > 8 ... (i); 6  8 ... (ii); 5 < 6 ... (iii)
From (ii) and (iii), no relation can be established be-
tween 5 and 8. Similarly, the given equations are not
sufficient to establish relation between 2 and 5.
169. 2; S < N ... (i); O  R ... (ii); S = R ... (iii)
Combining (i) and (iii), we get N > S = R ... (iv)
From (ii) and (iv), no relation can be established be-
tween N and O. From (ii) and (iii), we get O  R = S
 O  S.
Hence, conclusion II (O  S) is true.
170. 2; J < Y ... (i); J  O ... (ii); Y = K ... (iii)
Combining (i), (ii) and (iii), we get
K = Y > J  O  K > O. Hence, only conclusion II
follows.
171. 2; D = B ... (i); R < L ... (ii); L > D ... (iii)
From (ii) and (iii), no relation can be established be-
tween R and D. Hence, I does not follow. But conclu-
sion II follows from (i) and (iii).
172. 4; B  I ... (i); Y < A ... (ii); N  I ... (iii); Y > N .... (iv)
From (i) and (iii), we get B  I  N ...... (v) From (ii) and
(iv), we get A > Y > N ..... (vi). From (v) and (vi), we do
not get any specific conclusion between B and A or Y
and I. Hence, neither I nor II follows.
173. 4; There is no sign of # in the given statements. Hence,
neither I nor II follows.
174. 3; Q  P ... (i); T = Q ... (ii); T  N ... (iii); N > J .... (iv)
Combining all statements, we get
P  Q = T  N > J  P  N. Hence, either conclusion
I (P > N) or conclusion II (P = N) is true.
175. 3; L = K ... (i); S = K ... (ii); L  B ... (iii); R  B ... (iv)
Combining (iii) and (iv), we get L  B  R  R  L, ie
R < L or R = L.
Again from (i) and (ii), since L = K = S, hence either
 conclusion I (R < K) or conclusion II (R = S) is true.
176. 1
177. 4; J = O .... (i); T  O .... (ii); T  Y .... (iii); E  J .... (iv)
By combining (i), (ii), (iii) and (iv), we get E  J = O
 T  Y  E  T. Hence, both the conclusions do
not necessarily follow.
178. 5; T < R .... (i); P > A .... (ii); R  A .... (iii); L = T .... (iv)
Combining all, we get
P > A  R > T = L  P > L and A > L. Hence, both the
conclusions are true.
179. 2; T  O .... (i); O  P ... (ii); P = A ... (iii); A  Z .... (iv)
Hence, conclusion I does not follow from equations (i)
and (ii). But conclusion II follows from equations (ii)
and (iii).
180. 3; D  E ... (i); S < E .... (ii); S = X .... (iii); M > S .... (iv)
By combining (i), (ii) and (iii), we get
D  E > S = X ..... (v)
Comparing (iv) and (v) we do not get any specific rela-
tion between D and M. But the given two conclusions
K
are complementary to each other. Hence, either of the
two must follow.
181. 4; A  P ... (i); A > T .... (ii); T = N .... (iii); N  S .... (iv)
Combining all the equations, we get
P  A > T = N  S  P > S. Hence, both the conclu-
sions do not follow.
182. 3; G > H ...(i), T  H ...(ii), T = K ...(iii), K  Z ...(iv)
Combining all, we get G  H  T  K  Z
Hence, we do not get any specific relation between G
and Z. But the given conclusions form a complemen-
KUNDAN
tary pair. Hence, either I or II follows.
183. 1; N  U ...(i), U  M ...(ii), N  B ...(iii), M = R ...(iv)
Combining (i), (ii), (iii) and (iv), we get
RMU NB  RU
Hence, conclusion I R  U  is true. But we can’t get
any specific relation between M and B. Hence, conclu-
sion II M  B  is not necessarily true.
184. 1; P < M ...(i); R  M ...(ii); S = R ...(iii); S > Y ...(iv)
From (iii) and (iv), R > Y. Hence I follows. But no rela-
tion can be obtain between P and Y. Hence II does not
follow.
185. 5; L  M ...(i); M > N ...(ii); R < N ...(iii); R  F ...(iv)
Combining all, we get
L  M  N  R  F  M > F and N > F
Hence, both the conclusions are true.
186. 2; G > H ...(i); I < H ...(iii); P  Q ...(iii); Q > R ...(iv)
From conclusions (i) and (ii), we get
G > H > I. Hence, conclusion I (G < I) is not true.
Again, from conclusions (iii) and (iv), we get P  Q  R
 P > R. Hence, conclusion II P  R is true.
187. 1; N > O .... (i); O = Q .... (ii); R < Q .... (iii); O  S..... (iv)
Combining (i), (ii) and (iii), we get N > O = Q > R ...... (v)
From (v), we get N > R (conclusion I). From (ii) and (iv),
we get
S  O=Q  S  Q
Hence, conclusion II is not necessarily true.
188. 5; T  U .... (i); U > Q .... (ii); Q < S ..... (iii); S < U ..... (iv)
From (i) and (iv), we get
T  U > S  T > S (conclusion I)
Again, from (i) and (ii), we get
T  U > Q  T > Q (conclusion II)
189. 1; C < D .... (i); D = E .... (ii); E > F ..... (iii); F > G ..... (iv)
From (ii), (iii) and (iv), we get
D = E > F > G  D > G (conclusion I)
But conclusion II is not necessarily true because C
and G can’t be related.
190. 2; K  L ..... (i); L > I ..... (ii); I < M ...... (iii); I > N ...... (iv)
From (i), (ii) and (iv), we get
K  L > I > N  K > N (conclusion II)
But no relation can be obtained between L and M.
Hence, conclusion I is not necessarily true.
191. 1; V  X ..... (i); X < Y ...... (ii); Y = Z ...... (iii); Y > A ...... (iv)
From (i) and (ii), we get
Y > X  V  Y > V (conclusion I)
But no relation can be obtained between X and A.
Hence, conclusion II is not necessarily true.
192. 5; L > M ..... (i); M > N .... (ii); L  O ..... (iii); P  O .... (iv)
From (i) and (ii), we get
L > M > N  L > N  N < L (conclusion I)
Now, from (ii) and (iii), we get L  O  P  L  P 
P  L (conclusion II).
193. 2; B > C ... (i); A > B ... (ii); C  D ... (iii)
Combining all these we get
A > B > C  D  A > D and B > D
Hence, conclusion I does not follow but conclusion II
follows.
194. 5; M = N ... (i); N  P ... (ii); P  R ... (iii)
Combining (i) and (ii), we get P  N  M ... (iv)
Hence from (iv), we get P  M (conclusion I)
Now, P  R  R  P (conclusion II).
195. 3; X > R ... (i); R < S ... (ii); X = T ... (iii)
From (i) and (iii), we get X = T > R ... (iv)
From (iv), T > R From (ii), S > R
Thus from (ii) and (iv) we can’t ascertain the relation-
ship between T and S. But the given two conclusions
make a complementary pair. Hence, either conclusion I
T  S or conclusion II (T < S) is true.
196. 1; R > M... (i); M = Y... (ii); Y  Z ... (iii)
Combining all these, we get
R  M  Y  Z  Z  R (conclusion I)
197. 4; T = Y ... (i); P  X ...(ii); P  Y ... (iii)
Now, P = X (conclusion I) does not follow from (ii).
 Similarly, P = Y (conclusion II) does not follow from
(iii).
198. 4; K = Y ... (i); N = I ... (ii); I  K ... (iii); N  P .... (iv)
Combining all, we get
P  N = I  K = Y  P  I and Y  I.
Hence, neither I nor II is necessarily true.
199. 1; V > I ... (i); C < I ... (ii); C = Y ... (iii); K  C ... (iv)
Combining (i), (ii) and (iii), we get V > I > C = Y ... (v)
From (iv) and (v), we do not get any specific relation
between I and K. Hence, II is not necessarily true.
From (iii) and (iv), we get
K  C=Y  K  Y  Y  K
Hence, conclusion I is true.
200. 2; K  N ... (i); S > T ... (ii); I < N ... (iii); T  I ... (iv)
Combining (i), (iii) and (iv), we get
K  N>I  T  K>T  T<K
Hence, conclusion II is true but conclusion I is not
true.
201. 1; L = E ... (i); E > P ... (ii); P = R ... (iii); R  D ... (iv)
K
Combining all, we get
L = E > P = R  D  L > D  D < L.
Hence, conclusion I is true but conclusion II is not
true.
202. 3; T  I ... (i); R > T ... (ii); N  I ... (iii); S  I ... (iv)
Combining (iii) and (iv), we get S  I  N
 S  N  N  S
Hence, N < S or N = S.
203. 4; G  H ... (i); T  S ... (ii); H = O ... (iii); O > S ... (iv)
Combining all equations, we get
G  H = O > S  T  S < G and H > T
KUNDAN
Hence, neither conclusion I (S  G) nor conclusion II
(H  T) is true.
204. 3; M  E ... (i); A = P ... (ii); L  P ... (iii); A < M ... (iv)
Combining (ii), (iii) and (iv), we get M > A = P  L ... (v)
We can’t obtain any specific relation between E and A
or between E and P. But these two conclusions make a
complementary pair.
205. 4; Z > E ... (i); R  Z ... (ii); E  B ... (iii); A < R ... (iv)
Combining (i) and (iii), we get Z > E  B ... (v)
Combining (ii) and (iv), we get Z  R > A .... (vi)
From (v) and (vi), no specific relation can be obtained
between E and R, or B and A. Hence, neither conclu-
sion I nor conclusion II is true.
206. 3; K  T ... (i); S  G ... (ii); G = H = T ... (iii)
Combining all, we get S  G = H = T  K  S  K
ie S > K or S = K
207. 5; P  S ... (i); A  D ... (ii); A > I ... (iii); I = S ... (iv)
From (i) and (iv), we get
P  S = I  P  I (conclusion I)
From (ii), (iii) and (iv), we get
D  A > I = S  S < D (conclusion II)
208. 4; P > Q ... (i); M  K ... (ii); T  K ... (iii)
From (ii) and (iii), no specific relation can be obtained
between M and T. Hence, neither conclusion I nor con-
clusion II is necessarily true.
209. 4; S < M ... (i); M > L ... (ii); L  Z .... (iii)
Combining (ii) and (iii), we get M > L  Z ... (iv)
Now from (i) and (iv), no specific relation can be ob-
tained between S and Z. Hence, neither conclusion I
nor conclusion II is necessarily true.
210. 4; D > F ... (i); F = S ... (ii); S  M ... (iii)
From (ii) and (iii), we get F  M. Therefore, conclusion
I and conclusion II are not true.
211. 1; J = V ... (i); V < N ... (ii); R  J ... (iii)
Combining all, we get
N > V = J  R  N > R (conclusion I) and N > J.
Hence, conclusion I is true but conclusion II is not
true.
212. 3; L  U ... (i); C < L ... (ii); C > B ... (iii)
From (i) and (ii) no specific relation can be obtained
between C and U. But conclusion I and conclusion II
make a complementary pair. Hence, either conclusion I
or conclusion II is true.
213. 4; R  P ... (i); B < P ... (ii); E = B ... (iii); F > B ... (iv)
From (i) and (ii), we get R  P > B and from (iii) and (iv)
we get F > E = B.
Hence, no specific relation can be obtained between P
and F, and R and F. Therefore neither conclusion I (P <
F) nor conclusion II (R > F) is necessarily true.
214. 4; G  H ... (i); L = K ... (ii); H = E .... (iii); M  K ... (iv)
From (i) and (iii), we get
G  H = E  G  E, ie G > E or G < E. From (ii) and (iv),
we get
M  K = L  M  L, ie M > L or M < L
Hence neither conclusion I (G  E) nor conclusion II
(L  M) is true.
215. 2; B  K ... (i); T < B ... (ii); T  K ... (iii); K > S .... (iv)
From (iii) and (iv), we get T  K > S  T > S
Hence, conclusion I (T  S) is not true. But conclusion
II (T > S) is true.
216. 5; F > K ... (i); P = K ... (ii); P  H ... (iii); T < P ... (iv)
From (i), (ii) and (iv), we get
F > K = P > T  F > T  T < F (conclusion I)
From (i), (ii) and (iii), we get F > K = P  H  F > H
 H < F (conclusion II)
217. 3; D  L ... (i); L = P ... (ii); P  T ... (iii); T  Z ... (iv)
From (i), (ii) and (iii), we get D  L = P  T
Hence, no specific relation can be obtained between D
and T. But one of the following three relations must be
there between D and T:
a. D > T, ie D  T b. D < T, ie D  T c. D = T
Hence, either conclusion I (D  T) or conclusion II (T
= D) is true.
218. 5; F > A ... (i); I < R ... (ii); I  A ... (iii); I > L ... (iv)
From (ii) and (iv), we get
 R > I > L  R > L  L < R (Conclusion I)
From (i), (iii) and (iv), we get
F > A  I > L  F > L (Conclusion II)
Hence, both the conclusions I and II are true.
219. 5; P < M ... (i); K  P ... (ii); S  P ... (iii); S  G ... (iv)
From (i), (iii) and (iv), we get
M > P  S  G  M > G (Conclusion I)
From (ii), (iii) and (iv), we get
K  P  S  G  K  G  G  K (Conclusion II)
Hence, both the conclusions I and II are true.
220. 3; N  T ... (i) G = L = T ... (ii); S < L ... (iii)
From (i) and (ii), we get
N  T = L = G  N  L  N > L (Conclusion I) or
N = L (Conclusion II)
Hence, either conclusion I or conclusion II is true.
221. 1; M = P ... (i); S  M ... (ii); S  Z ... (iii); T  P ... (iv)
From (i), (ii) and (iii), we get
P = M  S  Z  P  Z (Conclusion I)
But, conclusion II P  Z is not true.
K
222. 3; H  K ... (i); T  H ... (ii); K = F ... (iii); S = T ... (iv)
From (i) and (iii), we get H  K = F ... (v)
From (ii) and (iv), we get H  T = S ... (vi)
From (v) and (vi), we do not get any specific relation
between K and T.
Now, look carefully at conclusion II. F  S can be
written as K  T because F = K and S = T..
Hence, either conclusion I K  T  or conclusion II
K  T  is true.
KUNDAN
223. 4; S > P ... (i); L  Q ... (ii); P  R ... (iii); R = Q ... (iv)
Combining all, we get S > P  R = Q  L
From the above equation we can’t get any specific
relation between L and S. Hence, conclusion I (L < S) is
not true necessarily. Again the above equation gives
us the conclusion P  Q. This does not imply neces-
sarily that Q < P. Hence, conclusion II (Q < P) is not
necessarily true.
224. 5; M  T ... (i); G  T ... (ii); G  H ... (iii); T < K ... (iv)
From the equations (ii), (iii) and (iv), we get
K > T  G  H  K > H  H < K (Conclusion I)
Again, from the equations (i), (ii) and (iii), we get
M  T  G  H  M    H  M (Conclusion II)
225. 3; Note that the given conclusions are about the relation
between G and P. The last two equations. G # T and T
# P will help decide the answer.
G  T ... (i); T  P ... (ii)
From (i) and (ii) G  T  P
The above equation gives no specific relation between
G and P.
But the given conclusions are
I. G  P II. G = P
Hence, no doubt, one of the above equations must be
true.
226. 3; K = R ... (i); R  T ... (ii); T  Z ... (iii); Z = S ... (iv)
Combining (i) and (ii) only, we get K = R  T  K  T..
Therefore, one of the given conclusions K > T (con-
clusion I) and K < T (conclusion II) must be true.
227. 5; Q = M ... (i); M > N ... (ii); N = P ... (iii); L  P ... (iv)
Combining all, we get
Q = M > N = P  L  Q > L (Conclusion I) and
M > P  P < M (Conclusion II)
228. 3; M  N ....(i); L = M ....(ii); L > O ....(iii)
Combining (i) and (ii),
L = M  N. The above equations give no specific
relation between O and N. Hence, neither conclusion I
nor II follows. But the options when combined give a
complementary pair.
229. 4; A < C ....(i); P = Q ....(ii); Q  R ....(iii)
There is no information regarding the relation between
A and R. Hence I cannot be proved. Combining (ii) and
(iii), we get R  Q  P
 P  R. Hence conclusion II is also not true.
230. 2; W = X > V ....(i); X > Y ....(ii); Y < Z ....(iii)
From (i), we get W > V, hence conclusion II is true.
From (i), (ii) and (iii) no specific relation can be ob-
tained between Z and V. Hence, conclusion I is not
necessarily true.
231. 5; M  N ....(i); N < O ....(ii); O < P ....(iii)
Combining all we get
M  N < O < P  M < P (conclusion I)
and O > M (conclusion II)
232. 1; R > A ....(i); S < B ....(ii); A > B ....(iii)
Combining all, we get, R > A > B > S  S < R. Hence
conclusion I is true. But conclusion II (B  R) is not
true.
233. 3; P = Q ... (i); R > P ... (ii); Q  S ... (iii)
From (i) and (iii), S  P  either S > P or S = P
234. 1; X  Y ... (i); Y = R ... (ii); Y < S ... (iii)
From (i) and (ii), X  R. Hence I is true.
From (ii), II is false.
235. 5; P < Q ... (i); Q < R ... (ii); R = S .... (iii)
Combining these, we get P < Q < R = S
236. 4; A  B ... (i); B  C ... (ii); C > D ... (iii)
No relationship can be established between A and D
from the given statements.
237. 1; P < Q ... (ii); R > S ... (ii); Q = R ... (iii)
From (i) and (iii), P < R. Hence I is true while II is false.
238. 2; E > F ... (i), F = G ... (ii); H  G ... (iii)
I is false because of (ii).
From (i) and (ii), G < E. Hence, II is true.
239. 4; A = B ... (i), A  C ... (ii); C > D ... (iii)
From (i) and (ii), B  C. Which means B is certainly not
lesser than C. So I does not follow.
Again, combining (i), (ii) and (iii), we get
 A=B  C> D
Thus A is certainly not equal to D. Hence, II does not
follow.
240. 3; O  P ... (i); O > Q ... (ii); O  R ... (iii)
Combining (i) and (iii), we get P  O  R, which im-
plies P  R. Now, P  R means P is either lesser than R
or P is equal to R. In other words, either conclusion I or
II.
241. 4; N  O ... (i); P < O ... (ii); P > R ... (iii)
Note: N  O means N is lesser than or equal to O, that is,
N < O or N = O. It could be either of the two. So
neither of them is definitely true. Thus I does not fol-
low.
Again, from (ii) and (iii), O > R. Hence II does not
follow.
242. 5; L < M ... (i); N  M ... (ii); M  O ... (iii)
From (i) and (ii), L < N. Hence I follows.
From (ii) and (iii), N  O. Hence II follows.
K
243. 1; The statements can be decoded as (1) B > C,
(2) A > B, (3) C  D. From (1) and (3) we have B  D.
But conclusion II says B > D which is not the same as
B  D. Hence II is not definitely true. Further, from (2),
(1), (3) we have A > B > C  D  A  D. Hence I is
definitely true.
244. 5; The three statements can be decoded as (1) M = N, (2)
N  P, (3) P  R. Now, (1) and (2) give: M  P which
is conclusion I while (3) gives conclusion II.
245. 3; The three statements give:
KUNDAN
(1) X > R, (2) R < S, (3) X = T.
From (1) and (3) we have: T > R. From (3) we have S >
R. Hence, T and S are both greater than R and so no
relationship can be established between T and S. But
any two numbers are either equal or one is less than or
greater than the other. Since I and II cover all these
three possibilities, either of them must be true.
246. 1; The three statements give (1) R > M, (2) M = Y,
(3) Y  Z. This can be combined as R > M = Y  Z,
i.e. R > Z. This is I. II can’t be evaluated as variable A
is not present in the statements.
247. 5; The three statements give (1) X = Y, (2) P  X,
(3) P  Y. From (1) and (2), we have P  Y while from
(3), P  Y. Now, P  Y and P  Y both can be true if
and only if P = Y. Hence both conclusions are true.
248. 4; S < M ... (i); M > L ... (ii); L  Z ... (iii)
I does not follow because no relationship can be es-
tablished between S and Z. II also does not follow
because no relationship can be established between S
and L either.
249. 4; J = L ... (i); V < N ... (ii); R  J ... iii)
The relationship of N is established only with V and
no other letter. Nor do we have any other relationship
in terms of V.
250. 2; L  U ... (i); C < L ... (ii); C > B ... (iii)
I cannot be established even from (i) and (ii). II is es-
tablished by (ii) and (iii).
251. 4; D > F ... (i); F = S ... (ii); S  M ... (iii)
From (i) and (ii), D > S ... (iv)
No relationship can be established between D and M
even from (iii) and (iv). Hence I does not follow. From
(ii) and (iii), F  M. Hence II does not follow..
252. 3; P > T ... (i); M  K ... (ii); T = K ... (iii)
Combining (ii) and (iii), we get T = K  M or T  M
That is, either T > M or T = M, In other words, either
I or II follows.
253. 4; S  T ... (i); T  U ... (ii); T < V ... (iii)
From (i), T  S. Hence I is not true.
From (ii) and (iii), U  T < V or U < V. But II is
U  V. Hence II is also not true.
254. 4; K > L ... (i) ; K  M ... (ii); M < N ... (iii)
From (i) and (ii), no relationship can be established
between L and M. Hence I is not true.
From (ii), M  K. Hence II is also not true.
255. 4; F  G ... (i); F  H ... (ii); F  K ... (iii)
No relationship can be established between G and K.
Hence I cannot be established
From (ii) and (iii), K  F  H or K  H. Hence I is
false.
256. 2; T = S ... (i); R < Q ... (ii); Q = T ... (iii)
From (i) and (iii), Q = S. Hence I is not true.
Combining (i), (ii) and (iii), S = T = Q > R or S > R. Hence
II is true.
257. 4; B > C ... (i) ; C < D ... (ii); E < C ... (iii)
No relationship can be established between B and D.
Hence I can’t be established. From (ii), D > C. Hence II
is false.
258. 3; P  L ... (i); N > Q ... (ii); M  N .... (iii); M  L ... (iv)
Combining all, we get,
P  L  M  N  Q Hence, P > N or P = N
259. 1 260. 2 261. 4 262. 4
263. 1; L = M ... (i); S  M ... (ii); M > N ... (iii);
Q  L ... (iv)
Combining (i), (iii) and (iv), we get
Q  L  M  N. Hence conclusion I is true. Con-
clusion II is not true.
264. 5; S < G ... (i); R  J ... (ii)
K > R ... (iii); K  S .... (iv)
Combining all these relations, we get
G  S  K  R  J.
Since G > R, therefore R < G is true.
 Similarly J < S. Hence II is also true.
265. 4 266. 3 267. 2 268. 1 269. 4 270. 5
271. 5 272. 3
273. 5; G > U... (i); L  U ... (ii); T = L ... (iii); T  M ... (iv)
Combining all these, we get G > U  L = T  M.
Hence G > M and M  U.
274. 4 275. 3 276. 3 277. 2 278. 3 279. 5 280. 4
281. 2 282. 1 283. 4 284. 1 285. 2 286. 5 287. 3
288. 4
(289-294): Here the direction proves a little troublesome.
But think logically. You infer P + Q means P is either
less than or equal to Q. P × Q means P is either greater
than or equal to Q. P @ Q means P is greater than Q. P
÷ Q means P is less than Q. Now, go through all the
questions with this form of direction.
289. 4 290. 3 291. 3 292. 1 293. 1 294. 2
295. 5; When we combine the first two equations, ie G < Q
and R  Q we get R  Q > G. Hence R > G (conclu-
(conclusion I) is true. Again combining (i), (ii) and (iii)
we get G = P  Q  S. Hence G  S (conclusion II) is
true.
303. 4
304. 3; Since S = T and S  W therefore, T  W. Hence
either conclusion I or conclusion II must be true.
305. 4; Here J  K ....(i); M  N ....(ii);
L  N ....(iii); K = M ..... (iv)
Combining (ii), (iii) and (iv) we get K = M  N  L.
Hence no relationship between K and L can be deter-
mined.
306. 4; Here L < G ....(i); B < K ....(ii); L = S ....(iii); B  L ...(iv).
Combining (i) and (iii), we get S < G. Hence I is not true.
No relationship between S and K can be determined.
307. 3; There is no such statement regarding the relationship
between M and S. But conclusions I and II are comple-
mentary to each other.
308. 3; No relationship between P and K can be determined.

K
sion I) is true. Combining the third and the fourth
equations, we get
R  T = S. Hence S  R is also true.
296. 4; Combining all the informations we get
K = M  S = T  V. The valid relation between K and
S is K  S and between K and V is K  V. Hence both
I and II are not true.
297. 2; Combining all the informations we get
G = K  X > Y  Z. From this, we get G > Z and
K > Z. Hence conclusion I is not true.
But conclusions I and II make a complementary pair.
Hence either I or II is true.
309. 5; Combining all the given information, we get
D  G  S  K  P  D  P and G  K . Hence
conclusions I and II are true.
310. 3; Here S = A ..... (i); P  A ..... (ii);
P  L ..... (iii); L > G ..... (iv)
Combining all these we get
S = A  P  L > G. Hence, S  L ie S > L or S = L.
311. 4; Here, M  N ... (i); N  P ... (ii);

KUNDAN
298. 3 P > Q ..... (iii); R < Q ..... (iv)
A C G M From the above equations no specific relation can be
299. 2;  ... (i) ;  .... (ii); determined between N and Q.
B D H N
312. 1; Here, H > A ..... (i); H < G .... (ii);
G.B = H.A ... (iii); B = D ... (iv);
G = S ..... (iii); A  T ..... (iv)
A G Combining all these we get S = G > H > A  T..
From (iii) 
B H Hence, G > T (Conclusion I) is true. But conclusion II is
not true.
A G C
Hence   . 313. 3; Here, R  Z ..... (i); R = H .... (ii);
B H D
R = G .... (iii); G > X ..... (iv)
A G Combining all these we get
Hence conclusion II is true. If  then value of
B H Z  R = H = G > X. Hence, we get Z  G, ie Z > G or Z
A will depend on value of B. Hence I is not true. = G. Therefore Z > G (conclusion I) and Z = H = G
300. 1; Combining all the given statements, we get G > H = K (conclusion II) make an exhaustive case. Hence, either
= S  J. Hence only conclusion I is true. of them must be true.
314. 2; Here, P < L .... (i); L  S .... (ii);
 K  J , therefore conclusion II is not true.
301. 2; Combining all the given statements, we get S < K ..... (iii); L = M .... (iv)
L = M  N > J = R. From this we get L > R. Hence Combining all these we get K > S  L = M > P..
conclusion I is not true. Conclusion II is obvious from Hence K > M, which makes conclusion I false. But M
the equation.  S (conclusion II) is true from the above equation.
302. 5; G = P .... (i); P  Q .... (ii); Q  S ..... (iii); P > T .... (iv) 315. 5; Here, A > B .... (i); Y  X .... (ii);
Combining (i) and (iv), we get G = P > T. Hence, G > T C < B .... (iii); Y  Z ..... (iv)
 Combining equations (ii) and (iv) we get X  Y  Z.
Hence conclusion I is true. Again, combining equations
(i) and (iii) we get A > B > C. Hence, C < A is also true.
316. 5; P < K .... (i); P  M .... (ii); G = T .... (iii); M < T .... (iv)
Combining (i) and (ii), we get
K > P  M. Hence, we get M < K ( conclusion I). Again,
by combining (iii) and (iv) we get G = T > M. Hence, we
get M < G (conclusion II).
317. 4; By an intelligent observation you come to know ele-
ments in the first equation have no direct or indirect
relations with the elements in the other three equations.
318. 3; G  L .... (i); G = T .... (ii); T  P .... (iii); P  K .... (iv)
Combining all these, we get L  G = T  P  K
319. 4; T  K ..... (i); K  L ..... (ii)
From (i) and (ii) we do not get any relation between T
and L. The given two conclusions are not exhaustive
either. Hence neither I nor II are true.
320. 4; A < T .... (i); Z = A .... (ii); Z  K .... (iii); P  K .... (iv)
K
Combining all these, we get T > A = Z  K  P
Hence we get Z  P and A  P..
321. 4; L  T .... (i); S < T ..... (ii); W = S .... (iii); W > K .... (iv)
Combining all these, we get L  T > S = W > K
Hence there is no specific relationship between L and S
or W.
322. 3; D  E .... (i); F  E ... (ii); F = G .... (iii); H = G ... (iv)
Combining all these, we get D  E  F = G = H.
Hence, we get E  G.
Therefore E is either greater or less than G.
323. 3; T  K ... (i); G  H .... (ii); T = H .... (iii); L = K .... (iv)
KUNDAN
Combining all these, we get L = K  T = H  G
Hence L  G ie L > G or L = G
324. 2; J > G .... (i); G = M .... (ii); M  N ... (iii); N = S .... (iv)
Combining all these, we get J > G = M  N = S
We can’t find any specific relation between J and S.
Hence S  J (conclusion I) is not true. Again, since
M  N and G = M and N = S, therefore G  S (conclu-
sion II) is true.
325. 1
326. 4; Q > B .... (i); J < E .... (ii); L  B .... (iii); J  Q .... (iv)
By an intelligent observation we find there is no sign of
 in any equation given in the statements. Hence, we
can conclude within a second that both I and II are not
true.
327. 3; V  T .... (i), O < B ... (ii), I > V ... (iii), B  T .... (iv)
From (i) and (iv), we get
V  T  B  V > B or V = B. Hence, either I or II is true.
328. 4; Again, by an intuitive look we come to know L is not
equal to any element in the given equations in the state-
ments. Hence, I is not true. Again, as you have in our
Magical Book Series on Analytical Reasoning by MK
Pandey, Tip 8 says “If a term was not less than (or, ‘less
than or equal to’) any other term in the given state-
ments, then it can’t be less than (or, “less than or equal
to”) any term in a conclusion. (Such a conclusion is
definitely false.) Thus II is not true.
329. 1; Z  M .... (i), B  S .... (ii), N > Z .... (iii), N  S .... (iv)
Combining (i), (ii) and (iii), we get
S  N > Z  M  S > M. Hence, I is true. Look the
equations carefully. Is there any sign of  ? Your an-
swer is ‘No’. Hence II is not true.
330. 4; F > M .... (i), B  O .... (ii), F < W .... (iii), B = W .... (iv)
Combining (i), (ii), (iii) and (iv), we get
O  B = W > F > M  O  W. Hence I is not true. II is
also not true because B > F.
331. 2; C > W ... (i); L < D ... (ii); D  C ... (iii).
Combining (ii) and (iii), we get
C  D > L. Hence, C > L (conclusion II) is true. Wee
can’t get relation between W and D on the basis of the
given statement. Hence, I is not true.
332. 1; M > V .... (i); U = M .... (ii); V  T .... (iii)
Combining (i) and (ii), we get
M = U > V. Hence U > V (conclusion I) is true. We have
information that V is either less than or equal to T. Hence,
concentrating only on latter (conclusion II) is not true.
333. 3 334. 4 335. 5
336-337: Here directions for these questions are in the sim-
plest form as following:
A @ B means A is greater than B.
A + B means A is either greater or equal to B.
A $ B means A is equal to B.
A  B means A is less than B.
A  B means A is either less than or equal to B.
336. 5; X  Z ... (i); T  Z .... (ii); T > M ... (iii); N < M ... (iv).
Combining (i) and (ii), we get X  T (conclusion I).
Again, combining (iii) and (iv), we get N < T (conclu-
sion II).
337. 4; X > Z .... (i); Z = T .... (ii); T  M .... (iii); N < M .... (iv).
Combining (i), (ii), (iii) and (iv), we get X > Z = T  M >
N. This implies X > N. Hence, both the conclusions are
not true.
Note: For a quick method you need to use Tip 8, one of the
timesaving tips given in the book Magical Book Se-
ries: Analytical Reasoning by MK Pandey.
The first part of tip 8 says, “If a term is not less than (or
“less than or equal to”) any other term in the given
statements, then it can’t be less than (or “less than or
equal to”) any term in conclusion. (Such a conclusion
is definitely false).”
338. 5; T > M ... (i); N  M .... (ii); N = X ... (iii); Z < X .... (iv).
Combining I, II, III and IV, we get
T > M  N = X > Z. Hence, T > Z (conclusion I) and
M  X (conclusion II) are true.
339. 3; Z  X .... (i); T < X .... (ii); M  N .... (iii); P > N ... (iv)
 Combining (i) and (ii), we get Z  X > T, and by combin-
ing (iii) and (iv), we get P > N  M. Here, we can’t get
any clues by which the relation between P and T can be
found out. But the given conclusions are exhaustive in
nature. Hence, either I or II must be true.
340. 4; A > B ... (i); B  C ... (ii); C  D ... (iii); D < E ... (iv).
Combining (i) and (ii), we get A > B  C. Similarly, by
combining (iii) and (iv), we get
E > D  C. Hence, despite the combination we have no
information of the relation between A and E. We reject
both conclusions because A might be equal to E.
341. 2; Z < N ... (i); F  N ...(ii); F  K ... (iii)
Combining (i), (ii) and (iii) we get
K  F  N > Z. Hence, we get K  N. On its basis
conclusion I is not necessarily true. But II is obvious
because the combination gives us K > Z.
342. 3; D = T ...(i); T  M ...(ii); M < K ... (iii) From (i) and (ii), we get
D = T  M  D  M. Hence, D > M or D = M (Conclusion
II or I).
K
343. 3; W  A ... (i); B  A ... (ii); B > M ... (iii) From (i) and (ii),
we get W  A  B  W  B. Hence B < W or W = B
(Conclusion I or II).
344. 1; J  M ... (i); M = N ... (ii) N < T ... (iii) Combining (i), (ii)
and (iii), we get T > M = N  J  T > J. Hence I is true
but II is false.
345. 4; V  F ... (i); F > R ... (ii); R  G ... (iii) Combining (ii) and
(iii), we get F > R  G. But comparing F > R  G with
equation (i) we get no relation between V and G. How-
ever, one of the following three cases must be true:
KUNDAN
1. G < V; 2. G > V; 3. G = V. But the given conclusions do
not consist of case 3. Hence neither I nor II is true.
346. 4; B > K ... (i), E  H ... (ii), K = E ... (iii)
Combining all, we get, B > K = E  H  No relation-
ship between B and H can be determined. Hence I is
not true. We also get, K  H  II may be true but not
necessarily so.
347. 2; R  S ...(i), M = S  N ...(ii), J  S ...(iii)
From (ii), I may be true but not necessarily so.
From (i) and (iii), we get R  S  J  R  J. Hence II
is true.
348. 3
349. 1; G  Q ...(i), O < P ...(ii), Q = O ...(iii)
Combining all, we get G  Q = O < P  G < P
or, P > G. Hence I is true. We also get Q < P  II may
be true but not necessarily so.
350. 4; L > U ...(i), U  F ...(ii), F  C ...(iii)
Combining all, we get L > U  F  C  no relation-
ship between L and C can be established. Hence I is
not true. II may be true but not necessarily so.
351. 4; M  N ...(i), H  Q ...(ii), Q  M ...(iii)
From (ii) and (iii), we get H  Q  M  no relation-
ship between H and M can be established. Hence I
does not follow.
From (i) and (iii), we get Q  M  N  Q  N. Hence
II may be true but not necessarily so.
352. 2; C > B ...(i), L < S ...(ii), S  C ...(iii)
From (i) and (iii), we get B < C  S  no relationship
between B and S can be established. Hence I is not
true. From (ii) and (iii), we get L < S  C  L < C
or C > L. Hence II is true.
353. 5; I  H ....(i), E > F ....(ii), I = F ...(iii)
From (ii) and (iii), we get E > F = I  E > I. Hence I is
true. From I and (i), we get E > I  H  E > H
or, H < E. Hence II is true.
354. 3; V = O ...(i), R  V ...(ii), O  B ...(iii)
Combining all, we get R  V = O  B  R  B.
Hence either I or II is true.
355. 4; L > U ...(i), T = L ...(ii), U  W ...(iii)
Combining all, we get T = L > U  W  no relation-
ship between T and W can be established. Hence I is
not true. From (iii), II may be true but not necessarily
so.
356. 3; K  L ...(i), M < P ...(ii), J > K ...(iii), P  L ....(iv)
From (i) and (iv), we get K  L  P  K  P
 P  K  either K = P or P < K
357. 4; F > M ...(i), A  L ...(ii), F < G ...(iii), A = U ...(iv)
From (ii) and (iv), we get U = A  L  U  L or
L  U. Hence I may be true but not necessarily so.
The relation between A and F can’t be established.
358. 2; P > B ...(i), J < H ...(ii), S  B ...(iii), J  P ...(iv)
From (iv), (i) and (iii), we get J  P > B  S  J > S.
Hence I is not true.
From (i), (ii) and (iv), we get H > J  P > B  H > B.
Hence II is true.
359. 1; M > Z ...(i), B  R ...(ii), Z  C ...(iii), M  R ...(iv)
From (i) and (iv), we get Z < M  R  Z < R or R > Z.
Hence I is true.
From (ii) and (iv), we get B  R  M  No definite
relationship between B and M can be established.
360. 4; X  Y ...(i), U  V ...(ii), X > S ...(iii), V = Y ...(iv)
I is not necessarily true from (ii).
Combining all, we get U  V = Y  X > S  U > S.
Hence II is not true.
361. 4; X < Y ...(i), Z  V ...(ii), Y  Z ...(iii)
Combining all, we get X < Y  Z  V  No relation-
ship between X and V can be established. Hence I is
not true.
From (ii) and (iii), we get Y  Z  V  Y  V. Hence
II may be true but not necessarily so.
362. 1; Q < P ...(i), S  R ...(ii), P = S ...(iii)
 From (i) and (iii), we get Q < P = S  Q < S. Hence I is
true.
From (ii) and (iii), we get P = S  R  P  R  II
may be true but not necessarily so.
363. 2; F  E ...(i), G = E  H ...(ii), I  E ...(iii)
From (ii), I may be true but not necessarily so.
From (i) and (iii), we get F  E  I  F  I. Hence II
is true.
364. 4; A > B ...(i), J < L ...(ii), B = J ...(iii)
Combining all, we get A > B = J < L  no relationship
between A and L can be established. Hence I is not
true.
From (ii) and (iii), we get B = J < L  B < L. Hence II is
false.
365. 4; M = N ...(i), N < Q ...(ii), N  R ...(iii)
From (ii) and (iii), we get Q > N  R  Q > R  I is
false.
From (i) and (iii), we get M = N  R  M  R  II
K
may be true but not necessarily so.
366. 2; C  D .... (i); F > E ..... (ii); G  E ..... (iii)
From (ii) and (iii), F > E  G  F > G
Hence II follows while I does not.
367. 1; Y = Z ... (i); X  G ... (ii); Y < L ... (iii); G > L .... (iv)
Combining these, we get
Z = Y < L < G  X Hence Y < X and L > Z
368. 3; A  D ... (i); B  C ... (ii); A = R ... (iii); B > A .... (iv)
From (i) and (iii), R  D  either R = D or R > D.
369. 1; Z  Y .... (i); U > V .... (ii); Y < K .... (iii); R < V ... (iv)
KUNDAN
From (i) and (iii), K > Y  Z  K > Z. Hence I follows.
From (ii) and (iv), U > V > R  U > R. Hence II does
not follow.
370. 4; W  Q .... (i); R > X .... (ii); Q  X ..... (iii)
From (i) and (iii), no conclusion can be drawn between
W and X. Hence I and II don’t follow.
371. 2 372. 1 373. 3
374. 4; Y = Z ... (i), R > T ... (ii), S  Y ... (iii), R < Z ... (iv)
From (i) & (iii), S  Y = Z  S = Z may be true but not
necessarily so.
From (i), (ii) and (iv), Y = Z > R > T  Y > T. Hence II
is not true.
375. 2; L > K ... (i), C  H ... (ii), C < A ... (iii), H = L ... (iv) From
(ii) and (iv), C  H = L  C  L. Hence I may be true
but not necessarily so.
Combining all the equations, we get
A > C  H = L > K  A > K. Hence II is true.
376. 4; X > Y ... (i), X  Z ... (ii), Z  S ... (iii)
From (ii) and (iii), we get X  Z  S  No relation
Hence I is not true.
No definite relationship between S and Y can be estab-
lished. Hence II not true.
377. 2; A  B ... (i), C > B ... (ii), C  D ... (iii)
From (ii) and (iii), we get D  C > B  D > B. Hence II
is true.
From II and (i), we get D > B  A  no definite
relationship between D and A can be established.
Hence I is not true.
378. 5; T  U ... (i), W  V ... (ii), V > U ... (iii)
From (i) and (iii), we get T  U < V  T < V
or V > T. Hence II is true.
From (ii) and II, we get W  V > T  W > T  W 
T. Hence I is true.
379. 3; L = N ... (i), K > L ... (ii), M  N ... (iii)
From (i) and (iii), we get L = N  M  L  M. Hence
either I or II is true.
380. 4; P  Q ... (i), R > S ... (ii), P > R ... (iii)
Combining all, we get Q  P > R > S  no definite
relationship between Q and S can be established. Hence
I is not true. From (ii) and (iii), we get
P > R > S  P > S. Hence II is not true.
381. 4; G  H ... (i), H > I ... (ii), I  J .... (iii)
From (i) and (ii), we get G  H > I. Hence no relation-
ship between G and I can be established. Hence I is
not true. From (ii) and (iii), we get
H > I  J  H > J or J < H. Hence II is not true.
382. 1; X = Y .... (i), Z < K ... (ii), Z  Y ... (iii)
From (ii) and (iii), we get K > Z  Y  K > Y
or Y < K. Hence I is true.
From (i) and (iii), we get X = Y  Z  X  Z. Hence
II may be true but not necessarily so.
383. 5; N  L .... (i), M  L .... (ii), P > N .... (iii)
From (i) and (ii), we get N  L  M  N  M. Hence
II is true.
From II and (iii), we get P > N  M  P > M
or M < P. Hence I is true.
384. 3; Q  S .... (i), T = S .... (ii), R  T ... (iii)
Combining all, we get R  T = S  Q  R  Q 
either R = Q or Q > R. Hence either I or II is true.
385. 2; C  D ... (i), E > F .... (ii), E < C ... (iii)
Combining all, we get F < E < C  D  F < D
or D > F. Hence II is true. I is not true.
386. 1; R > S ... (i), S = O ... (ii), M  O ... (iii)
From (ii) and (iii), we get S = O  M  S  M ... (A).
Hence II is not necessarily true.
From (i) and (A), we get R > S  M  R > M. Hence
I is true.
387. 3; R  G ... (i), G  K ... (ii), R = L ... (iii)
No relationship between L and K can be established.
But I and II together are exhaustive. Hence either I or II
 follows.
388. 1; Q  X ... (i), Y  X ... (ii), Z  Y ... (iii)
From (i) and (ii), we get Q  X  Y  Q  Y
 Y  Q ... (A). Hence II is not true.
From (A) and (iii), we get Z  Y  Q  Q  Z. Hence
I is true.
389. 4; A  T ... (i), S < T ... (ii), N  S ... (iii)
From (i) and (ii), we get A  T > S  A > S.... (A).
Hence I may be true but not necessarily so.
From (A) and (iii), we get A > S  N  A > N. Hence
II may be true but not necessarily so.
390. 3; A = T ... (i), T  M ... (ii), Q  M ... (iii)
From (ii) and (iii), we get T  M  Q  T  Q
Hence either I or II is true.
(391-395): In these questions
$  > (greater than), @   (greater than or equal
to),   = (equal to), *  < (smaller than), and #
K
  (smaller than or equal to).
391. 5; L < S .... (i), P  R .... (ii), S  R ... (iii)
From (i), (ii) and (iii), we get
P  R  S > L.  P > L. Hence I is true.
From (ii) and (iii), II is true.
392. 4; G > R .... (i), H  R .... (ii), G  M .... (iii)
From (i) and (iii), no definite relationship between M
and R can be established. Hence I and II are not true.
393. 3; Y  T ... (i), J = T .... (ii), O = T .... (iii), E  J ... (iv)
From (i), (ii), (iii) and (iv), we get
KUNDAN
E  O=T=J  Y  E  Y
Hence, either conclusion I or II is true.
394. 2; H  P... (i), H < D ... (ii), T < P ... (iii), X = T ... (iv)
From (i) and (iii), we get
H  P > T  H > T. Hence conclusion I is not true.
From (i), (ii), (iii) and (iv)
D > H  P > T = X  D > X.
Hence conclusion II is true.
395. 1
396. 1; U  V .... (i), U < W .... (ii), M  N .... (iii), W > N .... (iv)
From (i) and (ii), V < W. Hence I follows while II does
not.
397. 4; S  T ... (i), X < Y ... (ii), S  Y ... (iii)
I can’t be established.
From (i) and (iii), Y  T. Thus II may follow but not
necessarily so.
398. 4; Z > R ... (i), S  D... (ii), R < A .... (iii), A  S .... (iv)
I can’t be established.
From (iii) and (iv), R < S. Thus II is false.
399. 4; U  V .... (i), N  K ... (ii), L < V ... (iii), U  N ... (iv)
Combining these, we get K  N  U  V > L.
So I does not follow. Nor does II follow.
400. 1; A < B , ... (i), C > D .... (ii), D  A .... (iii), C  E .... (iv)
From (ii) and (iv), E > D. Hence I follows. From (i), (ii)
and (iii), we get C > D  A < B . Hence II can’t be
established.
401. 4; The three statements are decoded as:
(i) R < M, (ii) M > P, (iii) R  L.
From (i) and (iii), we have M > R  L.
Which means M  L. Hence, I does not necessarily
follow. Again, M  L and M > P..
So P = L may or may not be true. So II does not follow
either.
402. 1; The three statements are decoded as:
(i) T  P, (ii) P < S, (iii) P = M.
From (ii) and (iii), we have S > M. So I follows. From (i)
and (ii) we can’t be sure whether T is greater than or
less than S. So II may or may not follow.
403. 3; The statements are decoded as
(i) M = T (ii) T  Z, (iii) S > M
From (i) and (ii), we have Z  M.
This means that either Z > M or Z = M.
Hence either I or II follows.
404. 4; The statements are decoded as
(i) Z < B, (ii) N  S, (iii) B < N.
From (i) and (iii) we see that: N > B > Z.
Obviously, I is wrong. Also, N > B and N  S.
This is not sufficient to find a relation between B and S.
405. 4; The statements are : (i) L < C, (ii) C > Z, (iii) Z  F..
From (ii) and (iii), we can’t find any relation between C
and F.
406. 2; Since conclusion II is nothing but the second state-
ment, don’t waste your time decoding the given state-
ments. II is of course true.
407. 1; The statements can be decoded as
(i) N < L, (ii) L > S, (iii) S > Q. From (ii) and (iii) it is
obvious that Q < S < L  Q < L. Hence, I is true. Since
both N and Q are smaller than the same quantity L, it is
not possible to compare them. Hence II cannot be de-
clared true or false.
408. 4; The three statements can be decoded as (1) A > B, (2)
B < C, (3) C > D. Here, we can’t establish any link
between A and D. Therefore, neither I nor II can be
declared true or false.
409. 4; The three statements can be decoded as: (1) M < N, (2)
O > P, (3) O < U. From (2) and (3),
we have, U > O > P  U > P..
Thus both I and II are wrong.
410. 1; The three statements can be decoded as (1) Q > S, (2)
U < S, (3) U = R.
From (1) and (2), we have:
U < S < Q  U < Q. Hence, I is correct.
222

  

 
  
ttt
t
ttt
ttttttttttttt ttttttttt ttttt ttt
tttttt ttt
ttt
tttttttttttttt tttttttt tt ttttttttt tttttttttttttttttttttt
tttttttttttttttttttttttttttttttttttttttttttttttttttttt tttttt ttttttt ttttttttttttttttttttttttt ttttt tttttt
tttttt ttt ttttt ttttt t t tttttttt ttt tt ttttttt tttttt ttttttttttttt tttttttttt ttttttt tttttttttttt
tttttttttttt
tt ttttt tttt ttttt tt ttttt ttt ttttt ttttt ttttttttttt tt tttttttttttttttttttttttttttttttttttttttttttttttttttttttttt
tt ttttt tttttt ttttt ttttttttttt tttt ttt tttttt tttttttttt ttt tttt ttttttttttt tttttttttttttttttt tttttttttttttttttttt
ttt tttt tt tttt t ttt tttttttt ttt ttttt tttt ttttt ttttttt t ttttttttttttttt tttttttttttt ttttttttttttt
tttt tt tttttt ttttttt ttt tt tttttt tttttt tttt ttt ttt
t ttttttt ttttt tttt  !  !! ! ! 
    tttttt tttt tttt ttt
   tttt tttttt tttt ttt tt tttt tttttt t t tttt ttttt t tt t tttttt
t tt tttt ttt t
   tttt tttttt ttt tttt ttttttttt ttt ttt tttt ttt tttttt t tt tttt t tttttt t t tttttttt
   tttttt tttt ttt tttt ttttt tttt tttttttt tttttt ttt tttt ttttttt tttttttttt t ttt
    tttttt tttt tttt ttt   !  ttt ttttt ttttt t t tttttttt
t tt tttttttt ttt t
   tttt tttttt tttt ttt tttt ttttt ttttt
ttt ttttttt t t t tttt ttttt tttttt ttt tttt t
   tttt tttttt ttt tttt t ttt ttttttt
tttt ttt tt        !tttt t
t ttttttttt
    ttttt t tt ttttt ttt ttttt tttttt ttt ttt ttt tttttttttt tt ttt

ttt
t t tt ttttttttttt tttt tttttt ttt ttttt ttttt tttt ttttt t tt ttttt ttt ttttt tttttt ttt ttt ttt ttttttttt
   ttt tttt ttt ttt t tttttt t t ttt tttt
ttt tttt ttttt ttttttttt
t tt ttttt ttttttttt ttt tttt ttttt 2  ttt ttttt ttttt t t tttttttt
t tttt ttttt tt
ttt tt ttt t ttt tttt t tt ttt tttt ttttt t tt ttttt t tt tttt tttttttt tttt ttttttttt ttt tttt tt t ttt tttttt tttt ttttt
ttttt ttttttt tttt tttt tttttttttt t tt ttttt tttt tt t tttttttttttttttttt tttttttttttt ttttt t tttt
tttt tttttttt
ttttt tttt tttt tt tttt tttt ttttt ttttttt
    tt tttttttt ttt tt tttttttt tttttt ttt tttt t t tttttttt * 
       !  !
ttttttt ttttt tttt ttttt ttttt ttttt ttt ttt ttttt tttttt ttt         
ttttt t tt ttttt tttt ttttttt tttt ttttt t tt tttt   !  2t ttt ttttt tt tt t tttt
ttttt ttttttt ttt
t t ttttttt ttt ttttt ttttt tttt tttttt ttt ttttttttttttttt ttt tttttttttttttttttt ttttttttttttt tttt
ttt tttt ttttt ttttttt tttt tt tttt tt tttt ttttttt
    ttttt
t
t tttttttt ttttt tttt tt ttttt ttt ttttttttttt tt
 !  !  !! !
ttt tttt   t tttt    tttttttttttt t t ttt
tt ttttt ttttt ttt ttttt ttt tttt tttttt tttttt
t tttt tttttt ttt ttt ttttttt tttt tttt tt tttttttt ttt ttttttttttttt ttt
ttt tttt tt tttt ttttttt tttt tttt tttttttttt ttt tttttt tttt tt ttttttt ttttt tttttt tt tttt tttt t ttttt tttt ttt ttt ttttttttt
tttttttttt t
t ttt ttttttt tttt ttttt t tt ttttt tt ttttttt ttt ttttt tttt tttt ttttttt tttt ttttt ttttt ttttt ttt tt ttttt tt
ttttt tttttttt tttt ttttt t tt ttt
t tt tttt tttttt tttttt tttt

   t tttttttt tttt tt tt ttttt tttt ttt tttttttttt t
tttttttttt ttt tttt ttt tttt ttt ttt tttttt ttt tttttt ttttttt tt   ! ! 
tttt
t ttt tttttttt ttttttttt
t tt tttt ttttt tttt ttttt t t ttttt t t tttt tttt ttttttt tttt ttt tt tt t t tttttt ttt ttt
ttttt tt ttttttt tttt ttttt tttttt tttt ttttt t tt tttt tttttttttttt t t tttttttttttt ttt ttttt
t tttt ttttt tttt
ttt
t tt tttt tttttt ttttttt
    ttt tttttttttttt ttttttttt ttt ttt ttttttttt ttt tttttt t t ttt
t t tttt tt ttttt tttt tt
t tttt tt ttt tt ttttt tt tttttt ttt tttttttttt t t ttttttt ttttt tttt tttttttt ttttt tt
tttttttttt ttt ttttt tttt tttttttttttt ttttttttt ttt ttt tt tttttttt ttt tt ttttttt
t
t ttttt ttt tttt t tttttt ttttt tttt  ttttt
 2   tttttt tttt tttt ttt !     !  t t ttttttt tttt ttttt ttt ttt
   ttt tttttt tttt tttt ttttt tttt
ttttttttt tt ttttttttttttttt
t tttttttttttt tttttttt
   ttt tttt tttttt tttt tt tttttttttttttttttt
tttttt t tttttttttttttttttttttttttttttttt
   ttt tttt tttt tttttt ttttttt
  t ttt tttt ttttt ttttt tttt tttt tt ttttt ttttt ttt tttt  2t ttttt ttt ttttt tttt
ttt
t t t tttt ttt
t tttt ttttt tttt tttttt tttttt tttttttt tt tttttt
  
ttt ttttt t ttttt
t tttt tt ttttt ttttt tttttttttt ttt tttt   !  ! 
tttttt ttt ttttt tttt  t t tttt ttt ttt t t tttttttttttt tttt ttttt tttttt ttt

tttt tttttttt ttttttttt

ttttttttttttttt ttttttt tttttttt ttttt tttt ttttttt tt tt t t ttt ttttt ttt ttttttt ttt tt
ttt
ttttt tttttttttttttt tttttttttttttttttttttt tttttttttt tttttttttttt tttttt tttttttttttttt ttttttttttttttt ttttt
tt
tttttttt t ttttttt t tttt tt ttttt ttttt ttttttttt tttt tttttt ttt tt t tt
  222

ttttt ttttt tttttttt
t ttt ttttt tttttt ttttttttt t t tttt ttttt tt tttttttttttttttttttttttt ttttttttttt ttttttttttttttttttt t
ttt tt tttttttt t t ttt ttttt tttt ttt tttt  t tttt ttt ttt tt tttttt ttt
t
tttttttttttttt tttttttttttttttttttttttttttttt tttt ttttttttttttttttttttttttttttttttttt ttttttttttttttttt
tttt tttttttttttt tttt ttt ttt ttttt tt tttttt tt t t ttt ttt tt tttttt ttt tttttt t t tttttt ttttt t
ttt tttt
 ! t t tttt ttttt ttt 2 t tttt tttt tttt tt ttttt ttt tt ttttt
tt tttt t tttttt ttt tttttttttt ttttt tttt ttttt
tt tttttttt ttttttttttttttttttttttttttttttttt ttttttttttttt
ttttttt tt ttttttttttttttttt
ttt ttt
t ttttttttttttt tttttt tttttt tttt tttt tttttt ttt tttttt tttt tttttt ttt tttt tt tt
tt tttttt ttt tt ttt tttt tt tttt t ttt tttttttt ttt ttttt tt tt tttttttttttttttt ttttttttttttttt ttttttttttttttttttttttt
ttttt tttttt ttttttttt tttttt ttt ttt ttttt tttt tttt ttttt t ttt ttt ttt ttt tttt t t tt ttttt ttttt ttt ttttt  2 
 !     t tt ttttttttttt ttttt ttt tt tttttttttttt tttt tttttt tttt
tttt tttttt ttt tttttt tttt tttttt ttt tttt tt ttt tt tttttt ttt

  ! !    tttt tttttt ttttttttt tttt ttttttttt tttttttttt tttt ttttt
tttttttttttttttttttttttttttttttttttttt tttttt tttttttttt
ttttttttttt ttttttttt tttttt tttttttt ttttt
ttttttttt
ttt tttt tttt ttttt tttt tttttt tttt tttt tt ttt tttt ttt ttt tttt
ttttt ttt tttt tttttt ttt ttttttt 
t 
t 
t t tt t tttt tttt
ttt tttt tttttt tttt tttt tttt ttt tttt t
t tttttttt
t ttt tt t
ttt tttt tt ttttt ttt tttt tttttt t t tttttt ttt tttttt
ttt
t tt tt
tttt ttttt ttt ttttt tttt tttttt ttt tttttt tttt tttttt ttt ttt
tttttt ttttttttttttttt tttttt tt ttt ttttttt ttttttttt ttttt
tt ttt tt tttttt tttt tttt tttttt tttt tttt tt ttt tttt ttt ttt
ttt
tt tttt
t tttttt ttttttt t t tt tttt tt ttttt
tttt tttt ttt ttt tttt tttt tttt
t tttttt tttt tttttt ttt ttt
           2   tt ttt ttttt ttt tttt tttttt tttt tttt tttt ttt tttt t

t ttttt
2     ttttttttttttttttttttttttttttttttttt tttttt ttttttttt
ttt
tttt
t tttt tttt tttttt tttt tttt ttt ttt tttt tttt ttt ttttt tt
ttttt tttttt ttttttttttttttttt ttttttt ttttttttttttttt tttt tttttt tttt tttt
t ttt tttt
t
tttt ttt tttttt tttttttttttt ttt tttt ttttt tt ttttt tt ttt tttt ttttttt t
t tt tttt ttttttttt ttt tttttt tt
t ttttt
t ttt  t ttttt t tt ttttttttttt tttt ttt ttttt ttttt tttt 
tttttttttttt ttt tttt ttttttttttttt tt tttt
t ttt ttt tt t t ttttt
tttt tt tttt tt t tttttttttt tttttt ttt tttttttttt t ttt ttt tt t t tttt t
ttt ttt tttttt   t ttt tttt
t tttt tt tttt t tt tttttttttt t ttt ttt tt t t tttt tt
ttt ttt tttttt 2   ttt ttttt tttt tttt tt tttt ttttt t ttt ttt tt t t tttt tttt tttt ttt tt
ttttttttttt tttttt tt
t ttt ttt tttttt 2  t ttt tttt tttt
t tttttttttt tt tttttt ttttt tt ttttt ttttttt tttt
ttt t ttttt
t tttttttt tttt tttt ttt
tttt ttttttttttttttt tttttttttttttttttt

tttttttttttttt tt
2    ttt ttt ttttt tttt ttt   t ttt t ttttt
t tt ttt ttttt 2  2t tt t
   ttt ttt ttttt tttt ttttttttt
tttt ttttttttttttttt ttttttttttttttttttttt
ttt
   ttt ttt ttttt tttt tt tt tttttttttttttt t t ttttttt ttt ttt tttttt ttt tttttt ttt t
   ttt ttt ttttt tttt ttttt tttt tttt t tttt    t ttttt tttt 
  
tttt ttt tt tttt t t     ! t tttt ttt tt ttttt tt
t t
t tttt 't t ttt 
t tttttt tt ttttt ttt
tttttt tttt tttttt ttt tttt tt ttttt tttt ttttt t tt ttttt ttt
t t
t ttt t t t ttt t tttt
t ttt t 't t ttt 
t ttt ttt t
tttttt ttttt tttttt

tttt ttt    t ttt tttt tttt
tttttt ttt
tttttttttt ttt tttttt ttt tttttt tttt tttt tttt
t t
ttttt tttttttttt
ttttt tttttttttt
tttt
2    ttt ttt ttttt tttt
't t ttt !
t ttt ttt tt tttttt ttt
   ttt ttt ttttt tttt
   ttt ttt ttttt tttt
   ttt ttt ttttt tttt   !     !      
    ttt ttt ttttt tttt  !   
   ttt ttttt tt tttt   !  
tttt ttt tt tttt t t 2   ! t tttt ttt tt ttttt tt ttttt tttt ttttttttttt
t tt ttt tttt tttt
tttttt tttt tttttt ttt tttt tt ttttt tttt ttttt t tt tttt ttt tt ttttt ttt
ttttt tttttt

tttt ttt    t tttt
t ttt tttttt ttt  ttt t'ttttt2 't2 ttt 2 
tttt tt ttt tttt ttt ttttttttt ttttt t tt ttttt ttttt tttttt

ttt ttt tt ttttt ttt
ttt   ! t ttttt t tt ttttttttttt tttt ttttt
t tttttt't 2tttt2t't  ttt  tttt
ttt tttttt tttttttttttt ttt tt ttt ttt tt tttttt ttt
t ttttt2t't2tttt 't ttt<t
2     ttt ttt ttttt tttt ttt tt ttttt ttt
   ttt ttt ttttt tttt
t tttttt't 2ttttt't < ttt2 'ttttt
   ttt ttt ttttt tttt
t ttttt2t'ttttt 't2 ttt= 'ttttt
  
tttt ttt ttttt tt
t2tttt2t't tttt<t't =tttt> 't
    ttt ttttt ttttt tt tttt tttttt ttt ttt tt ttttttt tt
   ttt ttttt ttt tttt ttt tt tttttt ttt
   ttttt ttttt ttt tt tttt 't

tttt tttt
tttt t't

tttt tttt

   tt t
tttt ttt tt tttt t t 2   ! t tttt ttt tt ttttt tt ttt tt tttttt ttt
tttttt tttt tttttt ttt tttt tt ttttt tttt ttttt t tt ttttttt ttttt't

tttt tttt
tttt t't

tttt ttt
ttttt tttttt

tttt ttt   
t ttt tttttt tttt tttt t
tttt
tttttttttttttttttttt ttttttttttttttt tttttt

ttttttt tttttttt  ttt2t't
tttt tttt
tttt t't
tttt ttt
 t t tttt ttt tttttt tttt tttt ttt ttt tttt tttt ttttt tttt tttt
tttt
ttttt ttttt tttttt

tttt ttt   ! t ttt
t ttttt
22

ttt tt tttttt ttt ttt ttttttt tttttttttttttt t t   

tttt ttt
ttttt't

tttt tttt
tttt t't

tttt ttt tttttttttttt t tttttt ttttt tttt 

tttt   t tttt tttttttttttt tt tttt
t tttt ttttt t
tttt2t't
tttt tttt
tttt t't
tttt ttt tt ttt ttttt ttttt
t ttttttttttt ttt tttt tttt t

tttt ttttt ttttt ttttt ttt tttt tttt ttt tttt tttttttttttt
 2tttt2t't
tttt tttt
tttt t't
tttt ttt t t tttt tttttt tttt tttt tttttt t t ttttttttttt

tttt   tt tttt ttttt t tttttt ttt ttttt ttttt
t t tt tttttttt tttt ttttt tt tttt tttt    tttttttttttttttt tttttt ttttttttt
ttt ttttt ttttttt
tttttttttt tttttt tttttttt tttttt    ttttt tttttt t tttttt tttt ttt tt tttt
ttttttttttttttttttt ttttttttttttttttttt ttttt
tt ttt    ttttt t tttttt tttttt tttt ttt tt tttt
ttt tt ttttt ttt
t tt ttt ttt
    t ttttttttttttttttttttt ttttttttt
 
t ttttt't

ttt tttt
!tttt t't tttt't

tttt ttt ttt ttttt ttttt
tt
tt tttt
!tttt t't 2tttt<ttt   tttt tttt tttt ttt

t 2tttt>t't
ttttt tttt
ttttt t't tttttt     t tt ttt t tttt tttt tttt tttttt tt t
ttt ttttt ttttttt
ttttt tttttt tttttttt ttttttttt tttt ttttt tttt ttt tttt tttt tttt ttttttttttt

tttttttttttttttt ttttttttttttttttttt ttttt
tt tttttt t
ttt tt tt tt tttttt tttt tttt ttt
tt ttttt tttt tt ttt ttt  t  t t  t t
 
t tttt 't

tttt tttt
!tttt ! t
ttt t tttt t t ttttt
ttt't2tttt< 2  t t ttttt
tt t t tt ttttt tttttt ttt 
ttt tt ttttt tttttttt
ttt't

tttt tttt
!tttt ttttt tttt ttt
t tttt ttttt ttt tttt ttttt

ttt'ttttt=  t tttt ttttt tttt tttt ttttt tt tttttttt

t 2tttt>t't
ttt!tt tttt
ttt!tt  t tttt ttttt tttt tttt ttttt ttttttttt t
ttttt'tttttttt   t ttttt tttt tttt tttt ttttt ttttttttt t
 ttt ttttt ttttttt
ttttt tttttt tttttttt ttttttttt ! t tt tttt tttt tttt ttttt ttttttttt tttt
tttttttttttttttt tttttttttttttttttttt ttttt
tt tttttt t tttt t t ttttt
tt ttttt ttt
t tt ttt ttt 2 t t ttttt ttt t t tt ttttt tttttt ttt ttt ttt ttttttttttt ttt tt
 <
t  tttt't

tttt tttt
!tttt tttttttttt tttttt tttt ttt tttt ttttt 
ttt t t ttttt ttttt

ttt't2tttt2  t ttt ttt tttttttttt tttttt ttt ttttttttttt tt
tt't

tttt tttt
!tttt  t ttt ttt tttttt tttttttttt ttt ttt tttttttttt
t t t 't <t ttt t   t ttt ttt tttttttttt tttttt ttt ttttttttttt tt

t 2tttt>t't
ttttt tttt
ttttt ! t ttt tttttttttt ttt tttttt ttt ttttttttttt tt
t t t t 't t ttt t t tt  t tttt t t ttttt
ttt ttttt tttttttttt tttttt ttttt ttt ttttt tt tttt ttttt  tttt tttt ttttt
t tttt ttttt ttt ttttt
t t t tttt ttttt

ttttttt  t tttt tttt ttt ttt tttt tttttt ttttt
 t tttt ttttt tttttt tttttt tttt ttt tt
 t ttttt tttt tttttt tttttt tttt ttt tt
  ! 
 t ttttt tttttt tttt tttttt tttt ttt tt
!   !      ! t tttttt ttttt tttt tttttt tttt ttt tt
2  2        ! t tttt t t ttttt
          t ttttttt
tt tttttttttttttttttttttttttttttttttttt tttttt
  !     !   ttt ttt
t tttt ttt ttttt tt t t ttttt ttttt

!  2 2    2 2    t tttt ttttt ttt ttt tttttttt ttt tttttt
!       t ttttt tttt ttt ttt ttttttt ttt ttttttt
 t tttttttt ttttt ttt ttt ttttttt ttt ttt
@ !   !  ! t ttttttt ttt tttttttt ttt ttt tttt tttt
t tttt t t ttttt
ttttttttttttttttttttttttttttttttttttttttttttttt tttt  
ttttttttt tttt tttt ttttt   2 tttt tttt tttt ttt ttt    tt tttt ttttt
t ttt t t t ttt t tttt
t ttt t 't t ttt 
 22t ttt tttt tttttttttttt tttt ttt ttttt ttt ttt !  2
tt tt ttt ttt tt tttttt ttttt ttt tttt
 22tttttttt ttttttttt tttttttttttt ttttttttttttt tttt   ! tt ttttt ttt ttt t ttttt t tttt
tttttttt tttt ttttt tttt ttttt ttt ttt tt tttttt ttttt tttt t
ttt t 
t tttt t
t ttt ttttt tttt tt tttt ttt ttt
ttttttttttttttttttttttttttttt ttt ttttt
ttttt't

t
t
tt tt tttttttt tt ttttt tttttttttttt
ttt tt tt tttt
t tttt
t
t
tt t't
tttttttt ttttttttttttttttttttttt ttttt tttt ttt ttt ttt tt tttttt tttt tttttttt ttttt


tttttttttt tttttttttttttttttttt tttttttttttttttttt ttttt ttt ttt t

ttttt  t
tt
tt!tttttt t tttttt tttttttttt<tttt

   tttt tt ttttt t t ttttt tttttt ttt 


ttt 2t ttt 2
t t ttt t tttt t ttt 
t ttttt tttttt ttt t
ttt t tt tt tttt tt ttttt
tttttttt tttt ttttt tt ttttt
t ttttttt ttttt t t tttt ttttt ttt ttt tttttttt tt
tttt tttt tttt tttttttt t t tttt ttttt tt t ttt
t ttttt
t tttt tttttt ttttt tttttt tttttt
ttttt ttt ttt ttttt tttttt ttt ttttttttttt ttt ttttt  tt tt tt
   tttt tttttttttt tttt t ttt tttt

t ttt ttt tt !  t ttt t 't
!t tt t t  t ttt
t tt t t 
ttttt tttt tttttttt 'ttttt2
ttt ttttttttttttt ttttttttt ttt ttt ttttt tttttt ttt ! 2 <tttt
tttttttttttt t tt tttttt t t ttttttttt tttt ttt ! 2 2t ttt 2t 't
t tt t t  t tt
t tt t t 

t tttt tt tttt tttttt tttt tttt ttttttt ttt ttt 't ttt 
tttt ttttttt t t tttttttt ttttt tttttt !  tttt

tt tttt tt ttttt ttttttt tttt tttt ttttttt ttt ttt !   ttt
tttt ttttt ttttttt ttt tttttttt ttttt tttttt
  22

t tt ttttt t ttt
!t ttt  t ttttt tttt tttttttt ttttt ttt ttt tttttttttt tttttt ttt ttttttttttt ttt 
ttt tttt ttttt ttt ttt ttt tt   
t
t tt tttt ttttt ttt tttt tttt ttt ttttt tttt tttttttt tttt !  t !t tt
ttttttt ttt 2 ttt ttttt
ttt
tt t
t tt ttttt ttt ttt t ttt tttt
t
tttttt't tttttttt ttttttttttttttttttttt
tt tttt tt ttttt ttttt tttt  tttt tt tttt tt ttttt  't t t t !t t t t t
t t
   tttttttttttttt
t ttttttt tttttt ttttt tttttttttt tttttttttttt't 
ttttt't
t ttt '
tttt't!
t tttt't

ttt
t 
t
t!t t ttttt
t tt't
t tttt't
t ttttt' ttttttt 't 
t tttttt 't t t
t tttt tt tttt tt tttt

t t tttttt 't !
t ttt 't
t ttttt 't 
t tttttt 't t t
t t 't t t t t t t !t ttttttttttt tttt tttt
t t
tt ttt t tt tt tttt tt ttttt t t ttttt 2 ttttt tttt tttt tttt tttttt tttttt tttt ttt ttt 
     !     2
      !   !  t t tttt
     !     ttt 
t
tttt
t !t 't ttt ttt ttttt tttttttt ttttttt tt
    !     ttt ttttttttttt tttt tt tttt
t t't!tttt tt
    !     
tt tt tt tttttt
        ! ttt 't !
t ttt 't 
t ttttt 't 
t tttttttt 't 
t ttttttt 't

       !  ttt 't 
t tttt 't t t
t tttt tt tttt tt ttttt t 't 
       !  t t !t t t t ttt
t tttt tttt tt ttt ttt ttt ttttttt
  t ttt ttttt tttttttt ttttt t ttttt tt ttt ttttt ttt ttttttt ttt tttt    
ttttt tttt t
t ttttttttt tttttt tttt ttt tt tt     ttt tt tttt ttttt t t ttttttttt ttttt ttt tttt
ttttttt tttt tttttttttttt ttttttt tt t
t ttt ttt t tt tttt ttttt tttt ttttttt t t tttt ttttt tttt ttt
tttttttttt tttttttt 'tt2 ttt2t
tt t
ttttt
ttt tttttttt t ttttttttttttt ttttttt ttttt ttttttt
ttt tt tttt tttt t
t ttt ttttt ttt ttt tttt tttt tt tt tttt tttt ttt tttt ttttt ttttt tt ttttt t t tt
ttt tt tttt tttt ttt tttttttt
t tttt
tt ttt ttt t ttt t tttttt t t tt tt tttt
tttttttt
ttttttttttttt ttttttttttt
ttttttt t ttt ttttttt ttttttttt t t ttttt tttt
t   
tttt tttt ttt     !      
   t tt tt tttttttt tttt t ttt tttt

t ttt ttttt           !  
tttt
t tt tt tt tttttttt tttt tt tttt tt ttttt t  t ttt tttt tttt tttt ttttttttttttt tt
tttt tttt ttt ttt tttt tttttttt ttttttttttt tttt
  t
t tttttt ttttt tt tttttt t t tttttttt
t  ttt tt ttttt't t
ttt ttttttt 
t 
t >
t =
ttttttttt ttt ttttt ttt
t tttt tttt ttttt ttt ttttttt ttttttttttttttttttttttttttttt
t  tt
ttttttt t t tt ttttt tttt tttt tttt ttt tttt ttt t 't  ttt t ttt ttttttt ttttt t
t tt ttttttt
t
ttttttt t t tttttttt ttttt 
t 
t !t tttt  ttt t tttt tttt tttt tttttt tt t
t ttt ttt tttttt tttttt
tttt t ttttttt t t ttttt ttttt t t ttttttttt tt ttttt tttt t
t t
t tttttt tttttttt ttt tttttt ttt t 
tttt tt tttt ttttt t t tttttttt
t tttt tttt tttt t !t t t t t
t tt ttttt tt 't 
t ttt t 't 
t tttt 't 

tttt ttttttt t t tttt ttttt tttt tttt ttttttt t tttt 't !

t tttt 't
t tttttt 't 
t tt tt 't t t
t ttt
tttttttt ttttt tt ttttt tttt tttt tttt ttt ttt ttttttttttttttttttttttt tttttttttttttt ttttttt
ttttt ttttt tt tttttttttt t
t  t ttt tt tt ttttt t t t t t !t t tt tttt ttt tttt tt tttt t
t tttttt t t tt ttttt ttttt ttt ttttttttttt ttt tttt t tttt ttttt
 !2 2  tt
t tt tttt tttt ttttt tttt ttt ttttt tttt tt tt tt tttttt tttt tttt ttt t ttt ttttt t t t t
ttttttttttttttttttttttt tttttttttttt tttttttt ttt ttttt tttttttttttttttt tt tttttttt
t t tttt ttttt tttt
t tt tttt ttttt tttt t t ttt tt
tttttt tttttt tttttttttttttttt tttttttttt!t

t! 
tttt ttttt ttt ttttttttt ttt tttt ttttttt tttt
tt t
ttttttt ttttttt ttttttt tttt!ttt'tttttt
ttt
t tt tttt ttttt tttt ttttt ttttt tttt ttt ttt
ttttt tt tttt ttttttt tttt ttttt ttttttt ttt tttt 
ttttttt ttt ttttt ttttt ttt tttt tt tttt tt tttt tttttttttttttt t tttttttt
ttttt ttttttttttttttttttttttt
t
t tt tttt tttt tttt tttt tt ttt tt t t ttttt ttttttttt ttt tttt tt t ttt  t tttt tttttt ttt ttt tt
ttttttt ttt tttt ttttt t t tt tt tt tttt ttt ttt ttttttttt tttttttttttt ttttt t tttt
tttt ttttttttttt ttttttt
tttt ttttttt tttttt
t tt ttttttttt t tttt tttt ttttt ttttttttttttttttt ttttt tttttttttttttttttt tttttt
ttt tttt ttttt tttttt ttt ttttt ttttt ttt ttttttttt
t tttttttttt ttttt ttt ttttt ttt ttt
! 2 ttt t ttttt
t t t tt tttttt ttttttttt ttt t ttttt
< ttt 
t
ttttt t 't

ttt tt ttttt ttttttttt tttt

tttt ttt
t t
t tttt t ttt tttt tt tttt tt ttttt tt
 ! ! 
tttt t!ttt
t ttttttttt
ttt't
ttt't
ttttt
't 
t ttttttttt 't 
t ttttt 't
t tttt 't !
t tttt 't  ttttttt tttt tttt t ttttt ttt tttttttttttt ttttttt
t
t tttttt ttt tttt tt tttt tt ttttt ttt 't t t t !t ttttttt tttt ttt ttttttttttt tttt tttt t ttt tt tt tttt tt tttt
t t ttttttttttt tttt tttt
t tt ttt ttttt ttt ttttt tttt ttttttt t tttt tttt tttt tttttttt
tttttt 't tt tttt tttt tttt ttttt ttttttttt tttt      
   
! 2 t t tt ttttttttttt ttt ttt t t ttttt ttt ttt ttt ttt t t ttttttt
2t ttt 2
t
tttt
t t 't
ttt ttt ttttttttttt ttt tt ttttt tttt ttttttttt ttttttttt ttttt ttttt tttttttt ttt
tttttttttt ttttt
t t
t ttttttt ttttt t t tttt tttt ttttttttt ttt tttttt tt tttttttt ttt tt tttttttt tttttt t
2tttt2t't  ttt  tttttttttt tt tt ttt tt ttttttttt ttt tttttttttttt t t tttt

t
t t 't 
t 
t 
t !
t
t 
t t tt tt ttttttt t t 't 
tt ttttt tt tttt tt tt tt ttttt tt tttt t ttt tttt tt ttttttt

ttt 't 
t ttttttttttt 't 
t ttt 't !
t ttt 't
t ttttttttt tt tttt ttttttttt tttt tt ttttt tttt tt tttt tt tttt tttttttt
't
ttttttt'ttt
t tttttttttt tttt tt tttt
ttt tttt tt tt tt ttttt tttt tt tttt tt tttt ttttttttt tttt 

t'ttttt tt!t ttttttttttttttt tttt
t ttttt ttt
t t t tttt tttt tttttt ttttt tt
t ttt
t tttt ttt
t ttt tt
22<

ttttttt tt ttttt tttt tttttt ttt t ttt ttttt ttttt ttt t tt  2   tttt tttttttt ttttt ttttttt
ttttttt tt ttttt tttt tt tttt tttt ttt tttt tt ttttttt    tttttttt ttttt tttttttt tttt
tttt ttt
tt t tttttt
ttt
t ttt
t tt ttttttttttttttttttttt tttt    tttttttt tttttttt ttttt tttt
tt tttttttt tt ttt tt ttttt
tt
t ttt
t ttt t ttt ttttttttt tttt    tttttttt ttttt tttttttt tttt
tt tttttttt tt ttt tt ttttttttt

t 
t  t ttt ttt tt ttttttt  =   ttttt tttttttt ttttt ttttttt
tt ttt tt ttttt

t 
t t ttt tt tt tttttttt tt ttt tt t
   tttttttt ttttt tttttttt tttt
tt ttt tttt tt tt ttttt ttttt ttttttttt ttt ttt tt ttttttt    tttttttt tttttttt ttttt tttt
tt ttt ttttt tt tttttttttttttttttttttttttttttttt ttttttt    tttttttt ttttt tttttttt tttt
tt ttt t
t
t ttttt ttt tttt t ttttttt ttttt tttt  !   !  
    tttt tttttttt ttttt ttttttt ttt tt tt tt tttttt tttt
t tttt tt ttttt ttttt tttt
   tttttttt ttttt tttttttt tttt ttttttttt tttt ttt ttttt ttt tttttttt tttt tttt
ttt tttttt t tt
   tttttttt ttttt ttttt ttttttt tttt ttttt ttt ttt t
t ttt tt ttttt tttt tt tttt ttt tttt ttt ttt
t tttt ttt tt ttttt t tt ttt t
t tt tt tttttttt ttt ttt t tttt ttttt tt

ttt ttttt ttt ttt t tttttt t t tttttttttt ttt tt tttttttttt t ttttttt ttttt ttt t
t ttttt tttt t tt ttt ttt
tt tttttttt tt ttt t ttt tttttttt tttt ttttttt ttttttt ttt ttt
tttt  t 
t 
t ttt tt
 2   ttttt tttttttt ttttt ttttttt ttttt ttttttt ttttttttt tttt tttt ttttt tttt tttt
 t  
   ttttt ttttt tttttttt ttttttt ttt tttt tttttt tttt ttt tttttt ttt t t tttt tt t tttt tttt tttttt
   tttt tttttttt ttttt ttttttt :tttttt tttt tttt ttt t
t t tttttt tttt tt t tttt tttt ttt t
ttttttttttt ttttttt ttt tttttttttt ttt tttt tttt tttt ttttt tttt tttttttttt ttttt tt tttt
t ttt tttt tt ttt
ttttttttt ttttt ttttt tttt tttt t tttttt ttttt ttt t tttt tttttt tt ttttt t ttttt ttttt
ttttt ttttttt t
tt tt ttt ttttttttt ttttt tttt  >   ttttt ttttttt ttttt ttttttt
t tttttt ttttt ttt t
   tttttttt ttttt tttttttt tttt
 2    tttttttttttt    tttttttt ttttt ttttt ttttttt
   tttt tttttttt tttttttt ttt ttttttttt ttttt ttttt tttt ttt ttt tttt
   tttt ttttttttt ttt tttt ttttt ttt tt ttttt ttttt tttt ttttttt ttt ttt

ttttttttttt ttttttt ttttttttttttttttt tt ttttttt tttttt tttt ttttt ttttt ttt tttt tt tttt ttt tt ttt
ttttt tttt tttttttttt t tt tttttttt tttt tttttt t ttt ttt
     tttttttttttttt ttttt

   ttttt ttttttttttt     ttttt tttttttt ttttt ttttttt
   tttttttttt tttttt    tttttttt ttttt tttttttt tttt

ttttttttttt ttttttt tttttttttttttttt tt ttttttt    ttttt tttttttt tttttttt tttt
ttttt  ttttttttttt ttt ttt tt tttttttt ttttt
t tttttttt ttt

tttttttttt
t t
t ttttttttt ttttt ttttt tttt tttt
! !  !   ! tttttttttttttttt tttttttt tttttttttttt ttttttt ttt
!    ! tt tt tttt
t tttttttt tttttttttttttt tttttttttttt t
t
!  ! t t tt tttt tttttttttt ttt tt ttttttt tttt tttttttttt ttttt tttt ttt tttt ttt tttt tt t

ttttt
t tt ttt tttttt tttt ttttt tttt t t tttt tt tttttttt ttt ttt     ttttt tttttttt ttttt ttttttt
ttttt ttt tt tttt ttttt ttt ttttt tt tttt tttt
t ttt ttttt tt
t t    tttttttt tttttttt ttttt tttt
ttttttttttttt tttt ttttt ttt ttttttttttttttttt ttttttt t    tttttttt ttttt tttttttt tttt
ttt ttt ttt ttt ttttt tt
t ttt tt ttttttt ttttt
t tttt tttt
tttttttt ttt tttttttt ttt tttt ttttt ttt t
t tttt ttt
tt ttt
tttttttttt ttt tttt !ttttt ttttttttt ttttttttt tttt ttttttttt tttttttttttttttt tttttttt ttttttt tttttt
tttt
t tt ttt
t tttttt tttt tttttttttt tttt ttttttttttttttttt tttttt
t ttttttt
    tttt tttttttt ttttt ttttttt ttttt ttt tttt tt tttt ttt tt tttttt
t tttttttt ttt tt
   tttttttt ttttt tttttttt tttt tt tttt ttt tt t
t ttttt tttt tttttttt  
   tttttttt ttttt ttttt ttttttt ttt tt

t tttt ttt tt t tt tttt t tttt ttttt ttttt ttt ttt ttt tttttt tttttttt

  ! ttttttttt tttt ttttt ttttt t tttt tttt ttttttttttt tttt tttttttttt tttt ttttt tttttt ttt
tttttttttt
ttt ttt
t tt tttttttt ttttt t ttt ttt t tttttt tt tttttttttttt ttttttttttttttttt
tttttttttttttttttttttttt
tttttttt tttt ttttt tttt t t tttt tt tttttttt ttt tttt ttttt ttt t t ttttttt ttttt tttt 
tttt ttttt ttt ttttt tt tttt tt ttt tttt tttt tt tttttttt
tttt t t tttt tt tttttttt ttt tttt tt tttt ttt tt tttt tttt ttttt    !!
ttt ttt ttt ttt ttttt tt
t ttt tt ttttttt ttttt
t tttt tttt
  t tttt tttttttttttt tt tttt
t tttt ttttt tt
tt ttt
t tttttt tttttt tttt 
t tttt tttttt ttt ttttttttt tttt tttttt tttttt t tttt
t ttttttttttt ttttt tttt tttt tt ttttt tttt
tttt
t tt tttt tttt
t tttttt ttttt ttt ttttt ttt tt tt ttttt ttt tttt tttt ttt tttt ttttttttttttt t t ttt
 <   tttt tttttttt ttttt ttttttt tttttt tttt tttt tttttt t t ttttttttttt
   tttttttt ttttt tttttttt tttt   ttttt ttt tttt t tttttttt t t tttttt ttttt
   ttttt tttttttt tttttttt tttt    t tttttttt ttt tttt ttttt t t tttttt ttttt
t tttt ttt tt    t tttttttt tttttt tttt ttttt t t ttt ttttt

 t
!     tttttttt
t tttt ttttt ttttt t    t tttttttt tttttt ttttt tttt t t ttt ttttt
tttttttttt
ttt ttt
t tt tttttttt ttttt t ttt ttt t tttttt tt     t tttttttt tttttt ttttt t t tttt ttt ttttt
tttttttt tttt ttttt tttt ttt ttttt ttt t
t ttttt ttttttttt tttt    t tttttttt tttttt ttttt t t tttttt ttt ttt
ttttt tttt ttt ttttt ttt t
t ttttt ttttttttt ttttt tt tttt ttt    t tttttttt tttttt ttttt t t tttttt tttt tt
ttt tt tttt ttt tt tttt tt tt tttt ttt ttt ttt tttttt tttt
tt tt tttt ttttt tttt tttttttt tttttttt
t tttt tt tttt
ttttt tttt ttttttttttt tttt tttt tt tt tttt tttt tttt ttttt tttttt t tttt ttttt ttttt tttt tttt tttt tt ttttt tttt tttt
tttttttttttt ttt tttt tttt tttt t tt t tttttt
  222

ttt tttt tttt t tttttt tttt ttttt tttt ttttt ttttttttt ttttt ttt 2 ttt tt tt ttttt t t tttttttt
t tt tttt tttt tttt tttt

tttt t tttt ttt ttt tttt ttttttttt ttttt tttt 
 tttt tttt ttt tttt tttt tttt ttt tttt tttt tttt ttttt

t ttttttttttttt ttttt
tttttttttt tttttttttttt tttt
 t ttt tttt t tttt tttt tttt tttttt ttttt tttt ttttttttttttttttt
tt
t tttttttttttttttttttttt tttt
 t tttt tttt ttt ttttt tttttt t tttt tttt tttt ttttttt

 t tttt tttt ttt ttttt t tttt tttttt tttt tttt

ttttttttttttttt tttttttt tt tttttttt tttt ttttttt
 t tttt tttt ttt tttt t tttt tttttt ttttt tttt
! t tttt tttt t tttt tttt ttt tttttt ttttt tttt
ttt ttttt t
t ttt tttt ttttt ttt ttttt
t
t t ' t t tttttt tt
tttttttt ttt tttttttt
tt t
t tttttttttttt
tt ttttt tttt
t tttt t t ttttt
ttttt ttttt ttt ttttttt ttttt
t ttt ttttt tttt tttttttttt
2  t ttt ttttt ttttt ttttt ttt tt ttttttt
ttt ttt t tttt !t t
t tt tttt tttt tttt tttt tttt 
ttt tttt ttttt tttttt tt tt ttttt tttt tttt tttt ttt
t t tt tttt tttt tttt tttttttt ttt tttt
tttttttttttt tt

   ttt tttt tttt tttt tttttttt tt tttt
t tt ttt ttt ttttt tttttttt ttttt tttt
   ttt tttttttt tttt tttt tttt tt ttt
 t tttt t
 ttttt

   ttt tttttttt ttttt tttt tttt tt ttt
 t tttt
t ! t
ttttttt
    ttt tttttttt ttttt tttt tttt tt ttt
t tttt t t ttttt
   ttt tttttttt ttttt tttt tt tttt ttt
2  t tt tttt tttt tttt tttttttt ttt tttt

tt tt tttt tttt tt ttt tt ttt
 
tt tt t t tttt tttt tttt tttt ttt tttt tttttttttttt tttt
 ttt tt tt ttttttttt tt tttt tttt tttt tttt
ttt tttt ttttt ttttt

 t tttt t
 ttttt

ttttttttttttttttttt tttt
tttttttttttttttt t
ttt ttt
 t tttt
t ! t
ttttttt tttttt t ttttt
tttttttttt ttttttttttt ttttttttttt
t tttt t t ttttt tttttttttttt

  t
t t tt tt ttt tt tt tt tttt ttttt
tttt tttt ttt tttt t ttt ttttt ttt tttt ttttt ttttt
! 
 t tt tttt ttttt tttt
t tttt
t tttttt
 t tttt tt tt ttt tt tt tt tt t ttttt tttt ttt tttttt ttttt ttt ttttt ttt ttt tt tt tt tttt ttt

 t tttt ttt tt tt tt t tt tt tt ttttt tt

t tt t
t tt ttttt tt t
 t tttt ttt tt tt tt t tt tt tttttt t tttt ttttttttttt ttt ttt t tttt !t t
t ttttt t tttt
! t tttt ttt tt tt tt tt tt tt t ttttt ttt ttt tttt tttt tt ttttt ttttt ttt tt ttt tttt ttt tttt tt
t tttt t t ttttt tttt t t tttt tttttttt ttttttttttt     2
 tttt tttt ttt tttt tt tttt ttttt ttt tttt tttt tttt ttttt
 ! 
 t tt tttt ttttt tttt
t ttt tttttt tttt
 t
tt tttt ttttt ttttt ttttttt tt tttttt ttttt t tt ttttt ttttttt ttt ttttttttt ttttt tttt ttttt t t
t tt
 t tt tttt ttttt ttttt ttttttt ttt tttttt ttttt t t tttt tttt t tttt ttttttttttt ttt t
t t t
t t
 t tt ttttt tttt ttttt ttttttt ttt tttttt ttttt ttttt ttttttt tttt tt t ttt ttttt tt tttt ttt tt tttt tttt
 t tt ttttt tttt ttt ttttttt ttttt tttttt ttttt tttttt tttttttttttttttttttttttt
t tttttttttt ttt tttt
! t tt ttttt tttt ttt tttttt ttttt ttttttt ttttt tt ttt tttttttttt
t ttt ttt ttt ttt tt     2
t tttt t t ttttt
  ttttttt ttt tttt ttttttt
t tt ttttttttttt ttttt ttt   !!
tttt t t t tttttttttttt ttt tttt ttt  2 !  !  !    
t tt tttttttt ttttt    
t tt ttttttt tttt t tttt tttttttttttt tt tttt
t tttt ttttt ttt ttttt
t ttttt ttttt ttttt t t tttt
t ttttttttttt ttttt tttt tttt tt ttttt ttttt tttt

tt tttttttt tttttt tt ttttt ttttt tttt tttttt tttttttt ttt tt tt ttttt ttt tttt tttt ttt ttt ttttttttttttt t t tttttt ttt
ttt ttttttttt ttttt tt tttttttt tttttt t ttttttt tttt tttt tttttt t t ttttttttttttt
tt ttttt tttttttt tttt ttttt ttttt tttt tt tt ttttt ttttt   tt t t ttt ttt ttt #ttt tttttt t t ttt tt
tt ttttt ttttt ttttttt tttt ttttt ttt ttttt ttttttt    ttt tt t t ttt ttt #ttt tttttt t ttt tt
tttttttttt ttt t ttttt
t ttt ttttt t
t t tttttttt tttt    ttt tt ttt t t ttt ttt #ttt tttttt t tt
ttt ttttt ttt tt ttt ttttt tttttttt tttttttttt tttt tttt     ttt tt ttt tttttt t t ttt ttt #ttt t tt
ttt tt tttt tttt
t ttttt t ttttt ttt tt tttt ttt tt ttt     ttt tt ttt tttttt t t ttt ttt ttt #ttt
ttttt ttttttt ttt ttt tttt ttt     ttt tt ttt tttttt t t ttt ttt t ttt #tt
t
t tttt ttt tttt ttt tttt tttttttt
tttt tttt
t ttt tttt ttttt ttttt ttt ttttt ttttt 
 ttt ttttt tt tttt ttttt ttttttt ttt ttt tttt ttt ttt ttttt tt
tt tttt tttt tttttt tttt ttt ttt tttt ttttt ttttt
t tttt ttt
tttt ttt ttttttt ttt ttt ttt t
t ttt ttt ttttt ttt t tttt tt ttt tttt ttttt ttttttttt tttt tttttttttttt ttttt ttt tttt tttt
tttt ttt tttttt ttt tt ttt ttt tttt
t ttttt ttttt ttt tttt tt ttttt
tttt ttt !ttt ttt tt     2  tt tt t t tttt tttt tttt tttt ttt ttttt ttt ttt tttt tttt
2 tt tttt tttt tttt tttt tttt  ttttt

ttt ttttt ttttt ttttt ttt tt ttttttt  t ttt t tt tttt t t tt
   tt ttttt ttttt ttttt ttt ttt ttttttt  t t tt tttt ttt ttt t  t tttt ttt t tt t t tt
   tt ttt ttttt ttttt ttt ttttt ttttttt  t ttt t t ttt t tt ttt ! t t tt tttt ttt t t tt
   tt ttt ttt ttttt ttttt ttttt ttttttt t tttt t t ttttt
    tt ttt ttt ttttt tttttttt ttttt tttt 2  t tttt tttt ttt ttttt ttt tttt
*  t ttt ttttt ttt
t ttttt ttt ttttttttt ttttt !ttt tttt ttt ttt tt tt t t tttt tttt tttt tttttt ttttt ttt t tttt ttt tttt
tttttttt t tttttt t !ttt ttt tt tttt ttt
t ttt ttttt t
ttt tttt tttt

tt tttt tttttttt
tt tt ttt ttttttttt ttttt tttt t tt t tt  tt  t tt  t ttt
t ttt ttt t
 ! t t
t

22=

2  t
ttt tttt
ttt ttttttt ttt ttt tttttttt tttt
t tttt ttt tt
t ttttttt ttt tt
t tttt tt
tt tt ttttt tttt ttt tttt ttttt ttttt ttt ttttt ttttt
tt
tttttttt!tt
tttttttt tt
ttttttttttt
t ttttttt t
 tt  t tt  t ttt ttt ttt tt t tttttt tt ttt
! t t
t
!    
 tttt t
t ttt ttttt ttttt t ttt tttttt ttt ttt ttt tttt tt t t tt ttttttttt ttttt
t t tt tttt ! t tttt tt
tttt tttt tttt ttt ttttt
tt tt t t tttt tttt tttt tttt tt tttttttt ttt tttt ttttt
t t ttttttttttttttttttttttt tttttt! tttt
 t ttt ttt tttt ttt ttt ttt tttt tttttt tttt ttttttttttttttttt t ttttttttttttttttt
t
t
t t
 t ttt ttt ttt tttttt ttt tttt ttt tttt tttt tttt! tttttttttttttttttt
t tttttttttttttttttt
 t tttttt ttt ttt ttt ttt tttt ttt tttt tttt ttttttt tttttttttttttttttttttttttt ttttttttttttt
! t
tttttt ttt tttttttttt t
ttttt tttt ttttt ttttttttttttt
ttt tt
 
t tttt t t ttttt  t tttt ttttttttt tttt tttt tttt
 t
ttt ttt ttttttt t tttttttt ttttt tttt tttt t tt
t tt tttttttt ttttt
ttt tttttttttttt tttttttt
t tttt tttttttt t t tt
t tt tt tttt tttttttt ttttt ttt ttttt ttt ttttttttttt ttt
t tttt tttttttt


tt ttttttt t ttttt
t tt ttttt tttt ttttt tttt ttttt
tt t
t tttt tt ttt tt ttt
!
tttttttttttttt tttttttttttttt t ttttttttt ttttt ttttttt *  t ttttttt ttttt ttttt ttttt  t ttt tttttt tt
tttt ttttt tttt tt tt ttttt tttt tt ttttt tt tttt ttttt ttt   ttttt  2t ttt tttttt ttt  
tttt ttttttttt tttt ttt ttttt tttttttt tttt tttt ttttt
ttt
t tttt ttt ttttt ttt tttt tt t ttt tt tttt ttttttt ttt   ! !   !
tttttttttt tt ttt tt ttt tttt tttttt ttt t ttttt
t tt 
ttttt t
t tt t tttttt ttt t ttttt ttt tt tttt tttt tttttt
tttttttttt tt ttt tt ttt ttttttt ttt tttt ttttt
t ttt tttt
ttt
t ttttt tttttt tttt ttttt ttttt ttt ttt ttttt ttt ttt
tt
t t t tttttt tttt tttttt ttt tt tttt ttttttt ttttttttt tt tttt ttt ttt tttttt ttt tttttttttttt tttt tt tttt tt ttt ttt tt
tt ttt ttttttttttttttttttttttttttttttttttt
ttttttttttttt ttttt ttt tttt ttttt t tt tttttttttttt t tttttt
ttt tt tttt ttt tt ttt ttt ttt ttt ttt ttt tttttt ttt tt tttt    ttttttttttttttttttt tttt
tttttttttttttttt t
ttt ttt
 ttt tt tt tttttttt tt tttt tttt tttt tttt ttttt
tt tttttt t ttttt
tttttttttt ttttttttttt ttttttttttt
ttttt ttttt tttt  ttttttttttttt
 2 ttttttttttttttttttttttt
ttttt ttttttttt tttt

tt tttttttt tttttttt tttttt t ttttttttttttttt ttttt tttttttttttttttttttttt tttt tttttttt
ttttttttt tt tt tttt ttttt t ttttttttt ttt ttttt ttt  2 t ttttttttttttt ttttt
tttttttttt tttttttttttt tttt
:tttt tttt ttttt tt tttt tttt tttttttttt ttttt tt ttttttttttttttttt
tttt tttttttttttttttttttttt tttt
tt tttttttttttttttt ttt ttttt ttttt ttt ttttttt ttttttt
tttttt tt ttt t
t tt tttt tttt ttt tt tt tttt ttttt  
ttttttttttttttttt ttt tttttttt tttttttt tttttt t tt
tttt

tttttttttttttttttttttttt tttttt ttttt tttttttttt ttt tttt
tttt:ttttttttttttttt tttttttttttttttttt ttttttt

tttt tttttt ttt ttt t tt tttt t t ttt tt tt tttt tttt tt
tt tttttttt tttttt tt ttt tt ttt tttt t t tt ttttttt
tttt ttttt tt
t tt tt ttttt t tt ttttt tttttttt tttt

tttttt tt ttt t
t tt tttt tttt ttt tt tt tttt tttt t
tttttt tt ttttttttt t tttttt tttt tttt tttttttttt
tttt

tt tt ttttt tttt tttttttttt tt ttt tt ttt ttt t t ttt t

 
ttt ttttt ttttt tttt tt tttt tttt tttttt ttttttt t

ttttttt tttttttttttt tttttttt ttttttttttttt tttttttt
tttttttttttttttttttttttttttt ttttttttt ttttttttt
t

t tttt    
ttt tttt ttttttttttttttttttttttttttt ttttttttt

2   t ttt tttt tttt ttt ttttt ttt ttttt t

t ttt tttt tt
ttttttttttt tttttt tttttttttt ttttttt ttttttttttttt
tttttttttttttttt
t!  t ttttt
ttt
ttt
t ttttttttt tt
tttttttttttttttttttttttttttttttttttttttttttttttttttt
tttt tttttt t t tttt ttt tttt tttt ttt ttt tt tttt ttt
ttttttttttttttt
ttttttt ttttttttttt tttttttt tttttt
   
ttttttt ttttttttt tt
2 ttt tt tt tttttttt tt tttt tttt tttt tttt tttt
*  ttttttttttttttt
! tttt
ttttttttttttt ttttt ttttttttttt

ttt tttttttttt tttt 
t ttttttttttttttttttttttttttt ttttttttttttttttt tttt

tt tttt tttt tttttt ttttttt t t tttttt ttttttt tt ttttt tttt tt tttt ttttt t t tttt
tttttttttttt ttt tttttt ttttttttt

tt ttt
ttttttttttttttttttttttttttt tttttttttt
tttt
ttttttt tttttt tttttttttt ttttttt ttttttttttttt
ttttttttttttttttttttttttttttttttttttttttttttt
ttttttt ttttttttttttttt
ttttttt ttttttttttt ttttttt
tttttttttttttt ttttttttt tt

  22>

  
  !   !  !  !    tttt ttttttttttttttt=tt
 ! !           tttttt tt=ttttttttttttt
tt t ttttt ttt ttttttt ttttt tttt tt tttttttttttt tt tttt    t=tttttttt tttt tttttttt
tt tt tttttttttt tt t ttttt ttt tttttttttttt ttttt ttt t t tt t   ttttt =ttttt tttttt ttttt
t t tttt ttttt ttt tttt ttttt ttt ttt tt tttt ttt tt ttttt tt tttt ttt tt
ttt tttt ttttttt tttttttt ttt ttt tttttttttttttttttt
tttt t t tttttttt tttt ttttttttt ttttt tttt 
tt ttttt tttttttttt t ttttt ttt tttttttttttttt t t ttttt tt < tt tt t t tttt tttt tttt tttttt ttttt ttttt ttt tttt ttt
ttttt ttttt ttt tttt tttt tttt ttt ttt ttttttttttttt t ttttt tttt tttt tttt tttt ttt tttt tttttt tttt tttt tttt ttt
ttttttttttt t t ttttt ttt ttttt ttt tttt t t tt ttt ttttt tttt ttt

tttt ! t ttt tt t ttt tttt ttttt ttttt ttt ttttt  t ttt  t
 t
t
tttt  t ttt tt t ttt ttt ttttt ttttt tttt ttttt ! t
tt t tttt t t ttttt
tttt  t ttt tt t ttt ttt ttttt ttttt tttt ttttt 2 t t tttt tttt
t t t ttt tttttt ttt ttt tt tttt tttt ttt tttt tt

tttt !  t ttt tt t tttttt ttt ttttt ttttt tttt tt tt tt t t tttt tttt tttt ttttt ttt tttt tttt tt

tttt ! !t ttt tt t ttttt tttttt ttt tttt ttt tttt  t ttt tttt ttt tttt tttt ttt t
tttt t ttt tt t ttttt ttt ttt tttt tttttt tttt  t tttt ttt tttt ttt ttt tt ttt
tttt ttt ttt ttttt ttttttt ttt tt t tt tttt tttttt ttt ttt  t tttt ttt tt ttt tttt ttt ttt
ttttt tttt
t tt t tttt t t ttttt tttt ttt ttttttt ttt ttt tttt ! t tttt ttttt tttt
tttt t tttt t t ttttt
 t t tttt ttttttt ttt tt t t tttt tttt ttt  tttt ttttt ttt ttt = t t tttt tttt tttt t t ttt tttttt ttt ttt tttt ttt tttt tttt tt
tttttt ttt
t tt tt t t tttt tttt tttt ttttt ttt tttt tttt ttt 
t tt tt t t tttt tttt tttt ttttt ttt tttt ttttt

tttttt ttttt t t tttt tttt t t tttt tttttt ttt tt t t tttt  t tttt ttttt tttt
ttt
 t tttt ttt tttt ttt t ttt tttt tt
 t ttttt ttt t tttt   t ttttt ttt t tttt   t tttt ttt tttt ttt ttt ttt t ttt
 t tttttt ttt t tttt  ! t tttt ttttt ttt  ! t ttt ttt ttt t tttt ttt t tttt tt
t tttt t t ttttt t tttt t t ttttt
2  t ttttt ttttt ttt tttttt ttt tttttttttttttttttttt tttt > tt tt t t tttt tttt tttt tttt tttt tt t tttttt ttt
tttt ttt ttt
t tt tt t t tttt tttt tttt ttt tt tttt tt ttttt tttt t ttt ttttttttttt ttttttt tttttt tttttt tt
ttttt ttttt ttt tttt ttttt tttt tttt tttt tt
tttt ttttt ttttt

 t t ttt  t tttt  t tt ttttt ttt tttttttttt ttt ttttttt ttttt
 t ttttt ! t t tt  tttttttttttt tttt ttttttt ttttttttt ttt tt ttttttt
t tttt t t ttttt ttttt
2 t ttttt ttttt t ttttttttt tttttttt tttt tttttttttttttt  ttt ttttttt ttttttt ttttt ttttttt tttt tttt ttttt
tttt
t tt tt t t tttt tttt tttt ttttt ttt tttt tttt tt ttttt tttt
ttttttt ttt t
! tttt ttttt tttt
 t tttt ttttt tttttt tttt ttt tttt tttt t t ttttt
 t ttttt ttt tttt tttttt ttttt ttt  tttt tttt ttt tttt ttttt t
t ttt tttt tttt tttt ttttt

 t tttt tttt ttttt ttt ttttt ttttt   tttt tttt ttt ttt t t tttt tttt
! t ttttt ttttt tttttt tttt ttt ttt  t ttt tttt tttt ttt t t tttt tttt
t tttt t t ttttt  t t t tttt ttttt ttt ttt tttt ttt
 t ttttt tttttttt tt ttttt t tttttt ttt ttt ttttttt ttttttt  t tttt ttt t t tttt tttt ttttt tt
tttt
t tt tt t t tttt tttt tttt tttt ttt tttt tttt tt ! t tttt ttttt ttt t t tttt tttt tt
tttttt ttt t
t tttt t t ttttt
 t ttt ttt ttt ttttt tttt tttt   ! 2    ! 
 t ttttt ttt ttttt ttt tttt tt !   ! !      
 t ttt ttt ttttt ttt tttt tttt 
! t ttttt ttt ttt tttt ttttt tt t ttttttttttttttttttttttttttttttttttttttttttttttttttt
t tttt t t ttttt ttt tt tttttt tttttttt
tttttttt tttt tttt ttt ttt ttt tttt t ttt
 t t tttt tttt t t t ttt ttt tt t t tt tttt ttt ttttt ttt tttt tt ttttt tttt ttttt ttt tt tttt tttttt tttt tt t ttt tttt t tttt tt
tt t tttt
t tt tt t t tttt tttt tttt ttttt tt ttttttt tttttttt ttt tttttt ttttt tt tt tttttt ttt tttttttt ttt tttt
ttt tttt ttttt tttt t t ttttt ttt
ttt tt tttt tttt ttt ttt ttttttttttttt t t ttttt ttttt tttttt
 t tttt ttttt ttt tt t ttttt tt ttt tt tt ttt t
 t ttttt tt t tttt ttt ttt tttt !  t ttttttt ttttt tttt ttttt tttttt tttt tttt tt
 t tt t ttt ttttt ttttt tttt tt !  t ttt ttttttt ttttt tttt tttt tttt ttttt ttttt
! t tt t tttt ttt ttttt ttttt tt !  t tttttt ttt ttttttt ttttt tttt ttttt tttt ttt
t tttt t t ttttt tttt ttt ttt 
  ! <  !  !   t t ttttt tttt ttt tttt tttttt ttt tt ttt tttttt tt tttt ttt
!   ! !       tttt ttttt tttt ttt tt
t tttt tttt ttt tttt ttttt tttt tt
 tttt tt ttt ttt t

ttt tt tttt t tttttttt
t tt tt ttttt ttt tttttt tt ttttt ttttt  t tttt ttttt ttt ttt tt tttt tttttt tttt ttt
ttt tttt tttt tttt ttttt tttt ttttttt tttt ttt tt tttt ttt ttt  t ttttt tttt ttt tttt tt tttt tttttt ttt ttt
ttttt ttt ttt tttt tttt ttttt ttttt tttt tttt ttt ttt ttttttttttttt t  t tttt ttttt ttt ttt tt tttt tttttt tttt ttt
tttt ttttttt t t ttttt tt tttt ! t ttttt tttt ttt ttt tt tttt tttttt tttt ttt
 t tttt ttt tttt tt =ttt tt tt t tttt t t ttttt
  t tttttttttttttttt=tttt
2=

2 t t ttttt ttt =ttt ttttttt tttt tt ttttt tttt ttt tttt ttttt    !      2  
tttt ttt tttt t ttt ttt t
t =ttt tt tttt ttttttt ttttt ttt tttt tttt t ttt ttttt ttttt ttttt ttttt tttttt
ttttt ttt tttt ttt tttt ttttt tttt ttt tt tt t t ttt tttt ttt ttt ttttt tttt ttttt ttt tt ttttttttt ttt t tt
tttt tttt ttt ttt
= t t
ttt ttt tttt ttttt ttt tttt ttttt tt
t ttt tttt tttt ttt
 t tt  t t
 tt ttt ttttttt ttt t
t
ttttt ttt tttt ttttt ttt ttt tttt tt

! t ttt t
t tttt ttt tttt tttt tttt ttt tt tt t t tttt tttt ttt
2 tt:ttt ttttttt tttt ttttttt ttt tttt tttttt ttt tt ttt ttt ttt

ttt ttttttt tt ttttt tttt ttt tttt ttttt ttttt tttt tt  t ttttt ttt t  t t tttt ttt t  t ttttt ttt t
tttt tttt tttt ttttt tttt ttttt tttt ttttt tttt tt ! t tttttt ttt t t tttt t t ttttt
tttttttttttttttttttttttttttttttttttttt ttttttt t
>
tttttttt tttttttttttttttttttttttt
tttttttttttt tttt tt
 t ttttt ttt tttt ttttt ttt tttt tttt ttt ttt tt ttttttttt ttt t ttttt tttt ttttttt tttttt

 t ttttt tttt ttt ttttt ttt tttt tttt ttt tttt ttt ttttttt tttt tttt tttt
ttttttt ttt ttt tttt ttt
 t ttttt ttttt tttt ttt ttt tttt tttt ttt ttt tttt tttt
t tt tttt ttttt tttt tttt tttt

! t tttt ttttt tttt  tttt  t ttt  tttt
t tttt t t ttttt ! t!ttt tttt
 tttttt tttttttttttttttttttttttttttttttt ttttttt t 2   tt t ttttttt tttt ttttttt ttt t tt
t tttt ttt tttttt

tt ttt ttttttt tt ttttt tttt ttttttt tttt tttt t tttt t ttttttt tttt tttt tttt ttt !t ttt ttt tt tt tt ttt
tt t
tttt tttttt tttt
t ttt
t ttt ttttt tttt ttttt ttt ttt tttt ttttt tttttt ttt tttt tt
t tttt ttt tttt tttt t
tttttttttttttttt ttttttt tttttttt ttttttttttttttt
t tttt tttt ttttt ttttttt tttt ttttt ttttttt ttt tt 

ttttt ttt ttttt ttt ttttt ttt tttt t ttt ttt tt tttt tttt tt  t ttt ttt ttttt tttt ttt tttt tt tt ttttt
tttt tt t ttttt tttt ttttttt ttt ttt
 t ttt ttt tttt ttttt ttt tttt tt tt ttttt
 t tttt t t tttt tttttt tttt ttttttt t tttt ttt  t ttt ttt tttt ttttt tttt ttt tt tt ttttt
 t tttt tttt t t tttttt tttt ttttttt t tttt ttt ! t ttt ttt tttt ttttt ttt tttt tttttt tt t
 t tttt t t tttt tttttt tttt t tttt tttt tttttt t tttt t t ttttt
! t tttt t t tttt tttt tttttt ttttttt tttt t ttt 2 ttt tttt tttt tttttttttt ttt tttt tt tttt ttt tt ttt t
t tttt t t ttttt ttttt ttttt tttt ttt
ttt tttt tt tt ttttt ttt ttt ttt ttt

 t t ttttt tttt ttt tttt tt tttt ttt tt ttt ttt tt tttt t tttt tttt ttt tttt tttt tttt ttt tttt tt ttt ttt tt tt
ttttt tttt tttttt tttt tttt tt ttt
t tttt tttt ttt ttt ttttt ttt

ttttt tttt ttt tttt tttttt ttt t
 t tttt ttt ttt ttttt tttt ttt tt tt tt
 tttttt tt tttt ttt tttt ttttt tt tttt tt tttt ttt  t tttt ttt ttt ttttt tttt tt tt ttt tt
 tttttt tt tttt tttt ttt ttttt tt tttt tt tttt ttt  t tttt ttt ttt ttttt tttt tt tt ttt tt
 tttttt tt tttt ttt tttt ttttt tt tttt tt tttt ttt ! t tttt ttt ttttt ttt tttt tt tt ttt tt
! tttttt ttt tt tttt tttt ttttt tt tttt tt tttt ttt t tttt t t ttttt
tttt t t ttttt 22  ttt tttt tttt ttt ttt tt ttttttttt ttt t ttt ttt
ttt
< t t tttt ttttt tttt ttttttt ttt tttt ttttt
tt tt t ttt tt tt ttt t ttttttt ttt ttttt ttttt ttt ttt ttt
t tttt tttt
tttt ttt ttt ttt tttt ttttt ttttt tttt ttt
t tttt tttt tt ttt tttt tttt tttt ttt tttt ttt tt ttttttttt ttt t tt

tttt ttttt tttt ttt tttt ttttt ttt t
 t ttt ttttt ttt ttttt ttt tttt ttt t ttttttt ttt
 t ttt ttt tttt tttt tttt ttttt ttt tttt tttt  t ttt ttttt ttttt ttt ttt tttt ttttttt ttt t ttt
 t tttt tttt ttt ttt ttttt tttt ttt tttt tttt  t ttttt ttt ttttt ttt ttt tttt ttttttt ttt t ttt
 t tttt tttt ttt ttt tttt ttttt ttt tttt tttt ! t ttttt ttttt ttt ttt tttt ttt ttt t ttttttt ttt
! t ttt ttt tttt tttt tttt ttttt tttt ttt tttt t tttt t t ttttt
t tttt t t ttttt 22 tt ttttttttttttttttttttttttttttttttttttt ttt
2 t tttttttttt tttt ttttttttt tttttt tttttttttttttttt tt ttt tt ttttt ttt
ttt tttt t t ttttt tttt ttt ttt tt t

ttt t ttttt tt
t tttt ttttttt tttt ttttt tttt ttttttt ttttt tttt ttttt tttt ttttt tttt tttt tttt tttt ttt tttttt
ttt t
ttttttttttttttttt

 tt t tttttttttt ttt tttt tttttt  t tttt ttt ttttt tt tt t t ttt tttt tt
 tt t tttttttttt ttttttt tttttt  t tttt ttt tt tt ttttt t t ttt tttt tt
 tt t tttttttttt ttt tttt tttttt  t ttt tttt ttttt tt tt t t ttt tttt tt
! t tttt ttttt tttt ! t ttt tttt tt tt ttttt t t ttt tttt tt
t tttt t t ttttt t tttt t t ttttt
  ! =2    !  2 t t tttt tttt tttt ttt t ttt ttt tt ttt
tttt tttt tttt tttttt tt
!   ! !       tttt tt tt ttttt

t tttt tttt ttt tttt tttt tttt ttt ttt

 ttttt ttt t

ttt ttttt tttttt t tttt tttttt ttt tttt t ttt  t tt tt ttt tttt tttttt tttttt tttt tttt ttt
ttttttt ttt tttt ttttttt t t tttt tttt ttt tttt tttttttt tt  t tt tt ttt tttt tttttt tttttt tttt tttt ttt
tttt ttttt tttt tttttttttt ttt tt ttttt tttt tttttttt tttt  t tt tt tttt ttt tttttt tttttt tttt tttt ttt
tttttt t tttt ttttt tttt tttt
t ttttttt tttt tttttttt tttttt  ! t tt tt ttt tttt tttttt tttttt tttt tttt ttt
ttt ttt t ttt ttt ttttttttttttt t t tttt ttttt ttttttttt t tttt t t ttttt
ttt t tttt ttt ttttt tttt    ! 22>  !  ! 
   !       !   ! !      
ttttttt ttttt ttttt ttttt tttt t ttt tttt tttt 
   !      2  
#t ttttttt
ttttttt tttttttttt ttt t ttttttttt t
tttt ttttt ttttttt ttttt t ttt tttt ttttt tttt tt ttttt tttttt ttt t ttttttttt ttt ttttttt ttt tttt ttt
   !         tttttttt ttt ttttt t
ttttttt tttt ttttt tttt ttttttt tt
t ttt ttttttt tttt ttttt tttt ttttt ttttt tttt tttt tttttttt ttt tttttt tttt ttt tttt tttt t t tttttt tttt tt
ttttttt ttttt ttttt t ttttttt ttt tt ttttttt ttttt ttt ttt t
  2=

tttt t ttt tttttt ttttt t t tttt ttttt ttt tt t t tttt tttttttt tt ttt t t ttttt
t ttt
t ttt ttt ttttttttt ttt ttt
t t tttt ttttt ttt tttt ttttt ttt tt ttt t t t tt ttt t ttt tttt ttt tt ttt t ttttt ttt ttttt tttt tttt ttt ttt
ttt tttt ttt ttttt tttt ttttt ttt ttt tt ttttt ttt tttt  ttttt tttt tttt

t ttt t   t tttttt tttttt tt t t ttttt ttttt ttt ttttt tt
!   >
 
 ttt t t ttttt ttt t tttttt ttttt ttttt tttttt t
    tttttt ttttt tttt ttt tt tt ttttt tt  ttt ttttt ttt tttttt tt ttttt t tttttt t t tttt
!   
 
! ttttt tttttt tt t tttttt t t ttttt ttttt ttt tt
    ttttt tt tt tttttt ttt ttt tttt tttt tttt t t ttttt
!   
 2 * 22 tttt tttt ttt tttt tttttt ttt tt tttt ttt tt tt ttttt ttt
   t tt tt ttt ttttt ttt ttttt tttttt ttt ttt tttt tttttttttt ttttttttt ttttt ttt tt ttt ttt ttt
tttt ttt tt tttttt tt ttttttttt ttttt tttt ttt tttt tt

2 t t tttt tttt tttt ttt tttt ttt tt ttttttttt ttt t tttt tt  tttt ttt ttttt tt ttttttttt ttt tttt ttt tttttttt

tttt tttt ttttt ttt ttttt tttt tttt

t ttttt tttt tttt tt  tttt ttt ttttttttt ttt tttt ttttt ttt tt tttttttt
tttt tttt tttt ttt tttt ttt tt ttttttttt ttt t 
 tt ttttttttt ttttt ttt ttt ttttttttt ttt tttt ttt
 t ttttt ttttt ttt tttt tttt tttt tttt ! tt ttttttttt ttt ttt tttt tttt ttt ttttttttt tttt
 t ttttt ttttt tttt ttt tttt tttt tttt tttt t t ttttt
 t ttttt ttttt tttt tttt ttt tttt tttt 22 ttt ttttt tttt ttt tttt ttt ttt tt ttt tt tttt ttt tttt
! t ttttt ttttt tttt ttt tttt tttt tttt tttttttt ttttttttttttttttttttttttttttttttttttt ttt
t tttt t t ttttt ttt tttt tttttt tttttttt ttt tttt tt ttttt ttt ttttt ttt

2< ttt tttt tttt t t tt tt t t tttt tttt tttt ttt tttt ttt  ttttttt tttttttt tttttttttttt ttttttt ttt ttt tttt
ttt tttttttt ttt tttt tttt tttt ttt tttt ttt tt ttt
tttt
 t
t  t
tt  t
ttt  ttttttt ttttt tttttttt ttttt tttttttttttt ttt tt
! t t t tttt t t ttttt tttttt
22 t ttttttttt tttt tttttttttt ttttttttt
ttttttttttttttttttt  ttttttt tttttttt ttttttt tttttttttttt ttt ttt tttt
tttttt ttt

t ttttt tttt tttt ttt tttt tttt tttt ttt ttt tttt
ttt tt

! ttttt ttt ttt ttttttt ttttt ttttttt ttttttttttt
 t ttt tttt ttt tttttt tttttt tttt ttt ttttttt
 t ttt tttt ttt tttttt tttttt tttt ttt tttt t t ttttt
 t tttt ttt ttt tttttt tttttt tttt ttt   ! 22=     
! t tttt ttt ttt tttttt tttttt tttt ttt     !    !
t tttt t t ttttt  ! !  
2= t t tttttttt tttt ttttttt tt ttttttt tt ttt
ttt tttttt tt tt   tttt tttt ttttttt t tttttttt :ttttttt ttttt tttt ttttt
ttttt tttttt ttt
t ttttt tttt tttt tttt ttt tt tt t t ttt   
tttt tttt ttt tttt ttt
tttt tttttt ttttt ttt tt tt tttt tt

!   :ttttttt ttt t ttttt tttt tttt tttttt t ttt tt
 t t
 t ttt  t
t ttttttt
! t
t t tttt t t ttttt !   ttt t tttt ttttt tttttt t ttt t ttt ttt :tttttt
2> t t tttt tttt tttt ttt ttt tt t
t ttt
ttt tt t tttt tttt ttt t ttttttt
:ttt tt

t ttttt tttt tttt ttt tttt tttt tttt ttt ttt t !    tttttttttttttttttt:ttttttttttttt ttttttt
tt
tttttt
 t :ttt tttt tt t tttt ttt tttt tt !    tttt :ttttttt tttttt ttttt tttt t tttttttt ttt
 t :ttt tt t tttt tttt ttt tttt tt ttttttt tttt ttt tt
 t :ttt tttt tt t tttt ttt tttt tt ttt ttttt ttt tt ttttttt ttt 


t ttt tttt tt tt ttt tt tt
! t :ttt tttt tttt tt t ttt tttt tt t t tttt tttttt ttttttttt ttttt ttt tt ttttt ttttttt t t tttt tttt
t tttt t t ttttt t tttt tttt tttt ttt tttt tttttt ttt tt ttt ttt
  ! 222      2 tt tt ttttt ttttt ttt
t tt t ttt ttt tttttt tttt tttt tt
     !    ! ! tttt ttt tt ttt 

t ttt tttt tt ttttt tttt ttt ttt tt
!   tt ttttt ttt tttt tttttt tttttttttt ttttttt tt
t ttt

   tttttttttttttt ttttttttttttt t tttttttt ttt tttt tttttttt ttttttttt ttttttt tt :tttttttttt ttt t
   ttt t ttttt tttt ttt tttt ttttt tttt tttt

!    tttt ttttttttt ttttttt t t ttt t ttttt ttttt 
tttttt ttt tttttttttt
!    tttttt tttt ttttt ttttttttt ttt t ttttttt t  tttt ttt tttttt ttt ttt tttttttttt tt ttttt ttttttt t
!    tttttt t t tttt ttttttt ttttt ttt t tttttttt tt
ttt ttt ttt ttttt tttt tt ttt ttt t  ttt tttt tt ttttt tttttt ttt ttt tttttttttt ttt tttttt
ttt ttttt ttt tt ttttttt tttt ttt 


t ttt t tt ttt t tt t
ttttt ttt tttt ttttt ttttt ttt tt ttttt ttttttt t t tttt tttt ! ttt ttttttt tt tt ttttt tttttttttt ttt ttt tttttt ttt ttt
t tttt tttt tttttt ttt ttt tttt ttt ttt tttt t t ttttt
2 t t tttt tttttt ttt tt tttt ttt tttttt ttttttt tttt tttttttt tt 2 t tttttttttt ttttttttttttt ttttttttt ttttttt tttttttt
tttt tt tt
t ttttt tttt tttt ttt tttt ttttt tttt ttt ttt t t tttttt ttttt tttttt ttttt ttttttt tttt tt
t tttt ttt
ttt tt ttt 

t tt
ttt tttt ttttt tttt ttt tttt ttt tt ttt 

t ttt ttt tttt
 t tttt tt ttt ttt ttttttt tttt tttttttt ttttt ttt

 t tt ttt tttttttt tttt tttt ttt tttttt tttttt  tttt ttttt tttttt tttt ttt ttttttt ttttt tttttt t
 t tttttttt ttttttt tttt tttt tt ttt ttt ttttt  t t tttt ttttttt tttttt tttt ttt ttttt ttttt ttttt
! t tt ttt ttttttt tttttttt tttttt tttt ttt ttt  tttttt tttt ttttttt ttt tttt ttttt t t ttttt ttttt
t tttt t t ttttt ! tttt t t ttt tttt ttttt ttttttt ttttt tttttt ttttt
2 :ttt ttt ttt ttttttt tttt ttt tt ttt !

t ttt ttt tt ttt tttt t t ttttt
tttt tt ttttt tttt tttttt tt t tttttt ttt ttttt tttt
2=2

2< t t tttt ttttt tttt ttt tt tttt ttt tttt ttt tt ttt 

t tt  ttttttt ttttttttt tttttttttt ttt ttt ttttttttt ttttt
ttt ttt ttt ttttt tttt ttttt ttttt ttttttt tttttttt
t ttt tt
ttt ttttttttt tttt ttt ttttttt tt ttt 

t tttttt tttt  ttt ttttttt tttttttttt ttttttttt tttttt ttttttttt tt
ttt
tt
 t ttt tttt ttttt ttttttttt ttt ttttt ttttt tttttt ! ttt ttttttt tttttttttt tttttt ttttttttt ttttttttt tt
 t ttttt ttt tttt ttttttttt ttttttt ttttt ttt tttt tt
 t ttttttt ttttt ttttt ttt ttt tttt ttttt tttttttt tttt t t ttttt
! t ttttt ttt ttttt ttt tttt ttttttttt ttttt tttttt 2= ttttttt
tttttttttt tttt ttttttt tttttttt tt ttttttttt
t tttt t t ttttt ttt ttttt ttt ttt ttttttt tttt ttttttttt ttttt ttt
22 ttt ttttt tttt ttt tttt ttt tt tttttttttttt tt tttt ttt tttttt t t tttt tttt ttt tttt ttttttt tttttt t t tttt tttt
ttttt ttttt ttt tttttt ttt ttt tttttttttt ttttttttt tt  tttt ttt ttttt ttttttt ttt ttt ttttttt tttttttt
ttttttt ttttttttt tttt ttt tttt tttttt ttt tttt tttt  ttt ttt ttttttt ttttttttt ttttttt ttttt ttt ttt
tttt ttt ttttt ttt
 tttt ttt ttttt ttttttt ttttttttt ttttttt ttt tt
 ttttttt ttttttttt ttttttttt ttt ttt tttttttttt ttttt ! ttttttttt ttttttt ttt ttt ttttttt ttttt ttt ttt
tt tttt t t ttttt

  2
  ! 2  !  !  !  < ttt t ttt ttttt tttt tt tttt ttttt t t ttt tttttt ttt
       tttt ttt tttt tttttt tttt

t ttttttt tttttttttttt tt ttttt tttt ttttt ttt ttttt   t t t t t t 
t t ttttttt
t ttttttttttt ttttt tttt tttt tt ttttt ttttt tttt  t t t t t t 
ttt tt tt ttttt ttt tttt tttt ttt ttt ttttttttttttt t t tttttt ttt  t t t t t t 
tttttt t t ttttttttttttt  t t t t t t 
  !t ! t t t t !t t  ! t
tttttt ttt tttttttttt
   !t !t ! t t t t t  t tttt t t ttttt
   !t t !t ! t t t t  2 ttt t ttt ttttt tttt tttttt ttttt t t ttt tttttt tttt ttt
   !t t t !t ! t t t  ttt tttt tt tttt tttt

    !t t t !t t ! t t    t t !tt  t t !
   !t t t !t t t ! t   t t !t  t t t !
tttt ttt tttt ttttt tttttttttttt tttt ttttt
t ttt tttt tttt  t t !t t  t t !
ttttt ttt ttttt ttttt  t t !t  t t t !
 tttt tttt tttt tttttt ttttt ttt ttt tttttt ttttt tt ttt ! t
tttttt ttt tttttttttt
ttttt ttt ttttt tttt
t tttt t t ttttt
 t  t !t t t !t  t 
t 
  ! =  !  ! 
 t  t !t !t 
t t t  t 
!   ! !       
 t  t !t !t  t 
t t t 
t tttt tttt ttttttt tttttttttttt tt ttttt tttt tttt
 t  t !t !t  t t t 
t 
ttt tttttt ttttt t t ttttt tttt tttttttt ttttttttttt tttt
! t
tttttt ttt tttttttttt tttt tttt tt ttttt ttttt ttttt ttt tt tt ttttt ttt tttt tttt tt
t tttt t t ttttt ttt ttttttttttttt t t tttttt tttt ttttttttttttt
2 ttttttttttt ttttttt ttttttttttt t ttttt tttt ttttttttt
   :tt tt     tttttt tttt
 t t t t t ! t       :tt tt    tttttt tttt
 t ! t t t t t       tt :tt    tttttt tttt
 t ! t t t t t       tt  :tt   tttttt tttt
 t ! t t t t t       tt  tttttt :tt   tttt
! t ! t t t t t      tt  tttttt  :tt  tttt
t tttt t t ttttt ttt tttt
t ttt tttt ttttt ttttt t t tttt ttttttttttttt
2
t t ttttt tttttt tttt ttt tt tttttt ttt tttt tttt tttt tt tttt tttt tttttt tttt ttt ttt tttt ttttt ttttt
t tttt ttt
ttttttt tttt tttt tttt tttt ttttt
ttt tt tt t t tttt tttt tttt ttttttttt tttt tttttttttttt tttt
 t t t t !
t t t  ttt tttt ttttt ttttt
 t  t  t tttt  tttt =  t tttttt=tt t t ttttttt ttttt  t t ttttt
! t t t tttt t t ttttt
t t ttttt tttttt tttt ttt tt tttttt ttt tttttttt ttt
 tttt ttttttt ttt tttt ttttt ttttt t t tttt tttt tttt ttttt
ttttttttttt

 t  t t !t t t   t tt  t t  t ttt
 t !t t t  t t  ! tttt t tttt t t ttttt
 t !t t t t  t  >  t ttttt ttttt tttttt t t t tttt !
 t !t t t  t t  tt tt t t tttt tttt tttt tttt ttt ttttt


! t !t t  t t t   t t tttt !t ttttt t ttttt t ttttt
t tttt t t ttttt  t t tttt !t ttttt ttttt tttttt t 
 t t tttt ttttt ttttt t t ttt tttttt ttt
 t t t !t   t t tttt ttttt ttttt tttttt t t !
t !

! t t ttttt ttttt tttttt t t tttt !

ttttt tt tt t t tttt tttt tttt tttttt tttt tt t ttttt tttt ttt ttt tt tt tttt

 t t !t !t t t 

  t tt tttt ttt tttttt t t !t ttttt !
 t tttt  t ttttt  t t tt tt tt t t tttt tttt tttt tttttt tttt ttt tttt ttttt ttt
! t t ttt t tttt t t ttttt ttt

  2=2

 t
t  t
tt  t
ttt   t  t !t t !t t  t 

! t t t tttt t t ttttt  t  t t !t !t t  t 
 tttt ttt t t ttt tttttt ttt t t tttt !t t !t ttt ttt tttt  t  t !t !t t t  t 
tt tt t t tttt tttt tttt ttt tt tttttttt tttt ttttt
 t  t t !t !t t  t 
 t!tt !t ttttttttttt tttt ! t
tttt ttt tttttttttt
 t!tt !t ttttttttttt tttt t tttt t t ttttt
 tt!t ttttt!t ttt ttttttt 2  tttt tttt ttt tttt tt tttt ttttt ttt tttt tttt tttt ttttt

! t
tttttt ttt tttttttttt  t  t !t t t !t  t !
t tttt t t ttttt  t !t  t !t t t !t  
2 ttttttttt ttttttttttttt!t ttt ttt tttttttttttt  t !t  t t t !t !t  
tt tt t t tttt  tttt tttt tttttt tttt ttt tttt tttt
 t !t  t t t !t  t !
 t
ttt  t t  t
tt ! t !t  t t !t t  t !
! t
t tttt t t ttttt t tttt t t ttttt
2 tttt tttt t t ttt tttttt ttt t t tt t t t ttttt tttt  2 tt tt t t tttt tttt tttt ttt ttt t ttttt ttttt ttt ttt
tt tttt tttt ttttt


t t ttttt ttttt tttttt tttt ttt tt tttttt ttt ttttttt  t ! t t 

t !t t !t  
tttt ttttttttttt
 t 

t  t !t t !t ! t 
 t tttt  t  t  tttt  t 

t  t !t t ! t t !
! t tt t tttt t t ttttt  t 

t  t t !t ! t t !
 tttt t
t t t ttt tttttt ttt t ttttt !t tttt !t t tt ! t 

t  t !t t t ! t !
tt t tt tt t t tttt tttt tttt tttt ttt ttttt
tt
t tttt t t ttttt
 t t ttttt !t tttt tt t t ttt !   ! 222<  !  ! 
 t t ttttt !t tttt t tt t ttt ! !        
 t t ttttt !t tttt t tt t !t tt t tttt tttttttttttt tt ttttt tttt ttttt ttt ttttt
! t t ttttt !t tttt t !t ttt tt ttttt t t tttt
t ttttttttttt ttttt tttt tttt tt ttttt ttttt tttt
t ttttt tttt ttt ttt tt tt tttt ttt tt tt ttttt ttt tttt tttt ttt ttt ttttttttttttt t t tttt ttttt
  ! 2  !  !  tttt tttt tttttt t t ttttttttttttt
!          t tttttt tttt ttt ttttt ttt tttttt ttt
t ttttttt tttttttttttt tt ttttt tttt ttttt ttt ttttt   t ttttt tttttt tttt ttt ttt tttttt ttt
t t ttttttt
t ttttttttttt ttttt tttt tttt tt ttttt ttttt tttt   t ttttt tttttt tttttt tttt ttt ttt ttt
ttt tt tt ttttt ttt tttt tttt ttt ttt ttttttttttttt t t tttttt ttt   t ttttt tttttt tttttt tttt ttt tttt tt
tttttt t t ttttttttttttt
tttt tttt ttt tttt ttttt ttttt ttt ttttt ttttt
 t  t 
t ! t t t !t
tt tttt tttt tttttt tttt ttt ttt tttt ttttt ttttt
t tttt ttt
   t
t
t ! t t t!t  ttt tttt ttttt ttttttttt tttt tttttttttttt ttttt ttt tttt tttt
   t t ! t
ttt !t ttttt
   t
t ! t
t!tt t 22   t tttt ttt ttt ttt ttt tttt tt
tttt ttt tttt ttttt tttttttttttt tttt tttt tttt ttt tttt tttt tt tt t t tttt tttt tttt tttt ttt tttt tttttt ttttt ttt tttt
ttttt ttt ttttt ttttt ttttt

 t t!t ! tt  ttt tttt tttttt tttt tttttt  t ttt tttt ttt ttt ttt tttt tt
ttt ttttt
t tt tt t t tttt tttt tttt tttttt tttt ttt !  t ttt tttt tttt ttt ttt ttt tt
! t  t t t t 
 t ttt ttt tttt ttt tttt ttt tt
 t ttttt  t t tt ! t ttt tttt tttt ttt ttt ttt tt
 t t tt ! t
tttt ttt tttttttttt t tttt t t ttttt
t tttt t t ttttt 22 t t tttt tt tttt ttttt t t ttt tttttt ttt  ttttt tttttt
<
t t ttttt tttttt tttt ttt tt tttttt ttt tttt tttt tttt tttt t tttttt ttt tt tttttt ttttt tt tt t t ttt
ttttttt tttt tttt tttt tttt ttttt
tttt tttt tttt ttt tttt tt ttt tttt

 t t t  t !
t !t t   ttttt ttttttt tttt t ttt tt tttttt tttttt tttt
 t!  t  t  tttt t ttttttt ttttt tttttt ttt tt tttttt tttt
! t t tttt t t ttttt  ttt tt ttttt tttttt tttttt ttttt ttttttt tttt
2 tttt tttt ttt tttt tttttt ttttt ttt tttt tttt tttt ttttt
! ttttt ttttttt tttt t tttttt ttt tt tttttt tttt
 t t t !t  t !t  t  ttt tttttt tttt tt ttt tttt
 t !t t !t  t t  t  2 t t tttt tttttt ttt ttttt ttt tttt ttt ttttt ttt tttt

 t !t t  t  t t !t  tt tt t t tttt tttt tttt tttt ttt tttt t
t tttt

 t !t  t t !t t  t   t ttttt ttttt ttttt tttt ttt ttt tt
! t !t t  t !t t  t   t ttt ttt ttttt ttt ttttt tttt tttt
t tttt t t ttttt  t ttt ttt ttt ttttt ttttt tttt tttt
= t t tttt tttt ttt tttt ttttt ttttt ttt ttt ttttt
t tttt ttt ! t ttttttttt ttttt ttttt tttttt tt
ttt tttt tttttt tttt
t
tttttt ttt tttttttttt
  t !t  t t t t t   2  t ttttt ttttt tttt ttttt tttttt t ttt tttt
 t !t t t  t  t t  tt tt t t tttt tttt tttt tttttt ttttt ttt tttt ttttt tttt
 t !t t t  t t  t  ttt ttttt ttttt

 t !t t t  t  t t   t ttt  t t
 t

! t !t t t  t t  t  ! t
t t
tt
t tttt t t ttttt 2< t ttttt
ttttttt ttttttttttttttttttttttttt tt ttttttttt
> tttt tttt ttt tttt ttttt ttt ttt ttt tttttt tttt tttt tt tttt tt
t tttt tttt ttt tttt ttt tttt

tttt ttttt ttttt ttt tttt ttttt

2=

 t tttttt tttttttttt ttt tttttt tt ttt   t ttt ttt ttt ttttt ttttt tttt tttttt ttt
 t tttttttttt tt ttttt tttt tttttt ttt  t ttt ttt tttt ttt ttttt ttttt tttt ttttt
 t tttttttttt tt tt ttt ttt ttttttt ttt  t ttt ttt tttt ttt ttttt ttttt tttt ttttt
! t tttttttt tttttt tt ttttt tttttt ttt  t ttt ttt ttt tttt ttttt ttttt tttt ttttt
t
tttttt ttt tttttttttt ! t
tttt ttt tttttttttt
  ! 222       t tttt t t ttttt
       !  22 t t tttt tttt ttt tttt tttttt ttttt t t ttt ttttt
t tttt ttt
     ! !      ! ttt tttt ttttt tttt

      !    t ttt tttt ttt ttttt ttt tttttt ttttt
 t  t ttt t ttt ttt  t ttt ttt tttt ttttt ttt tttttt ttttt
 t ttt  t t ttt ttt  t ttt ttttt ttt tttt ttt tttttt ttttt
 t ttt t  t ttt ttt  t ttt tttt ttttt ttt tttttt ttt ttttt
 t ttt t ttt  t ttt ! t
tttt ttt tttttttttt
tttt tttt ttt tttt ttttt ttttt ttt ttttt ttttt t tttt t t ttttt
*  !        2 tt tt t t tttt tttt tttt ttt tttt tttttt ttttt ttt ttt
    !  tttt tttt ttttt

22  t ttt t tttt ttt t t ttt  t tt tt t t tt tttttt tt tt ttt ttt
tt tt tttttt tttt ttttt tttttt tttt ttt tttt ttttt tttt  t tt t t ttt tttt tt tt tttttt tt t
ttt tttt ttttt ttttt
 t tt t t ttt tt tt tttttt tt tt ttt
 t ttt  t t
 t
 t tt ttt t t tt tt tttttt tt tt ttt
! t
t t tttt t t ttttt ! t tt ttt t t tttt tt tt tttttt tt t
2=  t tt !t tttt ttt t tttt  t tttt t t ttttt
tttt ttt ttttt t
t ttt tttt ttttt ttttt
2
t t ttttt tttttt tttt ttt tt tttttt ttt tttt tttt tttt
 t ttt t tt tttt t !t ttt ttttttt tttt tttt tttt tttt ttttt

 t ttt t tt t !t tttt ttt  t ttttt ttt tttt ttt tttt t t tt
 t ttt tt !t tttt t tttt   t tt  t tttt  tttt
! t tttt t t tttt !t tt tt ! t tttt t tttt t t ttttt
t tttt t t ttttt 2< t t ttttt tt t t ttt tttttt ttt t t tttttt ttt ttt ttttt ttt

2> t t ttttttttt t tttt ttttttttt ttttt t ttttt t tttt tttt ttttt ttttt ttt t t ttt tttt tttttt ttt tttt


t 
t ttttt tt tt t t tttt tttt tttt ttt  t t ttt  t tttt
tt tttttttt ttt tttt ttttt
 t ttttt ! t
tttt ttt tttttttttt
 t ttttt ttttt 
t  t ttttt  t  t tttt t t ttttt
 t ttttt  t ttttt ttttt  t t 
   22  !  !  ! 
 t t ttttt ttttt ttttt  t  t 
  ! !       
! t tttt ttttt tttt tt tt ttt tttttt ttttt t t ttttt ttt ttttt ttt tt ttt
t tttt t t ttttt tttttttttttt tt tttt
t ttt ttttttttttt ttttt tttt tttt t
2  t ttttt tttt  t !t tttt  t tttt ttttt ttttt ttttt ttt tt tt tttt
ttt tttt ttttt ttttt
t tt tt ttttt tttt ttt tttt tttt ttt  t ttt ttttt ttttt tttt ttttt tttt tttt tttt
ttttttttttt
  t ttttt ttt ttttt ttttt ttttttttt tttt ttt
t tttt  t tttt  t ttttt !t tttt   tttttt ttttt ttt tttttttttt tttttttt ttt
 t
t  t
 t ttt   tttttt tttttttttt ttt ttttttttt ttttttt
! t tt t tttt t t ttttt    t ttttt ttttt tttttttttt ttt tttt tttt ttt
2 t t ttttt ttt t t tt ttttt tttttt ttt tttt t 
t tttt !   t tttttttttt tttttttttt tttt ttttttt ttt
tttt !t ttttt ttttt tt tt t t tttt tttt tttt ttt ttttt
t tttt ttttt
ttt tttt ttttt tttttt
t t tttt ttttt ttttt
22 t t tttt ttt ttttt t t ttt tttttt tt
 t tttt t tttt !t tttt !t ttttt 
ttttt ttttt tttt tttt =tttt tttt ttt ttt
 t tttt t tttt !t 
t !t tttt tttt tt tt t t tttt tttt tttt tttt ttt tttt ttttt tttt

 t tttt t tttt !t tttt !t 
t tttt  t
ttt  t
tt  t
tttt
! t tttt ttttt tttt ! t t
tt t tttt t t ttttt
t tttt t t ttttt 2= t t tttt ttt ttttt t t ttt tttttt tt
  ! 222<  !  !  tttt ttttt ttt tttt ttttt ttttt tttt ttt

!   ! !       tt tt ttt ttttttttt tttt ttttt

  t ttt tttt tttt ttttt ttttt tttt tttt ttt
t tttt tttttttttttt tt tttt
t tttt ttttt tt ttttt tttt  t ttt tttt tttt ttttt ttttt tttt tttt ttt
ttttt
t ttttttttttt ttt tttt tttt tt ttttt ttttt ttttt tt  t ttt tttt ttttt tttt ttttt tttt tttt ttt
tttt tttt ttt tttt ttttttttttttt t t tttt tttttt tttt tttt tttttt t ! t
tttt ttt tttttttttt
ttttttttttt t tttt t t ttttt
  t tttt tttt ttttt ttttt ttt ttt ttttt 2>  t ttttt ttttt tttt ttt tttt ttttt tt t tttt
  t ttt tttt tttt ttttt ttttt ttt ttttt tt tt t t tttt tttt tttt ttt tttt ttt ttttt t t tttt tttt
  t ttt ttt tttt tttt ttttt ttttt ttttt ttttt

  t ttt ttt tttt tttt ttttt ttttt ttttt  t ttttt ttttt ttttt ttttt ttt tttt tt t ttt
   t ttt ttt tttt tttt ttttt ttttt ttttt  t ttttt ttttt ttttt ttttt tttt ttt tttt tt

tttt ttt tttt ttttt tttttttttttt tttt ttttt t
t ttt tttt tttt  t ttttt ttttt ttttt ttttt tttt ttt tttt tt
ttttt t t ttttt ttttt ! t
tttt ttt tttttttttt
22 t t tttt tttt ttt tttt tt tttt ttttt t t ttt ttttt
t tttt ttt t tttt t t ttttt
ttt tttt tttttt tttt

  2=

   ttttt ttttt tttt ttt tttt tttt ttttt tt
tt tt t t tttt tttt tttt tttt ttt tttt !ttt tttt


t tttt ttttt ttttt tttt ttt tttt ttttt tt

ttt tttttt ttttt t t ttttt tttt tttttttt ttttttttttt tttt
tttt tttt tt ttttt ttttt ttttt ttt tt tt ttttt ttt tttt tttt tt
ttt ttttttttttttt t t tttttt tttt ttttttttttttt
t tttt ttttt ttttt ttttt tttt ttt tttt tt  t tttt tt tttt t tttt 
t t tttt !


t tttt ttttt ttttt ttttt ttt tttt tttt tt   t tttt tttt tt tttt t tttt 
t t !

!
t tttt ttttt ttttt ttttt ttt tttt ttt ttt   t tttt 
t tttt tt tttt t tttt t !



t tttt t t ttttt   t tttt 
t tt tttt tttt t tttt t !

  t tttt tttt tttt ttttt tttt ttttt ttttt ttt    t tttt 
t tt tttt !
t tttt t tttt 
tt tt t t tttt tttt tttt tttt ttt tttt ttttt tttt
  t tttt 
t tt tttt !
t tttt tttt t 

t
tt 
t
ttt 
t t
tt   t tttt 
t tt tttt !
t tttt t tttt 
!
t
tttt

t tttt t t ttttt tttt
tt ttt tttt ttttt ttttt t t tttt tttttttttttttt t t ttt
  ! 2<    !  ttttt ttttt
!   ! !      
tt tttt tttt tttttt tttt ttt ttt tttt ttttt ttttt
t ttt tt
 tttt tttt tttt tttttttt

t ttttttttttt tttttttttttt tt tttt
t tttt ttttt tt 2  t tt ttttt ttttt ttt t tttttttt 
t t !
tttttt ttt tt tttt t t ttttt tttt ttttttt
t ttttttttttt tttt tt tt t t tttt tttt tttt tttt ttt ttttt tt

tttt tttt tt ttttt ttttt ttttt tttt tttttttttt tttt tttt ttttttt 
t tttttttt 
t ttttt tt ttttt ttt t t !
ttttt tttt tttttttttttttt ttt tttttttt tttt tttt ttttt tttt 
t tttttttt 
t tt ttttt t ttttt ttt t !
tttt ttttt ttt ttt ttttttttttttt t t tttttt tttt tttttt t 
t tttttttt 
t tt ttttt ttttt ttt t t !
tttttttttttttt ttttt tttt ttttt tttt !
t
tttttt ttt tttttttttt
 t ttttt tttt
t ttttt t ttttt t 

t tttt t t ttttt
  t tttt ttttt
t ttttt t ttttt t  =  t tt t ttt 
t
t t tt tt tt t 
  t tttt
t ttttt ttttt t ttttt t  tt tt t t tttt tttt tttt ttt ttttt t


  t tttt
t ttttt ttttt t ttttt t  
t ttt t tt t
t tt tt t 
t tt
   t tttt
t ttttt t ttttt ttttt t  
t ttt t tt t
t tt tt t tt t 

  t tttt
t ttttt t ttttt ttttt t  
t ttt t tt t
t tt tt 
t tt t 
  t tttt
t ttttt t ttttt t ttttt  !
t
tttttt ttt tttttttttt
tttt tttt
tt ttt tttt ttttt tttttt

t tttt t t ttttt

tttttt ttttttttt tttt tttttt ttttttttttttttt tttt ttttttt >  t ttt ttt t t !t tttt tttt

ttt ttt ttt tt tt t t tttt tttt tttt tttttttt tt tt t t tttt tttt tttt tttttt tttt ttt tttt tttt

2 t t ttttt ttt t t ttt tttttt ttt
ttt t t tttt ttt t ! 
t
t 
t
tt 
t

tt t

t tt tt t t tttt tttt tttt tttt ttt tttt ttttt tttt
! t
ttt t tttt t t ttttt
 t
 t t
 t
t  tttt tttt t t ttt tttttt tt
! t
tt t tttt t t ttttt tttttt t ttttt t t ttttttttt ttttt 

2 t t tttt t
ttt ttttt t t ttt tttttt ttt
tttt  t tttttt t t ttt tt tt t t tttt tttt tttt tttttt tttt ttt tttt ttttt ttt
ttt t !

t tt tt t t tttt tttt tttt tttt tt tttttttt tt ttt

tttt ttttt ttttt t t tttt ttttt
 t
t  t
tt  t
ttt
 t tttt  t t tttttt ttt !t t t ttt ! t
t tttt t t ttttt
 t tttt  t t tttt tttttt !t t ttt   tttt ttt t t ttt tttttt tt
 t tttt  t t t tttt !t tttttt t tt ttttt t t !t ttttttt ttttt 
t tttt
! t
tttttt ttt tttttttttt tt tt t t tttt tttt tttt ttt tt tttttttt tttt ttttt

t tttt t t ttttt  t !t t t ttttt ttttttt ttttt 
t tttt
 t t tttt tttt ttttt t t ttt tttttt ttt
ttt t ttt tttttt t   t 
t t t !t ttttttt ttttt ttttt tttt
ttttt 

t tt tt t t tttt tttt tttt tttt ttt tttt t
tt  t ttttttt 
t t t !t ttttt ttttt tttt
tttt
! t
tttttt ttt tttttttttt
 t ttt t ttttt t tttttt t t tt t tttt t t ttttt
 t ttt t ttttt t t ttt tttttt    ! 2<    ! 
 t ttt t ttttt t tttttt t ttt  !   ! !      
! t ttt t ttttt t ttt tttttt t  
t tttt t t ttttt t tttt tttt ttttttt tttttttttttt tt ttttt tttt tttt
  t =tttt ttt !t t ttttt t ttt tt  ttt tttttt ttttt t t ttttt tttt tttttttt ttttttttttt tttt
tt tt t t tttt tttt tttt tttt ttt tttt tttttt tttt
tttt tttt tt ttttt ttttt ttttt tttt tttttttttt tttt tttt ttttttt
 t ttt !t ttttt t ttt tt t =tttt  ttttt tttt tttttttttttt ttt tttttttt tttt tttt ttttt tttt
 t ttt !t ttttt t =tttt t ttt tt  tttt tttt ttt ttt ttttttttttttt t t tttttt tttt tttttt t
 t ttt !t ttttt =tttt t t ttt tt  tttttttttttttt ttttt tttt ttttt tttt
! t ttt !t ttttt t ttt tt =tttt t   t ttttt ttt t t tttt t ttttttt 
t tttt t t ttttt   t ttt ttttt t t tttt t ttttttt 
<  t t tttt !t t tttt tttt ttttt !   t ttt tttt ttttt t t t ttttttt 
tt tt t t tttt tttt tttt tttttt ttttt ttt
tttt !t ttt    ttt ttttt ttttt t tttttttt 
t tttt !t t tttt

   t ttt tttt t t ttttt t ttttttt 
 t tttt  t t
tt   t ttt tttt t t ttttttt ttttt t 
 t ttt !
tttt ttt tttttttttt   t ttt tttt t t ttttttt ttttt t 
t tttt t t ttttt ttt tttt
tt ttt tttt ttttt ttttt t t tttt ttttt
  ! 2  !  !  tt tttt tttt tttttt tttt ttt ttt tttt ttttt ttttt
t tttt ttt
!   ! !        tttt ttt ttt ttt tt tt t t tttt ttttttttt ttttt tttt 
t tttt tttt ttttttt tttttttttttt tt ttttt tttt tttt
2=<

2 tttt t
t t t ttt tttttt tt  t t ttttt t ttttttt tttttt t ttttttttt !
ttttt ttttt t t t t ttttt tt ! t t ttttt t tttttt ttttttt t ttttttttt !
tt tt t t tttt tttt tttt tttt tt tttttttt ttt   t t t tttt t t ttttt
tttt tttttt
< t t tttt ttttt ttttt t t ttt tttttt tt
 t ttttt ttttt t t t t ttttt tt !t tttt t tttt t ttt:t tt t ttttt
 t ttttt ttttt tt t t t t t tttt tt tt t t tttt tttt tttt ttttt ttt tttt ttttt

 t ttttt ttttt ttttt tt t t t t   t ttt:t tt t tttt tttt t !t tttttt 
! t
tttttt ttt tttttttttt  t ttt:t tt t tttt tttt !t tttttt t 
t tttt t t ttttt  t ttt:t tt tttt t tttt !t t tttttt 
2   tttttt ttttt !t t  t ttttt t tttt ! t
tttttt ttt tttttttttt
tt tt t t tttt tttt tttt tttttt tttt ttt tttt tttt
t tttt t t ttttt
 t
 t
t  t t
< tt tt t t tttt tttt tttt tttt ttt tttt tttt tttt t t ttt
! t
tt t tttt t t ttttt tttt tttt ttttt

   ttt tt !t t tttt tt t t tttttt ttt ttt  t !t t tttttt ttttt ttttttt t t tttt
tt tt t t tttt tttt tttt ttt tttt ttttt tttt t t tttt tttttt
 t t ttttttt t !t t tttttt ttttt tttt
 t tttt tt tttttt t !t ttt tt t t ttt ttt  t t ttttttt t ttttt !t t tttttt tttt
 t tttt tt tttttt t !t ttt tt ttt tttt t   t t ttttttt t ttttt !t tttttt t tttt
 t tttt tt tttttt t !t ttt tt ttt tttt t  ! t t !t t tttttt ttttt ttttttt t tttt
! t
tttttt ttt tttttttttt t tttt t t ttttt
t tttt t t ttttt   ! <2<<  !  ! 
 tttt ttt t t ttt tttttt tt !   ! !       
ttttt tttttt t t !t t ttttttt tttt t tttt tttt ttttttt tttttttttttt tt ttttt tttt tttt

t t ttttt ttttt tttttt tttt ttt tt tttttt ttt ttttttt ttt tttttt ttttt t t ttttt tttt tttttttt ttttttttttt tttt
tttt ttttttttttttt
tttt tttt tt ttttt ttttt ttttt ttt tt tt ttttt ttt tttt tttt tt
 t !  t  t ttt ttttttttttttt t t tttttt tttt ttttttttttttt
! t t tttt t t ttttt   t tttt ttttt tttt t !t tt t 
< tttt tttt t t ttt tttttt tt   t tttt t tttt ttttt t !t tt t 
tttttt ttttt t ttttt t t ttttt     tttt t t tttt ttttt t !t tt
tt tt t t tttt tttt tttt tttttt tttt ttt tttt ttttt ttt   t tttt t tt t t tttt ttttt t !
ttt
   t tttt t tt t t t tttt ttttt !
 t
 t
t  t
ttt   t tttt t tt t t ttttt t tttt !
! t
tt t tttt t t ttttt    tttt t tt t t ttttt !t t ttt
  ! 2<  !  !     tttt t tt t t ttttt !t tttt 
!         tttt tttt
ttt ttt tttt ttttt tttt
t tttt tttt ttttttt tttttttttttt tt ttttt tttt tttt tt tttt tttt tttttt tttt ttt ttt tttt ttttt ttttt
t tttt ttt
ttt tttttt ttttt t t ttttt tttt ttttttt
t ttttttttttt tttt ttt tt tt t t tttt tttt tttt ttttttttt tttt tttttttttttt tttt
tttt tttt tt ttttt ttttt ttttt ttt tt tt ttttt ttt tttt tttt tt <2 tttt ttt t t ttt tttttt tt
ttt ttttttttttttt t t tttttt tttt tttttt t t ttttttttttttt tttt 
t 
t t tttttt tttttt t tttt
 t tttt tt tttt t t tt tt t ttttt ! tt tt t t tttt tttt tttt ttt tt tttttttt tttt ttttt

  t !t tttt tt tttt t t tt tt t tttt  t 
t 
t t tttttt tttttt t ttttt ttt
  t !t tt tt tttt tt tttt t t t tttt  t tttt 
t t 
t tttttt tttttt t tttt
  t !t tt tt t tttt tt tttt t t tttt  t 
t 
t t tttttt tttt tttttt t tttt
   t !t tt tt t tt tttt tttt t t tttt ! t
tttttt ttt tttttttttt
  t !t tt tt t tt tttt t tttt t tttt t tttt t t ttttt
  t !t tt tt t tt tttt t ttttt tttt  <2 tttt tttt t t ttt tttttt tt
  t !t tt tt t tt tttt t ttttt t ttt ttttt t ttttt ttttt t t t tttt
tttt tttt
ttt ttt tttt ttttt tttt
t t ttttt ttttt tttttt tttt tt tttttt ttt tttttttt ttt
tttttttttttttttt tttt tttttttttttttttttttt
t tttttttttt tt ttt t

ttttttttt tttttttttttttttttttttttttttttt ttttttttttttttttt  t  t  t tttt  tttt
2  t t t tttttt tttt t !t tttt t ttt ! t tt t tttt t t ttttt
tt tt t t tttt tttt tttt tttt ttt ttttt t

<  t ttt tt t t t ttt t 
t tt
 t t tttttt !t t t tttt t tttt ttt tt tt t t tttt tttt tttt tttttt tttt ttt tttt tttt

 t t tttttt !t tttt t t tttt t ttt  t ttt  t t
 t

 t t tttttt !t tttt t t tttt t ttt ! t
t t tttt t t ttttt
! t t tttttt !t tttt t tttt t tttt <   ttttt ttt tttt t t  t tttttt 
t
tttttt ttt tttttttttt tt tt t t tttt tttt tttt tttt ttt ttttt t


= t t tttt ttt t t ttt tttttt ttt
t ttttt !t ttttttt t ttttt  t tttttt  t ttt t ttttt tttt t 
t ttttt 

t tt tt t t tttt tttt tttt tttttt tttt ttt ttt  t tttttt t ttt  t ttttt tttt t 
ttttt tttt
 t tttttt t ttt  t ttttt t tttt 
 t tttt ttt  ttttt
 t tttt t
! t
tttttt ttt tttttttttt
! t tttt
t t tttt t t ttttt t tttt t t ttttt
> t t tttt tt t t ttt tttttt tt <<   ttttt ttttt t t t 
t tttttt ttt
t ttttt ttttttt tttttt t t ttttttttt ! tt tt t t tttt tttt tttt tttttt tttt ttt tttt ttttt ttt
tt tt t t tttt tttt tttt tttt ttt tttt ttt
ttt

 t t ttttt t ttttttt t tttttt ttttttttt !  t
t  t
tt  t

 t t ttttt t t ttttttt tttttt ttttttttt ! ! t
ttt t tttt t t ttttt
  2=2

  ! <22  !  !   t t ttttt t ttttttttt  t tttttt t !t ttt

!   ! !        t t ttttt t ttttttttt  t tttt tttttt t !
 ! t t ttttt t ttttttttt tttttt t !t  t ttt
t tttt tttttttttttt tt ttttt tttt ttttt ttt ttttt t tttt t t ttttt
tttttt t tttttttttttttttttttttttttttttttt tttt tttttt tttttt 22 tttt t
t t t ttt tttttt ttt ttttttttt t tttttt !t 
t 
ttttt tttt tttt ttt ttt ttttttttttttt t t ttt tttttt ttttt t t tttt tttt ttt
t t ttttt ttttt tttttt tttt tt tttttt tt
tttt ttttttt tttttt t t ttttttttttttt tttttttt tttt ttttttttttttt

 t ttttt tttt ttttt ttttttt tttttttt ttttttt  t  t   t
  t ttttt ttttt tttt ttttttt tttttttt ttttttt ! t! t tttt t t ttttt
  t ttttt tttt ttttt ttttttt tttttttt ttttttt 2  t tt tt tttt t t  t ttttttttttt ttttt 
  t ttttt tttt tttttttt ttttt ttttttt ttttttt tt tt t t tttt tttt tttt tttt ttt tttt ttttt tttt

   t ttttt tttt tttttttt tttttttt ttttt tttttt  t tttt t
 ttttt
 t tttt
t
tt
t tttt t
t ttt tttt ttttt ttttt ttt ttttt tttttt t t ttt ! t tttt
tt t tttt t t ttttt
tttt tttttttttttt ttttt ttt tt tt t t tttt tttt tttt tttttttt 2  t tttt t ttttttt 
t t tt tt tttt t  t 
tttt tttt tttt ttttt tttt tt tt t t tttt tttt tttt tttt ttt tttt ttttt tttt tttt tttt

<2  t ttt ttt ttttt tt tt ttttttt tt  t tttt ttt  t tttt t
 ttttt

tttt tttt ttt tttt tttttt ttttt ttt ttttt ttttt
! t tttt
t t tttt t t ttttt
 t ttttt ttt tt tt ttttttt ttt tt 2< tttt tttt t t ttt tttttt tt
 t ttttt tt tt ttt ttttttt ttt tt ttt t 
t ttttt t ttt tt ttttttttt t t !
 t ttttt ttt ttttttt tt tt ttt tt tt tt t t tttt tttt tttt ttt tt tttttttt tttt tt t t tttt
! t ttttt ttt tt tt ttt ttttttt tt ttttt

t tttt t t ttttt  t ttt t ttt tt ttttt t 
t ttttttttt t t !
<= t t ttttt tttt ttt
tttttt ttttt tt tttt ttttttt tttttt ttttt

 t ttt t ttttt t ttt tt 
t ttttttttt t t !

tt tt t t tttt tttt tttt ttttt ttt tttt ttttt
 t ttt t ttt tt 
t ttttt t ttttttttt t t !
 t tttttt ttttttt tttttt tttt ttttt tt ttttt ! t
tttttt ttt tttttttttt
 t tttttt ttttt tt ttttttt tttttt tttt ttttt t tttt t t ttttt
 t tttttt ttttttt ttttt tt tttt tttttt ttttt   ! 22=  !  ! 
! t ttttttt tttttt ttttt tt tttt tttttt ttttt !   ! !       
t
tttttt ttt tttttttttt t tttt tttt ttttttt tttttttttttt tt ttttt tttt tttt
<> t t ttttt t
t t t tttttt ttt tttttt ttt ttttt ttttttt :tttttt ttt tttttt ttttt t t ttttt tttt tttttttt ttttttttttt tttt
tttttt
t tt tt t t tttt tttt tttt ttttt ttt ttttt ttt t tttt tttt tt ttttt ttttt ttttt ttt tt tt ttttt ttt tttt tttt tt
ttttt ttttt
ttt ttttttttttttt t t tttttt tttt ttttttttttttt
 t tttttt :ttttttt ttttttt ttt ttttt tttttt    tt t !t t ttt :tttt t ttt 
 t tttttt ttt ttttt :ttttttt ttttttt tttttt     t tt t !t t ttt :tttt t tt
 t tttttt ttt :ttttttt ttttttt ttttt tttttt     t ttt tt t !t t :tttt t tt
! t tttttt ttt ttttt ttttttt :ttttttt tttttt     t ttt !t tt t t :tttt t tt
t
tttttt ttt tttttttttt     t ttt !t ttt tt t t :tttt 
2 t t ttttt tttt t t ttt tttttt ttt  tttttt t tttttttttt tt t    t ttt !t ttt t tt t t :ttt
tttt ttttttt ttttttt
t tttt ttttt ttttt ttt  tttttt ttt     t ttt !t ttt t :tttt tt t 
tt tt ttttttt tttttttt t ttttttttt
    t ttt !t ttt t :tttt t tt
 tt  t tt  t t
tttt
ttt ttt tttt ttttt ttttt ttt ttttt ttttt
! t
t tttt t t ttttt tt tttt tttt tttttt tttt ttt ttt tttt ttttt ttttt
t tttt ttt
2  t tttt tttttt tttt ttt tttt t tttt ttt tt tt t t tttt tttt tttt ttttttttt tttt tttttttttttt tttt
tt tt t t tttt tttt tttt tttt ttt tttt ttttt ttttt t t ttt ttt tttt ttttt ttttt
ttttt ttttt
22  t tttt tttt t ttt tttt t t !t tt t
 t ttttt  t t
tt  t
tt tt tt t t tttt tttt tttt tttttt tttt ttt tttt ttttt ttt
! t
ttt t tttt t t ttttt ttt

  ! 222<  !  !   t t
 t
t  t

!   ! !        ! t
tt t tttt t t ttttt
t tttt tttt ttttttt tttttttttttt tt ttttt tttt tttt 2=  t ttttt tttt t !t t ttttttt ttt tt 
ttt tttttt ttttt t t ttttt tttt tttttttt ttttttttttt tttt
t t ttttt tttttt tttt ttt tt tttttt ttt tttttttt ttt
tttt tttt tt ttttt ttttt ttttt ttt tt tt ttttt ttt tttt tttt tt ttttttttttttt

ttt ttttttttttttt t t ttt tttttt tttt tttt ttttttttttttt  t tttt  tttt  t tt
  ttttttttt  t t tttttttt t ttttt tttttt 
! t t t tttt t t ttttt
   tttttt ttttttttt  t t tttttttt t ttttt 
2> tttt t
t t t ttt tttttt tt
   tttttt t ttttttttt  t tttttttt t ttttt 
!t tttttt t tttt t t tttttt tttt
   tttttt t tttttttt ttttttttt  t t ttttt 
tt tt t t tttt tttt tttt ttt tt tttttttt tttt ttttt

    tttttt t tttttttt  t ttttttttt t ttttt 
 t tttttt tttt !t t t t tttttt tttt
   tttttt t tttttttt  t ttttt t ttttttttt 
 t !t tttt tttttt t t tttttt t tttt
tttt tttt
t ttt tttt ttttt ttttt
ttt ttttt ttttt  t tttt !t tttttt t t t ttttt ttttt
tt tttt tttt tttttt tttt ttt ttt tttt ttttt ttttt
t tttt ttt ! t
tttttt ttt tttttttttt
ttt tt tt t t tttt tttt tttt ttttttttt tttt tttttttttttt tttt t tttt t t ttttt
ttt tttt ttttt ttttt = tttt tttt t t ttt tttttt tt
22  t ttttttttt tttttt t !t  t t ttttt tttt  t ttt tt !t tttttt tttttt ttttt t !
tt tt t t tttt tttt tttt tttt ttt ttttt t

tt tt t t tttt tttt tttt tttt ttt tttt
t

 t t ttttt t ttttttttt  t tttt t tttttt !  t t ttt tt !t tttttt !t tttttt ttttt 
2==

 t t ttt tt !t tttttt !t ttttt tttttt       tttt t tttt t !t tttt tttt
 t t ttt tt !t tttttt !t ttttt t ttttt     tttt t tttt t tttt !t tttt
! t
tttttt ttt tttttttttt ttttttttttt ttt tttt
t ttt tttt ttttt tttttttttttt ttt
t tttt t t ttttt tttt
t ttt tttt ttttt tttt
=  t ttttt ttttt tttt t t  t !t ttttt
ttttttttttttt ttttttt tttttttttttt tttt tttttttttttt
tt tt t t tttt tttt tttt tttt ttt tttt t

tttttt ttt tttttttttttt tttt
 t ttttt  tttttt !t ttttttt tttt =2 tt ttttttt tttttttttttttttttttttt tttttttttt ttt tt t
 t ttttt  tttttt !t ttttttttttt  tttttt ttttt ttt
t ttt t tt tt tttt !t ttttt 


 t ttttt  tttttt !t tttttt ttttt  t ttttt  t ttttt
! t ttttt  tttttt ttttt t!t ttttt  t t tt ! t t tt
t tttt t t ttttt t tttt t t ttttt
  ! =2=<  !  !  == t t tttt tt tttt ttttt t t ttt tttttt ttt
t ttt ttttt tttt
!   ! !        !t t ttttt 

t tttt tttt ttt tttt t ttt tttt

tttt ttt tttttt tttt
t tt tttttt tt ttttt ttttttttttt ttt  t t ttt t ttttt t ttttt tttt t !
tttttt tttt tttt ttttttt tttttt ttt t tttttttt tttt   t t ttt t ttttt !t ttttt tttt t 
   !t ttttttt ttt t tttttt t tttt t   t t ttt t ttttt t tttt t !t tttt
    !t ttttttt ttt t tttttt t tttt t  ! t ttttt tttt ttt ttt tt tt tttt
    tttttt !t ttttttt ttt t t tttt t  t tttt t t ttttt
    tttttt t t tttt !t ttttttt ttt t  => t t tttt tttttt ttttt t t ttt tttttt ttt
 t tttttt t tttt !t 
    tttttt t t tttt t !t ttttttt ttt  ttttttt tttttt
t tttt tttt ttt tt tttttttt tttt ttttt

   tttttt t t tttt t ttt !t ttttttt   t ttttttt  t tttt ttttttt t !t t ttttt
ttt tttttttttttt ttt tttt
t ttt tttt ttttt ttttttttttt  t ttttttt  t ttttttt tttt !t tttttt t 
tttt tttt
t ttt tttt ttttt tttt  t ttttttt  t t ttttttt tttt !t tttttt 
ttt tt tt t t tttt tttt tttt ttttttttt tttt ttttttttttttt ! t
tttttt ttt tttttttttt
tttttttt tttt ttttttttttttttttttttttt ttttttttttttttttttt t tttt t t ttttt
tttttttttttt > t t tttt tt tttt ttttt t t ttt tttttt ttt
t tttt !t ttttt
=2 t ttttt tttttttttttt ttttttttttttt ttttt tttttttttttt ttttt t t t ttt

t tt t ttttt ttttt tttttt tttt tt

t !t tttt t ttttttt
t tttt ttt tttt ttttt tttt
tt tttttt ttt tttttttt tttt ttttttttttt

 tttt !t ttttt ttt t ttttttttt t t ttttttt  t tt  t t  tttt
 tttt !t ttttt ttt t t ttttttttt t ttttttt ! t tttt t tttt t t ttttt
 tttt !t ttttttttt ttttt ttt t t tttttttt  > tttt tttt ttt tttt tttttt ttttt t t tttt tttttt ttt
tttttt
! tttt !t ttttttttt ttttt ttt t t tttttttt  ttttt tttt tt t t t t !



tttttt ttt tttttttttt  t t ttttttt ttttt tttt tt t t t !
=2 tttt tttt ttt tttt tttttt ttttt ttt tttt tttt tttt ttttt
 t t ttttt ttttttt tttt tt t t t !
  tttttt tttttt t t ttt ttt t ttttt   t t ttttt !t ttttttt tttt tt t t 
 t ttttt t tttttt ttt ttt tttttt t t  ! t t ttttttt !t ttttt t tttt tt t 
 t ttttt t ttt ttt t tttttt tttttt t  t tttt t t ttttt
 t ttttt t ttt ttt tttttt t tttttt t    ! >2><    
! t ttttt t ttt ttt tttttt tttttt t t        !   !   
t tttt t t ttttt      
= t ttttttttt ttttttttttttt tttt!tttttttttttttttt!    ttttt ttttt t !t ttttt t ttttttt 
tttttttttt  
t tt t ttttt ttttt tttttt tttt ttt tt ttttt     t ttttt ttttt !t ttttt t ttttttt 
ttt tttttttt tttt ttttttttttt
    t ttttt !t ttttt ttttt t ttttttt 
 t tttt  tttt  t tt     t ttttt !t ttttt t ttttt t tttttt
! t  t t tttt t t ttttt     t ttttt !t ttttt t ttttttt ttttt 
= tt tt ttttt tttt ttt tttt ttttt ttttt ttt tttt tttttt      t ttttt !t ttttt t ttttttt t tttt
ttttttt !t tttttttttt tttttttttt t tttttt 
tttt
t ttt tttt ttttt ttttt ttt ttttt ttttt
 t t
 t
 t
t ttt tttt tttt tttt ttttttttt tttt ttttt tttt t ttt ttttttttttt
! t
tt t tttt t t ttttt tttttttttttttttttt
=< tttt tttt ttt tttt tttttt ttttt t t ttt tttttt tttttt tttt >2 tttt ttt ttt ttt tttttt tt
ttttt ttt ttttttt ttttt !t t tt tttt tt ttttt t  

t ttttttt !t t ttttt tttttttt t tttttt

 t ttttttt t tt ttttt t ttttt tt tttt !t  tttt tttt ttt tttt t ttt tttt

 t ttttttt t tt ttttt t tt tttt !t ttttt   t t ttttttt t ttttt !t t tttttttt tttttt
 t ttttttt t tt ttttt t ttttt !t tt tttt   t t ttttttt t ttttt t !t tttttttt tttttt
! t
tttttt ttt tttttttttt  t t ttttttt t t ttttt !t tttttttt tttttt
t tttt t t ttttt ! t t ttttttt t !t ttttt t tttttttt tttttt
  ! =2>  !  !  t tttt t t ttttt
!   ! !        >2 t tttt ttttt t t ttt tttttt ttt
t ttttt t t ttttt
t tttt tttt ttttttt tttttttttttt tt ttttt tttt tttt tttt !t :ttt
t tt tt ttttt tttt ttt tttt ttttt tttt

ttt tttttt ttttt t t ttttt tttt tttttttt ttttttttttt tttt  t
t  t
tt  t
ttt
tttt tttt tt ttttt ttttt ttttt ttt tt tt ttttt ttt tttt tttt tt ! t t
t tttt t t ttttt
ttt ttttttttttttt t t tttttt tttt ttttttttttttt > tttt tttt ttt tttt tttt ttt tttt tttt tttt ttttt

   tttt tttt ! t tttt t ttttt    tttttt tttttttt t ttttt t  t !t ttttt
     tttt tttt !t tttt t ttttt   t t tttttt !t ttttt tttttttt  t t ttttt
     tttt tttt !t tttt t ttttt   t t tttttt t ttttt !t tttttttt  t ttttt
     tttt t tttt !t tttt ttttt   t t tttttt t tttttttt ttttt  t !t ttttt
  2=>

! t t tttttt t ttttt tttttttt  t !t ttttt    ttt ttt !t ttttt t ttttttt  t ttttt 
t tttt t t ttttt     ttttt ttt ttt !t t ttttttt  t ttttt 
> tttt t
tt t ttt ttttttttt
tttttttt t ttttttttttttttt !     ttttt t ttt ttt !t t ttttttt  t tttt
t :ttttt
t tttt tttt ttt tttt tttttt tt tttttttt
    ttttt t ttttt ttt ttt !t t ttttttt 
 t ttttttt t t :tttttt ! t tttttttt t tttttt     ttttt t ttttt  t ttt ttt !t t tttttt
 t ttttttt tttttttt t t :tttttt ! t t tttttt    ttttt t ttttt  t ttttttt ttt ttt !t 
 t ttttttt t tttttttt :tttttt t ttttttt ! t      ttttt t ttttt  t ttttttt t ttt ttt !
! t
tttttt ttt tttttttttt tttt
tt ttt tttt ttttt ttttt ttt tttt ttttt ttttt
t tttt t t ttttt t t ttt ttt tttt tttt tttt tttttttt
t tttt tttt ttt
>< tttt tttt ttt tttt tttttt ttttt t t ttt tttttt ttttt tttt ttttt tttttt ttt tttttttttttt ttttt ttt tttttttttttttt t t ttt
ttttt ttt
t ! t tttt t ttttt t tttttttttt t  t ttt

tttttt tttt
 t t ttttt t ! t tttt t t tttttttttt  t ttt 2t t tttt tttttt ttttt t t tttt tttttt ttt
ttt !t ttttttttt t tttt
 t t ttttt t ! t tttt t  t t tttttttttt ttt t tt tttt !
t tt tt t t tttt tttt tttt tttt ttt ttt
 t t ttttt t ! t t tttttttttt tttt t  t ttt t ttt tttt

! t
tttttt ttt tttttttttt  t ttt !t ttttttttt t tt tttt !t ttttt 
t tttt t t ttttt  t ttt !t ttttttttt t tt tttt t ttttt !
  ! >2      t ttt !t ttttttttt t ttttt t tt tttt !
        ! t ttttt tttt ttttt tttt ttttt
!        t tttt t t ttttt
   t tttttt tttt tttttt t t t t tt 2 tttt tttt ttt tttt tttttt ttttt t t tttt ttttt
    t t tttttt tttt tttttt t t t tt
tttttttttt  t tttttt t tttttt t ttttttttt !


    t tttttt t tttttt tttt t t t tt  tttttttttt  t ttttttttt t tttttt t tttttt !
    t tttttt t t tttttt tttt t t tt  tttttttttt  t ttttttttt t tttttt !t tttttt 
    t tttttt t t ttt t tttttt tttt   tttttttttt  t ttttttttt t tttttt t tttttt !
   t tttttt t t ttt t tttt tttttt  ! tttttttttt  t tttttt t ttttttttt t tttttt !
    t tttttt t t ttt t tttt t ttttt tttt t t ttttt
tttt
ttttttttttttttttttttttttttttttttttttttttt
tttttttt  t tttttttttttttt
ttttttttttt!ttt ttttttttttttt

ttttt tttttt tt t ttttt tttttt tttt ttt tt tttttt ttt tttttttt ttt
tt tttt tttt tttttt tttt ttt ttt tttt ttttt ttttt
t tttt ttt ttttttttttttt

ttt tt tt t t tttt tttt tttt ttttttttt tttt tttttttttttt tttt  t tttt  tttt  t tt
ttt tttt ttttt ttttt ! t t t tttt t t ttttt
>2 tttttttt ttttttttttttt t tttt t!t
tttttttt ttttt 
t t ttttt t ttttttt tttt ttttt ttttttt tttt ttt ttttt tt
t
t ttttttttttttttttt ttttttttt ttttttttt ttttttt tttttttttt tttt ttttt
tttt ttttttttttt

tttt !t ttttttt t tttttt t tttttttt 

 t tttt  tttt  t tt  t t tttttt ! t ttttttt

! t t t tttt t t ttttt  t t ttttt
>= tttt t
t ttt tttttt ttt t tttttt t tttttt ttttt ttttttt  t t tttttt 
t ttttttt
t !t tttt tttt ttt tttt tttttt tt ttttttt
! t !t tttttt ! t ttttttt
 t tttttt t tttttt t ttttt tttttttt t ! t tttt t t ttttt
 t tttttt tttttt t t ttttt tttttttt t ! < tttt tttt ttt tttt tttttt t t tttt tttttt ttttt t t ttt
 t t tttttt tttttt t ttttt tttttttt t ! tttttttttttt tt
! t
tttttt ttt tttttttttt
ttttt t ttttttt  t tttttttttt t tttttt 


t tttt t t ttttt  t ttttt  t ttttttt t tttttttttt t tttttt 
>> tt tt t t tttt tttt tttt tttt ttt tttt tttttt ttttt tt  t ttttt  t ttttttt t tttttt t tttttttttt 
tttttt t :t tttt tttt t !t ttt ttt ttttt t ! 
 t ttttt t ttttttt  t tttttt t tttttttttt 
 t ! t :t tttt !t ttt ttt tttt t ttttt  ! t
tttttt ttt tttttttttt
 t ! t :t tttt !t tttt ttt ttt t ttttt  t tttt t t ttttt
 t ! t :t tttt !t ttt ttt t tttt ttttt    !  2  !  ! 
! t ! t :t tttt !t tttt t ttt ttt ttttt  !   ! !       
t tttt t t ttttt t tttt tttt ttttttt tttttttttttt tt ttttt tttt tttt
 tt tt ttttt tttt ttt tttt ttttt ttttt ttt ttt tttttt tttt ttt tttttt ttttt t t ttttt tttt tttttttt ttttttttttt tttt
tt ttttttttttttttttttt ttttttttttttttttttttt
tttt tttt tt ttttt ttttt ttttt ttt tt tt ttttt ttt tttt tttt tt
 t t
 t
 t
ttt ttt ttttttttttttt t t tttttt tttt ttttttttttttt
! t
tt t tttt t t ttttt    ttttt t t tttt t tt t ttttt 
 tttt tttt ttt tttt t ttt ttttt t t ttt tttttt ttttt tttt     t ttttt t tttt t tt t ttttt 
ttttt ttt  t :ttttttt tttttt t !t tttttt t ttttttt
    t ttttt ttttt t tttt t tt t 
 t  t tttttt !t tttttttt t :ttttttt tttttt      t ttttt t ttttt tttt t tt t 
 t  t tttttt !t tttttttt :ttttttt t tttttt      t ttttt t tt t ttttt tttt t 
 t  t tttttt !t tttttttt t :ttttttt tttttt     t ttttt t tt t t ttttt tttt 
! t ttttt ttt ttt tt tt tttt     t ttttt t tt t t tttt ttttt 
t tttt t t ttttt     t ttttt t tt t t tttt t tttt
  ! 2<      tttt tttt
ttt ttt tttt ttttt ttttt t t tttt ttttt ttttt
      !      tt tttt tttt tttttt tttt ttt ttt tttt ttttt ttttt
t tttt ttt
        !    ttt tt tt t t tttt tttt tttt ttttttttt tttt tttttttttttt tttt
!    2  !      !  ttt tttt ttttt ttttt
    
2>

2 tttt ttt t t ttt tttttt ttt t t ttt tt t t !t ttttt ttt    tt tttttttttttttttt ttttttt ttttttttttt
ttt tt t

t t ttttt ttttt tttttt tttt ttt tt tttttt ttt ttttttt tt tt t t tttt tttt tttt tttt ttt ttttt


tttt ttttttttttttt
 t t t ttttt t tt tt tttttt t t tttt
 t tttt  tttt  t tt  t t t ttttt t tt tt t tttttt t tttt
! t t t tttt t t ttttt  t t t ttttt t tt tt t t tttttt tttt
= tttt tttt t t ttt tttttt ttt t t ttttt !t t tt ttt ttttt ! t ttttt tttt ttt ttt tt tt tttt
tttt !
t tt tt t t tttt tttt tttt tttt ttt ttttt
t
t tttt t t ttttt
 t t ttttt !t tttt !t tttttt t tt tt <   tt tttttttttttttt tttttttttt tttttttt!t
 t t ttttt !t tttt !t t tt ttt ttttt tt tt t t tttt tttt tttt ttt tt tttttttt tttt ttttt

 t t ttttt !t tttt t tt ttt tttttt !  t tttt tttt t t ttt ttttt !t 
! t ttttt tttt ttt ttt tt tt tttt  t tttt tttt  tt ttt ttttt !t 
t tttt t t ttttt  t t  t tttttttt ttt ttttt !t 
> tttttt t  t t t tttt tttt ttt !t tt ! t
tttttt ttt tttttttttt

t t ttttt tttttt tttt ttt tt tttttt ttt tttttttt ttt t tttt t t ttttt
ttttttttttttt
2    ttttt tttt t !t tttt ttttt t 
 tttt  t ttt  t tt tt tt t t tttt tttt tttt tttttt tttt ttt tttt ttttt ttt
! t t t tttt t t ttttt ttt

 tttt t
t t t ttt tttttt ttt t t ttt t ttttt  t t ttttt  t
t  t
 t
tt
ttttt tt tt t t tttt tttt tttt ttt tt tttttttt tttt ttttt
! t
ttt t tttt t t ttttt
 t ttttt ttt  t t t t tttttt tttt =   t t t ttt tttttt ttt t t ttt !!t  t t tttttt tt
 t ttttt  t ttt t t t tttttt tttt tttt
 t ttttt ttt t t t tttttt tttt
t t ttttt ttttt tttttt tttt ttt tt tttttt ttt ttttttt
! t
tttttt ttt tttttttttt tttt ttttttttttttt

t tttt t t ttttt  t tttt  tttt  t tt
 tttttt t ttttt ttttt !t t tttttt ttttt !t  ! t t t tttt t t ttttt
tt tt t t tttt tttt tttt tttttt tttt ttt tttt ttttt ttt >   t tt t t tttttt t ttttt t t :ttt
ttt

t t ttttt tttttt tttt ttt tt tttttt ttt tttttttt ttt
 t
t  t
 t
tt ttttttttttttt

! t
ttt t tttt t t ttttt  tttt  t tt  t t
  !  2>  !  !  ! t ttt t tttt t t ttttt
!   ! !          ! 22     
t tttt tttt ttttttt tttttttttttt tt ttttt tttt tttt         
ttt tttttt ttttt t t ttttt tttt tttttttt ttttttttttt tttt !       ! !  
tttt tttt tt ttttt ttttt ttttt ttt tt tt ttttt ttt tttt tttt tt    !       ! 
ttt ttttttttttttt t t tttttt tttt ttttttttttttt  t ttttt ttttttttt t tttt t !t tttttt 
   t ttttt t tttttt tt t t !t ttttt   t tttttt ttttt ttttttttt t tttt t !t 
    t t ttttt t tttttt tt t !t ttttt   t tttttt t ttttt ttttttttt t tttt t !
    t tttttt t ttttt t tt t !t ttttt   t tttttt t ttttt t ttttttttt tttt t !
    t tttttt t t ttttt tt t !t ttttt    t tttttt t ttttt t ttttttttt !t tttt 
    t tttttt t ttttt t tt t !t ttttt tttt t
t ttt tttt ttttt ttttt t t tttt ttttt ttttt
   t tttttt t ttttt !t t tt t ttttt tt tttt tttt ttttt tttt ttt ttt tttt ttttt ttttt
t tttt ttt
    t tttttt t ttttt !t tt t t ttttt tttt tttttttttttt ttttt ttt tttt ttttt tttttt ttt t tt ttttt tt
ttt tttt
tt ttt tttt ttttt ttttt t t tttt ttttttttttttt tttt tttt tttt tttttttt
tt tttt tttt tttttt tttt ttt ttt tttt ttttt ttttt
t tttt ttt 2t t t ttttt
t t t tt ttttt tttttt ttt  tt ttt t tttttt 
ttt tt tt t t tttt tttt tttt ttttttttt tttt tttttttttttt tttt tttttt 
t ttttt 

t tttt ttttt ttt tttt ttttt

ttt tttt ttttt ttttt  t tttttt tttttt 
t t tt ttt ttttt 


2   t t t ttttttttt ttt t t ttttt ttttt tttt ttttt t   tttttt 
t tttttt t t tt ttt ttttt 


  tt ttt tttttt t tttttt t 
t ttttt 



t t ttttt ttttt tttttt tttt ttt tt tttttt ttt ttttttt !
tttt ttt tttttttttt
tttt ttttttttttttt
tttt t t ttttt
 t tttt  tttt  t tt 2tt tttttttttt ttttttttttttttttt#ttt tttttt
tttttt
ttt
! t t t tttt t t ttttt t tttt ttttt ttt tttt ttttt ttttt t t ttttt ttttt

2  t t t t t ttt ttt tt tt t !t :tttttt  t#ttt tttttt
tttttttttt


t t tt ttt tttttt tttt ttt tt ttt ttt ttttt ttt ttt  t#ttt tttttt
ttttttt
ttt
ttttttttttttt
 t#ttt tttttt
tttttt
tttt
 t tttt  tttt  t tt ! t#ttt ttttttttttt
ttttt

! t t t tttt t t ttttt t tttt t t ttttt
   t tt tt tt ttt !t t tttttt ttttttt !t  22t ttt tt t ttttt tttttt ttt tttt tttt tttt tttttt ttt tttt
tt tt t t tttt tttt tttt tttt ttt ttttt ttt
tttttttt

 t t tt tt !t ttttttt tt ttt tttttt !t   t ttttttt ttttttttttt t t t tt ttt tttttt 
 t t tt tt !t ttttttt !t tt ttt tttttt   t t
 t
 t
t
 t t tt tt !t tt ttt tttttt ttttttt !t  ! t
tt t tttt t t ttttt
! t t tt tt tt ttt !t tttttt ttttttt !t  22 tttt ttttt ttt tttttttttttttttt ttttt ttt tttt tttt ttt
t tttt t t ttttt ttttt

 t tttt t=ttt t ttt
t t t ttt 
  2>

 t tttt t t=ttt t ttt t
t t tt 2  t tttt tttt t !t t tttt tt t 
 t tttt t t=ttt t ttt t t ttt

t t ttttt tttttt tttt ttt tt tttttt ttt tttttttt ttt
 t tttt t t=ttt t ttt t ttt
t  ttttttttttttt

! t tttt t t=ttt t ttt
t t ttt   t ttt  t tttt  t tt
t tttt t t ttttt ! t t t tttt t t ttttt
2 ttt tt ttttttttt t t ttttttt ttttttttt
ttttt tttttt    ! 2222     
tttttt t ttttt 
t tttt tttt ttt   t ttt tttt tttt      !
ttttt
     ! 
 t ttttt t tttttt t ttttt t ttttt         ! ! 
 t ttttt t tttttt t ttttt ttttt t     !   
 t ttttt t tttttt t ttttt t ttttt    t ttt tt t t t t ttt tttttt 
! t ttttt t tttttt ttttt t t ttttt       t ttt tt t t t t ttt ttttt
t
tttt ttt tttttttttt   t  t tttttt ttt tt t t t t tt
  22  !  !     t  t tttttt t ttt tt t t t tt
!   ! !           t  t tttttt t ttt ttt tt t t 
t tttt tttt ttttttt tttttttttttt tt ttttt ttt   t  t tttttt t ttt t ttt tt t 
ttttt ttt tttttt ttttt t t ttttt tttt tttttttt tttttttttt    t  t tttttt t ttt t ttt t tt
ttt tt tttt tttt tt ttttt ttttt ttttt ttt tt tt ttttt tt   t ttt tttt ttttt ttttt t t tttt ttttttttttttt
tttt tttt ttt ttt ttttttttttttt t t tttttt tttt ttttttttttttt tt tttt tttt tttttt tttt ttt ttt tttt ttttt ttttt
t tttt ttt
  t ttttttt t t tttt ttttt t t tt ttt tt tt t t tttt tttt tttt ttttttttt tttt tttttttttttt tttt
    ttttt ttttttt t t tttt t t tt ttt tttt ttttt ttttt
    ttttt t ttttttt t tttt t t tt 22  t ttt t t t tt t ttt t !t tttt
    ttttt t tt t ttttttt t tttt t  tt tt t t tttt tttt tttt tttttt tttt ttt tttt ttttt ttt
    ttttt t tt t t ttttttt t tttt  ttt

  t ttttt t tt t t ttttttt t t ttt  t
tt  t
ttt  t
t
   t ttttt t tt t t ttttttt t tttt  ! t
t tttt t t ttttt
ttttttt
tttttttttttttttttttt tttttttttttttttttttt tttt 22  t ttttt ttt t t !t t !!t ttttt ttt
ttttt ttttt tt tt t t tttt tttt tttt tttttt tttt ttt tttt tttt

tt tttt tttt tttttt tttt ttt ttt tttt ttttt ttttt
t tttt ttt  t  t t  t
ttt
ttt tt tt t t tttt tttt tttt ttttttttt tttt tttttttttttt tttt ! t
tt t tttt t t ttttt
ttt tttt ttttt ttttt 2 tttt ttt t t ttt tttttt ttt t t tttt t t tttttt tttt :ttt
2   t 
t tttt ttttt  t t !t ttttt ttttt !
tt tt t t tttt tttt tttt tttttt tttt ttt tttt ttttt ttt
t t ttttt ttttt tttttt tttt ttt tt tttttt ttt ttttttt
ttt
tttt ttttttttttttt

 t
 t
t  t t
 tttt  t tt  t t
! t
tt t tttt t t ttttt ! t tttt t tttt t t ttttt
2< tttt ttt t t ttt tttttt ttt t tttt t !t t ttttt t t ! 2 tttt t
t t t ttt tttttt ttt t t tt t !t tt t  t t tt t
ttttt ttt tt tt t t tttt tttt tttt ttt tt tttttttt ttt tttt tt tt t t tttt tttt tttt tttttt tttt ttt tttt tttt

ttttt
 t
tt  t
t  t
ttt
 t t ttttt t tttt t !t t !t ttttt tt ! t t t tttt t t ttttt
 t t t ttttt tttt t !t t !t ttttt tt 2< tttt tttt t t ttt tttttt ttt !t ttt t tttt t ttttt t 
 t t ttttt t tttt t t !t !t ttttt tt tttttt tt tt t t tttt tttt tttt ttt tt tttttttt tttt ttttt

! t
tttttt ttt tttttttttt  t !t ttt tttt t t ttttt t t ttttt
t tttt t t ttttt  t 
t tttt t !t ttt ttttt t t ttttt
22 tttt tttt t t ttt tttttt ttt t tttt  t tttttt t t t tttt  t ttt ttttt tttt t t t t tttttt !
ttttt
t t ttttt ttttt tttttt tttt ttt tt tttttt tt ! t
tttttt ttt tttttttttt
tttttttt tttt ttttttttttttt
t tttt t t ttttt
 t tttt  t tt  tttt 22  t tttt ttt ttttt t t !t ttttt t tt tt t t ttt
! t  t t tttt t t ttttt tttt tttt tttt ttt ttttt t


2=    !t tt t tttttt !t t ttt ttttt   t t tttt !t ttttt t ttttt t tt
tt tt t t tttt tttt tttt tttt ttt tttt
t t t tttt tttt  t t tttt !t ttttt t ttttt ttt 
ttttt
 t t tttt !t ttttt ttttt ttt t 
 t ttttttt ttt !t tttttt tt t ! ! t ttttt tttt ttt ttt tt tt tttt
 t ttttttt ttt !t ttttttt t !t  t tttt t t ttttt
 t ttttttt ttt !t tt t!t t tttt   !  2=2  !  ! 
! t ttttt tttt ttt ttt tt tt tttt !   ! !       
t tttt t t ttttt t tttt tttt ttttttt tttttttttttt tt ttttt tttt tttt
2>   t ttt t ttttt t t ttttt ttttt t ! ttt tttttt ttttt t t ttttt tttt tttttttt ttttttttttt tttt

t t ttttt tttttt tttt ttt tt tttttt ttt tttttttt ttt tttt tttt tt ttttt ttttt ttttt ttt tt tt ttttt ttt tttt tttt tt
ttttttttttttt
ttt ttttttttttttt t t tttttt tttt ttttttttttttt
 t tt  t t  t ttt   t ttttt t tttttt 
t t tttt ttttt 
! t tttt t tttt t t ttttt    t t ttttt tttttt 
t t tttt ttttt 
2 tttt t
t t t ttt tttttt ttt t ttttt !t ttttt t t !t tttt     t tttttt ttttt 
t t tttt ttttt 
tttttt tt tt t t tttt tttt tttt tttttt tttt ttt tttt tttt
    t tttttt 
t ttttt t tttt ttttt 
 t t  t
ttt  t
tt     t tttttt 
t ttttt t t tttt tttt
! t
t t tttt t t ttttt    t tttttt 
t ttttt t tttt t tttt
2>2

tttt   t ttt tttt ttttt ttttt t t tttt ttttttttttttt  t t
 t
 t
t

tt tttt tttt tttttt tttt ttt ttt tttt ttttt ttttt
t tttt ttt ! t
tt t tttt t t ttttt

ttt tt tt t t tttt tttt tttt ttttttttt tttt tttttttttttt tttt < tttt tttt t t ttt tttttt ttt t ttt  t !t t t t tt
ttt tttt ttttt ttttt ttttt
2=  t t ttttt t ttttt tttttt t t :tt tt tt t t tttt tttt tttt ttt tt tttttttt tttt ttttt


t t ttttt tttttt tttt ttt tt tttttt ttt tttttttt ttt  t  t !t t ttt t t t tt t ttttt
ttttttttttt
 t ttt t  t !t t t t tt t ttttt
 tttt  t tt  t t  t ttt  t !t t t t tt t tttttt 
! t ttt t tttt t t ttttt ! t
tttttt ttt tttttttttt
2> tttttttt ttttttttttttt tttttt t!tttttttt ttttt t tttt t t ttttt
tt tt t t tttt tttt tttt tttt ttt ttttt
tt
2 tttt ttt t t ttt tttttt ttt  t tt tt t !t tttt tttttt 
 t  t tttt !t ttttt t tt t ttttt  ttt
 t  t tttt !t ttttt t t tt t tttt
t t ttttt ttttt tttttt tttt ttt tt tttttt ttt ttttttt
 t  t tttt !t ttttt t tt t t tttt tttt ttttttttttttt

! t ttttt tttt ttt ttt tt tt tttt  tttt  t tt  t t
t tttt t t ttttt ! t ttt t tttt t t ttttt
 tttt tttt t t ttt tttttt ttt t t t ttttt 
t :ttttt !t !t ttt =  t !t  t tttt ttttt tttt t !t tttt
tttt
t t ttttt tttttt tttt ttt tt tttttt ttt tttttttt ttt

t t ttttt ttttt tttttt tttt ttt tt tttttt ttt ttttttt ttttttttttttt

tttt ttttttttttttt
 tttt  t tt  t t
 t tttt  tttt  t tt ! t ttt t tttt t t ttttt
! t t t tttt t t ttttt   !  >  !  ! 
  t ttt t ttttt t t tttttt tttttt ! !   ! !       
tt tt t t tttt tttt tttt tttt ttt ttttt t
t t t tttt tttt t tttt tttt ttttttt tttttttttttt tt ttttt tttt tttt
ttttt
ttt tttttt ttttt t t ttttt tttt tttttttt ttttttttttt tttt
 t !t ttt t ttttt t tttttt t ttttt tttt tttt tt ttttt ttttt ttttt ttt tt tt ttttt ttt tttt tttt tt
 t !t ttt t t ttttt t tttttt ttttt ttt ttttttttttttt t t tttttt ttttttttttttt
 t !t ttt t ttttt t t tttttt ttttt    tttt t t tttttt tttt tttttt  t !
! t ttttt tttt ttt ttt tt tt tttt    ttttttt tttttt tttttt tttt  t!
t tttt t t ttttt    ttttttt!t tttttttttttt tttt
2  t tttt t !t t ttttt tttttt t tt     tttttt!ttttttttttttt tttt
tt tt t t tttt tttt tttt tttttt tttt ttt tttt ttttt ttt     tttttt!t tttttttttttt tttt
ttt
  t tttttt !t tttttt t tttt tttt t 
 t
t  t
tt  t
ttt    ttttttt !ttttttt t tttt  ttttt 
! t
t tttt t t ttttt t tttt tttt
tt ttt tttt ttttt ttttt t t tttt ttttttttttttt
2  t ttttttt t t tttt t t t !t =ttt tt tttt tttt tttttt tttt ttt ttt tttt ttttt ttttt
t tttt ttt

t t ttttt tttttt tttt ttt tt tttttt ttt tttttttt ttt ttt tt tt t t tttt tttt tttt ttttttttt tttt ttttttttttt
ttttttttttttt
ttttt ttt tttt ttttt ttttt
 tttt  t tt  t t > tttt tttt t t ttt tttttt ttt ttttt t tttttt  t t ttttt
! t ttt t tttt t t ttttt tttttt 
  !  =  !  ! 
t t ttttt ttttt tttttt tttt ttt tt tttttt ttt ttttttt
!   ! !        tttt ttttttttttttt

t tttt tttt ttttttt tttttttttttt tt ttttt tttt tttt  t tttt  tttt  t  t
ttt tttttt ttttt t t ttttt tttt tttttttt ttttttttttt tttt ! t tt t tttt t t ttttt
tttt tttt tt ttttt ttttt ttttt ttt tt tt ttttt ttt tttt tttt tt   t tttt tt t !t !t ttt tttt !t 
ttt ttttttttttttt t t tttttt tttt ttttttttttttt tt tt t t tttt tttt tttt tttttt tttt ttt tttt ttttt ttt
   ttttt  t ttt ttttt t !t t ttttt ttt

    t ttttt  t ttt ttttt t !t ttttt  t
t  t
tt  t

    t tttttt ttttt  t ttt ttttt t ! ! t
ttt t tttt t t ttttt
    t tttttt t ttttt  t ttt ttttt !  tttttttt ttttttttttttttt tt!tttttt tttt tt:ttt!
    t tttttt t ttttt !t  t ttt tttt tt tt t t tttt tttt tttt ttt tt tttttttt tttt ttttt

   t tttttt t ttttt !t ttttt  t tt  t ttttt  t t tt tt tt tt :ttt !t !
tttt tttt
t ttt tttt ttttt ttttt t t tttt ttttttttttttt  t ttttt  t tt tt t !t tt tt :ttt !
tt tttt tttt tttttt tttt ttt ttt tttt ttttt ttttt
t tttt ttt  t ttttt  t tt tt !t t tt tt :ttt !
ttt tt tt t t tttt tttt tttt ttttttttt tttt tttttttttttt tttt ! t
tttttt ttt tttttttttt
ttt tttt ttttt ttttt t tttt t t ttttt
  t tt t ttt ttttt ttttt t  t t ! 2 tttttt ttttt tttt !t t t ttt tt tt t 
tt tt t t tttt tttt tttt tttt ttt ttttt
t
tt tt t t tttt tttt tttt tttt ttt ttttt t
t

 t !t tt t t ttt ttttt ttttt  t   t ttttt t tttt !t t ttt tt tt
 t !t tt t t ttttt t ttt  t tttt  t ttttt t tttt !t t t tt
 t !t tt t t ttttt t ttt ttttt   t ttttt t tttt !t tt t t ttt tt 
! t ttttt tttt ttt ttt tt tt tttt ! t ttttt tttt ttt ttt tt tt tttt
t tttt t t ttttt t tttt t t ttttt
   t tt ttt tttt tt t t !t  t ttttt ! 2 tttttttt tttttttttttttt ttt ttt t ttttt!tttttt!
tt tt t t tttt tttt tttt tttttt tttt ttt tttt ttttt ttt tt tt t t tttt tttt tttt tttttt tttt ttt tttt tttt

ttt

  2>2

 t
 t
t  t t
 t ttttt t ttttt !t ttttt ttttt t 

! t
tt t tttt t t ttttt  t ttttt t ttttt !t ttttt t ttttt 
  t ttt ttt tttt ttttt !t t t t tttt ! t ttttt tttt ttt ttt tt tt tttt

t t ttttt tttttt tttt ttt tt tttttt ttt tttttttt ttt t tttt t t ttttt
ttttttttttttt
<  t ttttt tt t t  t t t t tt tt tt
 t tttt  tttt  t t tt tt t t tttt tttt tttt tttttt tttt ttt tttt ttttt ttt
! t tt t tttt t t ttttt ttt

  !  >  !  !   t
t  t t
 t

!   ! !        ! t
tt t tttt t t ttttt
t tttt tttt ttttttt tttttttttttt tt ttttt tttt tttt 2 tttt t
t t t ttt tttttt ttttt t t t t t t tttt tt
ttt tttttt ttttt t t ttttt tttt tttttttt ttttttttttt tttt
t t ttttt ttttt tttttt tttt ttt tt tttttt ttt ttttttt
tttt tttt tt ttttt ttttt ttttt ttt tt tt ttttt ttt tttt tttt tt tttt ttttttttttt

ttt ttttttttttttt t t tttttt tttt ttttttttttttt  tttt  t tt  t tttt
   tttt !t tttttt t  t t tttt tt ! t  t t tttt t t ttttt
    tttt tttt !t tttttt t  t t tt = tttttttt tttttttttttttt ttttt t tttt!tttttt tt
    tttt !t tttt tttttt t  t t tt tt tt t t tttt tttt tttt ttt tt tttttttt tttt ttttt

   tttt !t tttt t tttttt t  t ttt   t t  t tttt !t ttttt ttt ttt 
    tttt !t tttt t ttt tttttt t   t t t ttt  t tttt !t ttttt tt
   tttt !t tttt t ttt t tttttt   t t t  t ttt tttt !t ttttt tt
tttt tttt
t ttt tttt ttttt ttttt t t tttt tttttttttttttt t t ttt ! t
tttttt ttt tttttttttt
ttttt ttttt t tttt t t ttttt
tt tttt tttt tttttt tttt ttt ttt tttt ttttt ttttt
t tttt ttt >  t ttt t tttt ttt tt !t t tt t !
ttt tt tt t t tttt tttt tttt ttttttttt tttt tttttttttttt tttt
t t ttttt tttttt tttt ttt tt tttttt ttt tttttttt ttt
ttttttt ttttt ttttt ttttttttttttt

  ttttttttt tttttttttttttttttttttttttttttttttt!  tttt  t tt  t t
tt tt t t tttt tttt tttt tttt ttt ttttt
tt
! t ttt t tttt t t ttttt
 t ttttt t ttttt !t ttttt t t tttt

  2
  ! >  !  !  !   t tttttt tttt tttt tttttt ttt
       ! t tttttt tttt tttt tt tt ttt
tttt tt tttt tttttttttttt tt ttttt ttt ttttt ttt ttttt t tttt t t ttttt
ttttt t t tttt
t ttt ttttttttt ttttt tttt tttt tt ttttt ttttt tttt 
t t ttttt tttttt tttt ttt tt tttttt ttt tttttttt ttt
tt t tttt tttt ttt ttt ttttttttttttt t t tttttt ttt ttttttttttt

ttttttttttttt  t
tt  t
ttt  t t
  ttttt ttt t tttttt t ttt =tt t ttttt tttt ttt ttt tt ! t
t t tttt t t ttttt
   ttt ttt t t ttttt ttt t tttttt t ttt =tt t ttttt ttt  tt tt t t tttt tttt tttt ttt tttt tttttt tttt tttt ttt
tt tttttt t t ttttt t


   ttt ttt tttttt ttttt ttt t t ttt =tt t ttttt tttt tt  t tt  t tt t  t ttttt
   ttt ttt tttttt ttt ttttt ttt t t ttt =tt t ttttt ttt ! t tttt t tttt t t ttttt
    ttt ttt tttttt ttt ttttt tttt ttt t t ttt =tt t tttt   ! <>     ! 
   ttt ttt tttttt ttt ttttt tttt ttttt ttt t t ttt =tt       
   ttt ttt tttttt ttt ttttt tttt ttttt t ttt ttt t =tt
t tt ttttt ttttt ttttt ttttt ttttt ttttt tttt
tttt
tttttttttttttttttttt tttttttttttttttttttttttttttt
 t tt ttttt ttttt ttttt ttttt ttttt ttttt tttt
ttttttttt tttttttttttt ttt tttttttt

t tt ttttt ttttt ttttt ttttt ttttt ttttt tttt
tt tttt tttt tttttt tttt ttt ttt tttt ttttt ttttt
t tttt ttt
t tt ttttt ttttt ttttt ttttt ttttt ttttt tttt
ttt tt tt t t tttt tttt tttt ttttttttt tttt tttttttttttt ttttt
 t tt ttttt ttttt ttttt ttttt ttttt ttttt tttt
ttt tttt ttttt ttttt < tt tt t t tttt tttt tttt ttt ttttt


  !    t  t  t 
  tttttttttttttttttttt tt ttttttttttt ttttttttttttttt ! t t

 tt tt t t tttt tttt tttt ttt tt tttt ttt tttt tttttt t t ttt 2 tt tt t t tttt tttt tttt ttt ttttt ttt

tttt ttttt ttt ttttttt tttt tttt tttttt tttt t t ttttt t

 t   t  t
 t tt tt  t tttt  t ttttt ! t
t
! t tttttt t tttt t t ttttt = tt tt t t tttt tttt tttt ttt ttttt t


2 tt tt t t tttt tttt tttt tttt ttt ttttt
tt ttt tttt tttt  t  t  t

ttttt
! t t 
 tttttt ttttt ttttt tt ttt ttttt ttttttt tt tt ttt ttt ttttt > tt tt t t tttt tttt tttt ttt ttttt tt

 tttttt ttttt ttttt tt ttt ttttttt ttttt tt tt ttt ttt ttttt  t  t
 t
 tttttt ttttt ttttt tt ttt ttttt ttttttt tt tt ttt tttttt tt ! t  t
! tttttt ttttt ttttt tt ttt ttttt ttttttt ttt tt tt tttttt tt   ! 2  !  ! 
tttt t t ttttt !        
2 tttt tttt ttt tttt ttttttttt t t tt ttt ttt ttttt ttt
t tttt tttt ttttttt tttttttttttt tt ttttt tttt tttt
 t t ttt tttt tttt tt tt ttt ttt tttttt ttttt t t tttt tttt tttttttt ttttttttttt tttt
 t tttttt tttt tttt tttttt ttt tttt tttt tt ttttt ttttt ttttt ttt tttt tttt ttt ttt tttttttttttt
2>

t t tttttt tttt tttttttttttttt
ttt tttttttt ttt ttttt < tt tt t t tttt tttt tttt tttt ttt tttt ttt

ttttttttt tttt t tttttttt ttttttt  t  t  t

  ttttt t tt t tt tt t ttttt t ttttt !t tt ! t t 
   tt ttttt t t tt tt t ttttt t !t ttttt tt 2 tt tt t t tttt tttt tttt tttt ttt tttt t

   tt tt tt t t t ttttt t !t ttttt ttttt tt  t  t  t

   tt tt tt ttttt t t t t !t ttttt ttttt tt ! t t 
    tt tt tt ttttt t t t t !t ttttt ttttt tt   ! =22  !  ! 
   tt tt tt ttttt t !t t t t t ttttt ttttt tt !        
   tt tt tt ttttt t !t t t t ttttt ttttt tt t tttt tttt ttttttt tttttttttttt tt ttttt tttt tttt
tttt
ttttttttttttttttttt tttttttttttttttttt ttttttttt ttt tttttt ttttt t t ttttt tttt tttttttt ttttttttttt tttt
tttttt ttt tttt ttttttttt tttttttttttt ttt tttttttt tttt tttt tt ttttt ttttt ttttt ttt tttt tttt ttt ttt tttttttttttt
  !   *      t t tttttt tttt tttttttttttttt
tttttt tttttt tttttttt ttt
  !    ttt ttttt ttt tt =tttt ttt tttttt tttttttt tttt t ttttttt
  ttt ttt!t tttttttttt tt tttttttt tttttt ttttttt
t t tttt t ttttt   ttttttttttttttttt
tttttttttt ttt t ttttttt

 tt tt t t tttt tttt tttt ttttt ttt tttt ttt ttt tttt tttt    ttttttttttttttt
ttttttttt ttt ttttttt
t 
tttttt
   ttttttttttttttt
tttttttt ttt ttttttt
tt 
 tttttt t tttt ttt ttt !t t ttttt t tt tt t tttt    tttttttttttttttttttt
tt ttt ttttttt
ttt 
t t t ttt ttttt     tttttttttttttttttttt
t ttt ttttttt
tttt 
 tttttt t tttt ttttt ttt ttt !t t t tt tt t tttt    tttttttttttttttttttt ttt ttttttt
t
tttt 
t t t ttt ttttt tttt
t ttttttt ttttt tttt t t tttt ttttttttttttt t tttt tttt
 tttttt t tttt ttttt ttt ttt !t t t t t t  tttttt ttt tttt ttttttttt tttttttttttt ttt tttttttt
ttttt ttt tt tt ttttt   ! =>  !   
! ttttttttt ttt!tttttttt tttttt ttt ttt  !  
t ttt tt tt ttttt   tt tttt t tttt t !t ttt t !t tttttt tttt
tttt t t ttttt = tt ttt ttttt tttt tttt ttttttttttttttttt ttttttttttt
 tt tt t t tttttt tttttttttttt ttttt ttt t ttt
ttt ttttt

tttttt tttt t ttt tttt tttt ttt tttt ttttt
 t tttttttttt ttttt ttttt!t ttttt!tt
 tt   t   tt ttt  t tttttttttt ttttt tttt!tt ttttttt!
! t  t tttt t t ttttt  ttt tttttttt ttt ttttttt!t ttttttt!
2 tt tt t t tttt tttt tttt ttttt ttt tttt ttttt ttttt ttt ttt ! t tttttttttt ttttt ttttt!t ttttttt!
ttttt
ttt tttttttt ttt tttttt!t tttttttt!
 tttttt t tttt ttttt ttt ttt t t !t t t t  >
t t ttttt tttttt ttttt ttt ttttttt ttt tttttttt ttt
ttttt ttt tt tt ttttt tttttttttttt ttt tttt ttttt ttttt

 tttttt t tttt ttttt ttt ttt t !t t t t t   t
t  t
 t t

ttttt ttt tt tt ttttt ! t
tt t tttt t t ttttt
 tttttt t tttt ttttt ttt ttt t t !t t t t    ! 222  !   
ttt ttttt tt tt ttttt  !  
! tttttt t tttt ttttt ttt ttt t t !t t t t   
t t ttttt ttt t tt t ttt !t ttttt tttttt t 
ttttt ttt tt tt ttttt tttttt

tttt t t ttttt 2  tt t tttt tttt ttttttt ttt tt tt ttttt t t ttt
2
t t ttttt ttttt ttttt ttt ttttttt ttt tttttttt ttt ttttttttttt
t tttttt ttttt ttttt
t ttt tt t ttt !t 
tttttttttttt ttt tttt ttttt ttttt
tttttt
t t t 
 t
tt  t ttt  t
 t tttt ttt  ttttt
 t tttt
t
! t t
t tttt t t ttttt ! t tttt t
t tttt t t ttttt
 tt t tttt tttt ttttttt ttt tt tt ttttt t t ttt 2 tt tt t t tttt tttttttttttt tttt t ttttt ttt ttt ttt
ttttttttttttt
t ttt ttttttttt
tttt tttt tttttt ttt t ttt tttt
t t t ttt
ttttttt tttttttttttt tttt!tttt tttttt ttttt

ttt tt tt ttttt  t ttttt  t !  t

 t tttt ttt  ttttt
 t tttt
t ! t ttttt t tttt t t ttttt
! t tttt t
t tttt t t ttttt 22  tt tt t t tttt tttt tttt ttttt ttt tttt ttttt ttttt ttt ttt
  ! 2    !   ttttt

    ! !  !     tttttt ttttt ttttt ttt tt t ttt tttt ttt
t t !t

 !        t t 
   !          tttttt ttttt ttttt ttt tt t tttttt ttt t t t

  !       !  !t t

 t ttttttt ttt t !!t t t tttttt ttt t  ttt tttttt tt t ttt ttttt ttttt tttttt t t t

 t ttttttt ttt t !!t t t t tttttt ttt t !t t

 t ttttttt t !!t t ttt t tttttt ttt t ! tttttt ttttt ttttt ttt tt t tttttt ttt
t t !t

! t ttttttt ttt t !!t t t tttttt ttt t t t 
t ttttttt ttt t t !!t t tttttt ttt t ttt tttttt tt t ttt ttttt ttttt tttttt
t t !t

 tt tt t t tttt tttt tttt tttt ttt tttt tt
t t 
 t  t  t

! t t 
  2>

   
  
 t ttt tt ttttt ttttttttt ttt tttt t *  t tttttttttttttttttttttt
tttt tttttttttt
    2  t t tttt tttt t ttt tttt tttt ttttttttt
t  t tttttttt tttt

ttttt tttttt ttt tt < 
 t tttt t tttt t tttt t tttt ttttt tttt ttt
2   2 t ttt ttttttt t tt ttttt ttttt ttttt tttttttttttttttttttttttttt!tttt tttttttttt
ttt tt tttttttttttttttttt tttttttttttt
2   t ttttt tttt ttttt ttttt ttttt ttttt   tttttttttttttttt tttttttttttttttt!
ttt tt 2 
  ttttt ttttttttttttttttttttttttt
   t ttt ttttttt ttttt tttt ttt ttt ttttttttttttttt tttttttttttttttttt!tttt
t tttttt tttttttttt ttt tttttt ttttt tttt tttttt tttt   tttttt!ttttttttttttttttttttt
tttt tttttt ttttt tttt tt tttt tttttttttttttttttttttttttttttttttttttttt t

tttt ttt
t tttt ttt tttt ttt tttttttt
t tt =
  t ttt tttt ttt tttt tttt ttt ttt
  <tttttttttttttt tt ttttttttttttttttttttt!ttttt tttttttttttttt
<  2tttttttt tttttttt  tttttttttttttttttt!tttttt tttttttt
ttt ttt tt t ttttt tttt :ttt ttttt ttt tttttt ttt tt tttttttttttttttttttt t ttttt ttttttt ttt
tttttttt ttttttttttttttt tt ttttttt tttttttt t ttt  >
ttt ttttt ttt ttttt tttt
ttt tttt ttttt ttt tttt ttttt ttt tt ttt
t tttt tt 
 
ttttt tt 
t ttttt tt !
t ttt tt
t tttttt tt t ttt
t ttt 2 t
tttt tttt ttttt tttt ttt tt
tttttt tt tttt ttt ttttt tttt t ttttt tttttttt ttt tttt ttttt tttt
   t t  t!t t  tttt tttt ttttt tttt tt tttt ttttt ttt tt ttttt tttt
2   t t t !t t  ttt tt ttttt tt tttt tttt tttttt ttttt tttttt t
2   t t !t t  t  tttt tt ttttttttt tttt tttt tttttttttt ttttt t t ttt
  t t !t t t  ttttttttttt tttt tttt tttttttttt t tttttttt ttttt
  !t  t tt  t  tttt tttt ttttt
t tttttt tttt t ttt tt tttt tt tt

<  !t t t t t  ttttttt tttt ttttttt ttttt ttttt

2  ! t t t t t  ttt ttttttt t
t ttttttttttttttt tttttttttttttt
tt ttt tt t ttt ttt tttt ttttttttt ttttttt tt tttttttt ttttttt
ttttttt
ttttt
t ttttt!
ttttttt
ttttttttt tttt ttttt ttttt
t ttttt tttt
t ttt
 
2 t tttt ttttt ttt ttt t tttttt ttt !  tttttttttttttttttt!tttt tttttttttttt
tttttt!t ttttttttt ttttttttttt !  ttttttttttttttttttttttttttt!ttttt
2  t ttttttt tttt!t !  ttt ttttttttttttt!tttttttttttttttt
tttttttttttttt tt tttt !   tttttttt tttttttttttttttttt!tttttt
2  
< t tttt tttt ttttt tttt ttt ttt !  ttttttttttttt ttt!ttttttttttttttttt
tttttt!t  ttt t tt ttttt !  ttttttttttttttttttttttt ttt!ttttt
tt tttt tttt ttttt ttt
t tttt ttttt tttt tttt ttt  
!  
ttt ttttt ttttt ttt t t !t t t t tt tt ttttttt tt tttttt tt tttt tttt tttt ttttt tttt ttt tt
tttt ttt ttt tt
tttt ttttt  ttt tttttttttttttttttttt!ttttttttttttttttt
2 !
 t ttt tttt ttttt tttt tttttt tttt !  
ttttttttt ttttttt!tttttttttttttttt ttttttttttttttttttttttttttttttt ttttt!ttttt
2 ttt!ttttttttttttttt ttttttttttt tttt ttttt ttt t ttt tt tttt tttttt tttt ttt
t t ttttt ttttt tttttt tttt ttt ttt 2 !
!  
 
tttt ttttt !ttt ttt tt ttt tttt ttttttt tttttt t t ttt ttttt ttt =ttt ttttttt tttt tt ttttt ttt
ttttt ttt t tttttttttttttttt tttttttttttt!ttttttttttttttttttttttttttttttttttt
 
 tttttttttttttttttttttttttt ttttttt !  
tttttt!tttttttttt ttttttttttttttt =ttt tt tttt ttttttt ttttt tttt ttttt tt
  tttttttttttttttttt!ttttt tttttt ttttttt tttttttttttttt!tttttttttttttttttt
tttttt ttttttttttttttttttttttttt 2 
!   
< 
tttt tttt ttttt tttt ttt tt ttt ttttt ttttt ttttt ttttt t ttt ttttt ttt
ttt tt tt ttttt tttt tttttt tttt tt ttttt ttttt ttt tttt tttttttttttttttttttttttttt!ttttt
tttt tttt ttttt tttt tt ttttt tttttt tttt tttt ttt !  
tttttt ttttt ttt tt tttt ttt tt ttttt ttttt t ttt ttttttttttttttttttttttttttttttt!tttttt
tttt ttttt
t tt tt ttt ttt t tt ttt tt ttttt tttt ttttttttttttt ttttttttttttttt tttttt ttt
ttt tttttt ttt ttttt ttttttt tttttt
t tttt ttt ttttttttt    
tttt ttttt tttttttttt tttt t ttt t tttt tt ttt <t 2t
     !   =2 t
tttt tttt ttttt tttt ttt tt
   !      ttt tt tt ttttt tttt t tt
t tttttt tttt ttttt tttt
    !     tt tttt tttt tttt
t tt tttt tttt tttttt ttttt ttttt
     !    tttttt tttt tttttttt ttt tttt tttttttt tttttttt
       !   t tt
t ttt tttt tttt ttttttt ttttt ttt tt ttt
       !  ttttttttt tt t tttt tttt tttt tt tttt tttt tt tttt
        ! tttt tttt
t ttt ttttttt ttt tttt ttttt t t ttttttt t

2><

t t tt ttttttt tttttt t ttttt ttt tttttt tttt

t t= !    
 
ttttttt
t ttttt
t ttttt
t ttttt!
t tttt
t t ttt

ttttttt ttttt
tttttBtttttt
ttttttttttttt tttttttttt tttt t !     

!    2    !   
t tttttttt t tt
!   2      !     !    
  
!     2     !    
tttttttttt
!   2  2     !     !    
 
!  2        !   
ttttttt!ttt
!           !    !      

!     <      !   
!ttttttt ttt
!   <  2      !    2 !
ttttttt tttt tttttttttt ttttt

ttttttttttttt
= 
!   tttt tttt ttt tttt tt tt

ttt ttt tttt ttttt ttt tttt ttttt t tt  
tttttttttttttt!ttttttt tttttttttt tttttt t ttttttt t tttt t tttttttt t ttt t tttt t tt tt
 ttt ttttttttttttttt
ttttttt tttttttttttttttt
ttttt ttt tttt ttttt ttt ttt tttt tt !  
ttttttttt ttttt!tttttttttttttttt tttttttttttttttttt ttttttt ttttt
tt tt tttttttt
>t! 2t  2t  tt ttt t ttttttt tttttttt tttttt tttt t t ttt t t ttt
22t 22t  2  2 22 
22> t ttt tt tt ttttt tttt ttttt tttt tt ttttt tttt ttttt
22 
tttt tttttt tt ttttt tttt tt tt
t tttt tt ttt tt tttt 22= 
ttt
t tttttt tttt ttttt ttttt ttt t tt tttttt t ttt
tttttt
t tttt ttttttt tt ttttt t tt
t tttt t tt tttt ttttt ttt tttt tttttt tttt ttttt tt ttttttt tt t
tt ttttttt tttttttttttttt tttttt ttttttttt tttt ttt tttttt tt t
ttttt ttttt tttttttt tttttttttt t ttt
ttt tttttt tttt ttttt tttt tttttt tttt ttt tt tt tttt ttttt ttt t
ttttttttt tttt tttt t ttt ttt t ttt
ttttttt t
t ttttt tttt tttttt tttttt ttttt ttt tttttttttttttttttttttttttttt tttt
tttttttt t tttt
ttttt ttttt tttt ttttttttt tttttt tttt ttt tttt tttttttttt tttttt t tt
t tttttttt tt
t tt tttt
!   >    ttt!t tt ttttttt tttt tttttttttttt tttt ttttttt ttttt ttttt
!       t tt!ttt ttt ttttttt ttt ttt
t tttttt t tt tttttt tttt tttttttt
!     2  ttt!ttt tttttttttttt ttt tttt tttt tttt tt
!   2     tt t!ttt   ttttttt!tt tttttt
!  2   2   ttt!tt t 


tttt!   ttttttttttttt!
!   2      ttt!ttt 

tttt!   tttttttttttt tt!
!         ttt!t tt 

tttt!   tttttttt tttt!tt

tt tttt ttttt ttt ttttt ttt ttttt t t !  t tttt tt t 

t ttt !    tt tttttttt!tttt
tttttt tttt tttt t tttt ttttt tttttt t tttttt 

tt ttt!   tttt!tt tttttttt
!      <   t tt!ttt !

ttttt !   tttt!tttttttttt
!  ! <   2   ttt!ttt tt tt
tt ttt tttt ttttt ttt tt ttt tt ttttttt tttt
ttt
!  ! 2   =   tt t!ttt ttttttttttt tttt ttttttt ttt
tttt tttt

ttttttttt
2
2 * ttttttttt tt!tttttttttttttt ttttttttttttttttttttttttttt tttttttt tt
ttttttt
tttt tttt ttttt ttt ttttt tttt tttt ttt 

t tt
2  ttttttttttttttttttt!ttttttttttt 2 


t ttt ttt tttt ttttttt ttt tttt tt tttt ttt tt ttt
t t t t t t t t t ttttt ttttt tttt ttt tttt tttt tttt 

t ttttt ttt tttt ttttttt ttt tttt tttttt ttt t
2< ! 22t 
tt t
t tttt tttt tttt tttt ttt ttt tttt t
2=t  2>t   t ttt ttt ttt tt ttttt ttt tttt ttttt
222 
tttt ttt ttt tt tttt t t ttt ttttt ttt ttt ttt tt tttt t tttttttttttttttttttttttttttttttt
t ttttttt ttt tttt
t ttt tttt tttt t tttttttt t t t t tttttttttt t t ttttttt t
ttttt ttttttt tttttttttttttttt!
tttt tttttttt ttttt tttt tttttt tttt tt tt ttt tt 2 
tt tt tttt ttt ttttt ttt tttttt ttt tt tt tt tttt ttt
tttttttttttttttt ttttttttttttt
tttt tttttt tttt tttt tt tt t
t ttt tt tt
t tttt tt t tttt t ttt
tttt ttttt ttt tt tt ttt ttt tt tt ttt tt ttttt t ttttttt tt t tt
ttt
t tttt ttttttt tttt tt tttt ttt tt tttt
t tt t tttt ttttt! tt
tttt ttt tt tt t
t tttt tt tt
t ttt tt tt
tt tttt tt 2 !

ttt
t tt ttt t ttttt t ttt ttt tttt ttttttt ttt ttt
tttt tttt t tttttt tt
tt t
tttttttttt tttt tttttttttt tttt t
tttt ttt tttt ttttttt tttt tttttt ttt tt tt t
t ttt !   tttt t t t tttttt t ttttt ttttt
tttt tt tt tt ttt tt tt tt ttttttttttttttttttttttttttt
t t t tttttt tt tttttt!t tt ttttttttttttttttttttttttttttttttttt
tt tt tt tt tttt ttttttt t! ttttttttttttttttttttttttttttt tttttt!
! ttt t t tt tt tt tt ttttt!t tt t!  t ttttt t t ttt ttttttttt tttttt
tt tt ttt tt ttttt ttt tttt tt t t t t t t ! ttttttttttttt!tt ttttttttttt
ttttt tttt ttttt t ttttttt tttt
t tttt ttt ttttt t t t t tt ttttt tttttt t ttttt
tttt tttttttttttttt
   !   2< 


t ttt tttt 

t ttt tttt tttt tttttttt ttt ttt
  !   t ttt tttt tttt tttttt ttt tttt ttttt tttttt
tt t

!     
 tttt ttttt tttt ttt tttt tttttt ttt tt tttt ttt tt


tttttttttt tttt t
  2>2

!  t t ttt t ttt t ttttt t tttt t ttttt t tttt t  t ttttttt ttttttttt ttttttttt tt
ttttttttttttttttttttttt!tttt ttttttttttt tttttttttttttttttttttttttttttttttttttttttttttttt!
ttttttttttttttt ttttttttttttttttt tttttttttttttttttttttttttttttttttttttttttt
tttttttttttttttttttttttttttttttt ttttttttttttttttt ttttttttttttttttttttttttttt
t !   t t ttt t tttt t ttttt ttttttttt ttt ttttt tttt 2= 
!  t ttttttt ttt ttttt ttt tt
tttttt tttttttttttttttt tttttttttttttttttt
22
ttt ttttttt ttt tttt tttttt


t tt t ttttt t ttt tttttttttttttttttttttttttttttttttttttt
tttt ttt tt t
t


t tt t
tt t
t tttt tttttt tttt tt tttttttttttttttttttttttttttttttttttt!
ttt tttt t
tt t
t tttt tttttt ttt tttt ttttttt tttttt tttt ttt tt
!   t tttttt ttt ttt tttttttttt tttttttt tttt t
ttttttttttttttttttttt ttttttttttttttttttttttt  ttt ttttttttttt tttttttttttttttt tttttttttt
tttttttttttttttttt ttttttttttttttttttttttt tttttttttttttttttttttttttttttttt tttttttttt!
ttttttttttttttttttttt!ttttttttttttttttttt ttttttttttttttttttttttttttttttttt tt
tttttttttttttttttttttttttttttttttttt

  2
2 t tttt tttt ttttt ttttt ttt ttt ttttt ttttt tttttt tttt t t > 
 t ttttt ttttt tttttt t t t t t tttt t !
tttttttttttt ttttttt t t tttttttt ttt ttt ttt tttttt   t t ttttt ttttt tttttt t t t t tttt !
tttttt tttt tttt tttttt ttt tt ttttttt ttttt   t t ttttttttt ttttt tttttt t t t t!
tttt tt ttt tttttttt tttttt ttt ttttt t
t tt tttt tttt   t t tttt !t ttttt ttttt tttttt t 
tttt tttttttt ttt tt ttttt tttt ttttt tttt ttttttttt    t t tttt !t ttttt t ttttt tttttt 
tttttttt ttt tt t ttttt tttt ttt tttt tt tt ttttt ttt   t t t tttt !t ttttt t ttttt t ttttt
ttttttttt ttt tt ttttt tttt tt tttt tttt tttt tttt 
t ttt ttttttttttttttt!tttttt!
ttt tt ttttt tttt ttttt t tt tttttt ttttttt   t t tt tttt ttt tttttt t !t ttttt !
tttttttttttt ttttttt tttt t tt tttttttttt ttttttt ttt   t t tt tttt !t ttt tttttt t ttttt !
ttttt   t t tt tttt !t ttt t tttttt ttttt !
 
  t  t !t t t !t  t 
t 
   t t tt tttt !t ttt t tttttt !t tttt
  t  t !t !t t t  t 
t 

tt tt ttttt tttt tttt ttt tttt ttttt tttt ttt
   t  t !t !t  t t t 
t 
 !
tt tttt ttt tttt tt t ttt
2  !
 t t t t t ! t  2 !
  t !t ttt t t t ttt ttttt tttt
  t ! t t t t t     t !t ttt t ttttt t t t ttt tttt
  t ! t t t t t    t !t ttt t ttttt t ttttt t tt
  t ! t t t t t  2 
  t t tt t t t ttttt tttt t tt
2
 t t t t !
t t t     t t t tt t t tttt t ttttt t tt
  t !
t t t t t t    t t tt t t tttt t t ttttt tt
  t !
t t t t t t    t t tt t t tttt t ttttt t tt
  t !
tt t t tt 
tt tt t tt t 't t ttttt tttttt tttt ttt tt ttttt
   t !
t t t t t t  
   t t ttttt !t tttt !t t ttt tt
  t !
t t t t t t    t t ttttt !t tttt t !t ttt tt
 
tttt ttttt ttt ttt ttt tt tttt ttt   t t ttttt !t tttt t tt t !t tt
 
  t  t t t !t t t ! tt tt tttt ttttt ttt tttttttt tttttttt
t tttttt tttt tt
  t  t t t !t  t ! ttt ttttt
tt
    t !t   t ! 2 t
tttt tttt ttttt tttt ttt ttt tttttttt tttt ttttttt
     t !t !t t t  ttttttttt ttt ttt ttttttt ttttt
< 
         ttt tttttttt t t tttt ttttt tttttttt ttttt tttttt
         ttttttt tt tttttttt ttttttttttttttt ttttttttttttttt
          ttttttt ttt tttttttt tttttttt
t tttt tt tttt ttttttt
2 !
ttttttt tttttt tttt ttt tttttttttt ttt ttttt ttttttt tttt tttt ttttttt tt tt ttt ttt
=  ttt tttt ttttt tttt
t tttt tttttttt ttttttt ttttt ttt ttt tttttttt tt
t tttt ttt ttt tttttt tttt tttttttt ttt
tt tttttt tttttttt
t tttttttt tttt ttttt t t tttt tttt ttttttttt ttt ttt ttttttt ttttt
ttttt ttttttt tttt tt tttttt
t tttt tttt ttttt tttt  
  t!ttt! tttt tttttt
ttttt ttt tttt ttttttttt ttt tttttt t tttt tt ttt   t!tt! tt tttttttt
tt tttt ttttttttt tttt tttt tt t
t tttttttt tttt tttt    t!tt! tt tttttttt
t t tttt ttttt ttttt tttt tttt tttt tttttttt ttt   tt!tt! tt tttttttt
ttttt tttt ttttttt tt t ttt ttttt ttt ttttt t ttt ttt < 
ttttttttttttttt ttt ttt ttttttt ttttttttttttt ttt 2 !
 ttt tttt !tt tt t!tt t t
tttt ttttt ttt tttt ttttttttt ttt ttttt   tt!ttttt!tt tttt tt
= !
 ttttttt=ttttttttttttttttt ttttttttt   t!tttt!tt tttt tt
  tttttttt=ttttttttttttttttt ttttttt   t!tttt tt!tttt tt
  t t tttttt tttttt=tt t t t t ttttttt tttt = 
  t!ttt ttttttttttttttt 
   t!ttttttttttttt ttt 
  t t tttttt  t tttttt=tt t t t tttttt   t!ttttttt tttttttt 
tttt    t!ttttttt tt ttttt
   tttttttt ttttttt=ttttttttttttttt > !
ttttttt ttttt tttt ttt tttttttttt
2>=

2 
 t  t t !t t t t t t !t t  t t ! tttt ttttt t t tttttttttttt ttt tttttttttt tt ttt

  t!tt!tttttt!tt
tt
 tttttt tttttt tttttt ttt tttt tttttt tttt ttttttttttt
  t!tt
tttttt!tt!tt
 ttt ttt ttttt ttt ttttt tt tttttttttttt t tt ttttttttt
2 
ttt ttttttt tt tt ttt ttt tttt tttt ttt ttttttt ttttt
tttt ttt tttt ttt tt
222< t ttt ttttt tttt ttttttttt t ttttttt ttt tttt tttttt
t tttt tttt tttt tttttt ttt t
t ttttttttt tttttttt
t ttttttt ttttttt ttt tttt ttt ttttt ttttt ttttttttt ttttt t t tttt ttt t t tttttttt tt
tttt tt ttttt ttttttt t t tttttttt ttt tttt ttttt t
t tttt tttt ttttt ttttt ttttt ttt ttt
t tt ttttt tttttttt ttttt ttttttt t ttttttt
t tt tt tt tttttttt ttttt ttttttttt ttttt ttttt tttt ttt
ttt ttttttttt ttt ttttttttttt
t tttt ttttttt ttt tt ttttt tttt
22  
 t tttt ttt ttt ttt ttt tttt tt
  t ttt tttt ttt ttt ttt tttt tt
  t ttt tttt tttt ttt ttt ttt tt
  t ttt tttt ttttttt ttt ttt tt
22

  t ttttt ttttttt tttt t tttttt ttt tt ttttt 2 
 t tt tt t t tt tttttt tt tt ttt ttt
tttt
  t ttttt ttttttt tttt t ttt tt tttttt ttttt
tttt
   t tttttttttttt tttt tttt tttttttttttt
ttttt
t
t ttttt t
t ttttt ttt tttt ttttt tttt 
2 
 t ttttt ttt tttt ttt ttttt ttt tttt
  t ttttt ttttt ttt tttt ttt ttttt tt
tttt tttt ttttt tttt ttt tt
  t tttttttttt ttttt ttt ttttttt tt
  tttttt tttttttttt tttt ttt ttttt
   t ttttt ttttt ttttt tttt ttt ttt tt
2 !
 t ttttt ttttt tttt ttttt tttttt t ttt tttt
  t ttttt ttttt ttttt tttt tttttt t ttt tttt
  t ttttt ttttt ttttt tttt tttttt t ttt tttt
  t ttttt ttttt tttttt ttttt tttt t ttt tttt
   t ttttt ttttt ttttttt t ttt ttttt tttt tttt
  t ttttt ttttt tttttt t ttt tttt ttttt tttt
  t ttttt ttttt tttttt t ttt tttt ttttt tttt
2<

tt tttt tttt tt t ttt 2= !
ttttttt ttttt tttt ttt tttttttttt
222  ttttttttttttttttttttt tttttt tt ttttttttttt tttt
t  t
tttt tttttttt ttttttttttttt tttttttttttt tttt ttt
tttttt ttttttt t t tttttttt ttt ttt ttt tttt tt ttttt
ttttttttt tttt ttt ttt tttt tttttt ttttttt tttttt ttt
ttttt tttttttt ttt tttt t t t tt ttttt tttt tttt
t tt tt ttttt ttttt tt
tttttttt tttttttt
t tttttttttttttttttttttttttttttt tt ttttttt
t ttttt ttt tttt ttttt ttt tt tttt tttt tttt
tt tttttttt tttttt ttt tttttttt ttttttttt ttttt ttt
ttttt ttttttt tttt tttt tttttttttt ttttt ttt t
ttt t ttttt
ttttttttt ttttttt tttt ttt ttttt

222< t ttt ttttt tttt ttttttttt tttt ttt tttt ttt tttt ttttt
t t tttt ttt t t ttttttt
ttt t tttt
ttttt tttttttt
22 
  t ttt ttt ttt ttttt ttttt tttt tttttt ttt
  t ttt ttt tttt ttt ttttt ttttt tttt ttttt
   t ttt ttt tttt ttt ttttt ttttt tttt ttttt
22 !
ttttttt ttttt tttt ttt tttttttttt
  t tt tt tt t t tttttt tt tt ttt ttt
  t tt ttt tt tt t t tttttt tt tt ttt
  t tt ttt t t tt tt tttttt tt tt ttt
2
2< 
  t t t tttttt ttt ttt ttttt ttt
  t t t ttt tttttt ttt ttttt ttt
  t t t ttt tttt tttttt ttt tttt
22 t
ttttt tttt ttttttttt t ttttttt ttt tttttt ttt t
tttttttt ttttt tttt tttttttt ttt t t tttttttt ttt
ttttttttt ttttt ttt t tt ttttt tttt t tttt ttt t
tttttttt ttttt tttt t tttt tttttt t t ttttttt tt ttttttt
tt t tttt tttt tt tt ttttt ttttt ttt tttttt
tt tttttttt ttt ttttttttt ttttt ttt tt tt ttttt tttt
tttt tttt ttt ttttttttt tttt tttt ttttt ttt tt ttt
ttttttttt ttttt ttttt ttt ttt tttt ttttt ttt tttttt
tttt tttt ttttt tttt tttttttt
22 
2>
2< t tttt tttt ttttt ttttt ttt ttt ttttt ttttt ttttt ttt
ttttttttt ttt ttttttttt ttt tttttt tttt tttt ttt
tttttttttttttt tttttttttttttttttttttttttttttttttt
ttttt ttttttt ttttt tttt ttt
ttt tt tttt ttt tt ttttt ttttt ttt tttt tt tt ttttt ttt
tttttttt ttt ttttt ttt tttt tt tttt ttt tt tttt ttt
ttttt ttt tt tttt ttt tt ttttt ttttt ttttt t tt ttttt
22 !
 t ttt t tttt ttt t t ttt t ttt tttttttttttt ttttttt tttt ttttt ttttt ttt tttttttt
  tttt ttttttttt tttt 2t  2t!  
  ttttttttttttttttt t <t

  ttttttttttttttttt 2 tttttttttttttttttttttt tttttt tt ttttttttttt tttt
    ttttttttttttttttt tttt tttttttt tttt ttttttttt tttttttttttt ttttt ttt
  t tttt ttt t tttttttt  ttttttttt ttttttttt ttttt ttttttt tttttttt ttt
  tttt tttt ttttt tttt ttttttt tt ttt ttt ttttttt tttt tt tttt ttt
2=

 t tt !t tttt ttt t tttt  tttttttttttt t t tttt ttttttttt ttttt ttttttttt ttt t
  t ttt !t tttt tt t tttt  ttttt ttttt ttttt ttttt ttttt ttt tttttt ttttt tttt
  t ttt t tttt tt !t tttt  2 
 t tt ttttt ttttt ttt t tttttttt 
t t !
  t tttt tt tttt !ttttt    t tttttttt tt ttttt ttttt ttt t 
t t t !
   t ttt t tt t !t tttt ttt   t tttttttt 
t tt ttttt ttttt ttt t t t !
2> !
ttttttt ttttt tttt ttt tttttttttt = 
 t tt t ttt 
t t
t t t tt tt tt t 
2 
 t ttttt tttt 
t !t tttt 
t tttt   t ttt t tt t 
t
t t t tt tt tt t 
  t tttt tttt 
t !t ttttt 
t tttt   tttt tt ttt t 
t
t ttt tt tt t
  t tttt 
t tttt !t ttttt 
t tttt   t ttt t tt t
t 
t tt tt tt t 
  t tttt 
t tttt 
t ttttt !t tttt    t ttt t t t tt t
t tt tt 
t tt t 
2 
 t tttt t 

t tttt !t tttt !t tttt > 
 t tttttt t tt t!t t tttttttt

  t tttt t tttt 

t !t tttt !t tttt   tttttttttttttt!tttttttttttt

   t tttt t tttt !t !t tttt 

t tttt   ttttt
ttttttttt!ttttttttt
  t tttt t tttt !t tttt !t 

t tttt   tttt
tttttttttttttt!tttt
  t tttt t tttt !t tttt !t ttttt 

   ttttt
ttttttt!ttttttttttttt
*  t ttt tttt ttttttt ttttt ttt tttt ttttttttttt
  tttt
ttttttt!ttttttttttttt
  2>>

 
  t tttttt t ttttt t t ttttttttt ttttt 
  t ttttttt ttttttttttttttttttttttt!
   t tttttt t ttttt 
t t t ttttttttt tttt < !
tt tt tttttt tt ttttt t ttttttttttt
t tt tttt tttttt
  t tttttt t ttttt 
t ttttt t t t tttttttt tttttttt tttttt tttt tttttttt
  t tttttt t ttttt 
t ttttt t t t tttttttt < 
 t !t t tttttt ttttt ttttttt t t tttt
  t tttttt t ttttt 
t ttttt t ttttttttt    t t !t t tttttt ttttt ttttttt t tttt
tttt
ttt ttt tttt ttttt ttttt
tt t
t ttttt
tt ttt ttt   t tttttttt!tttttttttttttt tttt
tt tttttttt ttttt
tttttttttttt tttt    t ttttttttttt!tttttttttttttt tttt
 !
ttttttt tttttt tttt ttt tttttttttt <2<<  tttttttttttttttttttttttttttttttttttttttttttttttt
2< ttttttttttttttttttttttttttttt ttttttttttttttt ttt ttt tttttttttttttttttt ttttt ttttttttttttttttttttt
ttt ttt tttt t tttttt ttt tttt
t tttt tttttt tttt ttt ttt tt ttttttttttt t t ttttt tttt tttttttt tttt
tttttt ttt ttttttt
t tttt t ttt tttt tttt tt ttt tt tttt ttttttttt t ttttttt ttt ttttttt tttttt t
tttt
t tttt ttt t ttttttt tttt ttt t ttttttt tt ttttttttt ttt tttttttttttt ttttttt tttttttt ttt
ttttttt ttttttttt ttt tt ttttttt ttttt
ttttt t tttt ttt tt ttt ttttttttt ttt tttttt tttt ttt ttttt t
t tttt t tttttt tttt ttttt ttt tt tttt ttt
tttttttt t tttt ttt tt ttt ttt ttttttt ttttt tt tt tttt tttt tttt tttttt ttttttttt tttt ttttttt ttt
ttttttttt ttttttttttttttttttttttttttttttttttt ttt tt ttttt ttt
ttttttttt ttt tt tttt ttt tt ttttt ttt tttttttt
ttttttttttt
ttt tttttttttttt ttttttt t
2 !
tt tttttttttt ttttt t tttttttttt
tttttttttttttt tttt tttt tt tt tttt tttt tttt tttttt ttttttttt ttt
tttt ttt ttttttttt tttt tttttttt ttttttt tttt ttt tt ttttt ttt
2 t
 t tttttt ttttt !t t  t ttttt t tttt tttt tttttttttt tttttttttt t t ttttt tttt ttttttt
  t tttttt ttttt ttttt !t t  t t tttt ttttttt ttttttttt ttttt tttttttt tt tt tttttttt ttt tt
  t tttttt ttttt t ttttt !t  t t tttt tttt tttt tt tt tttt t tttttt ttt ttttt tttt tttt ttt
  t tttttt ttttt t !t ttttt  t t tttt ttt ttt tttt t tttttt ttt ttttttt
   ttttttttttttt!ttttttttttt t <2 !
tt tt ttt ttt tt tttt t t ttttttttttt
t ttttt ttt
  t tttttt ttttt t !t ttttt ttttt t  tttttttt tttttt ttt tttttt tttt ttt ttttttttttt ttt
tt tt tttt tttt ttttttttt t t tttttt tttt ttttttttt tt tttttttt
tttt

t ttt ttt tttt ttttt tttt <2 
  t tttttt ttttt ttttt tt t tttt

 tttt tt!tttttt ttttttttttttt ttt    t ttttt t ttttt t ttttt t t tttt
  ttttt ttttt tt!ttttttttttttt ttt   tttttttttttttttttttttttttt
  ttttt ttttttttttt tt!ttttttt ttt   tttttttttttttttttttttttt
  t tttt tt tttttt t ttt tt !t t 
tt t
t ttttt
tt ttt tttt ttttt ttttt tttt ttt
t ttttt
ttt ttt ttttttttttttttttt ttttttttt tttttttttttttt ttt t
 
  t ttttt tttttt t t !t t ttttttt tttt < t !
 t ttt tt t t t t ttt t 
t tt
  t ttttt tttttt t t t !t ttttttt tttt   ttt tttt tttt tttt t
ttt
   t ttttt tttttt t !t t t ttttttt tttt   t tt t 
t ttt t t ttt t tt
  t ttttt tttttt t !t ttttttt t t tttt   ttt t 
ttttttt ttt ttt
  t ttttt tttttt t !t ttttttt ttttt t     t tt t 
t ttt t ttt t ttt 
  t ttttt tttttt t !t ttttttt ttttt t    t tt t 
t ttt t ttt ttt t t 
< 
  t tttttt ttttt t ttttt t t ttttt    t tt t 
t ttt t ttt t ttt 
   t tttttt ttttt t t ttttt t t tttt
tt t
tttttt
ttttttttttttttttttt ttttttttttttttttt
  t tttttt ttttt t t ttttt ttttt t  < 
 t ttttt t ttt tttt t t t t  t t tttttt t 
  t tttttt ttttt t t ttttt ttttt t    t tttttt ttttt ttt tttt tt t t  t t t 
tt ttttttt
ttttttttttttttttttt
tt ttttttttttttttttt   t tttttt t ttttt ttt tttt t t t t 
t t ttttt tttt tttt ttttttttt ttt ttttt
t
t ttttt
t ttt ttt   t tttttt t t ttt ttttt tttt t t t 
tt tttttt ttttt
tttttttttttt ttttt ttt ttttt tttt ttt    t tttttt t ttt  t ttttt tttt t t 
2< t
tttt ttt ttt tttt t t tttttttttttt ttt tttt t ttt ttt <<
 t ttttt ttttt t t t 
t tttttt ttt
tttttttttttttttttttttttttttttt ttttttttt tttttt   t tttt ttttt ttttt t t t 
t ttttt
tttt tttttttt tttt ttttttttt ttt ttt ttttttt ttttt   t ttttt tttttttttttt
tttttt
ttttttt t tttt tttt ttt ttt ttt tttt ttttt ttttt   t ttttt ttttt
ttttttttttttt
ttttt ttttt t tttt tttt tttttttttt tttt ttt     ttttt ttttt
ttttttttttttt
tttttttt ttttt ttttttttt tttt tttttttt tttttttt   t ttttt ttttt
ttttttttttttt
t ttttttt ttttt ttttttttt ttt ttt tttt ttt tt tt tttt
tt t
t ttttt
t ttt tttt ttttt ttttt tttt tttt ttt
ttttt tttttttttttt ttttt
ttttt tttt ttt t ttt ttttt t

2 
 t t t tttttt tttt t !t tttt t ttt <22 ttttttttttttttttttttttttt tttttttttt tttt ttttttttt
  t t t t tttttt tttt t !t tttt ttt tttt ttttt t t tttt tttttt ttt ttt ttttttt tt ttttttt
  t t tttttt t t tttt t !t tttt ttt ttttt
ttttttttttttttttttttttttt ttttttttttttt ttt

  t t tttttt !t t t tttt t tttt ttt ttttt tttt ttttt ttt
t ttttt tt tttt ttttt tttt ttt
   t t tttttt !t tttt t t tttt t ttt ttt tt
= 
  ttttttt!tttttttt t ttttttt ttttt <2 
 t ttt ttt ttttt tt tt ttttttt tt
  ttttttt!t ttttttttttttt tt ttttt   t ttttt ttt ttt tt tt ttttttt tt
   ttttttt!tt tttttttttttttt tt tttt   t ttttt ttt tt tt ttt ttttttt tt
tt tt tttt tttt ttttttttt t t tttt tttttt tttt tttt   t ttttt ttt tt tt ttttttt ttt tt
ttttttttt ttt tttt t

t ttttt ttt tttt ttttt ttttt t t ttt <=
ttttttt ttttt tttt ttt tttttttttt
ttttt ttttt <>
ttttttt ttttt tttt ttt tttttttttt
> !
  t t tttttt ttttttt tttttt tt ttttttttt ! 2 
ttt ttt ttttt ttttt tttt ttttt tttttttttttt tttt
  t t ttttt t ttttttt tttttt t ttttttttt ! tttttttt ttttt ttttt tttt tt ttttt tttttt ttt tt ttttt tt


ttt tttt ttttt tttttt ttttt t

t tt tttttt tttt ttt   t !t ttt tttt tttt tttt t t t tt t
ttttt tt ttttt
tttt  t tttt tttt tt ttttt ttttt ttt   t !t ttt tttt t tttt tttt t t tt t
  !t tttt tt tttt tt tt ttttttt ttttttt    t !t ttt tttt t tt tt tttt tttt t 
t ttttttttt   t !t ttt tttt t tt tt t tttt tttt 
  !   t tttttt t tttttttttt tttt tt t   t !t ttt tttt t tt tt t tttt t ttt
ttttttt ttttttt
ttt
t ttttt
tt ttt tttt ttttt ttttt ttt
t ttt
  !  2 t tttttt t tttttttttt tt tt ttt tttttttttttt ttttt tttt ttt ttttt

ttttttt ttttttt 2= !
 t ttttt tttt t !t t ttttttt ttt tt 
tttttt't   t t ttttt tttt t !t t ttttttt ttt t
tt't   t t ttt tt ttttt tttt t !t t tttttt
2 t 
 t tttt tttttt tttt ttt tttt t tttt   t t ttt tt t ttttt tttt t !t tttttt
  t tttt tttt tttttt ttt tttt t tttt    t t ttt tt t ttttt !t tttt t tttttt
  t tttt ttt tttt tttttt tttt t tttt   t t ttt tt t ttttt !t ttttttt tttt 
  t tttt ttt t ttttt tttt tttttt ttt   t t ttt tt t ttttt !t ttttttt t ttt
   t tttt ttt t ttttt tttttt tttt ttt
tt t
t ttttt
tt ttt tttt ttttt tttt
  t tttt ttt t ttttt tttttt tttt ttt 2> !

ttt
t ttt ttt tt tttt t t tttttttttttt tttt tttt ttt
222<  tttt tttt ttttt ttttt ttt ttt ttttt ttttt t tt ttttttttt tttttttt tttttt tttt ttt ttttttttt tttt tttttttt
ttttttt tt ttttttt ttttttt tttt tt tttt ttttttt ttt = 
  t t ttt tt !t tttttt tttttt ttttt t !
tttttttttttt ttt ttttttt ttttttt ttt ttt tt tttttt    t t ttt tt !t tttttt tttttt ttttt t !
tttttt ttttt tttt tttt ttttttt tttt tt tttt ttttt t   t t ttt tt !t tttttt !t tttttt ttttt 
ttttttt tt tttttttt ttt tttt tt tt tttttttt ttttt   t t ttt tt !t tttttt !t ttttt tttttt 
ttt tttt tt tttttttt ttttt ttttt ttt tttt tttttt = 
 t ttttt ttttt tttt t t  t !t ttttt
tt tttttttttt tttt tttttt
t ttttt tttt ttt
t tt t   t tttttt ttttttttt t  t!t ttttt
tttttttt tttttt ttt tttt tt tttttttt ttttt ttt tttt tttt   tt tttttttttttttt t t !tttttt
ttttttttt t ttt tttt ttttt ttt tt tttt tttttttt   tttttt  tttttttttttt !tttttt
ttttt ttttt tttttttt
t tttt tttttt ttttttt ttttt tt    t ttttt  t ttttt !tttttt t ttttt
tttttt ttttttttttttttttttttttttttttt tttttttttttttt =2=<  tttttttt ttttt ttttttttttttttttttttttttttttttttt
ttttt ttttt ttt ttt tttt ttttttttt tttttt ttt tttttttttttttttttt tt tttttttttt tttttt tttttttt
tt tttttt ttttttt ttt tttttttt tttttttttt tttttttttttttttttttttttttttt ttttttt
22
 t ttttttttt tttttt t !t  t t ttttt tttt  ttttttttt ttttttttttttttttttttttttttttttttttt
  t t ttttt ttttttttt tttttt t !t  t tttt  tt tttttttttttttttttttt ttttttttttttttttt ttttt
  t t ttttt t ttttttttt tttttt t !t  t ttt ttt
ttttttt
t ttt
ttttttt
t
  t t ttttt t ttttttttttttttt t !t  t ttt tttt tttttt ttt ttttt t
t tttttt ttt ttt tttttt ttt
   t t ttttt t tttttt  t ttttttttt t !t ttt ttttt tt ttt ttttt ttt ttttt tttt tttttttt ttttt tttttttt
22 
   t ttttttttt t tttttt !t 
t t tttt tt ttt tttt ttttt ttt ttt ttttt tttt t tt ttttttttt ttt
  t ttttttttt t tttttt !t ttt 
t t ttt ttttttttt tttt ttttt tttt ttt ttttt t

t tttt tttt tttt
  t ttttttttt t tttttt !t ttt t 
t ttt t
t ttt ttttt
t ttttt tttt tttttttt ttttt tttttttt
  t ttttttttt t tttttt !t ttt t tttt 
=2
tt tt ttt ttttt tttt t t tttttttttttt tt tttt tttt tt
2 
 t tt tt tttt t t  t ttttttttttt ttttt  tttt
  t tt tt t tttt t  t ttttttttttt ttttt  =2 !
 t tttttt tttttt t t ttt ttt t ttttt 
  t tt tt t ttttt tttt t  t ttttttttttt    t tttttt tttttt t t ttt ttt t ttttt 
  t tt tt t tttttt tttt t  t tttttttttt   t ttttt tttttt tttttt t t ttt ttt t 
   t tt tt t ttttt t tttt  t t tttttttttt   t ttttt t ttt ttt tttttt tttttt t t 
  t tt tt t ttttt t tttt  t ttttttttttt  = 
  t tttt!tttttttttttttttt!ttttttttttt
2 
 t tttt t ttttttt 
t t tt tt tttt t  t    t tttt!tttttttttttttttt!ttttttttttt
  t tttt t tttt t ttttttt 
t t tt tt  t     t tttt!tttttttttttttttttttttttttt!t
  t tttt t  t tttt t ttttttt 
t t tt tt    t tttt!ttttttttttttttttt!tttttttttt
  t tttt t  t tt tt tttt t ttttttt 
t t 
ttt
t ttttt
t ttt tttt ttttt ttttt
tt t
t tttttt tttt
   t tttt t  t tt tt t tttt t ttttttt 
t  tttttt tttt ttttttt t tttt ttttt ttt ttt tttttttt ttt
  t tttt t  t tt tt t ttttttt tttt t 
t  ttttttttttt
  t tttt t  t tt tt t ttttttt t tttt t 
= 
  t ttttttt !t tttttttttt tttttttttt 
tttt
tt ttt tttt ttttt ttttt
tt tt ttttt
t ttt ttt tttttt 
tttttttttttt tttt    t ttttttt !t tttttttttt tttttttttt 
2< !
ttttttt ttttt tttt ttt tttttttttt tttttt 
22= 
tttt ttt ttt tt tttt t t ttttttttttt    tttttttttt t ttttttt !t tttttttttt 
ttt tttt t ttt tttt ttttt tttt ttttttttt tt tttttt 
ttttttttt ttt tttttt ttttttt tttt tttttttt ttt    ttttttttttttttttttttt!t ttttttttt
ttttttttt ttt ttt ttttttt tttttt ttttttt t ttt tttttt 
tttt ttt ttt ttt tttt ttttt tttttt ttttt ttttt t ttt     tt tttttttt t ttttttt t tttttt !
tttt tttttttttt tttt tttt tttttttt ttttt tttttttt
tttttttttt 
tttt tttttttt tttttttt t ttttttt ttttt tttttttt    tttttttttt t ttttttt t tttttt t !
ttt ttt tttt ttt tt tt ttttt ttttt ttttttttt
22 

tttt tt tttt ttt tttt tttt tttt tttttttttttt tttt
t tt    tt tttttttt t ttttttt t tttttt 
tt ttttttttt tttt tttttttttt !
 t tttt tttt t ttt tttt t t !t tt t
ttt
t tttt tttttttt tttttttttttt ttt ttttttttt tt
  t !t tttt tttt t ttt tttt t t tt t ttttt
tt
tt t
t tttt
tt ttt tttt ttttt tttt
  

=<
  ttttttttttttt !tttt tttttt ttttttt    t t ttttttt t ttttt !t t t ttttttt
  tttttttttttttt !tttt tttttt ttttt tttttt
  ttttttttttt ttttttttttt !ttt tttt   t t ttttttt t t ttttt t t t !t t t ttttttt
tt ttttttttttttttttttttttttttt
t ttttttttttt tttttt tttttt
tttttttt >2 
  t t ttttt t t tttttt tttt !t :ttt
=2>  ttt ttt tt tttt t t ttttttt ttttttttttt   tt tttttttttttttt tttt!tt:ttt
ttttttttttttttttttttttttttttttttttttttttttttttt    tt tttttt ttttttttttt!t:ttt
ttttttttttttttttt ttttttttttttttttttttttttttttt   t t ttttt t tttt !t tttttt t :ttt
ttt
ttttttttttttttttttttttttttttttttt tttt ttt   t t ttttt t tttt !t :tttt t ttttt
tt
tt t
t ttttt
tt ttt tttt ttttt tttt
tttttt
tttttttt
tt ttttttttttt
tt tttttttttttt > !
 t tttttt tttttttt t ttttt t  t !t ttttt
t tttt ttt tt   t t tttttt tttttttt t ttttt  t !t ttttt
ttt
t tttt ttttt tttt ttttttttt ttt tttt tttt ttt   t t tttttt t tttttttt ttttt  t t !t ttttt
tt   tttttttttttttt tttttttt tt!tttttt
t 
t #t 
t t 
t
t t tttt ttt tt > !
tt tt ttt ttt tt tttt t t ttttttttttt
t ttttt ttt
ttttttttttttttttttt
tttttttttttttttttttttttt tttt tttttttt tttttt tttt ttt tttttttt
tttt ttt t tttttttttt t tttt tttt tttt tttttt >< 
  t t ! t tttt t ttttt t tttttttttt t  t ttt
ttttt tttt tttt ttttt tt ttt ttttt tt
t tt tttt tttt   t t ttttt ! t tttt t t tttttttttt t  t ttt
ttttttttt tttt tttt tttttttttt ttttttttt tttt tttttt   tttttttt! t tttt tt tttttttttt tttt
ttttt tttt ttt ttt tttt ttttttttt tttt tttt ttt >2  ttttttttttttttttttttttttttttt tttttttttttt ttttt
ttttttttt tttt ttttttttt t t ttt tttttttt ttt tttt tttttttt
t tttttttt tttt ttttt t t tttt ttttt ttttt tttt
tttttttt tttttttt
t tttttttt tttttttt ttttt tttttttt ttt tttt tt tt ttttt tttt tttt ttttt ttttt ttttt ttt ttt
=2 
  ttttt ttt tttttt!t ttttt ttttttttt ttt tttttt t tttttt tttt tt tttt tttttttt
   t tttt t tttt tt tt!t ttttt  tttt tttt tt tt tttt tttt tttttttttt tttttt ttt
  t tt tttt tttt!t tt ttttttt  ttttt ttttt tttt ttttt ttt tttttttttttt ttttt tttt ttt
  t tttt t tttt !tttttt tt tt  tttttttt tttt ttttttttt ttt ttt ttttttt tttttt ttt
    ttt t tttt !t ttttt t tt t ttt t ttttt ttt tt ttttt ttttttttt ttt tttttt tt

tt t
t ttttt
ttt ttt tttt ttttt tttt tttttttttt tttttttttt ttt tttt tt ttttt ttt ttttttt
== 
  t t ttt ttttt tttt t !t t ttttt  tttttttt
t tttt tt ttttt ttttt ttt ttt tttt tt tt ttt
  t t ttt t ttttt tttt t !t ttttt  >2 
    t tttt t !t
t ttttt tt tt tttt 
   t t ttt t ttttt ttttt tttt t !t     t t tttt t
t !t ttttt tt tt tttt 
  t t ttt t ttttt !t ttttt tttt t     t t tttt t
t tt tt !t ttttt tttt 
=> !
ttt ttt tt tttt t t tttttttttttt ttttttt tttttt ttt   t t tttt t
t tt tt !t tttt ttttt 
ttt ttttttttt tttt tttttttt     t t tttt t
t tt tt !t tttt t tttt
> 
  t t tttt !t tttttt ttttt t t t ttt
tt t
t tttt ttttt tttttt tttt tt ttttt
  t t tttt t !t tttttt ttttt t t ttt >= !
tt tttttt ttttttttttt tttt tttttttttttt ttt ttt
   tt ttttt tttt!tttttttttttt t  ttttttt tttt tttt
  t t t t tttt t tttt t !t tttttt ttttt >> 
  :t tttt tttt t !t ttt ttt ttttt t t !
  t t tttt t tttt t ttttt t !t ttttt   t ! t :t tttt tttt t t !t ttt ttt ttttt 
tttt
tt ttt tttt ttttt ttttt ttt
t tttt ttttt ttttt   t ! t :t tttt !t tttt t ttt ttt ttttt 
tttt tt tttttt ttt tttt tttt ttttttttttt   t ! t :t tttt !t ttt ttt tttt t ttttt 
> 
 t ttttttt ttttt tttt tt t t t t ! 
  t t ttttt t t t ttttttt tttttttt t tttt
  t t ttttttt ttttt tttt tt t t t !   t t ttttt t t t ttttttt tttttttt t tttt
  t t ttttt ttttttt tttt tt t t t !    t t ttttt t ttttt t ttttttt tttttttt 
  ttttttt!tttttttt tttttt tt    t t ttttt t ttttt t t ttttttt ttttttt
>2><  tttttttttttttttttttttttttttttttttttttttttttttttt   t t ttttt t ttttt t tttttttt t tttttt
ttt tttttttttttttttttt ttttt ttttttttttttttttttttt
tt tt ttttt
tt tttt ttt tttt ttttt tttt
ttttt tttttttttttt t ttttttttttttttttt tttttttt  
  t t :ttttttttttttt tt !ttttttt tttttttt
tttttttttt tttttttttttttttttttttttt tttttttttt tt     ttttttt:tttttttttt !ttttttttttttttt
ttttttttttt
t ttttttt tttttttt tttt ttttttttt tt   t ttttttt !t:tttttttttttttttttttttt
ttt tt ttttttt ttttt    t ttttttt !ttttttttt:tttttttttttttt
tttt tttttt ttt ttttt t
t t t tttttt tttt ttttt ttt t   t  t tttttt !t tttttttt t :ttttttt tttttt 
tttt tttt tt tt tttt tttt tttt tttttt ttttttttt ttt 2<  ttt ttttt tttt ttttttttt ttt ttttttttt ttt ttttt
ttttttt tttt ttt tt ttttt ttt tttt tttt tttttttt ttt tt ttttttt tttttt t ttttt t
tttttttt
t ttt ttttt tt
t ttt tt tttt tttt ttttt tt tttt tttt ttttt tt ttttttt ttt ttttt ttttt tt
tttttttt ttttttttt ttt tttt tt tttt ttt t
t ttttt ttt tttttttttttt tttt tt tttt ttt ttttt tt tt tt
!t t tttttt tttt tttttt ttt tt tttt ttt t ttttt tttttttt
t tttt tttttttttt tttttt ttt tt ttttt ttt
ttttttttt tttt ttttttt tttt ttt tt ttttt ttt 2
  t ttt !t ttttttttt t ttttt t tt tttt !
ttt
t tttttttttt tttttttttt t t tttttttt tttt tttt    t ttt !t ttttttttt t t ttttt tt tttt !
ttttttt ttttttttt ttttt tttttttt tt tt tttttttt ttt tt   t ttt !t ttttttttt t tt tttt t ttttt !
tttt tttt tt tt tttt t tttttt ttt tttttttt tttt ttt 2 
 t tttttttttt  t tttttt t tttttt t tttttttt
tttt ttt ttt tttt t tttttt ttt tttt !
>2 
  tt ttttttt!tttttttttttttttttttttt   t tttttttttt  t ttttttttt tttttt t tttttt 
  t t t ttttttt t t !t t t t ttttt ttttttt !
tttttt   t tttttttttt  t ttttttttt t tttttt ttttt
t !
2

  ttttttttttt ttttttttttttttttt!tttttt   t t ttttt t ttttt t tttt ttttt 
   t t ttttt t ttttt t tttt t tttt
 !
 t tttt t tttttt !t tt tttt t tttttttt 
tt tt t tt t 't t ttttt tttttt tttt ttt tt ttttt
  t tt tttt tttt t tttttt !t t tttttttt  2 !
 t t t t ttt ttt tt tt t !t :tttttt
  t tt tttt t tttt t tttttt !t tttttttt    t !t t t t ttt ttt tt tt t :tttttt
  t tt tttt t tttttt tttt t !t tttttttt    t !t tt tt t t t t ttt ttt :tttttt
   t tt tttt t tttttt  t tttt t !t ttttttt   t !t tt tt t t t t ttt ttt :tttttt
  t tt tttt t tttttt  t tttttttt tttt t !    t !t tt tt t t :ttttttt t t ttt tt
  t tt tttt t tttttt  t tttttttt t tttt !   t !t tt tt t t :ttttttt t t ttt tt
 
  tttt !t ttttttt t tttttt t tttttttt    t !t tt tt t t :ttttttt t ttt t tt
  t tttttttt tttt !t ttttttt t tttttt t   
 t tt tt tt ttt !t t tttttt ttttttt !t 
  t tttttttt t tttt !t ttttttt t tttttt    t t tt tt tt ttt !t tttttt ttttttt !t 
   tttttttt t tttttt tttt !t ttttttt t    t t tt tt !t tt ttt tttttt ttttttt !t 
   t tttttttt t tttttt  t tttt !t ttttttt    t t tt tt !t ttttttt tt ttt tttttt !t t 
  t tttttttt t tttttt  t ttttttt tttt !t   !
   t t ttttt t t t tttttt ttttt tt t
  t tttttttt t tttttt  t ttttttt !t tttt    t t t ttttt t tt tt t t tttttt tttt
ttt ttttt tttt tttttt tttt ttttt tttt ttttt tt tt ttt    t t t ttttt t tt tt t tttttt t tttt
tttt ttttt t tt ! t tttt tt tt
tt tt tttttt ttttt ttttt tt tt tttt ttttt ttt tttttttt tttttttt
t tttttt tttt tt
ttt !t t t ttt t t t ! t tttt 't t ttt 
t ttt ttt t ttt tttt
< !
tt tttt ttt tttt tt t ttt < !
tt tttt tttt tttt tt t ttt
2  ttt tttt ttttt tttt tttttttt ttttttt ttttt ttt ttt 2 
 t ttttt tttt t !t tttt ttttt t 
tt tttttt ttttttttt ttttt tttt tttttttttt ttttt ttt tt   t t ttttt tttt !t tttt ttttt t 
ttttt tttt ttt tttt tt tt ttttt tttt tttt ttttt tttt   t t tttt ttttt !t tttt ttttt t 
ttttttttttttttttttttt tttttttttttt tttttt tttttt ttt   t t tttt !t ttttt tttt ttttt t 
ttttttttt tttt tttt tttttttttt ttttt ttt ttt ttttt ttt    t t tttt !t tttt ttttt ttttt t 
tttt ttttt ttt tttttttttttt ttttt tttt tttttttt ttt   t t tttt !t tttt t ttttt ttttt 
ttttttttt ttt ttt ttttttt tttttt tttt tttt ttttt tt   t t tttt !t tttt t ttttt t tttt
ttttttttt ttt tttttt ttt tttttttttt ttttttttt
tt tt tttt
t ttt tttt ttttt tttt ttt
2 
  t t ttt tt t t !t ttttt tttt ttt = 
  t t ttt !!t  t t t tttttt tt t tttt
  t t ttt tt !t t t t ttttt tttt ttt    t t ttt !!t tttttt  t t tt t tttt
   t t ttt tt !t ttttt t t tttt ttt   t t ttt !!t tttttt t  t tt t tttt
  t t ttt tt !t ttttt t t tttt ttt   t t ttt !!t tttttt t ttttt  t tt
  t t ttt tt !t ttttt t tttt t ttt
tt tt t tt t 't t ttttt tttttt tttt ttt tt ttttt

tt tt t tt t 't !t ttttt tttttt tttt tt ttttt > 
 t tt t t tttttt t ttttt t t :ttt
= 
  t t ttttt !t t tt ttt tttttt tttt !   t t tt t t tttttt t ttttt t :ttt
   t t ttttt !t tttt t tt ttt tttttt !   t t ttttt tt t t tttttt t t :ttt
  t t ttttt !t tttt !t t tt ttt ttttt   t t ttttt t tt t tttttt t t :ttt
  t t ttttt !t tttt !t tttttt t tt tt     t ttttt t tt t t tttttt t :ttt
> 
 t  t t t tttt tttt ttt !t tt 22 t tttttttt ttttt tttttttt ttt ttttt tttttt tt ttttttttt
  t t t  t t t t tttt tttt ttt !t tt ttttttt tt ttt ttttt tt tttt tt tttt ttttttt ttt
  t t tttt  t t tttt ttt !t tt tttttttttttt ttt ttt ttttttt ttt ttt tt ttttttt ttttt

  t t tttt  t ttt t tttt !t tt ttttt tttt tttt ttttttt tttt tt tttt ttttt t t tttttt
   t t tttt  t ttt !t t tttt tt tt tttttttt ttt tttt tt tt tttttttt tttttt ttt ttt
  t t tttt  t ttt !t tttt t tt tt tttttttt ttttt ttttt ttt tttt tttttt
 !
tt tttt tttt tt t ttt tt tttttttttt tttt tttttt
t ttttt tttt ttt
t tt t

 t ttttt ttttt !t t tttttt ttttt !t  tttttttt tttttt ttt tttt tt tttttttt ttttt ttt tttt tttt
  t !t ttttt ttttt t tttttt ttttt !t  ttttttttt t ttt tttt ttttt ttt tt tttt tttttttt
  t !t ttttt ttttt t tttttt ttttt !t  ttttt ttttt tttttttt
t tttt tttttt ttt ttttt ttt ttt
  t !t ttttt !t ttttt t tttttt ttttt  tt tttt ttttttttt tttt tttt ttttt ttt tt tttt tttttttt
   t !t ttttt !t ttttt t tttttt t tttt ttttt ttttt ttt ttt tttt ttttttttt tttttt ttt

tt tt tttt tttt tttt ttt tttt ttttt tttt ttt tt tttttt ttttttt ttt tttt tt
2<  ttttttttttttttttttttttttttt tttttttttttttt ttttt 2!
ttttttt ttttt tttt ttt tttttttttt
tttttttt
t tttttttt tttt ttttt t t tttt ttttt ttttt ttt 2 
tttt ttttt ttt ttt ttttttt tttt ttt
ttt ttttt ttt tttt tttt ttttt ttttt ttttt ttt ttt 22
 tttttttttttttttttttttttt ttt tttttt
ttttttttt ttt tttttt ttt ttt ttt tt tttt tttt tt t
  t tttttttttttttttttttttttttttttt ttt
tttttttt tttttt tttt ttttt t t tttt ttttt ttttt ttt   t tttttttttttttttttttttttttttttt ttt
tttttttt
t ttt ttttt tttt tttt tt tttt tttttt tttttt   t ttttttttt tttttttttttttttttttttttt
ttt ttt ttt tttttt tttt tt tt ttt ttttt t
t tttt tt ttt    t ttttttttt tttttttttttttttttttttttt
tttt ttttt ttt tttt ttttttttt ttt tttttt ttttt ttt ttt   t ttttttttt tttttttttttttttttttttttt
tttttt ttttttttt ttt ttttt ttttt ttt tttttttttttt tttt 22 
 t tttt t=ttt t ttt
t t t ttt 
tttt tttt tttttttt tttt ttttttttt ttt tt ttttttt ttttt   t tttt t t=ttt t ttt
t t t tt
tttt tttt ttttt ttt ttttttt ttttttttt ttt ttttt   t tttt t t=ttt t t ttt
t t tt
2 
  t t ttttt ttttt tttt ttttt t t    t tttt t t=ttt t ttt t ttt
t 
  t t ttttt t ttttt tttt ttttt t t     t tttt t t=ttt t ttt t t ttt

   t t ttttt t ttttt ttttt tttt t t 
tt t
t ttttt tttt ttt tttt tttttttttttt tttt
  t t ttttt t ttttt t ttttt tttt 
  2

2 t 
  t ttttt t ttttt t tttttt t ttttt    t t ttt t ttttt !t tt t ttt t 
  t ttttt t tttttt ttttt t t ttttt    t t ttt t ttttt !t tt t t ttt
   t ttttt t tttttt t ttttt t ttttt  tttt ttttt
tt tttt ttt tttt ttttt tttt ttt
  t ttttt t tttttt t ttttt ttttt t  22
 t ttttt ttt t t !t t !!t ttttt ttt
22 t ttt tttt ttttt ttttt tttt tttt ttttt ttttt ttttt tt   t t ttttt ttt t t !t !!t ttttt ttt
tttt ttttttt ttttttttt ttt tttttt ttttt ttt tttt tttt   t t ttttt !!t ttt t t !t ttttt ttt
ttt tt tttt tttt ttttt t t tttt ttttt ttt ttt ttttt ttt   t t ttttt !!t tttt ttt t t !t tttt
ttt tttt tt tt tttt
t tttt tttttttt ttttttt t ttttt    t t ttttt !!t tttt t ttt t !t tttt
tttt tt tt ttt tt tttt tttt ttttt t t tttt ttttt ttt tt   t t ttttt !!t tttt t ttttt ttt t !
ttttt tttt tttt ttttt ttt tttttttttttt ttttt tttt tttt   t t ttttt !!t tttt t ttttt !t ttt
tttttttttttttttttttttttttttttttttttt tttttttttttt tttt ttttt
tt tttt ttt tttt tttt
tttt tttttttt ttt tt ttt ttttttt ttttt 2 
  tttttttttttttttttt:tttt!
2 
 t 
t tttt ttttt  t t !t ttttt ttttt   t t tttt !t t t tttttt tttt :ttt
  t ttttt 
t tttt ttttt  t t !t ttttt     t tttt !t tttttt t t tttt :ttt
  t ttttt 
t ttttt tttt  t t !t ttttt   t t tttt !t tttttt t t tttt :ttt
  t ttttt 
t ttttt  t tttt t !t ttttt   t t tttt !t tttttt t :tttt t ttt
   t ttttt 
t ttttt  t tttttt tttt t ! tttt t tt t 't !t ttttt tttttt tttt ttt tt ttttt
  t ttttt 
t ttttt  t tttttt t tttt ! 2 
   t ttt t!ttt t tttt ttttt
tt tt tttt
t ttt tttt ttttt tttt
t ttttt t
t tttt ttt ttt   t t tt t !t tt t t  t tt tt ttt
ttttt tttt ttt   t t tt t !t tt t t tttt  t tt t
2< !
ttttttttttttttttt ttttttttttttttttttttttttttt tttt ttttt
tt tttt t ttt tttt
t tt ttt ttttttttttttt 2< !
tt tttt ttt tttt tt t ttt
22 
  t tttt  ttttttttt tt t t ttttt tttt 22
 t tttt ttt ttttt t t !t ttttt 
   t tttt  t tttttt t t t t ttttt tttt   t t tttt ttt ttttt t !t ttttt 
   tttt  t tttttt t ttttt t t tttt   t t tttt !t ttt ttttt t ttttt 
  t tttt  t tttttt t ttttt t t tttt    t tttt !t ttttt ttt tttttt 
  t tttt  t tttttt t ttttt t ttttt     t t tttt !t ttttt t ttt ttttt 

tt tt t tt t 't !t ttttt tttttt tttt ttt tt ttttt 2=2 t ttt ttttt t
t tttt ttttttttt ttttttt ttttt ttt ttt
2= 
 t !t tt t tttttt !t t ttt ttttt  t tttttt tt tt tttt tttt ttttt t t ttttt ttt ttt ttttt ttt
  t tttttt !t tt t!t t ttt ttttt  ttt tttt tt tt ttttt tttt tttt ttttt ttttt ttttt ttt ttt
  t tttttt t !t tt t !t t ttt tttt ttttttt ttttttttt ttt tttttt ttttt ttt tttt tt ttt
  t tttttt t ttt !t tt t !t t tttt ttttttttt tttt tttt tt tt tttt tttt ttttt t t tttt tttt
   t tttttt t ttt !t ttttt tt t !t  ttt ttt ttttt tttt ttt
t tttt tttttttt tttt ttt
  t tttttt t ttt !t ttttt t tt t ! tttttttttttttttttttttttttttttttttttttttttttttttttt
2> 
 t ttt t ttttt t t ttttt ttttt t ! tttt ttt tt ttttttt tttttt tttt tttt tttt ttttt tt
  t ttttt ttt t t t ttttt ttttt ! ttttttt ttttttttt ttt ttttt
  t ttttt t ttt t t t ttttt ttttt t ! 2= 
 t t ttttt t ttttt tttttt t t :tt
  t ttttt t ttt t t ttttt t ttttt !   t t t ttttt t ttttt tttttt t :tt
   t ttttt t ttt t t ttttt !t t tttt   t t :ttt tttttt t ttttt tttttt 
  t ttttt t ttt t t ttttt !t ttttt    t t :tttt tttttt ttttttttttt 
2t 
   t ttttt !t ttttt t t !t ttttt ttttt     t :ttt t tttttt t ttttt ttttt 
  t ttttt !t ttttt t tttttt t !t tttt   t t :ttt t tttttt t t ttttt tttt
  t ttttt !t ttttt t tttttt !t t tttt   t t :ttt t tttttt t ttttt t tttt
  t ttttt !t ttttt t tttttt !t ttttt  2> 
    t tttt t t !t ttttt tt t tttt
2 !
 t tttt tttt t !t t tttt tt t    t  t tttt !t t t ttttt tt t tttt
  t tt t tttt tttt t !t t tttt     t  t tttt !t ttttt t t tt t tttt
  t tt t t tttt tttt t !t tttt    t  t tttt !t ttttt t t tt t tttt
  t tt t t tttt tttt t !t tttt     t  t tttt !t ttttt t tt t t tttt
   t tt t t tttt t tttt !t tttt  
  t t t ttttt 
t :ttttt !t !t tttt tttt
  t tt t t tttt t tttt tttt !t     t t t ttttt 
t :ttttt !t !t tttt tttt
  t tt t t tttt t tttt t tttt !   t t t ttttt 
t :ttttt !t ttttt !t ttt
2222 tttttttttt
ttttttttttttttttttttttttttttttttt ttttt t tt t 't t ttttt tttttt tttt ttt tt ttttt
tt tt tttt tttt ttttt t t tttt ttttt ttt ttt ttttt tttt 
 t tttttttttt ttttttttttttt!
ttt tttt tt tt ttttt tttt tttt ttttt ttttt ttttt tt   t !t ttt t ttttt t t tttttt ttttt
ttttttttt ttt tttttt ttttt ttt tttt tt tttt tttttttt   t !t ttt t t ttttt t tttttt ttttt
tttt tttt tt tt tttt tttt ttttt t t tttt ttttt ttt tt   t!t ttt ttttttttttttttttttt
ttttt ttttt tttt tttt tttttttt tttt tttt tttt    t!t ttt ttttttttttttttttttt
tttt ttttttttt tttttttttttt ttttt tttt tttt tttttttt ttt 2
  ttttt!tttttttttttttt tt
ttt tt t t tttttt tttttt tttt t ttt ttt t ttttt tt   t t tttt !t t ttttt tttttt t tt
ttttttttt ttt ttttt   t t ttttt tttt !t t tttttt t tt
22 
  ttt t t t tt t ttt t !t tttt   t t ttttt t tttt !t t tttttt tt
  t t ttt t t t tt t ttt !t tttt    t t ttttt t tttt !t ttt t ttttt
  t t ttt ttt t t t tt t !t tttt
tt tt ttttt tttt tttt ttt tttt ttttt tttt ttt
  t t ttt t ttt t t tt t !t tttt 2 
  ttttttt t t tttt t t t !t =ttt
   t t ttt t ttttt ttt t t tt t !   t t ttttttt t t tttt t t !t =ttt
  t t ttt t ttttt !t ttt t t tt   t t =tttt ttttttt t t tttt t t !


  t t =tttt !t ttttttt t t tttt t  
 t tttt tt t !t !t ttt tttt !t 
   t t =tttt !t t t ttttttt t t ttt   t tttt tttt tt t !t !t ttt !t 
  t t =tttt !t t t t ttttttt t ttt   t tttt t tttt tt t !t !t ttt !
= t ttt tttt ttttt tttt
t tttt tttttttt ttttttt ttttt tt   t tttt t tt t tttt !t !t ttt !
tttt ttttt ttttttttt tttt tttt tttttttttt ttttt ttt tt    t tttt t tt t !t tttt !t ttt !
ttttt ttttttt tttt tt tttttt
t tttt tttt ttttt tttt   t tttt t tt t !t ttt tttt !t !
ttttt ttt tttt ttttttttt ttt tttttt ttttt ttt ttt t ttt   t tttt t tt t !t ttt !t tttt !
tttt tt tttt tttttttt
t tttttttt tttt ttttt t t tttt tttt
tt tt tttt
t tttt ttt tttt ttttt tttt ttt
ttttt tttt tttt ttttt ttt tttttttttttt ttttt tttt ttt  !
tt tttt ttt tttt tt t ttt
ttttttttttttttttttttttttttttt tttttttttttttttt 2 !
 t ttttt tttt !t t t ttt tt tt t 
tttt tttt ttttt ttttt tt tt t tttt t tt t ttt ttt tt   t ttttt t tttt !t t t ttt tt tt
ttttttttt   t ttttt t tttt !t tt t t t ttt t
 !
 t tt t ttt ttttt ttttt t  t t !   t ttttt t tttt !t tt t t ttt tt 
  t !t tt t ttt ttttt ttttt t  t  tt tt tttt ttttt ttt tttttttt tttttttt
t tttttt tttt tt
  t !t tt t t ttt ttttt ttttt  t  ttt !ttt tttt
  t !t tt t t ttttt ttt ttttt  t  2 
  t ttt t tt t tttt t !t ttttt !
   t !t tt t t ttttt t ttt ttttt    t ttt t ttttt tt t tttt t!t !
  t !t tt t t ttttt t ttt  t tttt    t ttt t ttttt !t tt t tttt t !
tt tttttttttttttttt tttttttttttttttttttttt

tttttt   t ttt t ttttt !t tttt tt t t !
tttt ttt ttt ttttt
t   t ttt t ttttt !t tttt t tt t !
 
 t tt ttt tttt tt t t !t  t ttttt !  !
 t ttt ttt tttt ttttt !t t t t tttt
  t  t tt ttt tttt tt t t !t ttttt !   t ttttt ttt ttt tttt !t t t t tttt
  t  t tttt tt ttt tt t t !t ttttt !   t ttttt t ttt ttt tttt !t t t tttt
  t  t tttt t tt ttt tt t !t ttttt !   t ttttt t ttt ttt t tttt !t t tttt
   t  t tttt t ttttt tt ttt tt t !t !    t ttttt t ttt ttt t ttttt tttt !t 
  t  t tttt t ttttt !t tt ttt tt t !   t ttttt t ttt ttt t ttttt t tttt !
  t  t tttt t ttttt !t tt t tt ttt ! > tttttttt ttttttttt
ttttt ttttttttt ttttt ttttttttttt
  t  t tttt t ttttt !t tt t !t tt tt ttttttttt tttttttttttt tttttttttttt tttttttttttttt

tt tt tttt
tt tttt ttt tttt ttttt tttt ttt ttttttttttttttttttttttttttt tttttttt tttttttttt
< !
tt tttt ttt tttt tt t ttt tt tttttt
ttttttttttttttttttttttt tttttttttttt ttt
2 
  t ttt ttt!t tttttttttttttt ttttttttt tttttt t
ttttttttttttttttttttttttttt
  t ttt tttt!t ttttttttttttt ttttt ttttttttttttttttttttttttttttttttttttt tttt
   t ttt tttttttttt!t ttttttt tttttttttttttttttttttttttttt tttttttttttttttt
  t ttt ttttttttt!tt ttttttt tt ttt tttttt t ttt t t tttttttttt tt tttt ttt ttt tt
  t ttt ttttttttt!t tttttttt ttttttttt

tt tt t tt t 't !t ttttt tttttt tttt ttt tt ttttt  
  ttttttttttttttttttttttttt!
= 
 t!t t ttttttttt ttttt!ttttt    t ttttt t ttttt !t t t ttttt tttt
  t t !t  t tttt ttttt tttt !t tttt   t ttttt t ttttt !t ttttt t t tttt
  tt tttt!t t ttttttttt!ttttt   t ttttt t ttttt !t ttttt t t tttt
  tt tttt!t!t t ttttttttttttt   tttttttttttt!tttttttttttt
   tt tttt!tttttt!t t tttttttt <
 t ttttt tt t t  t t t t tt tt tt
  tt tttt!tttttt t!t tttttttt   t ttttt t tt t t  t t t tt tt tt
  t t tttt !t ttttt  t ttttt !t ttt   t ttttt t tt t  t t t t tt tt tt
> t ttt tttt ttttt tttt
t tttt tttt ttttt ttttt ttttt tt   tttttt ttt t tt tttttt tt
tttt ttttttt ttttttttt ttt tttttt ttttt ttt tttt tttt    tttttt ttt t tt ttttt ttt
ttt tt tttt tttt ttttt t t tttt ttttt ttt ttt ttttt ttt
tt tt ttttt tttt tttt ttt tttt ttttt tttt ttt
ttt tttt tt tt tttt
t tttt tttttttt ttttttt t ttttt 2 
   ttttttt t t tttttttttttt
tttt tt tt ttt tt tttt tttt ttttt t t tttt ttttt ttt tt   t ttttt t t t t tt t t t ttt
ttttt tttt tttt ttttt ttt tttttttttttt ttttt tttt tttt   t ttttt t t t t tt t t t ttt
tttt ttttttttt ttt tttt ttttttt ttttttttt ttt ttttt   t ttttt t t t t tt t t tttt 
tttt tttt tttttttt ttt tt ttt ttttttt ttttt
tt tt t tt !t 't t ttttt tttttt tttt ttt tt ttttt
> 
  t ttttt t tttttt  t t tttttt tttttt  = !
tt tttt ttt tttt tt t ttt
   t ttttt t tttttt t  t t tttttt ttttt > 
  ttt t tttt ttt tt !t t tt t !
  t ttttt t tttttt t tttttt  t t ttttt   t tttt ttt t ttt tt !t t tt t !
  t ttttt t tttttt t tttttt t  t ttttt   t tttt t ttt ttt tt !t t tt t !
  ttttttttttttttttttttttttttt   t tttt t tt t ttt ttt tt !t t !

tt tttttt't!tttttttttttt ttttttttt ttttt    t tttt t tt t !t ttt ttt tt t !
  t tttt t tt t !t ttt tt ttt t t !
  t tttt t tt t !t ttt tt !t ttt 
  

  2

>  
tttt t t ttttt

  ttttt ttttttt tttttt tt tt ttt tttttt tt ttt ttttt tt  !
t ttttt ttt t ttt tttt tttt tttttt ttt ttttt ttt
tttt 2 
tttttt
 t ttt tttt ttttt tttt
   tttttt ttttt ttttttt tttttt tt tt ttt tt ttt ttttt tt 2
t t ttttt
tttt  !
ttt ttt ttttt t

   tttttt ttttt ttttt ttttttt tttttt tt tt ttt tt tt 2 
ttttt tt   

t ttttttt t !!t t ttt t tttttt ttt t
   tttttt ttttt ttttt tt ttt ttttttt tttttt tt tt tt   
t ttttttt ttt t !!t t t tttttt ttt t
ttttt tt   
 t ttttttt ttt t t !!t t tttttt ttt t
    tttttt ttttt ttttt tt ttt ttttt ttttttt tttttt tt tt tt    
t ttttttt ttt t !!t t t tttttt ttt t
tt   
 t ttttttt ttt t !!t t t tttttt ttt t
   tttttt ttttt ttttt tt ttt ttttt ttttttt tt tt tttttt tt  
t ttt tttt ttttt tt
tt <
t ttt tttt ttttt ttt
   tttttt ttttt ttttt tt ttt ttttt ttttttt tt tt ttt ttttt 2 

t ttt tttt ttttt t
tt =22  tttt ttt ttt ttttttttt t t tttt ttttt tttttt ttt
   tttttt ttttt ttttt tt ttt ttttt ttttttt tt tt ttt tt ttttttt tttttt t t tttttttttttt ttt ttt ttttttt ttttt tt
ttttt tt tt ttttt tttt tttt tttt tttt ttttttt ttt
t! 2t  ttttttttttt ttt ttttt tttt ttttttttttt tttt ttt
2
tttttt tttttttttt tttttttttttttttt ttttttttttttt tt tt ttt ttttttttt ttt tttttt tttt ttt ttttttt ttttt
ttt ttttt tttt tttttttt tttt ttttttttttt ttt ttt tttttt
t t tttttt tttt tttt ttttt
<>     => 
      tt tttt t tttt t !t ttt t !t tttttt tttt
      tttttt tt tttt t tttt t ttt t !t ttttt !
        tttttt tttt tt tttt t t ttt !t ttttt t !
  
   tttttt tttt ttt tt tttt t !t ttttt t t !
<t 2 =t >t     tttttt tttt ttt ttttt tt tttt !t t t t !
2 t tttt ttt ttt ttttttttt t t tttt ttttt tttttt ttt = !
t tttttt
! t ttt tttt tttt ttt
ttttttt tttttt t t ttttttttttttt
t ttt ttt ttttttt tttt > 
t tt tt tttttt tttt ttttttt ttt tttttttt ttt
tttt tttttttt tttt ttttttttttt ttt tttt ttttttt tt ttttttttttt
ttt ttttttt tttttt tttt ttttt tttt ttttttttt tt 222 
ttttttttt ttt tttttt tttt tttt tt tt tttt tttttt tt  
t t ttttt ttt t tt t ttt !t ttttt tttttt t 
ttttt tttttttttt tttt t tttt tttt ttttttttttt ttt tttttt

tttt tt tt ttt ttttttttt ttt tttttt tttt tttt tttt    tttttt
ttttttttttttt t ttt!ttttttt ttttt
tttttttttt tttt tttttttttt tttt ttttttttttt ttt
t 
tttt tttttt ttt tttt ttttttt ttttttttt ttt ttttt    tttttt ttttt
t t ttt tt t ttt !t ttttt t ttttt
 
t t 
  ttt ttt!t tttttttttt tt tttttttt tttttt    tttttt ttttt ttttt
t ttt tt t ttt !t t tttttt

t t tttt t ttttt t t 
   tttttt ttt ttt !t ttt t ttttt t t ttttt t      tttttt ttttt ttttt ttt tt t ttt !t t tttttt
t

t tttt t tt tt ttttt t t 
   ttttttt ttttttt ttt!tttttttttttttt t    tttttt ttttt ttttt ttt tt t tttttt ttt t
t !t

t ttt tt tt ttttt t t 
   tttttt t tttt ttttt ttt ttt !t t t t t t     tttttt ttttt ttttt ttt tt t tttttt ttt
t t !t

ttttt ttt tt tt ttttt tttt
    tttttt t tttt ttttt ttt ttt t !t t t t t  2  
t ttt ttt tttt ttt
ttttt ttt tt tt ttttt 2 
t !t ttt ttt tttt t ttt ttttttttt tttt tttt tttttt tttt tt
   tttttt t tttt ttttt ttt ttt t t !t t t t  tttt

ttttt ttt tt tt ttttt 22  
t tttttt
 t ttt tttt ttttt tttt
   tttttt t tttt ttttt ttt ttt t t !t t t t 
ttttt ttt tt tt ttttt
276 / Magical Book on Puzzle

Chapter 8

Questions Asked In Exams

Puzzle 1
Directions: Study the following information carefully and answer
the questions given below:
Three ladies and four men are a group of friends, ie R, M, T, S, L, W and
Z. Each one has a different profession, ie Lawyer, Travel Agent, Air-hostess,
Doctor, Professor, Consultant and Jeweller and each one owns a different car,
ie Alto, Corolla, Santro, Lancer, Ikon, Scorpio and Esteem, not necessarily in
that order. None of the ladies is a Consultant or a Lawyer. T is an Air-hostess
and she owns an Ikon car. R owns a Scorpio. M is not a Doctor. L is a Jeweller
and he owns Corolla. W is a Lawyer and does not own Alto. Z is a Consultant
and owns Santro. The Doctor owns Esteem car whereas the Professor owns
Scorpio. The Travel Agent owns an Alto. None of the ladies own a Scorpio.
Questions:
1. What car does S own?
1) Alto 2) Santro 3) Lancer
4) Esteem 5) None of these
2. Who owns the car Lancer?
1) Z 2) M 3) W

K KUNDAN
4) Data Inadequate

4) Data inadequate
4. Who is the Doctor?
1) R
4) Data inadequate
5) None of these
3. What is the profession of R?
1) Professor 2) Travel Agent
5) None of these

2) S
5) None of these
3) Doctor

3) L

5. Who are the three ladies in the group?

1) T, R, L 2) T, M, S 3) W, T, M
4) Data inadequate 5) None of these
[PNB Management Trainee Exam–2005]

Puzzle 2
Directions: Study the following information carefully and answer
the questions given below:
Seven people N, K, T, B, M, W and R have their weekly offs on different
days of the week, ie Sunday, Monday, Tuesday, Wednesday, Thursday, Friday
and Saturday, not necessarily in that order. Each of them has a liking for
different cuisine, ie Indian, Italian, Mexican, Chinese, Spanish, Continental
and Thai, not necessarily in that order. K likes Thai food and gets his weekly
off on Thursday. B likes Italian food and does not have off on Sunday. M has
weekly off on Saturday and R has his weekly off on Tuesday. W likes continental
food whereas the one who has weekly off on Monday likes Mexican cuisine. T
does not like Spanish cuisine and has weekly off on Wednesday. The one who
likes Indian food does not have a weekly off on Tuesday or Wednesday.
Questions:
1. Who has a weekly off on Friday?
 Questions Asked In Exams / 277

1) T 2) R 3) W
4) Data inadequate 5) None of these
2. What cuisine does R like?
1) Continental 2) Indian 3) Italian
4) Spanish 5) None of these
3. On which day does N have weekly off?
1) Tuesday 2) Friday 3) Monday
4) Sunday 5) None of these
4. Who likes Chinese cuisine?
1) T 2) B 3) R
4) N 5) None of these
5. On which day does W have weekly off?
1) Monday 2) Sunday 3) Wednesday
4) Data inadequate 5) None of these
[PNB Management Trainee Exam–2005]

Puzzle 3
Directions: Study the following information carefully and answer
the questions given below:
(i) P, Q, R, S and T finished a work, working from Monday to Saturday,
one of the days being a holiday, each working overtime only on one of
the days.
(ii) R or T did not work overtime on the first day.
(iii) Q worked overtime the next day after the holiday.
(iv) The overtime work done on the previous day of the holiday was by R.

K KUNDAN
(v) There was a two days’ gap between the days on which P and Q worked

Questions:
over time.
(vi) P worked overtime the next day of the overtime day of S.

1. Which of the following is the correct statement ?

1) P worked overtime last among them.
2) P worked overtime earlier than S.
3) The holiday was on Friday.
4) S worked overtime earlier than Q.
5) None of these
2. On which day did R work overtime?
1) Monday 2) Tuesday 3) Thursday
4) Friday 5) None of these
3. How many days’ gap was there between the days on which P and T worked
overtime?
1) Three 2) Two 3) One
4) Cannot be determined 5) None of these
4. When did T work overtime?
1) On the day previous to that on which S worked overtime
2) On the next day of the day on which Q worked overtime
3) Two days after the day on which S worked overtime
4) Cannot be determined
5) None of these
[Andhra Bank PO Exam–2005]

Puzzle 4
Directions: Study the following information carefully and answer
the questions given below:
278 / Magical Book on Puzzle

Seven friends P, F, R, T, Q, N and D are studying different specialisations

IT, Civil, HRM, Marketing, Finance, Journalism and Pharmacy, not necessarily
in the same order. Each one of them has a liking for a different colour—red,
blue, green, yellow, pink, orange and grey—not necessarily in the same order.
Three of them are girls. P likes yellow colour but does not study IT or HR. The
one who studies Civil likes grey colour and is a girl. Q, who is the sister of N,
studies Marketing and likes pink colour. D’s specialisation is in Pharmacy
and likes red colour. N, the wife of R, studies HR and likes green. F likes grey
and R likes orange. The one who likes blue studies Finance.
Questions:
1. Who is studying Civil Engineering?
1) P 2) T 3) F
4) Cannot be determined 5) None of these
2 Which of the following is the group of girls?
1) F, D, N 2) F, Q, N 3) Q, N, P
4) Cannot be determined 5) None of these
3. Which subject is studied by R?
1) Civil 2) Finance
3) Journalism 4) Cannot be determined
5) None of these
4. Who is studying Journalism?
1) P 2) Q
3) R 4) Cannot be determined
5) None of these
5. Which of the following combinations of person – colour — subject is correct?

K KUNDAN
1) Blue–T–Marketing 2) Pink–N–HR
3) Orance–R–Civil 4) Blue–T–Finance
5) None of these
[UBI PO Exam–2005]

Puzzle 5
Directions: Study the following information carefully and answer
the questions given below:
P, Q, R, S, T, V, W and Z are eight friends studying in three different
engineering colleges - A, B and C in three disciplines - Mechanical, Electrical
and Electronics with not less than two and not more than three in any college.
Not more than three of them study in any of the three disciplines. W studies
Electrical in college B with only T, who studies Mechanical. P and Z do not
study in college C and study in the same discipline but not Electrical. R studies
Mechanical in college C with V, who studies Electrical. S studies Mechanical
and does not study in the same college where R studies. Q does not study
Electronics.
Questions:
1. Which of the following combinations of college-student-specialisation is
correct?
1) C-R-Electronics 2) A-Z-Electrical 3) B-W-Electronics
4) B-W-Electrical 5) B-Z-Electronics
2. In which of the following colleges do two students study in Electrical
discipline?
1) A only 2) B only 3) C only
4) Cannot be determined 5) None of these
3. In which discipline does Q study?
1) Electrical 2) Mechanical 3) Electrical or Mechanical
 Questions Asked In Exams / 279

4) Data inadequate 5) None of these

4. In which of the colleges at least one student studies in Mechanical
discipline?
1) A only 2) B only 3) C only
4) Both A and B 5) All A, B and C
5. S studies in which college?
1) A 2) B 3) A or B
4) Data inadequate 5) None of these
[Corporation Bank PO Exam–2006]

Puzzle 6
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are eight employees working in three departments
- Marketing, Finance and Production - in an organisation with at least two of
them in any department. Each of them has a different choice of TV channels
from Star, Zee, ESPN, DD, Sony, NDTV, Aaj Tak and BBC not necessarily in
the same order.
D likes ESPN and he works in Production department with only G. B and
F do not work in the same department. H likes DD and does not work in
Finance department. A does not work in the same department with either F or
C, who does not work in Marketing department. E works with C in the same
department and likes Star. B likes Aaj Tak and none of his colleagues in the
department likes either Sony or NDTV. G likes Zee. F does not like Sony.
Questions:

K KUNDAN
1. Which channel does A like?
1) DD
4) Data inadequate
2) NDTV
5) None of these
2. In which department does F work?
1) Marketing
4) Marketing or Finance
2) Production

3. Which channel does F like?

3) BBC

3) Finance
5) None of these

1) Zee 2) NDTV 3) BBC

4) Data inadequate 5) None of these
4. Which of the following groups work in Marketing department?
1) BAC 2) BGE 3) HBE
4) BAE 5) None of these
5. In which department does B work?
1) Marketing 2) Production 3) Finance
4) Data inadequate 5) None of these
[Central Bank of India PO Exam–2006]

Puzzle 7
Directions: Study the following information carefully and answer
the questions given below:
A private bank deputed eight of its managers P, T, D, E, J, Q, M and R to
different cities Bangalore, Delhi, Chennai, Hyderabad, Jaipur, Cochin, Pune
and Ahmedabad for marketing of three different products X, Y and Z. The
order of managers, cities and products is not necessarily the same. Each product
is marketed in not less than two cities and not more than three cities.
T goes to Delhi for marketing of product Y. J goes to Hyderabad for marketing
of product Z. E does not go to Bangalore or Jaipur and markets the same
product as M, who goes to Ahmedabad. R goes to Chennai for marketing of
280 / Magical Book on Puzzle

product Z. Same product is marketed in Bangalore and Delhi. E and Q are

marketing the same product. P goes to Pune for marketing of product Z.
Questions:
1. Which of the following groups of managers go for marketing product ‘X’?
1) E, Q, R 2) J, Q, M 3) J, M, R
4) Q, M, R 5) None of these
2. E goes to which of the following cities?
1) Jaipur 2) Cochin
3) Ahmedabad 4) Cannot be determined
5) None of these
3. Which of the following combination of product, manager and city is correct?
1) X - Q - Jaipur 2) X - Q - Cochin 3) X - E - Bangalore
4) Y - D - Cochin 5) None of these
4. Which of the following persons go for marketing of product Y?
1) Q, D, M 2) Q, T 3) T, D, Q
4) T, D 5) None of these
5. Who goes to Bangalore?
1) Q 2) M 3) D
4) D or Q 5) None of these
[Andhra Bank PO Exam–2006]

Puzzle 8
Directions: Study the following information carefully and answer
the questions given below:
(i) A school held competitions for Chess, Table Tennis, Carrom, Kho-

K KUNDAN
Kho and Volleyball during the annual sports week from Monday to
Saturday, each game on one day, one day being a rest day.
(ii) Carrom competition was held not on the first or on the last day but
was held earlier than Table Tennis competition.
(iii) Kho-Kho competition was held on the immediate next day of the Table
Tennis competition day.
(iv) Chess competition was held on the immediate previous day of the rest
day.
(v) Kho-Kho competition day and Volleyball competition day had a two-
day gap between them.
(vi) Volleyball competition was held on the immediate following day of the
rest day.
Questions:
1. Which of the following was a rest day?
1) Wednesday 2) Tuesday 3) Friday
4) Thursday 5) None of these
2. Kho-Kho and Carrom competition days had a gap of how many days between
them?
1) Nil 2) Two 3) Three
4) Four 5) None of these
3. On which day was the Chess competition held?
1) Thursday 2) Friday 3) Monday
4) Wednesday 5) None of these
4. Which of the following is a wrong statement?
 Questions Asked In Exams / 281

1) Carrom competition was held on the immediate previous day of Table

Tennis competition.
2) Kho-Kho competition was held on three days after the day on which
Volleyball competition was held.
3) There was a gap of three days between the days on which Chess and
Table Tennis competitions were held.
4) There was a two days’ gap between the rest day and the day on which
Carrom competition was held.
5) None of these
5. Which of the following is the correct statement?
1) Kho-Kho competition was held after Table Tennis competition.
2) Chess competition was held on Thursday.
3) No competition was held on Wednesday.
4) Table Tennis competition was held earlier than Chess competition.
5) None of these
[IDBI PO Exam–2005]

Puzzle 9
Directions: Study the following information carefully and answer
the questions given below:
Eight members A, B, C, D, E, F, G and H belonging to three families X, Y,
Z go for weekend outing in three different cars I, II, III. Four out of the eight
members are females. Members of any one family travel in different cars. Each
car has at least one male and one female member. Each family has at least two
members.

K KUNDAN
A belongs to family Y and he travels in car III. D is wife of E and they
travel in cars I and II respectively. H is son of B, who is wife of G, and they
belong to family Z. C is daughter of F, who is wife of A. C travels in car II. G
does not travel with F.
Questions:
1. Which of the following groups of persons travels in car I?
1) D, F, G 2) D, E, G 3) D, G, H
4) D, F, H 5) None of these
2. Which car has only two members travelling in it?
1) I 2) II 3) III
4) II or III 5) Cannot be determined
3. Which of the following members of families Y and Z travel in different
cars?
1) F, G 2) C, G 3) F, H
4) C, F 5) None of these
4 Which of the following groups of persons is a group of all females?
1) B, D, G 2) A, B, C 3) B, E, F
4) D, E, F 5) None of these
5. Which of the following members of families X and Y travel in the same
car?
1) C, F 2) D, F 3) C, D
4) F, E 5) None of these
[Bank of Baroda PO Exam–2007]

Puzzle 10
Directions: Study the following information carefully and answer
the questions given below:
282 / Magical Book on Puzzle

Seven officers L, M, N, P, Q, R & S work in three different shifts I, II & III

with at least two persons working in each shift. Each one of them has a
different weekly off from Monday to Sunday not necessarily in the same order.
M works in second shift only with R, whose weekly off is on Friday. Q’s
weekly off is on the next day of L’s weekly off and both of them work in
different shifts. P works in third shift and his weekly off is on Saturday. S has
a weekly off on Monday and he works in first shift. The one who has a weekly
off on Sunday works in first shift. L and P do not work in the same shift. L’s
weekly off is on Tuesday.
Questions:
1. Whose weekly off is on Sunday?
1) L 2) M 3) N
4) Q 5) None of these
2. Which of the following group of officers works in shift I?
1) L, N, S 2) L, S 3) N, S
4) L, P, Q 5) None of these
3. On which day is Q’s weekly off ?
1) Tuesday 2) Wednesday 3) Sunday
4) Cannot be determined 5) None of these
4. Which of the following combinations of shift, person and weekly off is
definitely correct?
1) II, M, Sunday 2) III, N, Sunday 3) II, P, Sunday
4) I, L, Tuesday 5) None of these
5. Whose weekly off falls on Thursday?
1) L 2) N 3) Q

K KUNDAN
4) Cannot be determined 5) None of these
[Bank of Maharashtra PO Exam–2007]

Puzzle 11
Directions: Study the following information carefully and answer
the questions given below:
Eight family members Dhruv, Garima, Avinash, Varsha, Aakash, Deepti,
Charu and Moksh are sitting around a square table in such a way that two
persons sit on each of the four sides of the table facing the centre. Members
sitting on opposite sides are exactly opposite each other.
Aakash and Garima are exactly opposite each other. Deepti is immediately
right to Garima. Dhruv and Moksh are sitting on the same side. Moksh is
exactly opposite Avinash, who is to the immediate left of Varsha. Dhruv is
towards right of Deepti.
Questions:
1. Which of the following statements is definitely true?
1) Charu is opposite Varsha.
2) Deepti is to the left of Garima.
3) Avinash is towards the right of Aakash.
4) Moksh is sitting opposite Dhruv.
5) None of these
2. Who is sitting opposite Dhruv?
1) Charu 2) Deepti 3) Varsha
4) Moksh 5) None of these
3. Who is sitting opposite Deepti?
1) Moksh 2) Charu 3) Varsha
4) Charu or Varsha 5) None of these
4. Who is next to Varsha in anti-clockwise direction?
 Questions Asked In Exams / 283

1) Garima 2) Avinash 3) Dhruv

4) Deepti 5) None of these
5. Which of the following pairs of persons has both the persons sitting on
the same side with first person sitting to the left of second person?
1) Aakash — Charu 2) Moksh — Charu 3) Dhruv — Aakash
4) Avinash — Charu 5) None of these
[Andhra Bank PO Exam–2007]

Puzzle 12
Directions: Study the following information carefully and answer
the questions given below:
Seven professionals A, B, C, D, E, F and G are practising their professions
in different cities Chennai, Bangalore, Hyderabad, Mumbai, Ahmedabad, Jaipur
and Bhubaneshwar, not necessarily in the same order. Each has a different
profession –Doctor, Engineer, Pharmacist, Lawyer, Counsellor, Professor and
Artist, not necessarily in the same order.
A is a Pharmacist and practises in Bhubaneshwar. D practises in Bangalore
but is not a Doctor or an Artist. The one who practises in Hyderabad is a
Professor. G is a Counsellor and does not practise in Mumbai or Chennai. E is
a Lawyer and practises in Ahmedabad. F practises in Chennai but is not an
artist. C practises in Mumbai.
Questions:
1. What is D’s profession?
1) Doctor 2) Professor 3) Engineer
4) Cannot be determined 5) None of these

K KUNDAN
2. Who is the Professor?
1) B
4) E

3) Doctor - Bangalore
5) None of these
2) C
5) None of these
3) D

3. Which of the following combinations of profession and place is correct?

1) Pharmacist - Jaipur 2) Engineer - Chennai
4) Artist - Mumbai

4. Which of the following persons works in Jaipur?

1) B 2) G 3) C
4) B or G 5) None of these
5. Who is the Doctor?
1) D 2) B 3) C
4) B or C 5) None of these
[NABARD PO Exam–2008]

Puzzle 13
Directions: Study the following information carefully and answer
the questions given below:
Seven candidates Harish, Samir, Nilesh, Shailaja, Nikita, Laxman and
Sujata are to be interviewed for selection as Trainee Officers by different panels
I to VII for different companies A, B, C, D, E, F and G not necessarily in the
same order.
Nilesh is interviewed by panel IV for Company A. Samir is interviewed by
panel III but not for company C or D. Harish is interviewed for company B but
not by panel I or II. Nikita is interviewed by panel VI for company E. Panel VII
conducts the interview for company F. Shailaja is interviewed by panel I but
not for company C. Panel II does not interview Laxman.
Questions:
284 / Magical Book on Puzzle

1. Shailaja is interviewed for which company?

1) A 2) G 3) F
4) D 5) None of these
2. Panel II conducts interview for which company?
1) C 2) F 3) G
4) B 5) None of these
3. Who is interviewed for company G?
1) Nikita 2) Samir 3) Shailaja
4) Laxman 5) None of these
4. Who is interviewed for company F?
1) Shailaja 2) Sujata 3) Laxman
4) Cannot be determined 5) None of these
5. Which candidate is interviewed by panel V?
1) Harish 2) Laxman 3) Sujata
4) Shailaja 5) None of these
[Bank of Maharashtra PO Exam–2008]

Puzzle 14
Directions: Study the following information carefully and answer
the questions given below:
P, Q, R, S, T, V and W are seven friends working in a call centre. Each of
them has different day offs in a week from Monday to Sunday not necessarily
in the same order. They work in three different shifts I, II and III with at least
two of them in each shift.
R works in shift II and his day off is not Sunday. P’s day off is Tuesday

K KUNDAN
and he does not work in the same shift with either Q or W. None of those who
work in shift I has day off either on Wednesday or on Friday. V works with
only T in shift III. S’s day off is Sunday. V’s day off is immediate next day of
that of R’s day off. T’s day off is not on Wednesday. W’s day off is not on the
previous day of P’s day off. S works in shift I. Q does not work in the same
shift with R and his day off is not on Thursday.
Questions:
1. Which of the following is W’s day off?
1) Tuesday 2) Monday 3) Saturday
4) Data inadequate 5) None of these
2. Which of the following is R’s day off ?
1) Friday 2) Thursday 3) Tuesday
4) Wednesday 5) None of these
3. Which of the following groups of friends work in shift II?
1) RP 2) RV 3) QWS
4) Data inadequate 5) None of these
4. Which of the following is Q’s day off ?
1) Friday 2) Wednesday 3) Thursday
4) Monday 5) None of these
5. Which of the following groups of friends work in shift I?
1) RV 2) RP 3) QWS
4) Data inadequate 5) None of these
[Vijaya Bank PO Exam–2008]

Puzzle 15
Directions: Study the following information carefully and answer
the questions given below:
M, N, P, R, T, W, F and H are sitting around a circle facing the centre. P
 Questions Asked In Exams / 285

is third to the left of M and second to the right of T. N is second to the right of
P. R is second to the right of W, who is second to the right of M. F is not an
immediate neighbour of P.
Questions:
1. Who is to the immediate right of P?
1) H 2) F 3) R
4) Data inadequate 5) None of these
2. Who is to the immediate right of H?
1) R 2) F 3) M
4) Data inadequate 5) None of these
3. Who is to the immediate left of R?
1) P 2) H 3) W
4) T 5) Data inadequate
4. Who is third to the right of H?
1) T 2) W 3) R
4) F 5) Data inadequate
5. Who is second to the right of F?
1) M 2) R 3) T
4) Data inadequate 5) None of these
6. In which of the following is the first person sitting in between the second
and the third person?
1) NHM 2) PHN 3) TRP
4) TWF 5) None of these
[Union Bank of India PO Exam–2008]

K KUNDAN
Puzzle 16
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are sitting around a circle facing the centre. F
is third to the right of C and second to the left of H. D is not an immediate
neighbour of C or H. E is on the immediate right of A, who is second to the
right of G.
Questions:
1. Who sits between G and D?
1) H 2) D 3) F
4) E 5) None of these
2. Which of the following is the correct position of B with respect to H?
I. Second to the right
II. Fourth to the right
III. Fourth to the left
IV. Second to the left
1) Only I 2) Only II 3) Only III
4) Both II & III 5) None of these
3. Who is second to the left of C ?
1) A 2) B 3) E
4) D 5) None of these
4. Which of the following pairs of persons has first person sitting to the
right of the second person?
1) CB 2) AE 3) FG
4) HA 5) DB
5. Who is on the immediate right of C?
1) E 2) B 3) D
4) B or D 5) None of these
286 / Magical Book on Puzzle

[State Bank of India PO (Prelims) Exam-2008]

Puzzle 17
Directions: Study the following information carefully and answer
the questions given below:
Seven members L, H, K, T, F, J and R represent different countries in
Olympics, viz, USA, China, Korea, France, Russia, Australia and Japan; each
one competes for a different sport, viz. Volleyball, Archery, Rifle Shooting,
Tennis, Boxing, Athletics and Football. The order of persons, countries and
games is not necessarily the same.
K represents China for Archery. T represents USA but not for Volleyball or
Rifle Shooting. The one who represents Japan competes for Boxing. F competes
for Volleyball but not for Korea. L represents Australia for Athletics. The one
who represents Russia competes for Tennis. J does not represent Korea or
Japan. R competes for Rifle Shooting.
Questions:
1. Which of the following combinations is correct?
1) J - Tennis - France 2) R-Tennis - Russia
3) R - Tennis - France 4) J - Tennis - Russia
5) None of these
2. Who represents Japan?
1) F 2) R 3) J
4) H 5) None of these
3. F represents which country?
1) France 2) Russia 3) Japan

K KUNDAN
4) Korea 5) None of these
4. The one who competes for Rifle Shooting, represents which country?
1) France 2) Korea 3) Japan
4) USA 5) None of these
5. For which game does T compete?
1) Boxing 2) Football
3) Tennis 4) Cannot be determined
5) None of these
[State Bank of India PO (Prelims) Exam-2008]

Puzzle 18
Directions: Study the following information carefully and answer
the questions given below:
Ashwini, Priya, Sudha, Rani, Meeta, Geeta and Mukta are sitting around a
circle facing the centre. Ashwini is third to the left of Mukta and to the
immediate right of Rani. Priya is second to the left of Geeta, who is not an
immediate neighbour of Meeta.
Questions:
1. Who is to the immediate right of Priya?
1) Meeta 2) Sudha 3) Mukta
4) Cannot be determined 5) None of these
2. Who is second to the left of Rani?
1) Ashwini 2) Meeta 3) Priya
4) Sudha 5) None of these
3. Which of the following pairs of persons has the first person sitting to the
immediate left of the second person?
 Questions Asked In Exams / 287

1) Rani-Meeta 2) Ashwini-Geeta 3) Sudha-Priya

4) Geeta-Sudha 5) None of these
4. Which of the following groups has the first person sitting between the
other two?
1) Meeta-Ashwini-Geeta 2) Sudha-Rani-Geeta
3) Mukta-Priya-Rani 4) Mukta-Priya-Sudha 5) None of these
5. Which of the following is the correct position of Rani with respect to
Mukta?
I. Third to the right
II. Third to the left
III. Fourth to the left
IV. Fourth to the right
1) I only 2) II only 3) Both I & II
4) Both II & IV 5) Both I & III
[Bank of Baroda PO Exam-2008]

Puzzle 19
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F and G are members of a sports club and have liking for
different games, viz Carrom, Table Tennis, Badminton, Bridge, Hockey, Football
and Lawn Tennis but not necessarily in the same order. Each one of them has
a liking for different musical instruments, viz Sitar, Guitar, Harmonium, Flute,
Tabla, Banjo and Santoor, not necessarily in the same order.
B likes Carrom and Banjo. E likes to play Bridge but not Harmonium or

K KUNDAN
Tabla. The one who plays Hockey plays Sitar. F plays Guitar but not Table
Tennis or Lawn Tennis. A plays Badminton and Flute. The one who plays
Lawn Tennis does not play Tabla. C plays Harmonium and G plays Hockey.
Questions:
1. Who plays Santoor?
1) D
4) D or E
2) A
5) None of these
3) E

2. D plays which game?

1) Table Tennis 2) Lawn Tennis
3) Football 4) Cannot be determined
5) None of these
3. Which of the following combinations of game-person-musical instrument
is definitely correct?
1) Badminton - B - Flute
2) Table Tennis - E - Santoor
3) Lawn Tennis - D - Tabla
4) Table Tennis - C - Tabla
5) None of these
4. Who plays Football?
1) C 2) D 3) G
4) F 5) None of these
5. Who plays Table Tennis?
1) C 2) F
3) D 4) Cannot be determined
5) None of these
[Bank of Baroda PO Exam-2008]

Puzzle 20
288 / Magical Book on Puzzle

Directions: Study the following information carefully and answer

the questions given below:
A, B, C, D, E, F, G and H are sitting around a circle, facing the centre. F
sits to the immediate right of D and third to the left of A. G sits third to the left
of D who does not sit next to E. B sits next to G but not next to D. C does not
sit next to either D or A.
Questions:
1. Who sits to the immediate left of A?
1) E 2) F 3) G
4) H 5) None of these
2. What is the position of H with respect to C?
1) Second to the left 2) First to the right 3) Third to the right
4) Second to the right 5) None of these
3. Which of the following pairs sits between G and D?
1) AC 2) DF 3) HB
4) FA 5) None of these
4. Starting from A’s position, if all the eight are arranged in alphabetical
order in clockwise direction, the seating position of which of the following
(excluding A) would not change?
1) B 2) C 3) D
4) H 5) None of these
5. Four of the following are alike based upon their seating arrangement around
the circle. Which is the one that does not belong to that group?
1) FH 2) GE 3) CD
4) BG 5) EF

K KUNDAN
[Bank of Baroda (Agriculture Officer) Exam-2008]

Puzzle 21
Directions: Study the following information carefully and answer
the questions given below:
P, Q, R, S, T, W and Z are seven students studying in three different
institutes - A, B and C. There are three girls among the seven students who
study in each of the three institutes. Two of the seven students study BCA,
two study medicine and one each studies Aviation Technology, Journalism
and MBA. R studies in the same college as P, who studies MBA in college B.
No girl studies Journalism or MBA. T studies BCA in college A and his brother
W studies Aviation Technology in college C. S studies Journalism in the same
college as Q. Neither R nor Z studies BCA. The girl who studies BCA does not
study in college C.
Questions:
1. Which of the following pairs of students study medicine?
1) QZ 2) WZ 3) PZ
4) SZ 5) None of these
2. In which college does Q study?
1) A 2) B 3) C
4) Data inadequate 5) None of these
3. In which of the colleges do three of them study?
1) A 2) B 3) A and B
4) C 5) None of these
4. What is the field of study of Z?
1) Aviation Technology 2) BCA
3) MBA 4) Medicine
 Questions Asked In Exams / 289

5) None of these
5. Which of the following three represents girls?
1) SQR 2) QRZ 3) SQZ
4) Data inadequate 5) None of these
[Bank of Baroda (Agriculture Officer) Exam-2008]

Puzzle 22
Directions: Study the following information carefully and answer
the questions given below:
M, D, P, K, R, T and W are sitting around a circle facing the centre. D is
second to the right of P, who is third to the right of K. T is third to the right of
W, who is not an immediate neighbour of D. M is third to the left of R.
Questions:
1. Who is second to the right of T?
1) D 2) K 3) M
4) Data inadequate 5) None of these
2. In which of the following pairs is the second person sitting to the immediate
right of the first person?
1) DT 2) TP 3) PR
4) KW 5) None of these
3. Who is on the immediate left of R?
1) W 2) P 3) K
4) T 5) None of these
4. Who is on the immediate left of M?
1) K 2) W 3) D

K KUNDAN
4) T

4) Data inadequate

Puzzle 23
5) None of these
5. Who is third to the left of D?
1) W 2) P
5) None of these
3) K

[Oriental Bank of Commerce (PO) Exam-2008]

Directions: Study the following information carefully and answer

the questions given below:
P, Q, R, S, T, U, V and W are sitting around a circular table, facing the
centre. P sits third to the right of W and third to the left of Q. S sits second to
the right of T. V sits second to the left of R. T is not the neighbour of Q while
U is neither a neighbour of T nor of W.
Questions:
1. Who sits second to the left of V?
1) R 2) P 3) U
4) T 5) None of these
2. Who sits between U and P?
1) S 2) R 3) V
4) Q 5) None of these
3. Starting from P’s position, if all the eight are arranged in alphabetical
order in clockwise direction, the seating position of how many members
(excluding P) would not change?
1) None 2) One 3) Two
4) Three 5) Four
4. Which of the following pairs has only one person sitting between them, if
the counting is done in the clockwise direction?
1) T, V 2) V, Q 3) W, P
290 / Magical Book on Puzzle

4) R, P 5) None of these
5. Four of the following are alike in a certain way based on their positions in
the seating arrangement and so form a group. Which is the one that does
not belong to that group?
1) W,T 2) P, U 3) S, Q
4) R, P 5) P, Q
[Punjab National Bank (Management Trainee) Exam-2009]

Puzzle 24
Directions: Study the following information carefully and answer
the questions given below:
A group of friends having seven members A, B, C, D, E, F and G contains
four men and three ladies. Each one of them has a different profession—
stockbroker, lawyer, doctor, professor, engineer, businessman and banker—
and each one has passed out of a different college—P, S, V, W, X, Y and Z, not
necessarily in the same order. None of the ladies is a businessman or a
stockbroker. C is a doctor and she has passed out from ‘College X’. A is a
‘College Y’ passout. B is not a professor. E is a banker and is a ‘College S’
passout. F is a stockbroker and has not studied in ‘College P’.
G is a businessman and has studied in ‘College V’. The professor is a
‘College Z’ passout. The lawyer has studied in ‘College P’. None of the ladies
has studied in ‘College Y’ or ‘College S’.
Questions:
1. What is the profession of D?
1) Doctor 2) Stockbroker 3) Engineer

K KUNDAN
4) Professor 5) None of these
2. Who among the following is a lawyer?
1) A 2) B 3) E
4) G 5) None of these
3. Which of the following groups represents ladies in the group of friends?
1) A, B, C 2) E, F, G 3) B, C, D
4) B, E, G 5) None of these
4. From which of the following colleges has the stockbroker passed out?
1) W 2) Y 3) S
4) X 5) None of these
5. Which of the following combinations is correct?
1) B-Doctor-Female 2) C-W-Male 3) A-Businessman-Y
4) D - Professor - Male 5) None of these
[Punjab National Bank (Management Trainee) Exam-2009]

Puzzle 25
Directions: Study the following information carefully and answer
the questions given below:
Eight friends A, B, C, D, E, F, G and H are sitting around a circle facing
the centre. E is third to the left of G, who is on the immediate right of B, who
is third to the left of A. H is second to the right of F, who is not an immediate
neighbour of E. D is not an immediate neighbour of B.
Questions:
1. Who is second to the right of B ?
1) F 2) A 3) H
4) D 5) None of these
2. Which of the following pairs has the first person on the immediate left of
the second person?
 Questions Asked In Exams / 291

1) GB 2) AF 3) CE
4) HD 5) None of these
3. Which of the following is the correct position of B with respect to D?
1) Second to the right 2) Second to the left 3) Third to the right
4) Third to the left 5) None of these
4. Who sits between A and D?
1) F 2) E 3) G
4) B 5) H
5. What is E’s position with respect to C?
1) On the immediate right 2) On the immediate left
3) Second to the right 4) Cannot be determined
5) None of these
[Canara Bank PO Exam-2009]

Puzzle 26
Directions: Study the following information carefully and answer
the questions given below:
Seven members H, I, J, K, L, M and N are working in different cities
Ahmedabad, Bangalore, Chennai, Hyderabad, Kolkata, Delhi and Mumbai, not
necessarily in the same order. Each one has a different mother tongue–Tamil,
Kannada, Telugu, Hindi, Marathi, Punjabi and Bangla, not necessarily in the
same order.
J works in Bangalore and his mother tongue is not Tamil or Marathi. K’s
mother tongue is Punjabi and he works in Ahmedabad. L and M do not work in
Chennai and none of them has Marathi mother tongue. I works in Hyderabad

K KUNDAN
and his mother tongue is Telugu. The one who works in Delhi has Bangla
mother tongue. N works in Mumbai and his mother tongue is Hindi. L does not
work in Kolkata.
Questions:
1. What is J’s mother tongue?
1) Telugu
4) Kannada
2) Hindi
5) None of these
3) Bangla

2. Who works in Chennai?

1) H 2) L 3) M
4) L or M 5) None of these
3. Which of the following combinations is correct?
1) Marathi - I - Hyderabad 2) Tamil - M - Kolkata
3) Marathi - I - Chennai 4) Punjabi - K - Delhi
5) None of these
4. Who works in Delhi?
1) H 2) M 3) L
4) K 5) None of these
5. What is M’s mother tongue?
1) Bangla 2) Marathi 3) Telugu
4) Cannot be determined 5) None of these
[Canara Bank PO Exam-2009]

Puzzle 27
Directions: Study the following information carefully and answer
the questions given below:
P, Q, R, S, T, V and W are sitting around a circle facing at the centre. V is
second to the left of P and second to the right of W. T is third to the right of Q
and is not an immediate neighbour of V. S is third to the right of R.
292 / Magical Book on Puzzle

Questions:
1. Who is second to the right of Q?
1) R 2) W 3) T
4) S 5) None of these
2. Who is to the immediate left of S?
1) V 2) T 3) Q
4) W 5) None of these
3. Who is to the immediate right of R?
1) W 2) T 3) P
4) Data inadequate 5) None of these
4. In which of the following groups is the first person sitting between the
second and the third persons?
1) RPQ 2) TWS 3) QPR
4) QVS 5) None of these
5. Who is third to the left of V ?
1) T 2) S 3) W
4) R 5) None of these
[Indian Overseas Bank PO Exam-2009]

Puzzle 28
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are eight friends sitting around a circular table
facing the centre. A sits second to the left of D, who is third to the left of E. C
sits third to the right of G, who is not an immediate neighbour of E. H sits

K KUNDAN
third to the right of B, who sits second to the right of G.
Questions:
1. Who sits between D and C?
1) Only B 2) Only C and A 3) Only G
4) Only E 5) Only G and E
2. Who sits second to the right of E?
1) B 2) F 3) G
4) C 5) None of these
3. What is the position of A with respect to H?
1) Third to the left 2) Third to the right 3) Second to the left
4) Second to the right 5) Fourth to the left
4. Four of the following five are alike based upon their seating arrangements
and so form a group. Which is the one that does not belong to that group?
1) CH 2) FG 3) DA
4) BE 5) GB
5. Which of the following pairs has the second person sitting to the immediate
left of the first person?
1) DB 2) EH 3) FA
4) GD 5) None of these
[NABARD Bank Officer’s Exam-2009]

Puzzle 29
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F and G are seven friends studying seven different branches
of engineering, namely Mechanical, Chemical, Electrical, Electronics, Civil,
Computer and Aeronautical Engineering, not necessarily in this order. Each
of them studies in three different colleges, X, Y and Z. Not less than two study
 Questions Asked In Exams / 293

in any college. D studies Electrical engineering in College X. The one who

studies Chemical Engineering does not study in college Z. F studies Aeronautical
Engineering in college Y with only B. A does not study in college X and does
not study Civil Engineering. E studies Computer Engineering and does not
study in college X. G studies Electronics Engineering but not in college X.
None in college X studies Mechanical or Civil Engineering.
Questions:
1. Which of the following groups represents the persons studying in college
Z?
1) D, B 2) C, E, G 3) A, G
4) G, E, A 5) None of these
2. In which of the following colleges does C study?
1) X 2) Y 3) Z
4) Either X or Z 5) Cannot be determined
3. Which of the following combinations is correct?
1) A–Civil–Z 2) B–Chemical–Y 3) C–Chemical–Z
4) G –Electronics –Y 5) None of these
4. B studies which of the following branches of engineering?
1) Chemical 2) Mechanical
3) Civil 4) Cannot be determined
5) None of these
5. Who studies Chemical engineering?
1) B 2) C 3) E
4) A 5) None of these
[NABARD Bank Officer’s Exam-2009]

K KUNDAN
Puzzle 30
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are sitting around a circle facing the centre. B
is second to the right of H and third to the left of A. D is not an immediate
neighbour of either B or H and is second to the right of F. C is fourth to the
right of G.
Questions:
1. Who is to the immediate right of B ?
1) C 2) E 3) H
4) Data inadequate 5) None of these
2. Who is third to the right of E?
1) C 2) F 3) D
4) Data inadequate 5) None of these
3. In which of the following pairs is the second person sitting to the immediate
left of the first person?
1) BC 2) HE 3) FA
4) GD 5) None of these
4. Who is fourth to the right of H?
1) B 2) A 3) F
4) Data inadequate 5) None of these
5. If E and F interchange their places, who will be second to the right of B?
1) F 2) C 3) D
4) Data inadequate 5) None of these
[United Bank of India PO Exam-2009]
294 / Magical Book on Puzzle

Puzzle 31
Directions: Study the following information carefully and answer
the questions given below:
P, Q, R, S, T, V and W are seven students of a college. Each of them has
a favourite subject from Physics, Chemistry, English, Biology, History, Geography
and Philosophy, not necessarily in the same order. Each of them also has a
favourite sport from Football, Cricket, Hockey, Volleyball, Badminton, Table
Tennis and Basketball, not necessarily in the same order.
R likes Philosophy and his favourite sport is Hockey. The one who likes
Football likes English. T’s favourite sport is not Badminton or Table Tennis. V
does not like either History or Biology. The one whose favourite sport is Basketball
does not like Physics. W likes Chemistry and his favourite sport is Volleyball.
S likes Geography. Q’s favourite sport is Badminton. V does not like English
and his favourite sport is not Basketball. P’s favourite sport is Cricket. The one
whose favourite sport is Badminton does not like Biology.
Questions:
1. Which subject does P like?
1) History 2) Biology 3) Chemistry
4) Data inadequate 5) None of these
2. Who likes History?
1) P 2) R 3) Q
4) V 5) Data inadequate
3. What is Q’s favourite sport?
1) Cricket 2) Table Tennis 3) Football
4) Badminton 5) None of these

K KUNDAN
4. Whose favourite sport is Basketball?
1) S
4) Data inadequate
5. Which subject does T like?
1) Biology
4) Data inadequate
2) W
5) None of these

2) Physics
5) None of these
3) Q

3) Chemistry

[United Bank of India PO Exam-2009]

Puzzle 32
Directions: Study the following information carefully and answer
the questions given below:
P, Q, R, S, T and M are six students of a school, one each studies in Class
I-VI. Each of them has a favourite colour from red, black, blue, yellow, pink
and green, not necessarily in the same order.
Q likes black and does not study in Class IV or V. The one who studies in
Class IV does not like green. P studies in Class II. M likes blue and does not
study in Class IV. The one who likes yellow studies in Class VI. S likes pink
and studies in Class I. R does not study in Class VI.
Questions:
1. In which class does R study?
1) V 2) III 3) IV
4) Data inadequate 5) None of these
2. Which colour does R like?
1) Black 2) Yellow 3) Green
4) Blue 5) None of these
3. Which colour does P like?
1) Green 2) Yellow 3) Red
4) Data inadequate 5) None of these
 Questions Asked In Exams / 295

4. Which of the following combinations is correct ?

1) P - II - Yellow 2) Q - III - Green 3) S - I - Black
4) T - V - Yellow 5) None of these
5. In which class does M study?
1) IV 2) III 3) II
4) V 5) None of these
[Andhra Bank PO Exam-2009]

Puzzle 33
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are sitting around a circle facing the centre. H
is fourth to the left of B and second to the right of F. A is third to the left of C,
who is not an immediate neighbour of F. G is second to the left of A. D is
second to the right of E.
Questions:
1. Who is on the immediate right of F?
1) H 2) A 3) G
4) Data inadequate 5) None of these
2. Who is third to the left of A?
1) C 2) F 3) B
4) Data inadequate 5) None of these
3. In which of the following pairs is the first person sitting on the immediate
left of the second person?
1) EH 2) CE 3) AF

K KUNDAN
4) DB

4) Data inadequate

4) Data inadequate
5) None of these
4. Which of the following pairs represents the immediate neighbours of E?
1) DH 2) HC
5) None of these
5. Who is on the immediate right of H?
1) E 2) C
5) None of these
3) CA

3) H

6. Who is on the immediate right of B?

1) D 2) E 3) F
4) Data inadequate 5) None of these
[Andhra Bank Marketing Associate Exam-2009]

Puzzle 34
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are sitting around a circle facing the centre. B
is third to the right of F and third to the left of H. C is fourth to the left of A,
who is not an immediate neighbour of F or B. E is not an immediate neighbour
of B. G is second to the right of D.
Questions:
1. Who is to the immediate left of B?
1) D 2) G 3) D or G
4) Data inadequate 5) None of these
2. Who is to the immediate right of H?
1) A 2) E 3) F
4) Data inadequate 5) None of these
3. Which of the following pairs represents the immediate neighbours of F?
1) CH 2) ED 3) HD
296 / Magical Book on Puzzle

4) CE 5) None of these
4. In which of the following pairs is the first person sitting to the immediate
right of the second person?
1) BG 2) GA 3) AH
4) HE 5) CF
5. Who is third to the left of E?
1) A 2) C 3) G
4) Data inadequate 5) None of these
[Bank of Maharashtra (Agriculture Officer) Exam–2009]

Puzzle 35
Directions: Study the following information carefully and answer
the questions given below:
P, Q, R, S, T, V and W are seven students of a school. Each of them
studies in a different standard—from Standard IV to Standard X—not necessarily
in the same order. Each of them has a favourite subject from English, Science,
History, Geography, Mathematics, Hindi and Sanskrit, not necessarily in the
same order.
Q studies in VII Standar d and does not like either Mathemat ics or
Geography. R likes English and does not study either in V or in IX. T studies
in VIII Standard and likes Hindi. The one who likes Science studies in X
Standard. S studies in IV Standard. W likes Sanskrit. P does not study in X
Standard. The one who likes Geography studies in V Standard.
Questions:
1. In which standard does W study?

K KUNDAN
1) VII 2) IX 3) X
4) Data inadequate 5) None of these
2. Which subject does P like?
1) Geography 2) Mathematics 3) English
4) History 5) None of these
3. Which subject does S like?
1) History 2) Geography 3) Mathematics
4) Data inadequate 5) None of these
4. In which standard does P study?
1) IV 2) VII 3) IX
4) X 5) None of these
5. Which of the following combinations of student-standard-subject is correct?
1) T - VIII - Mathematics 2) W - VII - Sanskrit
3) Q - VII - Geography 4) V - X - Science
5) None of these
[RBI Grade ‘B’ Officer’s Exam-2009]

Puzzle 36
Directions: Study the following information carefully and answer
the questions given below:
(i) A, B, C, D, E, F, G and H are eight students, each having a different
height,
(ii) D is shorter than A but taller than G.
(iii) E is taller than H but shorter than C.
(iv) B is shorter than D but taller than F.
(v) C is shorter than G.
(vi) G is not as tall as F.
Questions:
 Questions Asked In Exams / 297

1. Which of the following is definitely false?

1) G is shorter than F. 2) C is shorter than F. 3) F is taller than C.
4) B is taller than E. 5) All are true
2. If another student J, who is taller than E but shorter than G, is added to
the group, which of the following will be definitely true?
1) C and J are of the same height. 2) J is shorter than D.
3) J is shorter than H. 4) J is taller than A.
5) None of these
3. Which of the following will definitely be the third from top when the
eight students are arranged in descending order of height?
1) B 2) F 3) G
4) B or G 5) Cannot be determined
4. How many of them are definitely shorter than F?
1) Three 2) Four 3) Five
4) Data inadequate 5) None of these
5. Which of the following is redundant to answer all the above questions?
1) (ii) only 2) (ii) and (iii) only 3) (iii)
and (iv) only 4) (ii) and (v) only 5) All are
necessary to answer the above questions.
[RBI Grade ‘B’ Officers’ Exam-2009]

Puzzle 37
Directions: Study the following information carefully and answer
the questions given below:
A, M, D, P, R, T, B and H are sitting around a circle, facing the centre. M

K KUNDAN
is third to the left of A, who is second to the left of T. D is second to the right
of H, who is second to the right of T. R is second to the right of B, who is not
an immediate neighbour of T.
Questions:
1. Which of the following combinations represents the first and the second
to the left of B respectively?
1) MD 2) DH 3) AM
4) AR 5) DM
2. Who is third to the right of T?
1) D 2) B 3) H
4) M 5) None of these
3. Who is to the immediate left of H?
1) P 2) M 3) T
4) R 5) Data inadequate
4. Who is second to the left of B?
1) D 2) H 3) M
4) Data inadequate 5) None of these
5. In which of the following combinations the third person is second to the
left of the second person?
1) BAR 2) DBM 3) TPH
4) PMH 5) None of these
[Corporation Bank PO Exam-2009]

Puzzle 38
Directions: Study the following information carefully and answer
the questions given below:
A group of seven friends, A, B, C, D, E, F and G work as Economist,
298 / Magical Book on Puzzle

Agriculture Officer, IT Officer, Terminal Operator, Clerk, Forex Officer and

Research Analyst, for Banks L, M, N, P, Q, R and S, but not necessarily in the
same order. C works for Bank N and is neither a Research Analyst nor a Clerk.
E is an IT Officer and works for Bank R. A works as a Forex Officer and does
not work for Bank L or Q. The one who is an Agriculture Officer works for
Bank M. The one who works for Bank L works as a Terminal Operator. F
works for Bank Q. G works for Bank P as a Research Analyst. D is not an
Agriculture Officer.
Questions:
1. Who amongst the following works as an Agriculture Officer?
1) C 2) B 3) F
4) D 5) None of these
2. For which bank does D work?
1) Q 2) L 3) N
4) S 5) None of these
3. What is the profession of C?
1) Terminal Operator 2) Agriculture Officer
3) Economist 4) Cannot be determined
5) None of these
4. Who amongst the following works as a Clerk?
1) C 2) B 3) F
4) D 5) None of these
5. Which of the following combinations of person, profession and bank is
correct?
1) A - Forex Officer - M 2) D - Clerk - L

K KUNDAN
3) F -Agriculture Officer-Q 4) B - Agriculture Officer-S
5) None of these
6. What is the profession of the person who works for Bank S?
1) Clerk 2) Agriculture Officer
3) Terminal Operator 4) Forex Officer
5) None of these
7. For which bank does B work?
1) M 2) S 3) L
4) Either M or S 5) None of these
[Oriental Bank of Commerce PO Exam-2009]

Puzzle 39
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G, H and K are sitting around a circle facing the centre B
is fourth to the left of G, who is second to the right of C. F is fourth to the right
of C and is second to the left of K. A is fourth to the right of K. D is not an
immediate neighbour of either K or B. H is third to the right of E.
Questions:
1. In which of the following combinations is the third person sitting between
the first and the second persons?
1) EKB 2) CHB 3) AGC
4) FGD 5) None of these
2. Who is fourth to the left of E?
1) A 2) C 3) G
4) Data inadequate 5) None of these
3. Who is second to the right of K?
1) C 2) H 3) F
4) E 5) Data inadequate
 Questions Asked In Exams / 299

4. Who is third to the right of H?

1) A 2) D 3) G
4) F 5) None of these
5. Who is fourth to the right of D?
1) K 2) H 3) E
4) B 5) None of these
[Indian Bank PO Exam-2010]

Puzzle 40
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are sitting around a circular table, facing the
centre. A sits third to the left of C and second to the right of E. B sits second
to the right of D, who is not an immediate neighbour of E. H sits second to the
left of F. G is not an immediate neighbour of D.
Questions:
1. Which of the following pairs has only one person sitting between them, if
the counting is done in clockwise direction?
1) F, G 2) H, G 3) H, C
4) H, B 5) None of these
2. Who sits third to the right of E?
1) D 2) G 3) F
4) B 5) None of these
3. What is the position of G with respect to A’s position?
1) Immediately to the right 2) Second to the left

K KUNDAN
3) Third to the right
5) Fourth to the right
4. Who sits between E and A?
1) F
4) B
2) D
4) Third to the left

5) None of these
3) G

5. Starting from A’s position, if all the eight are arranged in alphabetical
order in clockwise direction, the seating position of how many members
(excluding A) would-remain unchanged?
1) None 2) One 3) Two
4) Three 5) Four
[IDBI PO Exam–2009]

Puzzle 41
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G, H and K are sitting around a circle facing the centre.
F is fourth to the right of A, who is third to the right of B. K is fourth to the left
of B and third to the right of D. C is third to the right of H. E is second to the
left of G.
Questions:
1. Who is fourth to the left of G?
1) C 2) A 3) D
4) K 5) Data inadequate
2. What is E’s position with respect to B?
1) Second to the left 2) Third to the right 3) Fourth to the right
4) Third to the left 5) Fifth to the right
3. Who is third to the right of K?
1) F 2) E 3) G
300 / Magical Book on Puzzle

4) Data inadequate 5) None of these

4. Who is on the immediate right of F?
1) B 2) G 3) E
4) Data inadequate 5) None of these
5. In which of the following combinations is the third person sitting between
the first and the second person?
1) GFB 2) BGH 3) ADC
4) KEC 5) EGF
[SBI PO Exam–2010]

Puzzle 42
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are eight employees of an organization working
in three departments, viz Personnel, Administration and Marketing with not
more than three of them in any department. Each of them has a different
choice of sports from football, cricket, volleyball, badminton, lawn tennis,
basketball, hockey and table tennis, not necessarily in the same order.
D works in Administration and does not like either football or cricket. F
works in Personnel with only A, who likes table tennis. E and H do not work
in the same department as D. C likes hockey and does not work in Marketing.
G does not work in Administration and does not like either cricket or badminton.
One of those who work in Administration likes football. The one who likes
volleyball works in Personnel. None of those who work in Administration
likes either badminton or lawn tennis. H does not like cricket.

K KUNDAN
Questions:
1. Which of the following groups of employees work in Administrat ion
department?
1) EGH 2) AF 3) BCD
4) BGD 5) Data inadequate
2. In which department does E work?
1) Personnel 2) Marketing 3) Administration
4) Data inadequate 5) None of these
3. Which of the following combinations of employee-department-favourite sport
is correct?
1) E - Administration - Cricket
2) F - Personnel - Lawn Tennis
3) H - Marketing - Lawn Tennis
4) B - Administration - Table Tennis
5) None of these
4. What is E’s favourite sport?
1) Cricket 2) Badminton 3) Basketball
4) Lawn Tennis 5) None of these
5. What is G’s favourite sport?
1) Cricket 2) Badminton 3) Basketball
4) Lawn Tennis 5) None of these
[SBI PO Exam–2010]

Puzzle 43
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are sitting around a circle facing the centre. B is
second to the right of D, who is third to the right of F. C is second to the left
 Questions Asked In Exams / 301

of A, who is second to the left of F. G is third to the right of E.

Questions:
1. In which of the following combinations is the first person sitting between
the second and the third persons?
1) GCD 2) FGH 3) EFH
4) ABE 5) None of these
2. Who is third to the right of H?
1) G 2) D 3) C
4) Data inadequate 5) None of these
3. Who is on the immediate right of A?
1) B 2) E 3) F
4) Data inadequate 5) None of these
4. What is H’s position with respect to B?
1) Fifth to the right 2) Third to the left 3) Fifth to the left
4) Third to the right 5) Fourth to the left
5. Who is on the immediate left of G?
1) H 2) F 3) D
4) Data inadequate 5) None of these
[Allahabad Bank PO Exam-2010]

Puzzle 44
Directions: Study the following information carefully and answer
the questions given below:
P, Q, R, S, T, V, W and Z are sitting round a circle facing the centre. T is
second to the right of R, who is third to the right of P. S is second to the left

K KUNDAN
of P and fourth to the right of Q. Z is third to the right of V, who is not an
immediate neighbour of P.
Questions:
1. In which of the following combinations is the first person sitting between
the second and the third persons?
1) VTS
4) PWQ
2) TZS
5) VRT
3) QRV

2. Who is second to the right of T?

1) S 2) Z 3) P
4) R 5) None of these
3. What is P’s position with respect to S?
1) Fourth to the left 2) Fourth to the right
3) Fifth to the left 4) Sixth to the left
5) Third to the right
4. Who is on the immediate left of Z?
1) T 2) P 3) S
4) V 5) None of these
5. Who is second to the right of W?
1) R 2) Q 3) Z
4) S 5) None of these
[Coporation Bank PO Exam-2010]

Puzzle 45
Directions: Study the following information carefully and answer
the questions given below:
P, Q, R, S, T, U, V and W are sitting around a circle facing the centre. T
is second to the left of P and third to the right of V. S is second to the right of
W, who is on the immediate right of T. Q is third to the right of U.
302 / Magical Book on Puzzle

Questions:
1. In which of the following pairs is the third person sitting in between the
first and the second persons?
1) USP 2) VRU 3) TQW
4) WPS 5) None of these
2. Who is on the immediate left of T?
1) Q 2) W 3) R
4) Data inadequate 5) None of these
3. Who is second to the right of P?
1) S 2) V 3) U
4) Q 5) Date inadequate
4. What is R’s position with respect to W?
1) Third to the left 2) Fourth to the left
3) Sixth to the right 4) Fifth to the left
5) None of these
5. Who is fourth to the left of R?
1) U 2) P 3) S
4) W 5) None of these
[Punjab and Sind Bank PO Exam-2010]

Puzzle 46
Directions: Study the following information carefully and answer
the questions given below:
Five plays A, B, C, D and E were organised in a week from Monday to
Saturday with one play each day and no play was organised on one of these

K KUNDAN
days. Play D was organised before Thursday but after Monday. Play E was
organised on Saturday. Play C was not organised on the first day. Play B was
organised on the next day on which play C was organised. Play A was organised
on Tuesday.
Questions:
1. On which day was play B organised?
1) Thursday 2) Friday 3) Wednesday
4) Data inadequate 5) None of these
2. On which day was no play organised?
1) Monday 2) Wednesday 3) Thursday
4) Data inadequate 5) None of these
3. Which play was organised on Wednesday?
1) A 2) C 3) D
4) Data inadequate 5) None of these
[Syndicate Bank PO Exam-2010]

Puzzle 47
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are sitting around a circle facing the centre. F is
second to the right of A and third to the left of C. B is second to the left of C
and fourth to the right of H. D is second to the right of G
Questions:
1. Who is to the immediate left of D?
1) H 2) C 3) G
4) Data inadequate 5) None of these
2. Who is second to the right of E?
1) B 2) G 3) H
 Questions Asked In Exams / 303

4) Data inadequate 5) None of these

3. Who is third to the left of B?
1) E 2) H 3) F
4) Data inadequate 5) None of these
4. What is the position of G with respect to A?
1) Third to the left 2) Third to the right 3) Fifth to the left
4) Fourth to the right 5) Fifth to the right
5. In which of the following combinations is the third person sitting in
between the first and the second persons?
1) BGC 2) EFB 3) DAH
4) AEF 5) GCD
[Syndicate Bank PO Exam-2010]

Puzzle 48
Directions: Study the following information carefully and answer
the questions given below:
(a) Six plays are to be organised from Monday to Sunday—one play each
day with one day when there is no play. ‘No play’ day is not Monday or
Sunday.
(b) The plays are held in sets of 3 plays each in such a way that 3 plays are
held without any break, ie 3 plays are held in such a way that there is
no ‘No play’ day between them but immediately before this set or imme-
diately after this set it is ‘No play’ day.
(c) Play Z was held on 26th and play X was held on 31 st of the same
month.

K KUNDAN
(d) Play B was not held immediately after play A (but was held after A, not
necessarily immediately) and play M was held immediately before Q.
(e) All the six plays were held in the same month.
Questions:
1. Which play was organised on Monday?
1) Z
3) Q
2) M
4) Cannot be determined
5) None of these
2. Which day was play Z organised?
1) Tuesday 2) Monday
3) Wednesday 4) Cannot be determined
5) None of these
3. Which date was a ‘No play’ day?
1) 26th 2) 28th
3) 29th 4) Cannot be determined
5) None of these
4. Which of the following is true?
1) Play B is held immediately before play M.
2) Play Z is held after play B.
3) There was a gap after 2 plays and then 4 plays were organised.
4) First play was organised on the 25th.
5) Play B was held on Friday.
5. Which day was play Q organised?
1) Friday 2) Wednesday
3) Saturday 4) Cannot be determined
5) None of these
[Central Bank of India PO Exam-2010]
304 / Magical Book on Puzzle

Puzzle 49
Directions: Study the following information carefully and answer
the questions given below:
(i) In a family of 6 persons, there are two couples.
(ii) The Lawyer is the head of the family and has only two sons — Mukesh
and Rakesh—both Teachers.
(iii) Mrs. Reena and her mother-in-law both are Lawyers.
(iv) Mukesh’s wife is a Doctor and they have a son, Ajay.
Questions:
1. Which of the following is definitely a couple?
1) Lawyer-Teacher 2) Doctor-Lawyer
3) Teacher-Teacher 4) Cannot be determined
5) None of these
2. What is the profession of Rakesh’s wife ?
1) Teacher 2) Doctor
3) Lawyer 4) Cannot be determined
5) None of these
3. How many male members are there in the family?
1) Two 2) Three
3) Four 4) Cannot be determined
5) None of these
4. What is/was Ajay’s Grandfather’s occupation?
1) Teacher 2) Lawyer
3) Doctor 4) Cannot be determined
5) None of these

K KUNDAN
5. What is the profession of Ajay?
1) Teacher
3) Doctor
5) None of these

Puzzle 50
2) Lawyer
4) Cannot be determined

[Central Bank of India PO Exam-2010]

Directions: Study the following information carefully and answer

the questions given below:
(i) There are 8 friends A, B, C, D, E, F, G, H seated in a circle facing the
centre.
(ii) AC, DG, HE and FB are seated adjacent to each other. A is also seated
adjacent to H.
(iii) B is 2nd to the right of H.
(iv) E is 3rd to the right of C.
Questions:
1. Who is 2nd to the left of A?
1) D 2) G
3) F 4) Cannot be determined
5) None of these
2. Who is 3rd to the left of C?
1) G 2) D
3) B 4) Cannot be determined
5) None of these
3. What is C’s position with reference to E?
1) 5th to the right 2) 4th to the left 3) 4th to the right
4) 3rd to the right 5) Cannot be determined
4. Who is 2nd to the right of A?
 Questions Asked In Exams / 305

1) B 2) E
3) F 4) Cannot be determined
5) None of these
5. Who among the following pairs may not be seated adjacent to each other?
1) AH 2) DC
3) EB 4) Cannot be determined
5) None of these
[Central Bank of India PO Exam-2010]

Puzzle 51
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are eight boys studying in VIII, IX and X standards
of a school with not more than three in any standard. Each of them has a
favourite sport from Football, Cricket, Volleyball, Basketball, Lawn Tennis,
Table Tennis, Badminton and Hockey not necessarily in the same order.
D likes Badminton and does not study either in VIII or X. H’s favourite
sport is Hockey and he studies in standard X with only B among them. A likes
Volleyball and does not study in the same standard in which E studies. F
studies in VIII std. and his favourite sports is Football. G does not study in the
same standard in which C studies. None of the students studying in IX std.
likes Cricket or Basketball. B likes Table Tennis. G does not like Lawn Tennis.
Questions:
1. What is C’s favourite sport?
1) Basketball 2) Lawn Tennis 3) Volleyball

K KUNDAN
4) Data inadequate

4) Data inadequate
3. In which std. does G study?
1) IX
4) Data inadequate
5) None of these
2. What is E’s favourite sport?
1) Table Tennis 2) Volleyball
5) None of these

2) VIII
5) None of these
3) Lawn Tennis

3) Either IX or VII

4. Which of the following combinations of students- standard-favourite sport

is not correct?
1) G - VIII - Volleyball 2) F - VIII - Football 3) D - IX - Badminton
4) H-X-Hockey 5) All are correct
5. Which of the following combinations of sports represents the favourite
sports of the students studying in VIII standard?
1) Football, Lawn Tennis, Cricket 2) Football, Cricket, Basketball
3) Football, Volleyball, Basketball 4) Data inadequate
5) None of these
[Punjab National Bank Specialist Officers Exam–2007]

Puzzle 52
Directions: Study the following information carefully and answer
the questions given below:
M, V, K, D, T, J and R are seven friends studying in different classes—
Illrd, IVth, Vth, Vlth, Vllth, VIIIth and IXth standards. Each of them has
different favourite colours—yellow, blue, red, white, black, green and violet. J
likes red and studies in class Vth. R likes violet and studies in Class Illrd. M
studies in Class VIIIth and does not like green and yellow. K likes white and
does not study in Vllth and in IVth. D studies in Vlth and likes black. T does
not study in IVth. V does not like green.
306 / Magical Book on Puzzle

Questions:
1. In which standard does ‘V study?
1) IVth 2) IXth 3) VIIIth
4) Data inadequate 5) None of these
2. What is M’s favourite colour?
1) Red 2) Yellow 3) Green
4) Blue 5) None of these
3. In which standard does K study?
1) IIIrd 2) Vth 3) IVth
4) VIIth 5) None of these
4. What is V’s favourite colour?
1) Green 2) Red 3) Yellow
4) Data inadequate 5) None of these
5. In which standard does T study?
1) IVth 2) VIIth 3) VIIIth
4) IXth 5) None of these
[Dena Bank (SO) Exam–2007]

Puzzle 53
Directions: Study the following information carefully and answer
the questions given below:
Seven Professors A, B, C, D, E, F and G are engaged in evaluation of
answer papers in three different subjects English, Mathematics and History.
At least two persons evaluate the papers in each subject. Each of the evaluators
stay in different buildings P, Q, R, S, T, V and W not necessarily in the same

K KUNDAN
order.
A evaluates English papers only with E and stays in building R. D stays in
building W and does not evaluate Maths papers. The one who stays in building
V evaluates History papers. B and C do not evaluate the papers in the same
subject. Those who evaluate English papers do not stay in building Q. F stays
in building P but does not evaluate History papers. G evaluates same papers as
F. C stays in building T.
Questions:
1. Who stays in building V?
1) E 2) F 3) G
4) B 5) None of these
2. Which of the following combinations of subject, person and buildings is
definitely correct?
1) Maths F-Q 2) Maths G-Q 3) History D-T
4) History E-S 5) None of these
3. Which of the following groups of persons evaluate the Mathematics paper?
1) CF 2) EFG 3) CFG
4) FG 5) None of these
4. Papers in which subject are evaluated by D?
1) History 2) Maths
3) English 4) English or Mathematics
5) History or Mathematics
5. E stays in which building?
1) P 2) Q
3) T 4) Cannot be determined
5) None of these
[Andhra Bank (SO) Exam–2007]
 Questions Asked In Exams / 307

Puzzle 54
Directions: Study the following information carefully and answer
the questions given below:
Seven executives A, B, C, D, E, F and G from a company have to visit
seven different places Ahmedabad, Kolkata, Delhi, Chennai, Hyder abad,
Bangalore and Jaipur to market their newly launched product. The order of
persons and cities may not be necessarily the same. Each one flies by a different
airline Spicejet, Kingfisher, Sahara, Jet, Air Deccan, Indian Airlines, Air India,
not necessary in the same order.
C goes to Kolkata but not by Sahara or Jet Airlines. D flies by Air India to
Bangalore. The one who goes to Jaipur does not travel by Air Deccan or Sahara.
E travels by Air Deccan. A does not go to Ahmedabad. F travels to Hyderabad by
Spice jet. B goes to Chennai by Kingfisher. E does not go to Ahmedabad. G does
not go to Jaipur.
Questions:
1. Who travels by Sahara Airlines?
1) A 2) C
3) G 4) Cannot be determined
5) None of these
2. Who goes to Jaipur?
1) A 2) E 3) G
4) D 5) None of these
3. The one who travels by Air Deccan, visits which place?
1) Ahmedabad 2) Delhi 3) Chennai

K KUNDAN
4) Bangalore 5) None of these
[Andhra Bank (SO) Exam–2007]

Puzzle 55
Directions: Study the following information carefully and answer
the questions given below:
Moon TV had decided to celebrate sports programmes week by telecasting
programmes on Badminton, Cricket, Football, Hockey, Tennis and Volleyball
(not necessarily in the same order) in a week starting from Wednesday.
(i) Sixth day of the programme was holiday.
(ii) Tennis was telecast immediately after Hockey and Football was telecast
on fifth day of the programme.
(iii) Badminton was telecast on third day after Saturday and Hockey
programme was telecast on fourth day before the holiday.
(iv) Volleyball was not telecast on first day.
Questions:
1. On which of the following days Volleyball programme was telecast?
1) Second day 2) Seventh day 3) Fourth day
4) Data inadequate 5) None of these
2. Which of the following days would be holiday?
1) Sunday 2) Monday 3) Saturday
4) Tuesday 5) None of these
3. Which of the following pairs of programmes were respectively telecast
before and after the holiday?
1) Badminton and Football 2) Badminton and Tennis
3) Football and Volleyball 4) Football and Badminton
5) None of these
4. Which of the following programmes was telecast on Wednesday?
1) Cricket 2) Tennis 3) Hockey
308 / Magical Book on Puzzle

4) Data inadequate 5) None of these

5. Which of the following days and programme combinations are definitely
false?
1) Wednesday-Cricket 2) Tuesday-Badminton
3) Thursday-Hockey 4) Friday-Tennis
5) Sunday-Volleyball
[North Malabar Gramin Bank Officer’s Exam–2008]

Puzzle 56
Directions: Study the following information carefully and answer
the questions given below:
(i) There is a group of five persons M, N, O, P and Q of a family. They are
businessman, farmer, lawyer, doctor and teacher.
(ii) N is an unmarried teacher, who is M's daughter.
(iii) Q is a lawyer, who is O's brother.
(iv) O in this family is the only husband of a married couple.
(v) M is a farmer, who is father of two sons and an unmarried daughter.
(vi) M's daughter-in-law is a doctor.
1. Who is doctor in this family?
1) N 2) P 3) O
4) Q 5) M
2. Who is businessman in this family?
1) M 2) N 3) O
4) P 5) Q
3. Which of the following is a group of women in this family?

K KUNDAN
1) M, N and Q 2) N and O 3) P and Q
4) N and P 5) None of these
4. Which of the following is a married couple?
1) M and P 2) M and N 3) N and P
4) O and P 5) P and Q
5. Which of the following is a group of males?
1) M, N and O 2) M, Q and P 3) M, O and Q
4) M, P and Q 5) N and P
[Union Bank of India PO Exam–2008]

Puzzle 57
Directions: Study the following information carefully and answer
the questions given below:
(i) A marketing-executive plans to visit each of six companies J, K, L, M,
N and O exactly once during the course of one day.
(ii) He must visit J before K and N.
(iii) He must visit K before M.
(iv) The third company he visits must be L.
Questions:
1. If the marketing-executive visits O first, which company must he visit
second?
1) J 2) K 3) L
4) M 5) N
2. Which of the following could be the order in which the marketing-executive
visits the six companies?
1) J, O, L, K, N, M 2) M, K, L, N, O, J 3) J, N, K, M, L, O
4) L, O, J, N, M, K 5) L, N, J, K, M, O
[Union Bank of India PO Exam–2008]
 Questions Asked In Exams / 309

Puzzle 58
Directions: Study the following information carefully and answer
the questions given below:
a, b, c, d, e, f and g are sitting around a circle facing at the centre. d is
third to the left of a who is second to the left of f. e is not a neighbour of either
f or d. c is third to left of b.
Questions:
1. What is e’s position with respect to f?
1) Third to the right 2) Fourth to the left 3) Second to the left
4) Data inadequate 5) None of these
2. Who is sitting between g and b?
1) f only 2) d only 3) Both f and d
4) Data inadequate 5) None of these
3. Who is to the immediate left of d?
1) c 2) g 3) f
4) Data inadequate 5) None of these
4. Which of the following information represents the first person sitting to
the immediate right of the second person?
1) ab 2) fg 3) ce
4) ae 5) None of these
5. Who is second to the right of d?
1) a 2) f 3) e
4) Data inadequate 5) None of these
[Indian Bank Computer Officer’s Exam–2008]

K KUNDAN
Puzzle 59
Directions: Study the following information carefully and answer
the questions given below:
Seven persons R, J, M, Q, L, T and K conduct workshop on Developing
Managerial skills in seven different companies A, B, C, D, E, F and G on a
different day of the week from Monday to Sunday. The order of persons,
companies and days of the week are not necessarily the same.
J organises workshop in Company D on Wednesday. Q does not conduct
workshop for companies A or C and conducts on the next day of L who conducts
the workshop for Company F. T conducts workshop for Company E on Friday.
K conducts workshop on Monday but not for Company C or G. M conducts
workshop for Company A but not on Tuesday.
Questions:
1. Who conducts workshop on Saturday?
1) M 2) Q 3) L
4) Q or L 5) None of these
2. On which day does Q conduct the workshop?
1) Sunday 2) Saturday
3) Tuesday 4) Cannot be determined
5) None of these
3. M conducts workshop on which day?
1) Saturday 2) Sunday 3) Tuesday
4) Thursday 5) None of these
4. Which of the following combinations of person-company and day is correct?
1) K-B-Wednesday 2) R-B-Monday 3) K-C-Monday
4) K-G-Sunday 5) None of these
5. Who conducts workshop for Company C and on which day?
1) R, Thursday 2) R, Tuesday 3) Q, Saturday
310 / Magical Book on Puzzle

4) Q, Sunday 5) None of these

[Punjab National Bank Agriculture Officer’s Exam–2008]

Puzzle 60
Directions: Study the following information carefully and answer
the questions given below:
P, Q, R, S, T, V and W are seven members of a club. Each of them has a
favourite sport from—Chess, Table Tennis, Lawn Tennis, Volleyball, Badminton,
Basketball and Carrom, not necessarily in the same order. Each of them also
has a specific choice of colour from—Blue, Red, Green, Yellow, Grey, Black
and White, not necessarily in the same order.
R likes Green and his favourite sport is Badminton. V’s choice of colour is
neither Red nor Black. T’s favourite sport is neither Table Tennis nor Basketball.
The one who likes Blue does not like Carrom. The one who likes Volleyball
does not like Yellow and Grey. Q’s favourite sport is Lawn Tennis and he likes
Black. S likes White. W likes Basketball. P likes Volleyball. T likes Blue. The
one who likes Basketball does not like Grey.
Questions:
1. What is V’s choice of colour?
1) Black 2) Grey 3) Yellow
4) Data inadequate 5) None of these
2. What is T’s favourite sport?
1) Basketball 2) Volleyball 3) Chess
4) Data inadequate 5) None of these
3. Whose favourite sport is Carrom?

K KUNDAN
1) S 2) R 3) W
4) Data inadequate 5) None of these
4. Whose favourite sport is basketball?
1) S 2) T 3) W
4) R 5) Data inadequate
5. What is W’s choice of colour?
1) Green 2) White 3) Black
4) Data inadequate 5) None of these
6. Which of the following combinations of sport and colour is correct?
1) Table Tennis, Yellow 2) Volleyball, Red
3) Volleyball, Grey 4) Chess, Black
5) Carrom, Green
[IDBI Officers’ Exam–2008]

Puzzle 61
Directions: Study the following information carefully and answer
the questions given below:
J, K, H, R, F, L, N and Q are sitting around a circular table facing the
centre. H is third to the left of L and is to the immediate right of K. R is third
to the left of N but is not a neighbour of H or L. J is second to the right of Q.
Questions:
1. Who is second to the left of N ?
1) Q 2) K 3) J
4) F or J 5) None of these
2. Which of the following groups of persons has the first person sitting
between the next two?
1) LKN 2) QFL 3) JHR
4) JHF 5) None of these
 Questions Asked In Exams / 311

3. Who is to the immediate left of R?

1) Q 2) K 3) F
4) N 5) None of these
4. Which of the following is correct position of J with respect to K?
1) Third to the left 2) Third to the right 3) Second to the left
4) Second to the right 5) Fourth to the right
5. Four of the following five are alike in a certain way on the basis of their
seating positions and so form a group. Which is the one that does not
belong to the group?
1) RQ 2) LK 3) HJ
4) JR 5) FN
[Allahabad Bank PO Exam–2008]

Puzzle 62
Directions: Study the following information carefully and answer
the questions given below:
Eight executives B, G, H, K, D, F, T and V are working in three departments
Engineering, Systems and Marketing of the organization and are posted at
different places viz. Chennai, Kozikode, Kolkata, Ranchi, Patna, Bhopal, Nagpur
and Hyderabad not necessarily in the same order. At least two and not more
than three executives work in any of the three departments.
G works in Engineering department at Chennai. H is posted in Ranchi
but not in Systems department. No one from Marketing department is posted in
Hyderabad. The only other person in same department as that of G is posted in
Kolkata. D is posted in Hyderabad and F in Kozikode. V is not posted in Kolkata

K KUNDAN
and works in the same department as that of D. B and T both work in Marketing
department. The one who works in Marketing is not posted in Bhopal. T is not
posted in Nagpur.
Questions:
1. T is posted at which place?
1) Nagpur
3) Bhopal
2) Patna
4) Cannot be determined
5) None of these
2. Who is posted in Kolkata?
1) K 2) T
3) V 4) K or T
5) None of these
3. Which department has only two Executives?
1) Systems 2) Marketing
3) Engineering 4) Marketing or Systems
5) Cannot be determined
4. Which of the following group of persons work in Mar-keting department?
1) KBT 2) BTF
3) BHD 4) BHT
5) None of these
5. Which of the following combinations of department, person and place is
correct?
1) Marketing-B-Bhopal 2) Engineering-G-Kolkata
3) Systems-V-Chennai 4) Systems-T-Patna
5) None of these
[Allahabad Bank PO Exam–2008]
312 / Magical Book on Puzzle

Puzzle 63
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are sitting around a circle, facing the centre. A
sits fourth to the right of H while second to the left of F. C is not the neighbour
of F and B. D sits third to the right of C. H never sits next to G.
Questions:
1. Who amongst the following sits between B and D?
1) G 2) F 3) H
4) A 5) C
2. Which of the following pairs sit between H and G?
1) BH 2) EF 3) CE
4) DB 5) None of these
3. Four of the following are alike in a certain way based on their positions in
the seating arrangement and so form a group. Which is the one that does
not belong to that group?
1) AE 2) HF 3) BD
4) GE 5) CH
4. Who is to immediate right of A?
1) C 2) D 3) G
4) Data inadequate 5) None of these
5. Who sits second to the right of B?
1) A 2) C 3) D
4) E 5) None of these
6. Which is the position of B with respect to C?

K KUNDAN
I. Second to the right
II. Sixth to the left
III. Third to the left
IV. Fifth to the right
1) Only II
4) Data inadequate
2) Only II and III
5) Both III and IV
3) Only I and IV

[Andhra Bank PO Exam–2008]

Puzzle 64
Directions: Study the following information carefully and answer
the questions given below:
There are five men, Anuj, Kunal, Sourav, Rahul and Harish. The one who
is tallest is not the youngest. Kunal is older than only Harish. Sourav is older
than Rahul but shorter than him. Only one person is taller than Rahul. Anuj
is shortest while younger than only Sourav and Rahul. Only two men are
shorter than Sourav.
Questions:
1. Which of the following men is third tallest of the five?
1) Sourav 2) Rahul 3) Harish
4) Kunal 5) Kunal or Rahul
2. Who among the following men is tallest?
1) Sourav 2) Rahul 3) Kunal
4) Harish 5) Sourav or Harish
3. If the five men are made to stand in a line according to their height, first
in ascending order, then in descending order, then whose position will
remain the same in both the arrangements?
1) Harish 2) Rahul 3) Kunal
4) Sourav 5) Rahul and Anuj
 Questions Asked In Exams / 313

4. Who among the following is older than Kunal but younger than Rahul?
1) Harish 2) Sourav 3) Anuj
4) Data inadequate 5) Sourav or Anuj
5. Who among the following is taller than Anuj only?
1) Sourav 2) Harish 3) Rahul
4) Kunal 5) Kunal or Harish
[Andhra Bank PO Exam–2008]

Puzzle 65
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are sitting around a circle, facing the centre. E
and G always sit next to each other. D sits third to the right of C. F sits second
to the left of H. C never sits next to A while D never sits next to G. H is not the
neighbour of D and C.
Questions:
1. Who sits between A and D?
1) B 2) F 3) C
4) E 5) None of these
2. Who sits second to the left of B?
1) F 2) G 3) A
4) E 5) None of these
3. Who sits to immediate right of F?
1) D 2) C 3) B
4) A 5) None of these

K KUNDAN
4. Which of the following pairs sits between B and F ?
1) HB
4) GC

not belong to that group?

1) CH
2) FD
5) AH
3) BG

5. Four of the following are alike in a certain way based on their positions in
the seating arrangement and so form a group. Which is the one that does

2) BA 3) FE
4) DG 5) AC
[Dena Bank Agriculture Officers Exam–2008]

Puzzle 66
Directions: Study the following information carefully and answer
the questions given below:
Seven members A, B, C, D, E, F and G represent seven different states
Madhya Pr adesh, Uttar Pradesh, Bihar, Kerala, Tamil Nadu, Orissa and
Maharashtra in seven different games Hockey, Chess, Cricket, Badminton,
Table-Tennis, Golf and Billiards. The order of persons, states and games is
not necessarily the same.
D represents Kerala in Chess. E represent s Golf team but not from
Maharashtra or Uttar Pradesh, A represents Madhya Pradesh for Badminton.
C represents Orissa but not for Cricket or Table-Tennis. The one who represents
Bihar, represents “Table-Tennis. The one who represents Hockey represents
Uttar Pradesh. F represents Maharashtra for Cricket. G does not represent
Bihar.
Questions:
1. Who represents Uttar Pradesh?
1) G 2) F
3) B 4) Cannot be determined
314 / Magical Book on Puzzle

5) None of these
2. Who represents Bihar?
1) G 2) E 3) B
4) B or E 5) None of these
3. Who represents Billiards team?
1) G 2) F 3) C
4) B 5) None of these
4. E represents which state?
1) Bihar 2) Kerala 3) Uttar Pradesh
4) Tamil Nadu 5) None of these
5. Which of the following combinations of game and state is correct?
1) Orissa-Chess 2) Orissa-Billiards 3) Tamil Nadu-Cricket
4) Maharashtra-Chess 5) None of these
[Dena Bank Agriculture Officers Exam–2008]

Puzzle 67
Directions: Study the following information carefully and answer
the questions given below:
B, D, F, H, K, W, M and T are sitting around a circle facing at the centre.
F is third to the left of D who is second to the left of H. B is fourth to the right
of H. K is third to the right of M who is not an immediate neighbour of F. T is
not an immediate neighbour of B or D.
Questions:
1. Who is to the immediate right of T?
1) K 2) F 3) H

K KUNDAN
4) Data inadequate 5) None of these
2. Who is second to the left of B?
1) T 2) K 3) D
4) Data inadequate 5) None of these
3. Who is sitting between D and B?
1) T 2) F 3) M
4) W 5) Data inadequate
4. Who is third to the left of H?
1) W 2) F 3) B
4) Data inadequate 5) None of these
5. What is T’s position with respect toW?
1) Third to the right 2) Third to the left 3) Second to the left
4) Second to the right 5) None of these
[Andhra Bank IT Officers’ Exam–2008]

Puzzle 68
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F and G are seven boys. Each of them studies a different
subject as Economics, Bio-Chemistry, Biology, Physics, English, German and
Psychology. Each of them likes a different game as Football, Cricket, Badminton,
Table-Tennis, Carrom, Volleyball and Hockey. The order of boys, subject and
games is not necessarily the same.
B studies Biology and likes cricket . D likes football but not studies
Biochemistry or English and G likes Table-Tennis but not studies Physics. F
studies Economics but not likes Carrom. A studies Psychology likes Hockey.
One who studies Physics likes Badminton. C plays Carrom but not studies
 Questions Asked In Exams / 315

Bio-chemistry.
Questions:
1. F likes which game?
1) Volleyball 2) Badminton
3) Table-Tennis 4) Cannot be determined
5) None of these
2. Who studies English?
1) E 2) D 3) C
4) G 5) None of these
3. Which one of the following statements is certainly true?
1) One who likes football studies English
2) One who likes Volleyball studies Bio-chemistry
3) One who likes Carrom sudies Psychology
4) One who likes Hockey studies English
5) One who likes Carrom studies English
4. D studies which subject?
1) Economics 2) Physics 3) Biology
4) German 5) None of these
5. Who likes Badminton?
1) D 2) E
3) G 4) Cannot be determined
5) None of these
[Andhra Bank IT Officers’ Exam–2008]

Puzzle 69

K KUNDAN
Directions: Study the following information carefully and answer
the questions given below:
Ashwini, Priya, Sudha, Rani, Meeta, Geeta and Mukta are sitting around a
circle facing the centre. Ashwini is third to the left of Mukta and to the
immediate right of Rani. Priya is second to the left of Geeta, who is not an
immediate neighbour of Meeta.
Questions:
1. Who is to the immediate right of Priya?
1) Meeta 2) Sudha
3) Mukta 4) Cannot be determined
5) None of these
2. Who is second to the left of Rani?
1) Ashwini 2) Meeta 3) Priya
4) Sudha 5) None of these
3. Which of the following pairs of persons has the first person sitting to the
immediate left of the second person?
1) Rani-Meeta 2) Ashwini-Geeta 3) Sudha-Priya
4) Geeta-Sudha 5) None of these
4. Which of the following groups has the first person sitting between the
other two?
1) Meeta-Ashwini-Geeta 2) Sudha-Rani-Geeta

3) Mukta-Priya-Rani 4) Mukta-Priya-Sudha
5) None of these
5. Which of the following is the correct position of Rani with respect to
Mukta?
I. Third to the right
II. Third to the left
316 / Magical Book on Puzzle

III. Fourth to the left

IV. Fourth to the right
1) I only 2) II only 3) Both I and II
4) Both II and IV 5) Both I and III
[Bank of Baroda (SO) Exam-2008]

Puzzle 70
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F and G are members of a sports club and have liking for
different games, viz Carrom, Table Tennis, Badminton, Bridge, Hockey, Football
and Lawn Tennis but not necessarily in the same order. Each one of them has
a liking for different musical instruments, viz Sitar, Guitar, Harmonium, Flute,
Tabla, Banjo and Santoor, not necessarily in the same order.
B likes Carrom and Banjo. E likes to play Bridge but not Harmonium or
Tabla. The one who plays Hockey plays Sitar. F plays Guitar but not Table
Tennis or Lawn Tennis. A plays Badminton and Flute. The one who plays
Lawn Tennis does not play Tabla. C plays Harmonium and G plays Hockey.
1. Who plays Santoor?
1) D 2) A 3) E
4) D or E 5) None of these
2. D plays which game?
1) Table Tennis 2) Lawn Tennis
3) Football 4) Cannot be determined
5) None of these

K KUNDAN
3. Which of the following combinations of game-person-musical instrument
is definitely correct?
1) Badminton - B - Flute
2) Table Tennis - E - Santoor
3) Lawn Tennis - D - Tabla
4) Table Tennis - C - Tabla
5) None of these
4. Who plays Football?
1) C 2) D 3) G
4) F 5) None of these
5. Who plays Table Tennis?
1) C 2) F
3) D 4) Cannot be determined
5) None of these
[Bank of Baroda (SO) Exam-2008]

Puzzle 71
Directions: Study the following information carefully and answer
the questions given below:
P, Q, R, S, T, V and W are sitting around a circle facing at the centre. R is
third to the left of V who is second to the left of T. W is second to the right of
P who is not an immediate neighbour of V. S is not an immediate neighbour of
W.
Questions:
1. Who is second to the right of R?
1) T 2) W 3) Q
4) Data inadequate 5) None of these
2. Who is third to the left of P?
 Questions Asked In Exams / 317

1) S 2) W 3) Q
4) Data inadequate 5) None of these
3. Who is third to the right of Q?
1) T 2) P 3) S
4) Data inadequate 5) None of these
4. In which of the following pairs is the first person sitting to the immediate
right of the second person?
1) PR 2) PT 3) RW
4) QV 5) None of these
5. Which of the following pairs represents the immediate neighbours of R?
1) PT 2) PQ 3) WT
4) PW 5) Data inadequate
[Punjab National Bank Agriculture Officer’s Exam–2009]

Puzzle 72
Directions: Study the following information carefully and answer
the questions given below:
Eight friends P, Q, R, S, T, V, X and Z are sitting around a circular table
facing centre. P sits third to the right of X and second to the left of R. S and T
do not sit next to each other. S sits second to the right of Q, who is not a
neighbour of P. T sits second to the left of V.
Questions:
1. Four of the following five are similar in a certain way based on their
position in the seating arrangement. Which of the following does not
belong to that group?

K KUNDAN
1) VX
4) XZ

B. Fourth to the left

C. Second to the right
D. Fourth to the right
2) SZ
5) RQ
3) TV

2. What is the position of V with respect to Z in the above arrangement?

A. Third to the right

1) Only A 2) Both A and B

3) Both B and D 4) Only D
5) None of these
3. Who sits to the immediate left of R?
1) V 2) Z 3) T
4) P 5) None of these
4. Which of the following sits between X and V?
1) Q 2) X 3) Z
4) R 5) None of these
5. In which of the following pairs, second person is sitting to the left of the
first person?
1) XS 2) PT 3) RV
4) QV 5) None of these
[Allahabad Bank Agriculture Officer’s Exam–2009]

Puzzle 73
Directions: Study the following information carefully and answer
the questions given below:
Seven friends A, B, C, D, E, F and G work in four different departments ie,
Marketing. Finance HR and IT. Not more than two work in the same department.
Each of them works in different organisations which are P, Q, R, S, T, W and
318 / Magical Book on Puzzle

Z not necessarily in this order. A who does not work for organisation P works
in Marketing Department like C. E works for organisation W and does not
work in Finance Department. B works for organisation T and works in the
same Department as D. Only F works in HR Department. None in Marketing or
IT department works for organisation R. C works for organisation S. The one
who works for organisation Z works for the Finance Department.
Questions:
1. Which of the following combinations is correct?
1) C-S-Finance 2) E-T-IT 3) A - R-Marketing
4) F-Q-HR 5) None of these
2. Which of the following works in IT Department?
1) G 2) D 3) B
4) Data inadequate 5) None of these
3. Who works for organisation R?
1) A 2) F 3) G
4) Z 5) None of these
4. Which of the following pairs works in Finance Department?
1) A, B 2) E, G 3) F, D
4) D, B 5) None of these
5. For which of the following organisations does D work ?
1) P 2) Q 3) Z
4) R 5) None of these
[Allahabad Bank Agriculture Officer’s Exam–2009]

Puzzle 74

K KUNDAN
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are sitting around a circle facing at the centre.
G is fourth to the right of A who is second to the right of D. E is second to the
right of C who is not an immediate neighbour of G or D. B is second to the
right of F.
Questions:
1. In which of the following pairs is the first person sitting to the immediate
right of the second person?
1) EG 2) GF 3) HE
4) BD 5) None of these
2. Who is third to the left of H?
1) A 2) D 3) B
4) Data inadequate 5) None of these
3. Who is second to the right of H?
1) E 2) G 3) F
4) Data inadequate 5) None of these
4. What is F’s position with respect to C?
A. Fourth to the left
B. Fifth to the left
C. Fourth to the right
D. Third to the right
1) Only A 2) Only B
3) Only A and D 4) Only B and C
5) Only A and C
5. Who is to the immediate right of G?
1) F 2) G 3) D
4) Data inadequate 5) None of these
 Questions Asked In Exams / 319

[United Commercial Bank PO Exam–2009]

Puzzle 75
Directions: Study the following information carefully and answer
the questions given below:
B, M, K, H, T, R, D, W and A are sitting around a circle facing at the
centre. R is third to the right of B. H is second to the right of A who is second
to the right of R. K is third to the right of T, who is not an immediate neighbour
of H. D is second to the left of T. M is fourth to the right of W.
Questions:
1. Who is to the immediate left of W?
1) R 2) T 3) B
4) Data inadequate 5) None of these
2. Who is third to the left of M?
1) B 2) W 3) K
4) T 5) None of these
3. Who is third to the left of H ?
1) A 2) T 3) K
4) R 5) Data inadequate
4. Who is to the immediate left of D?
1) H 2) M 3) B
4) Data inadequate 5) None of these
5. In which of the following combinations is the third person sitting in
between the first and the second persons ?
1) WTR 2) BDT 3) MHD

K KUNDAN
4) KAM

Puzzle 76
5) WKR
[Indian Bank Rural Marketing Officers Exam–2009]

Directions: Study the following information carefully and answer

the questions given below:
P, Q, R, S, T, V, W, Y and Z are sitting around a circle facing the centre.
V is second to the left of P who is third to the left of Y. S is fourth to the left of
P. T is third to the right of Q who is to the immediate right of V. W is fourth to
the right of Z.
1. In which of the following combinations is the first person sitting in between
the second and the third persons ?
1) RSZ 2) YTW 3) WPQ
4) VZQ 5) PQV
2. Who is second to the right of Z ?
1) Q 2) P 3) W
4) Data inadequate 5) None of these
3. In which of the following pairs is the first person sitting to the immediate
right of the second person ?
1) VQ 2) ZV 3) SZ
4) RS 5) YT
4. Who is third to the left of S ?
1) Y 2) W 3) T
4) Data inadequate 5) None of these
5. Who is third to the right of W ?
1) S 2) R 3) V
4) Z 5) Data inadequate
[Bank of India Banking Officers’ Exam–2010]
320 / Magical Book on Puzzle

Puzzle 77
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are eight persons working in three different
departments viz. Operations, Sales and Finance of an organisation with at
least two and not more than three in any department. They are in three different
scales viz. I, II and III with at least two in any one scale.
Both the employees in Operations department are in Scale II. D works in
Sales department and belongs to Scale I. A works in Finance department and
does not belong to Scale I. Two employees in Sales department belong to one
scale. F works with only H in one of the departments. C works with E in one
of the departments. B does not work with either C or A in the same department.
G does not belong to Scale III. E does not belong to Scale I.
Questions:
1. Which of the following combinations is correct?
1) Operation — F — I 2) Operation — H — III
3) Sales — B — II 4) Finance — E — III
5) All are correct
2. Which of the following groups of employees work in Sales department ?
1) DBE 2) DBC 3) DBG
4) Data inadequate 5) None of these
3. H belongs to which scale?
1) I 2) II 3) III
4) Data inadequate 5) None of these
4. G belongs to which scale ?

K KUNDAN
1) II
4) I or II
5. C belongs to which scale ?
1) I
4) I or II
2) III
5) None of these

2) II
5) None of these
3) I

3) III

[Bank of India Banking Officers’ Exam–2010]

Puzzle 78
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are sitting around a circle facing at the centre.
C is third to the left of A and second to the right of E. B is second to the right
of C. D is second to the right of F who is second to the right of A. G is not an
immediate neighbour of C.
Questions:
1. Who is to the immediate right of C?
1) H 2) G 3) D
4) Data inadequate 5) None of these
2. Who is to the immediate right of H?
1) D 2) G 3) A
4) Data inadequate 5) None of these
3. Who is the immediate left of D?
1) C 2) H 3) F
4) E 5) Data inadequate
4. Who is third to the right of H ?
1) E 2) F 3) D
4) G 5) Data inadequate
5. Who is second to the right of G ?
 Questions Asked In Exams / 321

1) A 2) D 3) E
4) B 5) Data inadequate
6. In which of the following is the first person sitting in between the second
and the third person ?
1) BHA 2) CHB 3) EDC
4) EFG 5) None of these
[Baroda Rajasthan Gramin Bank Officers Exam–2010]

Puzzle 79
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G, H and I are sitting around a circle facing the centre. D
is fourth to the right of A and second to the left of G. C is second to right of G
and third to the left of I. F is fourth to the right of H. B is not an immediate
neighbour of G or A.
Questions:
1. Who is third to the left of A ?
1) E 2) G 3) D
4) F 5) None of these
2. Who is fourth to the right of B ?
1) H 2) C 3) A
4) G 5) None of these
3. Who is to the immediate left of D?
1) B 2) F 3) I
4) H 5) None of these

K KUNDAN
4. Who is second to the right of F ?
1) G
4) Data inadequate
2) C
5) None of these
3) E

5. In which of the following combinations is the first person sitting in between

the second and the third persons ?
1) FBD
4) HIB
2) CEG
5) GEF
3) AHI

[Sarva UP Gramin Bank Officers Exam–2010]

Puzzle 80
Directions: Study the following information carefully and answer
the questions given below:
A, B, D, E, F, G and H are sitting around a circle facing the centre. D is
fourth to the right of H and second to the left of B. F is fourth to the right of B.
G is fourth to the right of E who is not an immediate neighbour of B or D. A is
not an immediate neighbour of D.
Questions:
1. What is B’s position with respect toG?
1) Third to the right 2) Third to the left 3) Fifth to the right
4) Fourth to the left 5) Fourth to the right
2. In which of the following combinations is the third person sitting in
between the first and the second persons?
l) ABC 2) GCD 3) AHE
4) CBA 5) EFG
3. Who is third to the right of A?
1) H 2) E 3) F
4) Data inadequate 5) None of these
4. Who is to the immediate left of D?
322 / Magical Book on Puzzle

1) G 2) C 3) F
4) Data inadequate 5) None of these
5. Who is fourth to the left of G?
1) E 2) F 3) A
4) H 5) Data inadequate
[Bank of Baroda PO Exam–2010]

Puzzle 81
Directions: Study the following information carefully and answer
the questions given below:
Four friends Amrita, Deepa, Smita and Rhea complete their PhD in different
number of years. The one who took maximum time took eight years to complete
her PhD while the one who took the least time took only three years to complete
it. Rhea took more time only than Amrita and completed her PhD in five years.
Smita did not take longer time than Deepa to complete her PhD.
Questions:
1. How many years did Amrita take to complete her PhD?
1) 8 2) 3 3) 4
4) Either 6 or 7 5) Cannot be determined
2. How many years did Smita take to complete her PhD ?
1) 8 2) 3 3) 4
4) 7 5) Cannot be determined
3. Who amongst the following took the maximum number of years to complete
PhD ?
1) Amrita 2) Rhea 3) Smita

K KUNDAN
4) Deepa 5) Cannot be determined
4. How many meaningful English words can be formed with the letters TEID
using each letter only once in each word?
1) None 2) One 3) Two
4) Three 5) More than three
5. If it is possible to make only one meaningful word with the second, fifth,
eighth and the eleventh letters (when counted from left hand side) of the
word DEVELOPMENT, which would be the second letter of the word from
the left ? If more than one such word can be formed, give X as the answer.
If no such word can be formed, give Z as your answer.
1) E 2) L 3) T
4) X 5) Z
[Punjab National Bank (SO) Exam–2010]

Puzzle 82
Directions: Study the following information carefully and answer
the questions given below:
Eight friends P, Q, R, S, T, V, W and Z, out of whom one is a pilot,
professor, businessman, doctor, lawyer, banker, cricketer or an architect (but
not necessarily in the same order), are sitting around a circular table, facing
the centre.
l S who is a banker sits third to right of Z.
l The professor and the architect are immediate neighbours of each other.
Neither the professor nor the architect is an immediate neighbour of
either Z or S.
l Cricketer and the pilot are immediate neighbour of each other. Neither
Z nor W is a pilot.
l The one who is a professor sits second to the right of T who is a
 Questions Asked In Exams / 323

lawyer. V who is a cricketer is not an immediate neighbour of the

banker.
l Only R sits between the professor and the doctor. P sits third to the
right of the pilot.
Questions:
1. Which of the following pairs represents the immediate neighbours of the
doctor ?
1) Professor-businessman 2) Pilot - professor
3) Cricketer - businessman 4) Lawyer - architect
5) None of these
2. What is the position of the businessman with respect to the pilot ?
1) Third to the left 2) Second to the left 3) Immediately to the right
4) Fourth to the right 5) Second to the right
3. Who sits third to the right of the professor ?
1) The banker 2) Q 3) The cricketer
4) The lawyer 5) None of these
4. Which of the following is true regarding R ?
1) He is a doctor
2) He is an immediate neighbour of the pilot
3) R sits between Q and T
4) He is an immediate neighbour of the professor
5) None is true
5. How many people sit between the ‘banker’ and ‘W’ when counted in anti-
clockwise direction from the banker?
1) None 2) One 3) Two

K KUNDAN
4) Three 5) Four
6. Who amongst the following is a pilot ?
1) P 2) Q 3) R
4) Z 5) None of these
7. What is the profession of Z ?
1) Businessman 2) Architect 3) Professor
4) Doctor 5) None of these
8. Who amongst the following sits exactly between T and Q ?
1) Cricketer 2) Architect 3) Professor
4) Doctor 5) Banker
[Punjab National Bank (SO) Exam–2010]

Puzzle 83
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E and F are seated in a circle facing the centre. A and C are
seated adjacent to each other and E and B are also seated adjacent to each
other. B is to the immediate left of F. There are two persons between D and E.
A is not seated adjacent to E.
Questions:
1. How many persons are seated between F and E if we go anticlockwise
from F to E ?
1) 1 2) 2
3) 3 4) Cannot be determined
5) None of these
2. Who is to the immediate left of E?
1) C 2) B
3) F 4) Cannot be determined
324 / Magical Book on Puzzle

5) None of these
Directions (Q. 3-5): Four of the following five are alike in a certain
way based on their seating positions in the above arrangement and so
form a group. Which is the one that does not belong to the group ?
3. 1) BA 2) BD 3) CF
4) DE 5) FC
4. 1) BEC 2) CAD 3) FDA
4) DFB 5) ADF
5. 1) AC 2) EB 3) CE
4) AF 5) DA
[Bank of India PO Exam–2010]

Puzzle 84
Directions: Study the following information carefully and answer
the questions given below:
Q, R, S, T, U and V are seated to a straight line facing North. S is second
to the right of T and T is second to the right of Q. R is to the left of Q and is
second to the left of V.
Questions:
1. How many persons are seated between T and V?
1) 1 2) 2 3) 3
4) 4 5) None of these
2. Four of the following five are alike in a certain way based on their seating
position in the above arrangement and so form a group. Which is the one
that does not belong to the group ?

K KUNDAN
1) QV 2) VT 3) US
4) UT 5) RQ
3. What is Q's position with respect to S?
1) Third to left 2) Immediate Next 3) Second to left
4) Fifth to left 5) None of these
4. Which of the following represents persons seated at the two extremes ?
1) RQ 2) US 3) SQ
4) SR 5) None of these
5. If S : T and T : Q, then U : ?
1) T 2) V 3) Q
4) S 5) R
[Bank of India PO Exam–2010]

Puzzle 85
Directions: Study the following information carefully and answer
the questions given below:
V, U and T are seated in a circle facing the centre. A, B and C are also
seated in the same circle but two of them are not facing the centre (facing
opposite direction of the centre). V is second to the left of C. U is second to the
right of A. B is third to the left of T. C is second to the right of T. A is seated
next to V.
Questions:
1. Which of the following are not facing the centre ?
1) BA 2) CA
3) BC 4) Cannot be determined
5) None of these
2. Which of the following is T’s position with respect to B?
1) Third to the right
 Questions Asked In Exams / 325

2) Second to the right

3) Third to the left
4) Third either to the right or to the left
5) None of these
3. Which of the following is V's position with respect to C?
1) Second to the right 2) Third to the left
3) Fourth to the right 4) Fourth to the left
5) Cannot be determined
4. Which of the following is true regarding the seating arrangement?
1) A, B and C are seated adjacent
2) V, U and T are seated adjacent
3) There are two persons whose seating arrangement cannot be ascertained
4) Those not facing the centre are seated adjacent
5) There are only two persons seated between V and T
5. Which of the following is A's position with respect to U?
1) Second to the left 2) Second to the right
3) Third to the right 4) Cannot be determined
5) None of these
[Bank of India PO Exam–2010]

Puzzle 86
Directions: Study the following information carefully and answer
the questions given below:
In a Group of 5, each person has an exclusive and different preference
(has/likes) for a pen, a watch and a car. Pen preferences are Parker, Lamy,

K KUNDAN
Pointer, Lexi and Cello. Car preferences are Wagon R, Swift, Santro, Mica and
City. Watch preferences are Timex, Titan, Fastrack, Samay and Citizen.
Suman has Mica and Parker but does not prefer among watches -Titan or
Fastrack. The one who has Swift, likes Fastrack. Mrudula has preference for
City, Cello and Citizen. Amit has preference for Lamy and Timex, Veena prefers
Wagon R and Lexi. Harsh's preference for a watch is not Titan.
Questions:
1. Which watch is Suman's preference?
1) Titan 2) Fastrack
3) Samay 4) Cannot be determined
5) None of these
2. Which pen is Harsh's preference?
1) Lamy 2) Pointer
3) Lexi 4) Cannot be determined
5) None of these
3. Which watch is Harsh's preference?
1) Samay 2) Fastrack
3) Timex 4) Cannot be determined
5) None of these
4. Who's preference is Swift?
1) Harsh 2) Amit
3) Veena 4) Cannot be determined
5) None of these
5. Which watch is Veena’s preference?
1) Sarnay 2) Fastrack
3) Titan 4) Cannot be determined
5) None of these
326 / Magical Book on Puzzle

[Bank of India PO Exam–2010]

Puzzle 87
Directions: Study the following information carefully and answer
the questions given below:
In a seven-storey building, having floors numbered one to seven, P, Q, R,
S, T and V each live on a different floor. (The ground floor is numbered floor
no. 1, the floor above it floor no. 2 and so on.) One of the floors in the building
is vacant. P lives on the fifth floor. No floor below fifth floor is vacant; also no
odd numbered floor is vacant. Only S lives between T and V. T does not live on
an odd numbered floor. T does not live on a floor immediately above or
immediately below R's floor. Q does not live on the bottommost floor.
Questions:
1. Who lives on the topmost floor ?
1) Q 2) S 3) R
4) V 5) No one as it is vacant
2. On which of the following floors does R live ?
1) Seventh 2) Sixth 3) Third
4) Second 5) First
3. Which of the following floors is vacant?
1) Seventh 2) Sixth 3) Third
4) Second 5) Fourth
[United Bank of India PO Exam–2010]

Puzzle 88

K KUNDAN
Directions: Study the following information carefully and answer
the questions given below:
In a sports event, different games are scheduled to be held on seven days,
starting on Monday and ending on Sunday. Two games are scheduled to be
held on Saturday as well as on Sunday and one game on each of the remaining
five days. The games to be held in these seven days are: Basketball, football,
boxing, sprinting, swimming, shooting, weightlifting, wrestling and cycling,
but not necessarily in the same order.
Shooting is scheduled to be held on Thursday. Boxing and cycling are
scheduled to be held on the same day. Wrestling is scheduled to be held three
days before basketball, i.e. two sports are scheduled between wrestling and
basketball. Wrestling is not scheduled to be held on Wednesday. Weightlifting
is scheduled immediately after the day boxing is scheduled. Football is scheduled
immediately after the day wrestling is scheduled. Swimming is not scheduled
on Monday.
Questions:
1. Which of the following games is scheduled to be held on Friday ?
1) Basketball 2) Wrestling 3) Swimming
4) Weightlifting 5) Sprinting
2. Which of the following games is scheduled to be held on Sunday?
1) Football 2) Wrestling 3) Basketball
4) Cycling 5) Swimming
3. On which of the following days is sprinting scheduled ?
1) Saturday 2) Friday 3) Wednesday
4) Monday 5) Cannot be determined
4. On which of the following days is weightlifting scheduled?
1) Monday 2) Tuesday 3) Wednesday
4) Friday 5) Sunday
 Questions Asked In Exams / 327

5. Shooting is related to Basketball in the same way as Wrestling is related to

1) Sprinting 2) Football 3) Shooting
4) Weightlifting 5) Boxing
[United Bank of India PO Exam–2010]

Puzzle 89
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are sitting around a square table in such a way
that four of them sit at four corners of the square while four sit in the middle
of each of the four sides. The ones who sit at the four corners face the centre
while those who sit in the middle of the sides face outside.
Two females sit in the middle of the sides and two at the corners. A sits
second to the left of G. G sits in the middle of one of the sides. C sits fourth to
the right of his wife and his wife is not an immediate neighbour of A or G. B
sits third to right of her husband. B does not sit at any of the corners. Only D
sits between B and H. H is the husband of A. E is a male.
Questions:
1. W hich of the following is t r ue with r espect t o t he given seat ing
arrangement?
1) No two males are immediate neighbours of each other
2) G and H do not face each other in the seating arrangement
3) E and D are immediate neighbours of each other
4) F is a male and sits diagonally opposite to E
5) A sits in the centre of one of the sides of the square table

K KUNDAN
2. Who amongst the following is B's husband?
1) C
4) F
2) G
5) Cannot be determined
3) E

3. How many people sit between B and C when counted in anti-clockwise

direction from B ?
1) None
4) Three
2) One
5) Four
3) Two

4. Who amongst the following is the wife of C?

1) D 2) F 3) B
4) G 5) Cannot be determined
5. What is the position of E with respect to C ?
1) Immediately to the left 2) Second to the left
3) Third to the right 4) Immediately to the right
5) Second to the right
[United Bank of India PO Exam–2010]

Puzzle 90
Directions: Study the following information carefully and answer
the questions given below:
P, T, Q, U, S and R are standing in a straight line facing North. S is
standing third from the left end of the line. R is fourth to the right of T.
Neither P nor R is at the end of the line. Q is second to the left of P.
Questions:
1. Who amongst the following is standing fourth from the left end of the
line?
1) Q 2) R 3) P
4) U 5) None of these
2. If TQ : SP then, ? : RU
328 / Magical Book on Puzzle

1) QS 2) TS 3) SP
4) QT 5) None of these
3. Who amongst the following are at the extreme ends of the line?
1) TU 2) TR 3) RU
4) TP 5) US
Directions (Q. 4-5): Four of the following five are alike in a certain
way based on their positions in the above arrangement and so form a
group. Which of the following does not belong to the group ?
4. 1) SRP 2) QPS 3) PUR
4) TSQ 5) TSU
5. 1) UR 2) PS 3) QT
4) SR 5) RP
[IDBI Assistant Manager Exam–2010]

Puzzle 91
Directions: Study the following information carefully and answer
the questions given below:
Six friends Hetal, Jayshree, Rohini, Meena, Nidhi and Swati, stay in
different areas of a city i.e., Dadar, Matunga, Mulund, Vikroli, Thane and
Kanjurmarg not necessarily in the same order. All six have different hobbies
which are singing, dancing, drawing, travelling, cooking and reading not
necessarily in the same order.
Hetal stays in Vikroli and her hobby is neither dancing nor reading. The
one whose hobby is travelling stays in Mulund. Jayshree's hobby is drawing
and she does not stay in either Dadar or Matunga. Meena stays in Kanjurmarg

K KUNDAN
and her hobby is cooking. Rohini likes reading but she and Nidhi do not stay
in Matunga.
Questions:
1. What is Swati's hobby ?
1) Singing 2) Dancing 3) Reading
4) Travelling 5) None of these
2. Whose hobby is singing ?
1) Nidhi 2) Rohini 3) Swati
4) Hetal 5) None of these
3. Whose hobby is travelling ?
1) Hetal 2) Swati 3) Nidhi
4) Rohini 5) None of these
4. Where does Jayshree stay ?
1) Thane 2) Vikroli 3) Kanjurmarg
4) Mulund 5) None of these
5. Where does Rohini stay ?
1) Matunga 2) Mulund 3) Thane
4) Dadar 5) None of these
[IDBI Assistant Manager Exam–2010]

Puzzle 92
Directions: Study the following information carefully and answer
the questions given below:
Seven flights namely Jet Airways. British Airways, Delta, Quantas,
Emirates, Lufthansa and Air India are scheduled to fly to London. There is
only one flight to London on each of the seven days of the week, starting from
Monday and ending on Sunday.
Delta flies on Wednesday. Air India flies the day next to British Airways.
 Questions Asked In Exams / 329

British Airways does not fly on Monday or Friday. Two airlines fly between the
days British Airways, and Emirates fly. Emirates does not fly on Sunday.
Quantas flies a day before Lufthansa.
Questions:
1. On which of the following days does Jet Airways fly?
1) Friday 2) Sunday 3) Tuesday
4) Thursday 5) None of these
2. How many flights fly between Lufthansa and Delta ?
1) None 2) One 3) Two
4) Three 5) Five
3. Which of the following flights flies on Friday ?
1) Air India 2) Quantas 3) Emirates
4) Lufthansa 5) Jet Airways
4. If Delta postpones its flight to Sunday owing to some technical reasons
and all the flights scheduled for Thursday to Sunday are now made to take
oil a day ahead of the schedule, which of the following flights would now
fly on Friday?
1) Lufthansa 2) Jet Airways 3) British Airways
4) Air India 5) Quantas
5. If Emirates is related to British Airways and Delta is related to Quantas in
a certain way based upon the given flight schedule, then Jet Airways will
be related to which of the following based upon the same relationship'?
1) Lufthansa 2) Quantas 3) Delta
4) Air India 5) None of these
[Bank of Maharashtra PO Exam–2010]

K KUNDAN
Puzzle 93
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are sitting around a circular table facing the
centre. No two males or two females are immediate neighbours of each other.
A is wife of H. A sits third to the left of E. F sits second to the right of D.
D is not an immediate neighbour of A or E. H and C are immediate neighbours
of each other. F is not an immediate neighbour of his wife B.
Questions:
1. Which of the following is true about G ?
1) G is a male
2) G sits exactly between F and H
3) G sits third to the left or E
4) G sits second to the right of B
5) None is true
2. Who sits third to the left of B ?
1) F 2) H 3) D
4) A 5) None of these
3. How many people sit between B and F when counted in anti-clockwise
direction from B ?
1) One 2) Two 3) Three
4) Four 5) More than four
4. Four of the following live are alike in a certain way and so form a group.
Which is the one that does not belong to that group ?
1) H 2) F 3) E
4) G 5) D
5. Which of the following groups consists of only female members of the
330 / Magical Book on Puzzle

group?
1) A, B, H 2) G, F, C 3) C, H, G
4) D, H, C 5) None of these
6. If all the persons are made to sit in alphabetical order in clockwise
direction, starting from A, the positions of how many (excluding A) will
remain unchanged as compared to their original seating positions?
1) None 2) One 3) Two
4) Three 5) Four
[Bank of Maharashtra PO Exam–2010]

Puzzle 94
Directions: Study the following information carefully and answer
the questions given below:
A, B, C, D, E, F, G and H are sitting around a circular table facing the
centre. Each one of them has a different profession viz. doctor, engineer,
architect, teacher, clerk, shopkeeper, businessman and banker.
A sits third to right of teacher. D sits second to left of G. G is not an
immediate neighbour of the teacher. Only one person sits between B who is
the shopkeeper and teacher. The one who is an architect sits third to right of
the shopkeeper. H sits between architect and engineer. E is not an immediate
neighbour of H. Engineer sits third to the right of clerk. Only one person sits
between businessman and F. E is neither a businessman nor a doctor.
Questions:
1. W hich of the following is t r ue with r espect t o t he given seat ing
arrangement?

K KUNDAN
1) E is an immediate neighbour of the engineer
2) E is an architect
3) The clerk is an immediate neighbour of the banker
4) The teacher sits between H and the engineer
5) Shopkeeper sits second to the right of the teacher
2. What is the profession of H ?
1) Businessman 2) Architect
3) Banker 4) Teacher
5) Shopkeeper
3. What is the position of doctor with respect to the banker?
1) Immediately to the left 2) Third to the left
3) Second to the right 4) Fourth to the left
5) Second to the left
4. Who sit/s exactly between the architect and the businessman?
1) C and H 2) Clerk
3) Banker and shopkeeper 4) Doctor
5) C and teacher
5. Who amongst the following is a clerk?
1) C 2) D 3) E
4) F 5) G
[UCO Bank PO Exam–2011]

Puzzle 95
Directions: Study the following information carefully and answer
the questions given below:
Twelve people are sitting in two parallel rows containing six people each,
in such a way that there is an equal distance between adjacent persons. In
 Questions Asked In Exams / 331

row-1 P, Q, R, S, T and V are seated and all of them are facing South. In row-
2 A, B, C, D, E and F are seated and all of them are facing North. Therefore, in
the given seating arrangement each member seated in a row faces another
member of the other row.
P sits third to the left of T. Neither P nor T sits at an extreme end of the
line. A sits second to the right of E. Neither A nor E faces T or P. A does not
sit at an extreme end. R does not face A and R does not sit at an extreme end
of the line. Only one person sits between F and C. Neither F nor C faces T. C
does not sit at the extreme end. Only one person sits between V and Q. F is
not an immediate neighbour of B and A does not face V.
Questions:
1. How many persons are seated between B and D?
1) One 2) Two 3) Three
4) Four 5) None
2. V is related to B in the same way as Q is related to C. To which of the
following is P related to, following the same pattern?
1) F 2) A 3) D
4) E 5) None of these
3. Which of the following is true regarding V?
1) V faces A
2) T is not an immediate neighbour of V.
3) C faces the one who is second to left of V
4) V sits at one of the extreme ends of the line
5) R sits third to the right of V
4. Who amongst the following sit at extreme ends of the rows?

K KUNDAN
1) D, F 2) V, S 3) Q, S
4) B, D 5) None of these
5. Who amongst the following faces B?
1) V 2) S 3) Q
4) R 5) T
[UCO Bank PO Exam–2011]

Puzzle 96
Directions: Study the following information carefully and answer
the questions given below:
Six chemicals L, M, N, O, P and Q are kept in bottles of different colours
viz, green, red, blue, white, pink and violet, not necessarily in the same order.
These bottles are arranged from left to right, again not necessarily in the same
order.
Chemical M is kept in white bottle. Chemical L is not kept in green bottle
and is kept to the immediate left of the violet bottle. Chemical O is kept in the
blue bottle and is kept exactly between the bottles containing chemicals L and
M. The red bottle is at the extreme left end. The bottles containing chemical Q
is not kept at either of the ends. The green bottle is kept at the extreme right
end. Chemical P is not kept near the white bottle.
Questions:
1. Four of the following five are alike in a certain way based on their positions
in the above arrangement and so form a group. Which is the one that does
not belong to the group?
l) LM 2) LP 3) QO
4) LQ 5) NO
2. Which bottle contains chemical L?
1) Pink 2) Blue
332 / Magical Book on Puzzle

3) Red 4) Cannot be determined

5) None of these
3. Which of the following combinations of chemical and bottle is correct ?
1) P - Red 2) N - Green
3) P - Green 4) Q - Pink
5) None of these
4. Which bottle contains chemical?
1) Pink 2) Green
3) Violet 4) Cannot be determined
5) None of these
5. If all the six chemicals are arranged alphabetically from left to right,
positions of how many will remain unchanged?
1) None 2) One 3) Two
4) Three 5) Four
6. Which bottle contains chemical N?
1) Green 2) Red
3) Pink 4) Cannot be determined
5) None of these
7. Which chemical is kept in the bottle at the extreme right end ?
1) P 2) N
3) L 4) Cannot be determined
5) None of these
[UCO Bank PO Exam–2011]

Puzzle 97

K KUNDAN
Directions: Study the following information carefully and answer
the questions given below:
Six plays A, B, C, D, E and F are to be staged starting from Monday and
ending on Sunday with one of the days being an off day, not necessarily in the
1 1
same order, Each of the plays has different time duration: hour, 1 hour, 1
2 2
1
hours, 2 hours, 2 hours and 3 hours, again not necessarily in the same
2
order.
1
Sunday is not an off day and a Play of hour duration is staged on that
2
day. Play A is staged immediately before Play E. There are two plays staged
1
between Play F which is for 3 hours and Play C which is for 1 hours. The
2
off day is after the staging of Play E and there are two days between the off day
and Play A. Play D which is for 2 hours is not staged on Monday. The play
1
staged immediately before the off day is of 3 hours. Play A is for less than 2
2
hours.
1. What is the time duration of Play B?
1
1) 2 hours 2) 2 hours 3) 1 hour
2
4) Vi hour 5) None of these
2. Which day is the off day?
1) Tuesday 2) Monday 3) Friday
4) Saturday 5) Cannot be determined
 Questions Asked In Exams / 333

3. Which of the following combinations of Play - Day - Time Duration is

correct ?
1) E - Wednesday - 2 hours 2) A - Tuesday - 1 hour
1
3) C - Thursday - 1 hours 4) F - Tuesday - 3 hours
2
5) None is correct
4. On which day is Play D staged?
1) Wednesday 2) Saturday 3) Tuesday
4) Friday 5) Cannot be determined
5. How many plays are staged before the off day?
1) Two 2) One 3) Five
4) Three 5) None of these
Directions (Q. 6-7): Keeping all the other information the same, if D
is staged on Monday, then ________
6. A play of what time duration would be staged on Thursday?
1
1) 2 hours 2) 2 hours 3) 1 hour
2
4) 3 hours 5) Cannot be determined
7. Which day would be the off day?
1) Tuesday 2) Monday 3) Friday
4) Saturday 5) Cannot be determined
[UCO Bank PO Exam–2011]

Puzzle 98

K KUNDAN
Directions: Study the following information carefully and answer
the questions given below:
Eight people S, R, N, L, M, T, O and P are sitting in a circle facing the
centre. All eight belong to different professions — reporter, doctor, cricketer,
teacher , accountant, shopkeeper , paint er and supervisor. They are not
necessarily seated in the mentioned order.
M is sitting third to the left of O. The doctor is to the immediate right of M
and M is not a reporter. R is sitting fourth to the right of P. Neither R nor P is
an immediate neighbour of M. T is a teacher and is sitting third to the right of
the doctor. The shopkeeper is sitting second to the left of the teacher. The
painter is sitting second to the left of M. S the cricketer is sitting exactly
between T and P. The accountant is sitting second to the right of the cricketer.
N is sitting third to the left of T.
Questions:
1. Who amongst the following is a reporter ?
1) O 2) L 3) N
4) R 5) None of these
2. What is S's position with respect to R?
1) Third to the right 2) Second to the right 3) Third to the left
4) Second to the left 5) Fourth to the right
3. How many people are sitting between P and N when counted in an anti-
clockwise direction from N ?
1) One 2) Two 3) Three
4) Four 5) None
4. Four of the following five pairs are alike in a certain way based on their
positions in the above arrangement and so form a group. Which of the
following does not belong to the group ?
1) Teacher - Painter 2) Supervisor - Shopkeeper
334 / Magical Book on Puzzle

3) Cricketer - Reporter 4) Doctor - Accountant

5) Shopkeeper - Doctor
5. Which one of the following statements is false according to the above
mentioned arrangement?
1) N is to the immediate right of the supervisor
2) The cricketer is third to the right of the shopkeeper
3) The doctor is sitting exactly between the supervisor and the accountant
4) L is neither a teacher nor a supervisor
5) There are only three people between S and N
[RBI Grade ‘B’ Officers’ Exam–2011]

Puzzle 99
Directions: Study the following information carefully and answer
the questions given below:
Six friends — Deepak, Varun, Anit, Nilesh, Rajesh and Siddharth are
studying six different specialisations of engineering which are — metallurgy,
t elecommunication, sof tware, mechanical, elect r ical and har dware not
necessarily in the same order. Each one likes a different sport - hockey, cricket,
swimming, football, badminton and tennis again not in the same order.
Nilesh is not studying hardware Rajesh is studying software and likes
hockey. Anit likes swimming and is not studying hardware. The one who
likes football is studying electrical. Siddharth is studying mechanical and
does not like t ennis. The one who likes badmint on is st udying
telecommunication. Deepak and Varun do not like badminton. Deepak does
not like tennis.

K KUNDAN
Questions:
1. Which specialisation is Varun studying?
1) Metallurgy 2) Mechanical 3) Hardware
4) Electrical 5) None of these
2. Which sport does Deepak like?
1) Football 2) Cricket
3) Hockey 4) Cannot be determined
5) None of these
3. Which of the following person-specialisation combination is correct
according to the given information?
1) Nilesh-Hardware 2) Varun-Electrical
3) Anit-Metallurgy 4) Siddharth - Software
5) None is correct
Directions (Q. 4-5): If all six friends are asked to sit in a straight line,
facing north, in an alphabetical order (according to their names), from left
to right, then ________
4. Who will be to the immediate left of the one studying electrical?
1) The one who likes badminton
2) The one who is studying telecommunication
3) The one who is studying hardware
4) The one who likes hockey
5) None of these
5. Which of the following combinations will represent the favourite sport of
the immediate neighbours of Rajesh?
1) Badminton - Football 2) Cricket-Tennis
3) Cricket-Football 4) Tennis - Football
5) Cricket - Badminton
 Questions Asked In Exams / 335

[RBI Grade ‘B’ Officers’ Exam–2011]

Puzzle 100
Directions: Study the following information carefully and answer
the questions given below:
Six friends A, B, C, D, E and F working in the same office take different
time to reach office. All of them take time in the multiples of ten in such a
manner that the one who reaches office the earliest, reaches in 10 minutes
and the one who takes maximum time reaches office in 60 minutes. D takes
more time than E but less time than A. A reaches in 30 minutes. B takes less
time than only F.
Questions:
1. How much time does C take to reach office?
1) 60 minutes 2) 50 minutes 3) 40 minutes
4) 20 minutes 5) Cannot be determined
2. Who amongst the following takes maximum time to reach office?
1) B 2) C 3) D
4) F 5) Cannot be determined
3. How many people take more time to reach office than D?
1) Four 2) Three 3) Two
4) One 5) None
[RBI Grade ‘B’ Officers’ Exam–2011]

Puzzle 101
Directions: Study the following information carefully and answer

K KUNDAN
the questions given below:
K, L, M, P, Q, R, S and T are sitting around a square table in such a way
that four of them sit at four corners of the square while four sit in the middle
of each of the four sides. The ones who sit at the four corners face outside
while those who sit in the middle of the sides face the centre of the table.
P sits third to the right of S. S faces the centre. Q sits third to the left of
M. M does not sit in the middle of the sides. Only one person sits between Q
and R. R is not an immediate neighbour of M. T faces the centre. K is not an
immediate neighbour of R.
Questions:
1. What is position of M with respect to L ?
1) Third to the right
2) M and L sit diagonally opposite to each other
3) Second to the right
4) Second to the left
5) Fifth to the right
2. Who sits exactly between Q and R?
1) T 2) P 3) K
4) M 5) S and K
3. Which of the following pairs represents the persons seated in the middle
of the sides who face each other?
1) S, Q 2) K, L 3) M, P
4) R, T 5) T, Q
4. Who amongst the following sit between R and K when counted in anti-
clockwise direction from K?
1) No one sits between R and K as R and K are immediate neighbours of
each other
2) S, P and L
336 / Magical Book on Puzzle

3) P and Q
4) L and R
5) M, S and T
5. If K is made to face the opposite direction, who would sit to his immediate
right?
1) R 2) Q 3) P
4) T 5) S
6. Four of the following five are alike in a certain way and so form a group.
Which is the one that does not belong to that group?
1) L 2) M 3) K
4) P 5) R
[RBI Grade ‘B’ Officers’ Exam–2011]

Puzzle 102
Directions: Study the following information carefully and answer
the questions given below:
Twelve friends A, B, C, D, E, F, G, H, I, J, K and L were born in different
months of the same year. A was born in the month of April and G was born in
the month of August. J was born in the month immediately preceding the
month in which K was born and immediately succeeding the month in which
C was born. J was not born in the month of October nor in February. There is
a gap of two months between the birthdays of L and B. There were 30 days in
the month in which L was born. D was born in the month immediately after
the month in which I was born. There were 31 days in the month in which D
was born. There is a gap of one month between the birthdays of B and F. E and

K KUNDAN
H were born in that months which had 31 days each.
Questions:
1. In which of the following months B was born?
1) December 2) June 3) March
4) November 5) September
2. Four of the following five are alike in a certain way and hence form a
group. Which one of the following does not belong to that group?
1) L 2) A 3) J
4) K 5) B
3. Who among the following was born in the month of February?
1) J 2) L 3) E or H
4) C 5) I
4. How many friends did celebrate their birthdays after F ?
1) None 2) Three 3) Four
4) Five 5) Six
5. If I is related A and B is related to J on the basis of months in which they
were born, then with which of the following L is related on the same
basis?
1) G 2) A 3) K
4) E 5) H
[RBI Grade ‘B’ Officers’ Exam–2011]

Puzzle 103
Directions: Study the following information carefully and answer
the questions given below:
Twelve persons are sitting in two parallel lines in such a way that there
are six persons in each row at equidistance. A, B, C, D, E and F are sitting in
row-1 and they face towards east. P, Q, R, S, T and V are sitting in row-2 and
 Questions Asked In Exams / 337

they face towards west. One person of one row faces the other person of the
other row.
P, who is sitting at one of the ends of the row, is second to the right of T.
A does not face P or T. A is third to the left of F. There are two persons
between Q and V. There is only one person between C and D. C and D do not
face P. B is neighbour of C. S, who does not face D, is not the neighbour of Q.
Questions:
1. Who among the following faces F?
1) Q 2) T 3) S
4) R 5) V
2. How many persons are sitting between E and C?
1) One 2) Two 3) Three
4) Four 5) None
3. E is related to R in the same way as B is related to S. On this pattern F is
related to
1) V 2) P 3) T
4) Q 5) None of these
4. Which of the following statements is true about B?
1) Q is the neighbour of that person who faces B
2) C is not the immediate neighbour of B
3) E is second to the right of B
4) T faces B
5) B is second from the left end of the row
5. Who are sitting at the ends of the row?
1) P, V 2) F, A 3) D, E

K KUNDAN
4) P, S 5) None of these
[RBI Grade ‘B’ Officers’ Exam–2011]

Puzzle 104
Directions: Study the following information carefully and answer
the questions given below:
Seven friends A, B, C, D, E, F and G studied in colleges X, Y and Z and
are currently in different professions, namely Medicines, Fashion Designing,
Engineering, Business, Acting, Teaching and Architecture (not necessarily in
the same order). At least two and not more than three friends had studied in
the same college.
C is an architect and studied in college Y. E is not a businessman. Only G
amongst the seven friends studied in college X along with E. F is an engineer
and did not study in college Y. B is an actor and did not study in the same
college as F. A did not study in college Z. Those who studied in college X are
neither Fashion Designers nor teachers. None of those who studied in college
Y is a teacher.
Questions:
1. Who amongst the following have studied in college Z?
1) B, A 2) C, F 3) B, D, F
4) A, D 5) D, F
2. Which of the following groups represents the students of college Y?
1) C, E, G 2) A, C, D 3) A, B, C
4) D, B, C 5) None of these
3. What is the profession of F?
1) Engineering 2) Business 3) Medicines
4) Acting 5) None of these
4. Who amongst the following is in the profession of Medicine?
1) E 2) G 3) A
338 / Magical Book on Puzzle

4) D 5) None of these
5. What is the profession of A?
1) Teaching 2) Medicine 3) Business
4) Fashion Designing 5) None of these
6. Which of the following combinations of person, college and profession is
definitely correct?
1) E-X-Fashion Designing 2) F-X-Engineering
3) A-Y-Businessman 4) D-Z-Teaching
5) None of these
7. Who amongst the following is a teacher?
1) A 2) D 3) E
4) G 5) None of these
[Syndicate Bank PO Exam–2010]

Puzzle 105
Directions: Study the following information carefully and answer
the questions given below:
Eight friends Q, R, S, T, V, W, Y and Z are sitting around a circular table,
facing the centre. There are three males and five females in the group of
friends. No two males are immediate neighbours of each other.
l V sits second to the right of his wife.
l S sits third to the right of V.
l W sits second to the right of her husband Z. Z is not an immediate
neighbour of V’s wife.
l T is a male and Y is not an immediate neighbour of V.

K KUNDAN
l R sits second to the right of Q.
Questions:
1. What is the position of T with respect to Z?
1) Second to the left
2) Immediately to the right
3) Third to the left
4) Second to the right
5) Third to the right
2. Which of the following statements regarding S is definitely correct?
1) S is one of the male members of the group.
2) Both the immediate neighbours of S are females.
3) S sits third to the left of T.
4) W is an immediate neighbour of S.
5) S sits second to the right of Q.
3. Who amongst the following is V’s wife?
1) Q 2) Y 3) R
4) T 5) None of these
4. Who amongst the following has a male sitting to the immediate left and
the right?
1) Y 2) R 3) Q
4) S 5) None of these
5. Which of the following is not true regarding T?
1) T is an immediate neighbour of Z’s wife.
2) No male is an immediate neighbour of T.
3) Q sits second to right of T.
4) The one who sits third to the left of T is a male.
5) All are true
6. Which of the following pairs represents the immediate neighbours of T?
 Questions Asked In Exams / 339

1) RQ 2) WZ 3) YV
4) WY 5) None of these
7. How many people sit between V and S when counted in anti-clockwise
direction?
1) None 2) One 3) Two
4) Three 5) Four
8. Who amongst the following sits exactly between V and Y?
1) Q 2) W 3) R
4) T 5) Z
[Syndicate Bank PO Exam–2010]

Puzzle 106
Directions: Study the following information carefully and answer
the questions given below:
In an international meet, representatives A, B, C, D, E, F G and H from
eight different countries, viz Thailand, France, Holland, Austria, US, Spain,
India and Germany (not necessarily in the same order), sit around a circular
table facing the centre. A, who represents Germany, sits third to the left of E.
The one who is from India sits on the immediate right of A. D, who is from
Holland, sits second to the right of B. B is not an immediate neighbour of E. C,
who is from Spain, sits exactly in the middle of people representing US and
India. G, the representative from France, sits second to the left of H, who is
from Thailand.
Questions:
1. How many people sit between A and the representative from Austria when

K KUNDAN
counted in clockwise directions?
1) None
4) Three
2) One
5) Four
3) Two

2. Which of the following is TRUE regarding representative F?

1) F is the representative of Austria.
2) F sits second to the left of the representative from Thailand.
3) The representative from Germany is not an immediate neighbour of F.
4) E sits third to the right of F.
5) None of these
3. In which of the following pairs is the representative from the first country
sitting on the immediate left of the representative from the second country?
1) India-Thailand 2) Austria-US 3) Thailand-Holland
4) Spain-Germany 5) US-Spain
4. What is the position of B with respect to the position of the representative
from the US?
1) Third to the left 2) Fourth to the right 3) Fourth to the left
4) Second to the right 5) Second to the left
5. Which of the following pairs represents the immediate neighbours of the
representative from Holland?
1) CG 2) BE 3) AH
4) HB 5) GE
6. The representative from which of the following countries is seated second
to the left of the Indian representative?
1) Thailand 2) US 3) France
4) Spain 5) None of these
7. The representative from which of the following countries sits exactly in
the middle of the representatives from Thailand and France?
1) Holland 2) Austria 3) Germany
4) US 5) None of these
[NABARD Bank PO Exam–2010]
340 / Magical Book on Puzzle

Answers and explanations

Puzzle 1

Person Profession Car Gender

T Air-hostess Ikon Female
R Professor Scorpio Male
L Jeweller Corolla Male
W Lawyer Lancer Male
Z Consultant Santro Male
S Doctor Esteem Female
M Travel Agent Alto Female
1. 4 2. 3 3. 1 4. 2 5. 2

Puzzle 2

Person Food Day

K Thai Thursday
B Italian Friday
M Indian Saturday

K KUNDAN
1. 5; B
R
W
N
T
2. 4 3. 3
Spanish
Continental
Mexican
Chinese
4. 1
Tuesday
Sunday
Monday
Wednesday
5. 2

Puzzle 3
From the clues (i), (iii), (iv) (v) and (vi) we get three possible arrangements
for Monday to Saturday. These arrangements are as follows:
1. R, Holiday, Q, T, S, P
2. T, S, P, R, Holiday, Q
3. S, P, R, Holiday, Q, T
Reject the possibilities 1 and 2 because of clue (ii). Hence, the arrangement
3 is the correct one. Thus, we get

S.No. Day Person

1. MON S
2. TUE P
3. WED R
4. THU Holiday
5. FRI Q
6. SAT T
1. 4 2. 5; Wednesday 3. 1 4. 2
 Questions Asked In Exams / 341

Puzzle 4
Arrange the whole information in the following form.

S. No. Person Specialisation Colour

1 P(+) Journalism Yellow
2 Q(-) Marketing Pink
3 D(+) Pharmacy Red
4 N(-) HR Green
5 R (+) IT Orange
6 F(-) Civil Grey
7 T(+) Finance Blue

1. 3 2. 2 3. 5; IT 4. 1 5. 4

Puzzle 5
College Student
A P(Electronics), Z (Electronics), S(Mechanical)
B W (Electrical), T (Mechanical)
C R (Mechanical), V (Electrical), Q (Electrical)
1. 4 2. 3 3. 1 4. 5 5. 1

K KUNDAN
Puzzle 6
Marketing: H(DD), A(BBC), (Aaj Tak)
Finance: C(Sony), F(NDTV), E(Star)
Production: D(ESPN), G(Zee)
1. 3 2. 3 3. 2 4. 5; H, A and B 5. 1

Puzzle 7
Product Manager and city
1. X Q(Jaipur), E(Cochin), M(Ahmedabad)
2. Y T(Delhi), D (Bangalore)
3. Z J(Hyderabad), R (Chennai), P(Pune)
1. 5; Q, E and M
2. 2 3. 1 4. 4 5. 3

Puzzle 8

Day Game
Mon Chess
Tue Rest
Wed Volleyball
Thu Carrom
Fri Table Tennis
Sat Kho-kho

1. 2 2. 5; One day 3. 3 4. 4 5. 1
342 / Magical Book on Puzzle

Puzzle 9
I . D() (X), F() (Y), H () (Z)

II. E () (X), C () (Y), G () ( Z)

III. ——— A() (Y), B() ( Z)

1. 4 2. 3 3. 1 4. 5 5. 2

Puzzle 10

W orker Shift W eekly Off

L I Tue
M II Thu
N I Sun
P III Sat
Q III Wed
R II Fri
S I Mon

1. 3 2. 1 3. 2 4. 4 5. 5; M

Puzzle 11

K KUNDAN Av
Aa Ch

Mo

Va Dh

Ga De
1. 3 2. 3 3. 2 4. 1 5. 5

Puzzle 12

Professional City Profession

A Bhubaneshwar Pharmacist
B Hyderabad Professor
C Mumbai Artist
D Bangalore Engineer
E Ahmedabad Lawyer
F Chennai Doctor
G Jaipur Counsellor

1. 3 2. 1 3. 4 4. 2 5. 5; F
 Questions Asked In Exams / 343

Puzzle 13

Candidate Panel Company

Nilesh IV A
Samir III G
Harish V B
Nikita VI E
Shailaja I D
Laxman VII F
Sujata II C

1. 4 2. 1 3. 2 4. 3 5. 1

Puzzle 14

Friend Shift Day off

P II Tuesday
Q I Monday
R II Wednesday

K KUNDAN S
T
V
W
I
III
III
I
Sunday
Friday
Thursday
Saturday

1. 3 2. 4 3. 1 4. 4 5. 3

Puzzle 15

F
W M

T N

R H
P

1. 1
2 . 5; N
3. 4 4. 4 5. 3 6. 1
344 / Magical Book on Puzzle

Puzzle 16

G
H F

A D

E B
C
1. 3 2. 4 3. 1 4. 5 5. 2

Puzzle 17

M ember Country Sport

K China Archery
T USA Football
F France Volleyball
L Australia Athletics
J Russia Tennis
R Korea Rifle Shooting

K KUNDAN
1. 4

Puzzle 18
H
2. 4 3. 1
Japan
4. 2

Rani
5. 2
Boxing

Ashwini
Sudha

Meeta
Geeta

Priya Mukta

1. 3
2 . 5; Geeta
3. 4 4. 2 5. 5
 Questions Asked In Exams / 345

Puzzle 19

M ember Sports Instument

A Badminton Flute
B Carrom Banjo
C Lawn Tennis Harmonium
D Table Tennis Tabla
E Bridge Santoor
F Football Guitar
G Hockey Sitar
1. 3 2. 1 3. 5 4. 4 5. 3

Puzzle 20
A
G E

B C

H F
D
1. 1

K KUNDAN
2 . 5; Third to the left
3. 3 4. 2 5. 4

Puzzle 21

Student College Subject

P( ) B MBA
Q() A BCA
R() B Medicine
S( ) A Journalism
T( ) A BCA
W( ) C Aviation
Z() C Medicine

1. 5; RZ 2. 1 3. 1 4. 4 5. 2

Puzzle 22

W M

D
R

T
P

1. 3 2. 4 3. 1 4. 3 5. 5; R
346 / Magical Book on Puzzle

Puzzle 23

1. 3 2. 1
3. 2;

Thus only R’s position does not change.

4. 4
5. 5; In all others the first person is second to the left of the second person.

Puzzle 24

K KUNDAN M ember
A (+)
B (–)
C (–)
D (–)
Profession
Engineer
Lawyer
Doctor
Professor
College
Y
P
X
Z
E (+) Banker S
F (+) Stockbroker W
G (+) Businessman V

1. 4 2. 2 3. 3 4. 1 5. 5

Puzzle 25

F
A G

H B

D C
E

1. 1 2. 4 3. 3 4. 5 5. 2
 Questions Asked In Exams / 347

Puzzle 26

M ember City M other tongue

H Chennai Marathi
I Hyderabad Telugu
J Bangalore Kannada
K Ahmedabad Punjabi
L Delhi Bangla
M Kolkata Tamil
N Mumbai Hindi
1. 4 2. 1 3. 2 4. 3 5. 5; Tamil

Puzzle 27

T R
P
W
Q
S V
1. 1 2. 4 3. 2 4. 51 5. 1

Puzzle 28

K KUNDAN H
E
C
B

F G
A
1. 1 2. 2 3. 4
4. 3; In all others, the second person is second to the right of the first.
5. 5

Puzzle 29

Friend College Branch

A Z Mechanical
B Y Civil
C X Chemical
D X Electrical
E Z Computer
F Y Aeronautical
G Z Electronics
1. 4 2. 1 3. 5 4. 3 5. 2
348 / Magical Book on Puzzle

Puzzle 30

F
A C or G

D B

G or C E
H
1. 4; C or G 2. 2 3. 5 4. 3 5. 5; E

Puzzle 31

Student Subject Sport

P Biology Cricket
Q History Badminton
R Philosophy Hockey
S Geography Basketball
T English Football
V Physics Table Tennis

K KUNDAN
1. 2

Puzzle 32
W

2. 3 3. 4
Chemistry

4. 1
Volleyball

5. 5; English

Student Class Colour

P II Green
Q III Black
R IV Red
S I Pink
T VI Yellow
M V Blue

1. 3 2. 5; Red 3. 1 4. 5 5. 4

Puzzle 33

1. 2 2. 3 3. 4 4. 2 5. 1 6. 5; G
 Questions Asked In Exams / 349

Puzzle 34
G
A B
H D

E C
F
1. 1 2. 2 3. 4 4. 5 5. 3

Puzzle 35

Student Standard Subject

P V Geography
Q VII History
R VI English
S IV Maths
T VIII Hindi
V X Science
W IX Sanskrit

1. 2 2. 1 3. 3 4. 5; V 5. 4
Puzzle 36

K KUNDAN
A > D > G ... (ii);
C > E > H ... (iii)
D > B > F ... (iv);
G > C ... (v); F > G ... (vii)
Combining these, we get
A > D > B > F > G > C > E > H
1. 5
2. 2; A > D > B > F > G > C, J > E > H
3. 1
4. 2; G, C, E and H.
5. 5

Puzzle 37

1. 5 2. 4 3. 1 4. 3 5. 2
350 / Magical Book on Puzzle

Puzzle 38

Friend Profession Bank

A Forex Officer S
B Agriculture Officer M
C Economist N
D Terminal Operator L
E IT Officer R
F Clerk Q
G Research Analyst P

1. 2 2. 2 3. 3 4. 3 5. 5
6. 4 7. 1

Puzzle 39

K KUNDAN
1. 4

Puzzle 40
2. 1 3. 2 4. 3 5. 4

1. 2 2. 3 3. 4
4. 5; H
5. 1;

All positions change.

 Questions Asked In Exams / 351

Puzzle 41

G
B
F
H
E

D K

A C
1. 1 2. 4 3. 3 4. 2 5. 5

Puzzle 42

Employee Department Sport

A Pers TT
B Admin Football
C Admin Hockey
D Admin Basketball
E Mktg Cricket
F Pers Volleyball

K KUNDAN
G Mktg LT
H Mktg Badminton

1. 3 2. 2 3. 5 4. 1 5. 4

Puzzle 43

1. 4 2. 3 3. 2 4. 5 5. 1

Puzzle 44

1. 5 2. 2 3. 4 4. 3 5. 1
352 / Magical Book on Puzzle

Puzzle 45

1. 5 2. 1 3. 3 4. 1 5. 2

Puzzle 46

Day Play
Monday No play
Tuesday A
Wednesday D
Thursday C
Friday B
Saturday E

K KUNDAN
1. 2 2. 1 3. 3

Puzzle 47

1. 2 2. 1 3. 5; A 4. 4 5. 3

Puzzle 48

Date Day Play

25 Monday A
26 Tuesday Z
27 Wednesday B
28 Thursday No play
29 Friday M
30 Saturday Q
31 Sunday X
1. 5; A
2. 1 3. 2 4. 4 5. 3
 Questions Asked In Exams / 353

Puzzle 49

1. 1 2. 3
3. 2; Rakesh, Mukesh and Ajay
4. 4; The family doesn’t have Ajay’s grandfather.
5. 4

Puzzle 50

1. 4; D or G
2 . 5; F

K KUNDAN
3. 1 4. 2 5. 2

Puzzle 51

Students Class Play

A VIII or X Volleyball
B X Table Tennis
C IX Lawn Tennis
D IX Badminton
E VIII or X Cricket or Basketball
F VIII Football
G VIII Basketball or Cricket
H X Hockey
1. 2 2. 4 3. 2 4. 1 5. 4

Puzzle 52
Friend Class Colour
M VIII Blue
V IV Yellow
K IX White
D VI Black
T VII Green
J V Red
R III Purple
1. 1 2. 4 3. 5 4. 3 5. 2
354 / Magical Book on Puzzle

Puzzle 53

A English R
B History V
C Maths T
D Histroy W
E English S
F Maths P
G Maths Q

1. 4 2. 2 3. 3 4. 1 5. 5

Puzzle 54

A Jaipur Jet
B Chennai Kingfisher
C Kolkata Indian Airlines
D Bangalore Air India
E Delhi Air Deccan

K KUNDAN
F Hyderabad Spicejet
G Ahmedabad Sahara

1. 3 2. 1 3. 2

Puzzle 55
On the basis of given information and conclusions as well as sub-
conclusions drawn from them we can construct the following chart:

S. No. Day Sports

1st Day Wednesday Cricket
2nd Day Thursday Hockey
3rd Day Friday Tennis
4th Day Saturday Volleyball
5th Day Sunday Football
6th Day Monday Holiday
7th Day Tuesday Badminton

1. 3; Volleyball was telecast on fourth day, i.e., Saturday.

2 . 2; Monday was holiday.
3. 4; Football was telecast before holiday and Badminton was telecast after
holiday.
4. 1; Cricket was telecast on Wednesday.
5. 5; On Sunday football was telecast.
 Questions Asked In Exams / 355

Puzzle 56

M ember Sex Profession Relationship

M M Farmer Father of O, Q and N
N F Teacher Daughter of M
O M Businessman Husband of P
P F Doctor Wife of O
Q M Lawyer Brother of O

1. 2; Clearly, ‘P’ is doctor in this family.

2. 3; Clearly, ‘O’ is businessman in this family.
3. 4; ‘N’ and ‘P’ are women.
4. 4; ‘O’ and ‘P’ are couple.
5. 3; Clearly, ‘M’ ‘O’ and ‘Q’ are male members of this family.
Puzzle 57
1. 1; Of the six companies if ‘O’ is the, first, L is third and order, ‘J’, ‘K’, ‘M’
and ‘J’, ‘N’ is to be followed. Clearly, ‘J’ must be visited second.
2 . 1; According to information, L must be in third place and the order J, K,
M must not be violated. This is followed only in the arrangement J, O,
L, K, N, M.

Puzzle 58

K KUNDAN
1. 5 2. 1 3. 2 4. 4 5. 3

Puzzle 59

Persons Companies Days

R C Tuesday
J D Wednesday
M A Thursday
Q G Sunday
L F Saturday
T E Friday
K B Monday

1. 3 2. 1 3. 4 4. 5 5. 2
356 / Magical Book on Puzzle

Puzzle 60

M embers Colours Sports

R Green Badminton
V Grey Table Tennis or Carrom
T Blue Chess
Q Black Lawn Tennis
S White Carrom or Table Tennis
W Yellow Basketball
P Red Volleyball
1. 2 2. 3 3. 4 4. 3 5. 5 6. 2

Puzzle 61

1. 3 2. 3 3. 1 4. 1

K KUNDAN
5. 5; Second is left of the first.

Puzzle 62

B
G
Marketing
Engineering
Nagpur
Chennai
H Marketing Ranchi
K Engineering Kolkata
D Systems Hyderabad
F Systems Kozikode
T Marketing Patna
V Systems Bhopal

1. 2 2. 1 3. 3 4. 4 5. 5

Puzzle 63

H
E B

C F

G
D
A
1. 2 2. 3 3. 1 4. 2 5. 4 6. 5
 Questions Asked In Exams / 357

Puzzle 64
According to age,
Sourav > Rahul > Anuj > Kunal > Harish
According to height,
Kunal > Rahul > Sourav > Harish > Anuj
1. 1 2. 3 3. 4 4. 3 5. 2

Puzzle 65

1. 2 2. 3 3. 4 4. 5 5. 5

Puzzle 66

M embers States Games

K KUNDAN A
B
C
D
Madhya Pradesh
Bihar
Orissa
Kerala
Badminton
Table-Tennis
Billiards
Chess
E Tamil Nadu Golf
F Maharashtra Cricket
G Uttar Pradesh Hockey

1. 1 2. 3 3. 3 4. 4 5. 2

Puzzle 67

1. 1 2. 2 3. 4 4. 1 5. 5
358 / Magical Book on Puzzle

Puzzle 68

Boys Games Subjects

A Hockey Psychology
B Cricket Biology
C Carrom English
D Football German
E Badminton Physics
F Volleyball Economics
G Table Tennis Bio-Chemistry

1. 1 2. 3 3. 5 4. 4 5. 2

Puzzle 69

Rani

Ashwini
Sudha

K KUNDAN Meeta

Priya Mukta
Geeta

1. 3
2 . 5; Geeta
3. 4 4. 2 5. 5

Puzzle 70

M ember Sports Instument

A Badminton Flute
B Carrom Banjo
C Lawn Tennis Harmonium
D Table Tennis Tabla
E Bridge Santoor
F Football Guitar
G Hockey Sitar

1. 3 2. 1 3. 5 4. 4 5. 3
 Questions Asked In Exams / 359

Puzzle 71
R

W P

Q T

S
V
1. 3
2 . 5; V is third to the left of P.
3.1 4.2 5.4

Puzzle 72

1. 2 2. 3 3. 3 4. 1 5. 4

K KUNDAN
Puzzle 73

Friends
A
B
Departments
Marketing
Finance
Organisations
Q
T
C Marketing S
D Finance Z
E IT W
F HR R
G IT P
1. 5 2. 1 3. 2 4. 4 5. 3

Puzzle 74

1. 4 2. 3 3. 2 4. 5 5. 1
360 / Magical Book on Puzzle

Puzzle 75

H
D M
B A
K
T R
W
1. 2 2. 5 3. 3 4. 1 5. 5

Puzzle 76

V
Q Z

P S

W
T R
Y
1. 4; V is sitting between Z and Q.
2. 1; Q is second to the right of Z.

K KUNDAN
3. 5; Y is sitting to the immediate right of T.
4. 3; T is third to the left of S.
5. 2; R is third to the right of W.

Puzzle 77

Person Department Scale

A Finance III
B Sales III
C Finance III
D Sales I
E Finance III
F Operations II
G Sales I
H Operations I

1. 4; The combination Finance - E-III is correct.

2. 3; B, D and G work in Sales department.
3. 2; H belongs to scale II.
4. 3; G belongs to scale I.
5. 3; C belongs to scale III.
 Questions Asked In Exams / 361

Puzzle 78

1. 1 2. 5 3. 4
4. 4 5. 3 6. 1
Puzzle 79

K KUNDAN
1. 2
4. 3

Puzzle 80
2. 5
5. 5
3. 1

1. 1; B is third to the right of G.

2. 2; D is sitting between G and C.
3. 3; F is third to the right of A.
4. 1; G is to the immediate left of D.
5. 3; A is fourth to the left of G.
362 / Magical Book on Puzzle

Puzzle 81
Amrita > Rhea > Smita > Deepa

Friends Number of Years

Amrita 3
Rhea 5
Smita 6 or 7
Deepa 8
1. 2 2. 4 3. 4
4. 4; Meaningful words are TIDE, TIED and DIET.
5. 1; Second, fifth, eighth and the eleventh letters from left are E, L, M and
T respectively.
Meaningful word is MELT of which second letter from the left is E.

Puzzle 82
T
P S

R Q

W V
Z

K KUNDAN Friends
S
V
T
P
Professions
Banker
Cricketer
Lawyer
Professor
Q Pilot
R Architect
W Doctor
Z Businessman
1. 5 2. 2 3. 5 4. 4 5. 4 6. 2
7. 1 8. 5

Puzzle 83
On the basis of given information following seating arrangement can be
made:
B

F E

D C

A
 Questions Asked In Exams / 363

1. 3; There are thr ee persons D, A and C bet ween F and E, if we go

anticlockwise from F to E.
2 . 1; C is sitting to the immediate left of E.
3. 2; In all others there are two persons between the first and the second
person. While in BD, only one person is sitting.
4. 3; Except in FDA, in all others the three persons are seated in clockwise.
5. 4; Except AF, all other pairs indicate the persons seated adjacent to
each other.

Puzzle 84
Following seating arrangement can be possible:

R Q V T U S

1. 5; There is no person between T and V.

2 . 4; Except in UT, in all others the first person is sitting to the immediate
left of the second person.
3. 5; Q is fourth to the left of S.
4. 4; R and S are seated at the two extremes.
5. 2; S is second to the right of T.
T is second to the right of Q.
U is second to the right of V.

Puzzle 85

K KUNDAN
On the basis of given information following seating arrangement can be
possible:

U A

C V

1. 3; B and C are not facing the centre. Since the information ‘U is second
to the right of A’ given in the question indicates that A is facing the
centre.
2 . 4; T is third to the left or right of B.
3. 3; V is second to the left of C or fourth to the right of C.
4. 4; Option 4 is correct.
5. 1; A is second to the left of U.
364 / Magical Book on Puzzle

Puzzle 86
On the basis of information given in the question, following table can be
constructed:

Person Pen Car W atch

Suman Parker Mica Samay
Mrudula Cello City Citizen
Amir Lamy Santro Timex
Veena Lexi Wagon R Titan
Harsh Pointer Swift Fastrack

1. 3; Suman likes Samay watch.

2. 2; Harsh likes Pointer pen.
3. 2; Harsh likes Fastrack watch.
4. 1; Harsh likes Swift car.
5. 3; Veena likes Titan watch.

Puzzle 87
On the basis of given information, following table can be constructed:

Floor Person
7 Q

K KUNDAN 6
5
4
3
2
Vacant
P
T
S
V
1 R

1. 1; Q lives on the topmost floor.

2 . 5; R lives on the first floor.
3. 2; Sixth floor is vacant.

Puzzle 88
Days Games
Monday Sprinting
Tuesday Wrestling
Wednesday Football
Thursday Shooting
Friday Basketball
Saturday Boxing, Cycling
Sunday Weightlifting, Swimming
 Questions Asked In Exams / 365

1. 1; Basketball
2. 5; Weighlifting and swimming
3. 4; Monday
4. 5; Sunday
5. 2; Basketball is scheduled immediately after Shooting. Similarly, Football
is scheduled immediately after Wrestling.

Puzzle 89

B (Female) D (Female)
(Female) F

(Male) G H (Male)

(Male) C E (Male)
A (Female)

H is husband of A. C is husband of D. E is husband of B.

1. 5; Option (5) is true.
2 . 3; E is husband of B.
3. 3; Two persons F and G sit between B and C.
4. 1; D is wife of C.
5. 5; Second to the right.

K KUNDAN
Puzzle 90
N

W E

S
l l l l l l
T Q S P R U
1. 3 2. 3 3. 1
4. 5; 2 1
S  R  P
2 1
Q  P  S
2 1
P  U  R
2 1
T  S  Q
2 3
T  S  U
1 1 1 2 1
5. 4; U  R; P  S; Q  T; S  R ; R  P
366 / Magical Book on Puzzle

Puzzle 91

Friends Places of Satying Hobbies

Hetal Vikroli Singing
Jayshree Thane Drawing
Rohini Dadar Reading
Meena Kanjurmarg Cooking
Nidhi Mulund Travelling
Swati Matunga Dancing

1. 2 2. 4 3. 3 4. 1 5. 4

Puzzle 92
On the basis of given information following table can be constructed:

Days Flights
Monday Emirates
Tuesday Jet Airways
Wednesday Delta
Thursday British Airways

K KUNDAN
Friday Air India
Saturday Quantas
Sunday Lufthansa

1. 3; Jet Airways flies on Tuesday.

2. 4; Three flights fly between Lufthansa and Delta.
3. 1; Air India flies on Friday.
4. 5; Quantas will fly on Friday.
5. 4; There are two flights between Emirates and British Airways.

Puzzle 93
Sitting arrangement would be as follows:

(Female)
A (Male)
(Male) H F

(Female) C G (Female)

(Male) E D (Male)
B
(Female)
A is wife of H.
B is wife of F.
 Questions Asked In Exams / 367

1. 4; G is a female who sits second to right of B.

2 . 2; H sits third to the left of B.
3. 2; Two persons D and G sit between B and F when counted in anti-
clockwise direction from B.
4. 4; G is a female while all others are males.
5. 5; Female members are A, G, B and C.
6. 3;
(A)
A
(H) (B)
H F

(G) C G (C)

E D (D)
(F)
B
(E)
Puzzle 94
Sitting arrangement is as given below:

A
Businessman

K KUNDAN E
Banker
G
Clerk
D
Doctor

F
Architect

B H
Shopkeeper Teacher
C
Engineer
1. 3; Statement (3) is true.
2. 4; H is a Teacher.
3. 2; D, Doctor is third to the left of Banker E.
4. 4; Doctor D sits between F, Architect and A, Businessman.
5. 5; G is a clerk.

Puzzle 95

Row-1
R L
I E
G F
H
T T
V T Q R P S
E B A C D F
L R
E I
F G
H
T T
Row-2
368 / Magical Book on Puzzle

1. 2; To persons - A and C - are seated between B and D.

2. 1; V and B are opposite diagonally. Therefore, P is related to F.
3. 4; V sits at one of the extreme ends of the line.
4. 2; V and S are at extreme ends of the Row-1.
5. 5; T faces B.

Puzzle 96

L N M O L Q P R
E I
G

Violet
Pink
Red

White

Blue

Green
F H
T T

1. 4; Except in LQ, in all others there is a gap of one bottle.

2. 1; Chemical L is in Pink bottle.
3. 3; P- Green is correct.
4. 3; Chemical Q is in Violet bottle.
N M O L Q P
5. 2;
L M N O P Q
6. 2; Chemical N is in Red bottle.
7. 1; Chemical Pis kept in the bottle at the extreme right.

Puzzle 97
Days Play Duration

K KUNDAN
1
Monday C 1 Hours
2
Tuesday A 1 Hour
1
Wednesday E 2 Hours
2
Thursday F 3 Hours
Friday Off day
Saturday D 2 Hours
1
Sunday B Hour
2

1
1. 4; Duration of Play B is Hour.
2
2. 3; Friday is off day.
3. 2; A—Tuesday — 1 Hour is correct.
4. 2; D is staged on Saturday.
5. 5; Four plays were staged before the off day.
1
6. 2; If D is staged on Monday, Play E of 2 Hours duration will be staged
2
on Thursday.
7. 4; Now, Saturday would be the off day.
 Questions Asked In Exams / 369

Puzzle 98
Sitting arrangement:

Supervisor
M
Doctor N L Accountant

Shopkeeper R P Painter

Reporter O S Cricketer
T
Teacher
1. 1; O is a reporter.
2. 1; S is third to the right of R.
3. 4; Four persons - R, O, T and S.
4. 5; Shopkeeper and Doctor are immediate neighbours.
5. 3; The doctor is sitting exactly between the Supervisor and Shopkeeper.

Puzzle 99

K KUNDAN
Friend Specialisation Sport
Deepak Electrical Football
Varun Hardware Tennis
Anit Metallurgy Swimming
Nilesh Telecommunication Badminton
Rajesh Software Hockey
Siddharth Mechanical Cricket

1. 3; Varun is studying Hardware.

2 . 1; Deepak likes Football.
3. 3; The combination Anit - Metallurgy is correct.
(4-5):
Anit Deepak Nilesh Rajesh Siddharth Varun

4. 5; Deepak is studying Electrical. Anit is to the immediate left of Deepak.

Anit is studying Metallurgy and likes Swimming.
5. 5; Immediate neighbours of Rajesh are Nilesh and Siddharth. Nilesh
likes Badminton and Siddharth likes Cricket.

Puzzle 100
E < D < A
10 20 30
B < F
50 60
370 / Magical Book on Puzzle

E  10 Minutes D  20 Minutes
A  30 Minutes C  40 Minutes
B  50 Minutes F  60 Minutes
1. 3; C takes 40 minutes.
2 . 4; F takes maximum time.
3. 1; Four persons.

Puzzle 101

S M
K

Q T

L
P R

1. 4; M is second to the left of L.

2. 2; P sits exactly between Q and R.
3. 5; Q faces T and both are sitting in the middle of the sides.
4. 3; P and Q.
5. 2; Q would sit to the immediate right of K.
6. 5; Except R, all others are seated at the corners.

K KUNDAN
Puzzle 102

M onth
January
Friend
E/H
February I
March D
April A
May K
June J
July C
August G
September L
October E/H
November B
December F

1. 4; B was born in November.

2. 4; Except K, all others are born in the months having 30 days.
3. 3; E or H was worn in January.
4. 1; F was born in December.
5. 2; The month of birth of friends has 30 or 28 days.
 Questions Asked In Exams / 371

Puzzle 103

LEFT RIGHT
E P

A Q
N

Row-2
Row-1

B
W E
C S

S
F V

D R
LEFT RIGHT
1. 5; F is facing V.
2 . 2; Two persons—A and B.
3. 4; E and R at the left ends of the rows. B and S are third from the left
end.
F is second from the right end. In Row-2, Q is second from the right

K KUNDANend.
4. 4; T faces B.
5. 3; E and D are sitting at the ends of the row-1.

Puzzle 104

Friend College Subject

A Y Fashion

B Y Acting

C Y Architecture

D Z Teaching

E X Medicine

F Z Engineering

G X Business

1. 5 2. 3 3. 1
4. 1 5. 4 6. 4
7. 2
372 / Magical Book on Puzzle

Puzzle 105

1. 5 2. 4 3. 2 4. 2 5. 5 6. 4
7. 3 8. 1

Puzzle 106

K KUNDAN
1.
2.
3; D and H
5 3. 3 4. 4 5. 3
6. 5; Holland
7. 2

********
PROBLEMS ON SEATING ARRANGEMENT

SEATING ARRANGEMENTS
In this type of questions, some clues regarding
seating or placing (linear/ circular)of some
persons or items is given. The candidate is
required to form the paper sequence using these
clues and answer the questions accordingly.
I) Read the following information carefully and answer the
questions given below:

Six persons A,B,C,D,E and F are sitting in two rows, three

in each. E is not at the end of any row D is second to the
left of F. C the neighbour of E, is sitting diagonally
opposite to D. B is the neighbour of F.

1. Which of the following are sitting diagonally opposite

to each other?

(a) F and C (b) D and A (c) A and C (d) A and F

(e) A and B

2. Who is facing B?

(a) A (b) C (c) D (d) E (e) F

3. Which of the following are in same row?

(a)A and E (b) E and D (c) C and B (d) A and B

4. Which of the following are in one of the two rows?

(a) FBC (b) CEB (c) DBF (d) AEF (e) ABF

5. After interchanging seat with E, who will be the

neighbours of D in the new position?

(a) C and A (b) F and B (c) only B (d) only A (e) only C

Solution:

The given information can be analysed as follows:

E is not at end so; E must be in the middle of one of the
rows.

D is second to the left of F so, order of rows must be D_F.

C is neighbour of E and is sitting diagonally opposite to D

means C is under F in the other row i.e. D _ F _ E C.

B is neighbour of F; s the arrangement must be D B F A E C.

1. Other than D and C, A and F are sitting diagonally

opposite to each other, as seen in the arrangement. So
the answer is(d).

2. Clearly, E is opposite to B in the other row. So, E is

facing B and the answer is (d).

3. Clearly, from amongst the given alternatives, A and E

are in the same row .So the answer is (a).

4. Clearly, from amongst the given alternatives, D,B and F

are in the same row. So, the answer is (c).

5. Clearly, neighbours of E are A and C. So, on

interchanging the seat with E, the new neighbours of D
will be A and C. So the answer is (a).

***********************************************************
*

II) Eight books are kept one over the other counting from
the top the second, fifth and sixth books are on plays.
Two books on plays are between two books on composition.
One book of plays is between two books on poetry. While
the book at the top of the book of literature is a book
of composition.

Which book is fourth from the top?

(a) plays (b) poetry (c) composition (d)literature

Solution:
We analyse the given information as follows :

Let C denote 'composition' , P denote 'plays' , Po denote

'poetry' and L denote 'literature'.
1 2 3 4 5 6 7 8

_ P _ _ P P _ _

_ _ _ C P P C _

Po P Po _ _ _ _ _

_ _ _ _ _ _ C L

So the arrangement becomes:

1 2 3 4 5 6 7 8

Po P Po C P P C L

Clearly the fourth book from the top is on composition. So

the answer is (c).

III) Read the following information and answer the

Questions that follows.

(1)Six friends A, B, C, D, E and F are sitting in a closed

circle facing the center.
(2)E is to the left of D.
(3)C is between A and B.
(4)F is between E and A.

1. Who is to the left of B?

(a) A (b) C (c) D (d) E (e) none of these

2. Who is to the right of C?

(a) A (b) B (c) D (d) E (e)F
3. Which of the above given statements is superfluous?
(a) 1 (b) 2 (c) 3 (d) 4 (e) none of these

Solution:
Clearly, in the circle this arrangement is as shown
D
B E
C F
A

1. Clearly, D is the left of B. So the answer is (C)

2. Clearly, A is to the right of C. so the answer is (a).

3. Since all the statements are necessary to determine the

arrangement none of them is superfluous. So the answer
is (e).

EXERCISE

1. Four girls are sitting on a bench to be photographed.

Shikha is to the left of Reena. Manju is to the right
of Reena. Rita is between Reena and Manju.

Who would be second from the left in the photograph?

(a) Reena (b) Shikha (c) Manju (d) Rita

Answer is (d)
Shikha is to the left of Reena and Manju is to her right.
Rita is between Reena and Manju. So the order is Shikha
,Reena , Rita and Manju. In the photograph Rita will be
second from left.

**********************************************************
2. There are five different houses, A to E in a row. A is
to the right of B and E is to the left of C and right
of A. B is to the right of D.

Which of the houses is in the middle?

(a) A (b) B (c) D (d) E

Answer is (a)

B is to the right of D. A is to the right of B. E is to the

right of A and left of C. So the order is in the middle.
D, B, A, E, C. Clearly A is in the middle.

**********************************************************
3. In a march past, seven persons are standing in a row.
Q is standing left to R but right to P. O is standing
right to N and left to P.Similarly, S is standing
right to R and left to T.

Find out who is standing in middle?

(a) P (b) Q (c) R (d) O

Answer is (b)

Q is left to R and to the right of P i.e. P, Q, R.

O is to the right of N and left of P i.e. N, O, P.
S is to the right of R and left of T i.e. R, S, T.
Clearly, Q is in the middle.

**********************************************************

4. Five children are sitting in a row. S is sitting next to

P but not T. K is sitting next to R who is sitting on
extreme left and T is not sitting next to K. Who are
sitting adjacent to S?
(a) K and P (b) R and P (c) only C d) P
and T (e)Insufficient

Answer is (d)

S is sitting next to P. So, the order S, P or P, S is

followed. K is sitting next to R. So, the order R, K is
followed because R is on the extreme left. T is not next to
P or K. So, the arrangement will be R, K, P, S, T.
Clearly, P and T are sitting adjacent to S.

**********************************************************

5. Five girls are sitting in a row , Rashi is not adjacent

to Sulekha or Abha. Anuradha is not adjacent to Sulekha.
Rashi is adjacent to Monika. Monika is at the middle in
the row. Then, Anuradha is adjacent to whom out of the
following ?

(a) Rashi (b) Sulekha (c) Abha (d) Monika

e) Cannot be determined
 Answer is (a)

Clearly, the order is

Anuradha, Rashi, Monika, Sulekha Abha.

Anuradha is adjacent to Rashi

**********************************************************

6. Read the following information carefully and answer the

questions given below it:

(A)There are five friends

(B)They are standing in a row facing south.
(C)Jayesh is to the immediate right to Alok.
(D)Pramod is between Bhagat and Subodh.
(E)Subodh is between Jayesh and Pramod.

1. Who is at the extreme left end?

(a) Alok (e) None of these (b) Bhagat (c) Subodh
(d) Inadequate Data

2. Who is in the middle?

(a) Bhagat (b) Jayesh (c) Pramod (d) Subodh (e)Alok

Solution:

The boys are standing facing south. So, consider left and
right accordingly.

Jayesh is to the right of Alok i.e. Jayesh, Alok.

Pramod is between Bhagat and Subodh i.e. Bhagat, Pramod,

Subodh

Subodh is between Jayesh and Pramod.

So, the sequence is Bhagat, Pramod,Subodh,Jayesh, Alok,

Answer:

1. (a), Alok is at extreme left end.

2. (d), Subodh is in the middle.

***********************************************************
*

7. Study the given information carefully and answer the

questions that follows.

(1)A, B, C, D, E, F and G are sitting on a wall and all of

them are facing east.
(2)C is on the immediate right to D.
(3)B is at an extreme end and has E as his neighbour.
(4)G is between E and F.
(5)D is sitting third from the south end.

1. Who is sitting to the right of E?

(a) A (b) C (c) D (d) F (e) None of these

2. Which of the following pairs of people are sitting at

The 2extreme ends?
(a) AB (b) AE (c) CB (d) FB (e) Cannot be determined

3. Name the person who should change places with C such

that he gets the third place from the north end?
(a) E (b) F (c) C (d) G
4. Immediatly between which of the following pairs of
People are sitting?
(a) AC (b) AF (c) CE (d) CF (E) None of these

Solution:
C is to the right of D. D is third from south.
So, B will be at the extreme end from north because it
should have E as its neighbour.

G is between E and F. SO, the sequence is

B->
E->
G->
F->
East
D->
C->
A->

Answer:

1. (e), G is sitting to the right of E.

2. (a), A and B are sitting at the extreme ends.

3. (C), G should change place with C to make it third from

north.

4. (d), D is sitting between C and F.

**********************************************************

8. In the Olympic games, the flags of six nations were

flown on the masts in the following way:

The flag of America was to the left of Indian tricolor and

to the right of the flag of France. The flag of Australia
was on the right of the Indian flag but was to the left of
the flag of Japan which was to the left of the flag of
China.

Find the two flags which are in the center.

(a) India and Australia (c) Japan and Australia

(b) America and India (d) America and Australia

Solution:

The correct sequence is

France, America, India, Australia, Japan, China.
The two flags in the center are India and Australia.

**********************************************************
9. Mr. A, Miss.B, Mr.C and Miss.D are sitting around
a table and discussing their trades.

(1)Mr A sits opposite to cook.

(2)Miss B sits right to the barber.
(3)The washer man is on the left of the tailor.
(4)Miss D sits opposite to Mr C.

What are the trades of A and B?

(a) Tailor and Barber (c) Barber and Cook

(b) Tailor and Cook (d) Washer man and Cook.

Solution: (b)

C and D sit opposite to each other .So if A sits opposite

to cook, B shall be cook.

Now B is to the right of barber. So, one of the rest say C

will be barber, then D. On the opposite side shall be
washer man or tailor. But washer man is on the left of
tailor and A is to the left of D. So, A is washer man and D
is tailor. Thus, A and B are Washer man and Cook.

**********************************************************

10. On the information given below, answer the questions.

(A) P, Q, R, S and T are sitting in a circle facing the

center.
(B) R is immediate left of T.
(C) P is between S and T.

1. Who is to the immediate left of R?

(a) P (b) Q (c) S (d) T (e) cannot be determine

2. Which of the Following statements can be dispensed with?

(a) None (b) B only (c) C only (d) B or C only (Ans) None

Solution:

Solution for 1st and 2nd questions is in the circle the

arrangement is as shown:
P
S T
Q
R
Answer:

1. (b), Q is to the immediate left of R.

2. (a) None. All the three statements are essential to
find out the answer for the first question so none can
be dispensed with.

**********************************************************

11. Six friends A, B, C, D, E and F are sitting in a closed

Circle facing the center.

A is facing D. C is between A and B. F is between E and A.

Who is to the immediate left of B?

(a) A (b) C (c) D (d) E

Answer is (b)
Clearly, in a circle the arrangement is as shown:

A
C F

B E

D
So, C is to the immediate left of B hence the answer is (b)

According to my opinion there can be another arrangement

based on the given details:
 A
F C

E B

Hence D is the immediate left of B… so the answer could be

(c ) as well….

**********************************************************

12. A, B, C, D, E and F are seated in a circle facing the

center. C is between F and B.

A is second to the left of D and second to the right of E.

1. Who is facing A?
(a) B (b) D (c) F (d) either F or B (e) None

2. Who among the following is facing D?

(a) A (b) C (c) E (d) cannot be determine (e) None

Solution: Solution for 1st and 2nd questions is

The circular arrangement is as shown

C
A E

F B
 D
Answer:

1. (a), Clearly B is facing A.

2. (b), C is facing D.

According to me there can be another arrangement as

follows:

C
A E

B F

If so the answer for the first question will be (

d) either F or B

**********************************************************

13. Eight friends A, B, C, D, E, F, G and H are sitting in

circle facing the center.

B is sitting between G and D. H is third to the left of B

and second to the right of A. C is sitting between A and G
and B and E are not sitting opposite to each other.

1. Who is third to the left of D?

(a) A (b) E (c) F (d) cannot be determine (e) None

2. Which of the following statements is not correct?

(a) C is third to the right of D.

(b) A is sitting between C and F.
(c) D and A are sitting opposite to each other.
(d) E is sitting between F and D.
(e) E and C are sitting opposite to each other

Solution: Solution for the 1st and 2nd question is

B is between G and D i.e. the order is G B D.

H is third to the left of B and second to the right of A.

So, forming a circle we have:

H A

G D

C is between A and G. But E is not opposite B. So, C is

between A and H.
C
H A
F E
G D
B

Answer:
1. (c), F is third to the left of D.

2. (d), Clearly, E is not sitting between F and D.

**********************************************************

14. A group of eight members sit in a circle. D is between

A and F and is opposite to G.E is to the right of A but
on the left of C, whose right hand neighbour is G. B
enjoys having H to his left and F to his right.

Find the member who is diagonally opposite to A?

(a) B (b) F (c) G(d) H

Answer: (d)

In a circle the arrangement is as shown

G
H C

B E

F A

H is diagonally opposite to A.

____________________________END______________________________________
 Exercise–1
Three-statement Data Sufficiency
Directions: Each of the questions below consists
of a question and two or three statements given below the father-in-law of the mother of ‘L’.
it. You have to decide whether the data provided in 1) No ne
the statements are sufficient to answer the question. 2) All the information even together are not sufficient.
1. How is P related to Q? 3) Any one of them
A. P is the mother of R, who is the sister of S. 4) Only C
B. S is the brother of Q, who is the son of T. 5) None of these
C. P is the wife of T. 7. P, Q, R, S, T, U and V are seven policemen standing
1) Only A and B together are sufficient in a column (not necessarily in the same order) facing
2) Only B and C together are sufficient east. Who is exactly in the middle?
3) A and either B or C are sufficient A. The number of persons between S and U is equal
4) B and either A or C are sufficient to that between V and S.
5) All even together are not sufficient B. P, who is 5th from one end, is 3 positions behind
2 . What is the direction of K with respect to L? R.
A. K is east of M, which is south of L. C. Q and P are adjacent to each other, so are T and
B. N is north of L and north-west of K. S.
C. K is south-east of N, which is north of M. 1) Either A or B or C 2) Only B
1) Only either A or B alone is sufficient 3) Only A 4) All together are sufficient
2) Only A alone is sufficient 5) None of these
3) Only B and either A or C are sufficient 8. How many sons and daughters does Amod have?
4) Either A alone or B and C together are sufficient A. Amod’s wife says she has number of sons twice
5) Only B alone is sufficient the number of daughter.
3. How is B related to Y? B. Tom, who is one of the sons of Amod, says that
A. X and Y are brothers. B is the brother of A and A he has one-and-a-half times as many brothers as
is the mother of X. sisters.
B. A is the brother of B and father of X, who is the C. Tinu, who is one of the daughters of Amod, says
brother of Y. that she has 4 times as many brothers as sisters.
C. B is the brother of A and father of X. X is the 1) Any one of them 2) Any two of them
brother of Y. 3) Either B or C 4) Either A or C
1) Any one of the three is sufficient 5) None of these
2) Either (A) or (B) is sufficient 9. Who is the uncle of L?
3) All the three are necessary A. P, brother of M, is father of L; M is father of S.

K KUNDAN
4) Either (B) or (C) is sufficient B. R is father of L’s cousin.
5) None of these 1) A alone is sufficient
4. What is the meaning of the code ‘kullu’ in a code 2) B alone is sufficient
lanugage? 3) Either A alone or B alone is sufficient
A. In that code language rem tez kullu pullu tullu 4) Both A and B together are not sufficient
means ‘Sher Singh is my son’ and ‘gullu sullu rullu 5) Both A and B together are necessary
pullu’ means ‘is he at home’. 10. How is Raju related to Manohar?
B. In that code language nel pullu kullu dela means I. Pramila is the mother-in-law of Rashmi, the wife
‘my daughter is Nirmala’ and setha gama lala means of Raju.
‘sit with me’. II. Pramila’s brother is Raju’s maternal uncle.
C. In that code language nel dela pullu nillu means III. Pramila’s husband is the only son of Manohar.
‘her daughter is Nirmala’ and ‘kettu bala’ means 1) Only I and II
‘go home’. 2) Only I and III
1) B and either A or C 2) Either C or A 3) Only I and either II or III
3) Either A or B or C 4) Any two of them 4) Any two of the three
5) None of these 5) Question cannot be answered ev en wit h the
5. In which direction from city ‘X’ is city ‘Y’ situated? information in all three statements
A. City ‘X’ is to the east of city ‘W’ but both the cities 11. What is the code for ‘rope’ in a code language?
‘Y’ and ‘X’ are in the straight line. I. ‘use the rope’ is written as 'nik ta re’ in the code
B. No cities are to the north of ‘X’. language.
C. No cities except ‘X’ are on the same straight line II. ‘rope is straight’ is written as ‘pe da ta’.
on which ‘W’ is situated. III. ‘always use rope’ is written as 'ma re ta’.
1) Either A or B or C 2) B and C 1) Only I and II 2) Only I and III
3) Only B 4) All are true 3) Only II and III 4) Only II and either I or III
5) None of these 5) Question cannot be answered ev en wit h the
6. How is ‘L’ related to ‘W’? information in all three statements
A. ‘P’ is wife of one of the sons of ‘X’ and mother of 12. Who amongst Subodh, Neeraj, Tara, Meena and Anil
the grandson of the father of ‘Y’. is the first to take the lecture?
B. ‘Y’ is the father of ‘W’ but ‘W’ is not the daughter I. Subodh takes lecture before Meena and Neeraj
of the wife of ‘Y’. but not before Anil.
C. ‘L’ is the brother of ‘T’, who is granddaughter of II. Tara is not the first to take the lecture.
 III. Meena is not the last to take the lecture.
1) Only I
2) Only I and II
3) Only I and either II or III
4) All I, II and III are necessary
5) Question cannot be answered ev en wit h the
information in all three statements
13. P is in which direction with respect to Q?
I. M is to the North of R, who is to the West of Q.
II. P is to the East of M.
III. P is to the North-East of R.
1) Only I and II
2) Only I and III
3) Any two of the three
4) All I, II and III are necessary
5) Question cannot be answered ev en wit h the
information in all three statements.
14. What is Sunita’s rank from top in a class of 45
students?
I. Sunita is five ranks below Samir, who is 15th
from the bottom.
II. Radha is 30th from the top and Neeta is 4th from
the bottom.
III. Sunita is exactly in the middle of Radha and
Neeta.
1) Only I
2) Only II and III
3) Either only I or only II and III
4) Only I and either II or III
5) None of these
15. Among P, T, J, F and L who scored the highest?
I. P scored less than J and F.
II. T scored more than F but less than L.
III. J has not scored the highest.
1) Only I and II
1) Only I and II
2) Only I and III
3) Only II and III
4) Only I and either II or III
5) None of these
19. How many children are there in the class?
I. Saurabh is fif th f rom the top if arranged in
descending order of marks.
II. Sulabha, who is ten ranks below Saurabh, is 25th
from the bottom.
III. Jatin is four ranks above Sulabha.
1) Only I and III 2) Only II and III
3) Only I and II 4) Any two of three
5) None of these
20. How many daughters does W have?
I. B and D are the sisters of M.
II. M’s father T is the husband of W.
III. Out of the three children which T has, only one
is a boy.
1) Only I and III are sufficient to answer the question.
2) All I, II and III are required to answer the question.
3) Only II and III are suf f icient t o answer the
question.
4) Question cannot be answered even with all I, II
and III.
5) Only I and II are sufficient to answer the question.
21. Who among A, B, C, D, E and F, each having a
different height, is the tallest?
I. B is taller than A but shorter than E.
II. Only two of them are shorter than C.
III. D is taller than only F.
1) Only I and II are sufficient to answer the question.
2) Only I and III are sufficient to answer the question.
3) Only II and III are suf f icient t o answer the
question.

K KUNDAN
2) Only I and III 4) All I, II and III are required to answer the question.
3) Only II and either I or III 5) All I, II and III even together are not sufficient to
4) Only I and either II or III answer the question.
5) All I, II and III 22. Towards which direction is Village J from Village
16. Pillar ‘P’ is in which direction with respect to pillar W?
’Q’? I. Village R is to the west of Village W and to the
I. Pillar ‘M’ is to the East of pillar T, which is to north of Village T.
the South of pillar ‘Q’. II. Village Z is to the east of Village J and to the
II. Pillar 'P' is to the North of pillar ‘M’. south of Village T.
III. Pillar ‘R' is to the North of pillar ‘P’ and to the III. Village M is to the north-east of Village J and to
East of pillar ‘Q'. the north of Village Z.
1) Only I and II 1) Only III is sufficient to answer the question.
2) Only I and III 2) Only II and III sufficient to answer the question.
3) Only II and either I or III 3) All I, II and III are required to answer the question.
4) Only III 4) Question cannot be answered even with all I, II
5) All I, II and III and III.
17. What is the code for ‘adequate’ in a code language? 5) None of these
I. In the code language, ‘rainfall is adequate’ is 23. On which day of the week did Suresh visit Chennai?
written as ‘vo al ji’. (Assume that the week starts from Monday.)
II. In the code language, 'food is adequate’ is written I. Suresh took a leave on Wednesday.
as 'vo ji fa’. II. Suresh visited Chennai the day after his mother’s
III. In the code language, ‘food is delicious’ is written visit to his house.
as ‘fa vo re’. III. Suresh’s mother visited Suresh’s house on neither
1) Only I and III 2) Only II and III Monday nor Thursday.
3) Only I and II 4) All I, II and III 1) Only II and III are suf f icient t o answer the
5) None of these question.
18. How is Sanjeev related to Radha? 2) Only I and II are sufficient to answer the question.
I. Sanjeev is the son of Radha’s grandfather’s only 3) Only I and III are sufficient to answer the question.
daughter. 4) All I, II and III are required to answer the question.
II. Sanjeev has no siblings. 5) Question cannot be answered even with all I, II
III. Radha has only one brother. and III.
24. How is ‘go’ written in a code language?
I. ‘now or never again’ is written as ‘torn ka na sa’ in that code language.
II. ‘you come again now’ is written as ‘ja ka ta sa’ in that code language.
III. ‘again go now or never’ is written as ‘na ho ka sa torn’ in that code language.
1) Only I and III are sufficient to answer the question.
2) Only II and III are sufficient to answer the question.
3) Only I and II are sufficient to answer the question.
4) All I, II and III are required to answer the question.
5) None of these

Answers and explanations

Three-statement Data Sufficiency
1. 4; From A and B: (-) P  T (+) From (B): It is clear that ‘R’ is uncle of ‘L’.
10. 2; Statement I and statement II both lack information
(-) R — S (+) — Q (+) about Manohar. Hence, reject the options 1), 3) and
Thus, P is mother of Q. 4).
From B and C: (-) P  T (+) Now, check for the possibility of the option 2).
Using, statement I and statement III, we get
S(+) — Q(+)
Answers and explanations
Manohar
Again, P is mother of Q. |
2 . 2; From A: L  Pr amila (  )  * (  ) (Manohar ' s son )
|
M  K Rashmi (  )  Raju ( )
K is south-east of L. Hence A alone is sufficient.
From B: K is east of L but we don’t know whether Hence, Raju is the grandson of Manohar.
north or south. And C is no help either. 11. 4; From I: we get
3. 5; In (B) we have no information about the sex of use the rope  nik ta re ... (i)
‘B’. Hence correct answer is either (A) or (C). From II: we get
4. 1; We can access the answer with the help of B rope is straight  pe da ta ... (ii)
and either A or C. From III: we get
5. 4; From A: The possible situations are as follows: always use rope  ma re ta ... (iii)
1. W — X — Y From I and II: We get that the only word which
2. W — Y — X is common in (i) and (ii) is ‘rope’ and only code
3. Y which is common in (i) and (ii) is ‘ta’. Hence, the

K KUNDAN
| code for ‘rope’ is ‘ta’.
W — X From II and III:
4. W —X We get that the code for ‘rope’ is ‘ta’.
| But from I and III we can’t get the specific code of
Y ‘rope’ among ‘ta’ and ‘re’.
5. Y — W — X Hence, only II and either I or III are sufficient.
From A and B: We reject situation 3. 12. 2; From I it is obvious that either Anil or Tara took
Now, from A, B and C: we reject situations 1, 2 the first lecture. And with the help of II it becomes
and 5. Hence we have the only possible situation clear that Anil took the first lecture.
as indicated in 4. Hence, we need all the three 13. 4; From I and II: we get
informations.
M   P1   P2   P3 —
6. 2; Statement C has no relation either with statement |
A or with B. In the statement C, ‘W’ is not being R _______ Q
talked about. Similarly, in statemnts A and B, ‘L’ P may be towards North or North-west or North-
is not being talked about. Hence all the three East of Q. Since we do not get any specific answer
statements even together are not sufficient. both I and II together are not sufficient.
7. 4; VQPSTRU or UQPSTRV From I and III: We get
8. 2; From A: B = 2S; P3
3 M
From B: B-1 = S;
2 P2
From C: (S-1)4 = B
Where, B = no. of brothers; P1
S = no. of sisters R Q
We have three different equations. Hence any Once, again we do not get any specific answer
two of them will be sufficient. because P may be North-West or North or North-
9. 2; From (A): East of Q.
(+)P —— M(+) From I, II and III: we get
| |
L S
Hence ‘M’ is uncle of ‘L’.
 of Radha.
M P 19. 3; From I and II: We get
Sulabha's rank from top = 5 + 10 = 15th
Sulabha's rank from bottom = 25th
Total number of students in the class
= 15 + 25 - 1 = 39
2 0 . 3; From the statements II and III:
R Q

P is to the North of Q.
14. 3; From I: We get Sunita’s rank is (15-5 =) 10th
from the bottom, ie (45 - 10 + 1 =) 36th from the
top. Though, sex of M is not known, it is given in
From II and III: We get statement III, that T has three children and only
Radha's rank from top = 30th one of them is boy. Therefore, we may conclude
Neeta’s rank from top = 45 - 4 + 1 = 42nd that W has two daughters.
21. 4; From statement I:
30  42 E > B > A
Now, Sunita’s rank =
2 From statement II:
= 36th (from top) — > — > — > C > — > —
15. 5; From I and II: We get From statement III:
L > T > F > P Now combining all the above statements, we have
J > P E > B > A > C > D > F
From I, II and III: We get 2 2 . 5; From statement II:
L > T > F > P
L > J > P
Hence, 'L' scored the highest.
16. 4; From III: We get
Q R

From statement III:

It is obvious from the positions of 'P' and 'Q' that

K KUNDAN
the pillar 'P' is to the North-East of the pillar 'Q'.
17. 2; From II and III: We get Now combining statements I and II:
food is adequate  vo ji fa ... (i) R W
food is delicious  fa vo re ... (ii) l l
From (i) and (ii), we get 'vo fa' is the code of 'food l
is', hence the code for 'adequate' is 'ji'. T
18. 2; From I and II: We get l l
J Z
Radha's grandfather
J is in south-west direction from W.
23. 5; Even by combining all the statements, we cannot
find the day of the week on which Sur esh’s
mother visited Suresh’s house.
(+ ) 24. 1; From statements I and III:
(-)
now or never again  torn ka na sa ...(i)
Radha again go now or never  na ho ka sa torn ...(ii)
Sanjeev From (i) and (ii), code for ‘go’ is ‘ho’.
(+)

Hence, Sanjeev is the cousin of Radha.

From I and III: Sanjeev is either brother or cousin
598 Verbal Reasoning (Commonsense Reasoning)

Chapter 24

Syllogism
Introduction
Syllogism is originally a word given by the Greeks.
Which means ‘inference’ or ‘deduction’.
Definitions of Some Important Terms
The terms defined below are used in the well defined
method for solving the problems on syllogism.
Proposition
(b) Particular Proposition: Part icular proposition
either only partly include or only partly exclude the subject
while making a statement. Examples are,
Some documents are secret.
Some cloths are not cotton.
Particular propositions are also further classified as
( i ) Particular Positive Proposition: A proposition
of the form “Some S are P”, for example, “Some
documents are secret”, is called a particular positive
proposition and it is denoted by the letter “I”.

K
A proposition is a sentence that makes a statement
and gives a relation between two terms. It consists of
three parts (a) the subject; (b) the predicate; (c) the relation
between the subject and the predicate.
Some examples of propositions are being given below:
( i ) All coasts are beaches.
( i i) No students are honest.
( i ii ) Some documents are secret
( iv) Some cloths are not cotton.
Subject and Predicate
A subject is that part of the proposition about which
( i i) Particular Negative Proposition: A proposition
of the form “Some S are not P” for example, “Some
cloths are not cotton”, is called a particular negative
proposition. And is usually denoted by the letter
“O”.
Important Note
The definition of the A, E, I, O propositions are very,
very important and the student must have the ability to
immediately recognise these types. With this need in mind
we are listing these four types of propositions in the
following table:
The Four Types of Propositions

KUNDAN
something is being said. A predicate, on the other hand,
is that term of the proposition which is stated about or
related to the subject. Type of
Universal Particular
Thus, for example, in the four propositions mentioned Proposition
above, ‘coasts’, ‘students’, ‘documents’ and ‘cloths’ are A Format: I Format:
subjects while ‘beaches’, ‘honest’, ‘secret’ and ‘cotton’ are All S are P Some S are P.
predicates. Positive Example: Example:
All coasts are Some documents
Categorical Propositions beaches. are secret.
E Format: O Format:
A categorical proposition makes a direct assertion. It
No S are P Some S are not P.
has no conditions attached with it. For example, “All S
Negative Example: Example:
are P”, “No S are P”, “Some S are P” etc are categorical
No student are Some cloths are
pr oposit ions, but “If S, then P” is not a cat egor ical
honest.
proposition.

Types of Categorical Propositions Mediate and Immediate Inference

(a) Universal Proposition: Univ er sal pr opositions
eit her f ully include the subject or f ully exclude it .
Examples are,
All coasts are beaches.
No Students are honest.
Universal propositions are further classified as
( i ) Universal Positive Proposition: A proposition of
the form “All S are P”, for example, “All coasts are
beaches”, is called a universal positive proposition.
And it is usually denoted by a letter “A”.
( i i) Universal Negative Proposition: A proposition
of the form “No S are P”, for example, “No students
ar e honest ”, is called a univ er sal negativ e
proposition. And it is usually denoted by a letter
“E”.
Mediate Inference: Syllogism is actually a problem of
mediate inference. In mediate inference conclusion is
drawn from two given statements. For example, if two
statements are given: “All tips are balls” and “All balls are
pencils”, then a conclusion could be drawn that “All tips
are pencils”. This is a case of syllogism or mediate inference
because conclusion is drawn from two propositions. We
will learn how to draw conclusion (mediate inference)
from the two given propositions later on in this chapter.
Immediate Inf erence: In immediat e inf er ence
conclusion is drawn from only one given proposition. For
example, let a given statement be “All coasts are beaches”.
Then, based on this statement, a conclusion could be
drawn that “Some beaches are coasts”. This is a case of
immediate inference.
Syllogism 599

Important Cases of Immediate Inference
In order to be able to solve syllogism problems completely
and speedily we need to have a thorough idea of immediate
inference. There are many aspects or methods of immediate
infer ence. These include conv er sion, obver sion,
contraposition etc. We shall not study the less important
of these methods. We shall see only two important cases
of immediate inference.
I. Implications (of a given proposition):
Let us see examples given below:
(a) Suppose we are given a proposition “All coasts are
beaches”. then this proposition naturally implies
that the conclusion “Some coasts are beaches” must
be true. It is very easy to comprehend because if
“all” are beaches, then “some” (“some” is only a
by analytical method than venn-diagram method. Though,
I will be discussing about Venn-Diagram also in the latter
section of this book.
The analytical method for solving syllogism completely
consists of the following easy steps:
I. Draw mediate inferences
II. Draw immediat e inferences (implicat ion or
conversion)
III. Check for complementary pairs
I. Draw Mediate Inferences
There are two extremely simple steps to draw mediate
inferences: