Building Standards in Educational and Professional Testing

National Testing Service Pakistan

(Building Standards in Educational & Professional Testing)

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Building Standards in Educational and Professional Testing

PATTERNS AND
PRACTICE

Building Standards in Educational and Professional Testing

Quantitative Ability

The
Q u a nt i t a ti v e
se c t i o n
measures
your
basic
m a th e m a t i c al
s k i l l s,
u n d e r s t a n d i n g o f e l e m e n t a r y m a t h e m a t i c a l c o nc e p t s , a n d t h e a b i l i t y t o r e a s o n
q u a n t i t a t i v e l y a n d s o l v e p r o b l e m s i n a q u a n t i t a t i v e s e t ti n g . T h e r e i s a
b a l a nc e o f q u e s t i o n s r e q u i r i n g b a s i c k no w l e d g e o f a r i th m e t i c, a l g e b r a ,
g e o m e t r y , a n d d a t a a n a l y si s . T h e s e a r e e ss e n ti a l c o n t e n t ar e as us u al l y
s t u di e d a t t h e h i g h s c h o o l l e v e l .
T h e q u e s t io n s i n t h e qu a n t i t a t i v e s e c t i o n c a n a l s o b e f r o m
Di s cre te Qua nt ita ti ve Ques ti on
Qua nt ita ti ve C ompa ri s on Q u es tio n
Da t a I nt e rpr et a t io n Q uesti on et c.

T h e d i s t r i b u ti o n i n t h i s g u i d e i s o n l y to f a c i l i t a te t h e c an d i d a t es .
This
d i s t r i b u t i o n i s n o t a p a r t o f t e s t t e m pl at e , s o, a t e s t m ay c o n t a i n a l l t h e
q u e s ti o n s o f o n e f o r m a t o r m a y h a v e a r a n d o m n u m b e r o f q u e s ti o n s o f
d i f f e r e n t fo r m a t s.
T h i s c h a p t e r i s d i v i d e d i n to 4 m a j o r s e c ti o n s . T h e f i r s t d i s c u s s e s t he s yl l a b u s
/ c o n t e n t s i n e a c h s ec t i o n o f t h e t e s t r e s p e c t i v el y a n d t h e r em ai n i n g t hr e e
s e c t i o n s a d d r e ss t h e q ue s t i o n fo r m at , gu i d e l i n e s t o a t t e m p t t h e q u e s ti o n s i n
e a c h f o r m a t a n d s o m e e x a m pl e qu e s ti o n s .

General Mathematics Review

A rithm e tic
T h e f ol l o w i ng a r e s o m e k ey p o i n t s , w h i c h a r e p h r a s e d h e r e to r ef r e s h y o u r
k n o w l e d g e of b a s i c a r i t h m e ti c pr i n c i p l e s .

Ba sic a rithm etic

F o r a ny n um ber , ex ac tly o ne of th e f ol l ow ing is tru e:

i s nega tiv e
i s ze ro
i s pos i ti ve
The o nly nu mbe r t hat i s equal t o i t s o ppo s i te is 0 (e .g.

a only if a

I f 0 i s m ulti pli ed t o any o the r n um ber, i t wil l ma ke i t ze r o ( a

0 0 ).

0)

P rodu ct or quo tie nt o f t w o n umbe rs o f t h e s am e si gn ar e al w ays po si tiv e

a nd of a di ff er e nt si gn a re al w ays nega ti ve. E .g. i f a p os it i ve n umbe r i s
mul ti pl ied t o a n ega tiv e nu mbe r the r es ult w ill b e nega ti ve a nd i f a
ne ga t ive num be r i s di vi ded by an ot her ne gati ve numbe r the r e s u lt wi ll be
po si tiv e.

S ee the fo ll o wi ng tabl es fo r a ll co m bin at io ns.

Building Standards in Educational and Professional Testing

or
or
or
or

T he su m o f tw o po s iti ve num be rs is al w ay s posi t ive .

T he su m o f t w o nega ti ve numb e rs is al w a y s n ega tiv e.

S ubtr ac tin g a num be r f rom ano th er is th e s am e as ad di n g it s oppo s i te

a b

a ( b)

T he rec ipr oc al o f a n umber a i s

1
a

T he pro duc t o f a n um ber a n d it s rec ipr o ca l is al way s o ne

1
a

a b

D iv idin g by a number is t he sa me as m u lti plyi ng by it s rec ipr o ca l

1
b

Ev ery i n tege r ha s a fin ite s et of fa ct o r s ( di vis o rs) a nd an inf ini te s e t o f

m ult ip lier s .
I f a a nd b a re t w o int e ge rs , th e f ol l o w in g fo ur te rms ar e syn on yms
i s a d iv iso r o f
i s a fa ct o r o f
i s a d iv isib le
y
i s a m ultip le o f

T he y a l l mea n t hat w he n

i s divi ded by b t her e i s no r em a in der .

P os i t ive in tege r s, o th er than 1 , hav e at l e as t t w o pos it ive fac t ors .

P os i t ive in tege r s, o th er than 1 , w hic h hav e e xac tl y t w o fa cto r s , ar e kn own

a s p r im e num b e r s.

Ev ery i n teger gr e ate r tha n 1 th at is n ot a pri me ca n be w ri tt en a s a pr o duct

o f pri mes .
T o fi nd t he p rim e fa ct ori za tio n of a n in te ger , fi nd any tw o f ac to r s of th a t
nu mb er, i f bo th ar e pr i mes , yo u ar e do ne ; if no t, c o ntin ue fa cto r i zati on
un til e ac h f ac to r i s a pr i m e.
E. g. to f ind the pr i m e fa ct ori z ati on o f 4 8, t wo f a cto r s are 8 an d 6. Bo th o f
th em a r e no t pri me num ber s, s o co nti nu e t o fac to r t hem .
F ac to r s of 8 a re 4 a n d 2, a nd of 4 ar e 2 and 2 (2
2
2).
F ac to r s of 6 a re 3 a n d 2 ( 3
2).
S o the nu mb er 4 8 c a n be w ri tte n a s 2
2
2
2
3.
The Le as t C o m m o n Mul ti pl e (L CM ) o f t w o int eger s a a nd b is t he sm al l e st
in te ger w h ich i s di vi sibl e by bo th a an d b, e. g. th e L C M of 6 and 9 i s 1 8 .

Building Standards in Educational and Professional Testing

T he Gr ea te st Com mo n D iv is or (G CD ) o f tw o in tege r s a a n d b i s the l a r ges t
in te ger w h ich di vide s bot h a a nd b, e .g. t he GC D of 6 a nd 9 i s 3.
T he pro d uc t of GC D and LC M o f t w o int eger s i s equal to the pr o duc ts o f
nu m bers it sel f. E .g.
6
9 = 54
3
1 8 = 54
( w he re 3 i s G C D a nd 18 i s LC M o f 6 and 9 ) .
Ev en number s a re al l the mul tiple s of 2 e. g . (

4,

Od d numbe rs ar e al l i nte ger s no t div i s i bl e by 2 (

2, 0 , 2, 4 ,

5,

3,

1, 1 , 3, 5 ,

I f tw o i n tege rs a re bo th ev en or bot h o dd , t hei r s um a nd diff er e nce a re

ev en.

I f on e i nte ger is ev en and the othe r i s odd, t hei r s um and d iff eren ce a re
o dd.
T he pro d uc t o f tw o in tege rs is e ven un les s bot h o f the m a re o d d.

W h en an equa ti on in vo lv es m ore th an on e o per ati o n, i t i s im po rta nt to

c ar ry th em o ut in th e c orr ec t o rde r. T he co r re ct o r der i s P ar ent heses ,
Expo ne nts , M ul tipl i ca ti o n a nd D iv isi o n, A ddi ti o n a n d S ubt r ac ti on , or j us t
th e f ir st l ett er s PEM D AS t o r eme mber th e prope r o r de r .

Ex po nents and R oots

R epe a t ed a ddi tio n of th e s a me num be r i s i ndi ca ted by mul ti plicat io n:

17
17
17
17
17 = 5
17

R epe a t ed mu lti pli ca tion o f the s am e num ber is i ndic at ed by a n e xpo nen t:
5
17
17
17
17
1 7 = 17

5
I n the ex pr es si on 17 , 17 i s c al led b a se a nd 5 i s the ex p o nen t .
F o r a ny num ber b: b
a s f a c t o r.

= b a nd b

= b

b, w h ere b i s u s e d n tim e s

F or an y n umb ers b an d c an d po si ti ve int egers m a nd n:

bmb n b m n
bm
bm n
n
b
(b m ) n b mn
b m c m (bc) m

I f a is neg ati ve , a

i s po s iti ve if n i s eve n, an d ne gat ive i f n is odd.

3.
9 : x 3 a nd x
T he re a re tw o n umbe rs t hat s ati sf y t he equa ti on x
T he po si tiv e o ne , 3, is c all ed the (p ri nci pal ) squ are r o o t o f 9 and i s de no te d
2

by sy mbo l

0,

9.

C le a rl y, ea ch pe rfec t squ ar e ha s a sq ua re ro ot :

3,

36

6,

169

13 ,

225

25

e tc .

Building Standards in Educational and Professional Testing

F o r a ny posi t ive nu mbe r a th er e i s a po si tiv e n um ber b t hat s at is fi e s the

equ a t io n

b.

F o r a ny positi ve in tege r ,

( a)2

F o r a ny p osi t ive num be r s a and b:

ab

a b

as 5

25

an d

9 16

po si tiv e a s

( 5)

25

F o r a ny num ber a,

an

an d i f

(b c)
a

16

ab ac
0

b
a

b
3 4
a,

a2

a is

t r ue o nly if a is

a2 .

F o r a ny numb er a , b and c:

a(b c)

( a )2

A lth ou g h i t i s al wa ys tr u e t ha t
2

a
b

a.

a(b c)
(b c)
a

c
a

ab ac
b
a

c
a

Ineq ua lities

F o r a ny numb er a a nd b, ex ac tly o ne of th e f ol lo w i n g is tr ue :

or

or

F o r a ny num ber a a n d b ,
F o r a ny num ber a a n d b ,
F o r a ny num ber a a n d b ,
T he sy mb ol

a
a
a

b.

b me ans

b me a ns

b me a ns

th at
th at

a b is

a b is
a b is

po si ti ve.
n egat i v e.
z ero .

me ans gre at er than o r equal to an d t he sym bo l

th an or equ a l to . E. g. th e s ta tem e nt
nu mbe r gr ea ter tha n 5.
T he st a te m en t

th at

x 5 is

x 5 me ans

a n abbr ev ia tio n of

th at x c an b e 5 or an y

x an d x 5 .

A ddi n g o r s ubtra ct i n g a num be r t o an in equali ty pres erve s it.

If

b,

th en

a c

b c an d a c

b c.

me ans l es s

Building Standards in Educational and Professional Testing

e. g.

5 6

5 10 6 10

and

5 10 6 10

A ddi n g in equa li ti e s i n sa me di re c t io n pr ese r ve s it:

If

b and

d,

a c

th en

b d.

M ult iply ing o r di vi di ng an ine qualit y by a pos it i v e n um ber pres e rv es it . If

a b an d c is

a po si ti ve number , the n

a b an d c is

a n ega t ive nu mb er, th en

a c b c

a
c

a nd

b
c.

M ult i ply ing o r di vidi ng an i n equali ty by a ne gati ve nu mbe r re ve rs e s it. If

a c

b c

a nd

a
c

b
c.

I f si des o f a n i nequ a l ity are bo th po si tiv e a nd bot h n ega tiv e, ta ki ng t he

re ci proc al r e vers es th e ine quali ty.
If

If

x 1 an d m and n a re

If

x 1,

If

x 1 an d a is

th en

x 1 , then

1
x

po si ti ve, t hen

x
x

x.
and

1
x

xa

a.

i nte ge rs wi th

n,

th en

xm

xn

x.

Pr op er tie s of Zero
0 i s th e o nl y n umbe r tha t is nei the r n ega tiv e n or po si ti ve .

0 i s s ma ll er tha n e ver y po si ti ve n umb er an d gr e at er t ha n e very ne gat ive

nu mb er.
0 i s a n e ven i n tege r .

0 is a m ult iple o f e ver y i nte ger .

F o r ev er y nu mbe r
F o r ev er y nu mbe r

a
a

:
:

a 0

a and a 0

a 0 0.

F or ev ery pos it i v e i nte ger

n : 0n

a.

0.

F o r ev er y nu mbe r

( in cl ud i ng 0 ):

a 0 and

F o r ev er y nu mbe r

( o th er t ha n 0 ) :

0 a

a
0

0
a

a re u ndef i n ed s ym bo ls .

0.

Building Standards in Educational and Professional Testing

0 is th e o nl y n umber tha t i s equa l to it s oppo si te :

0.

I f the p ro duc t of tw o o r m o re num be r s is 0 , a t lea s t one of th e m i s 0.

Properties of One

a
a : a 1 a a nd
1
n
n
1
1
n um ber
:
.

F o r a ny n um ber
F o r a ny

a.

1 i s th e di vi sor o f ever y i nte ger .

1 i s th e s mall est p os iti ve i n tege r .

1 i s a n od d i nte ge r.
1 is no t a pr im e.

Fractions and Decimals

W h en a w h ol e i s di vi ded i nt o n equ a l pa rts , eac h par t is c al led on e n th of
th e w h ol e, w ri tte n

1
.
n

F o r ex a mpl e, i f a piz z a i s cut ( di vi ded) i nto 8 equ al

sl i c e s , ea ch sl ice i s o ne ei ght h (

1
)
8

o f t he pi z za ; a day is di vi ded i n to 2 4

equ a l ho ur s, s o a n hour is o ne tw e n ty- fo urt h

1
) of
12
8
tw e nty - fo urth (
)
24
o ne tw el fth (

1
)
24

o f a da y and a n inc h i s

a f oo t. If on e wo r k s f or 8 h ou r s a da y , he w ork s e igh t
o f a day. I f a ho cke y s ti c k is 40 in che s lo ng, it

me a su re s fo r t y t w elf ths
T he nu mbe rs su ch as

1
,
8

40
) of a
12
1
8
,
24 24

f oot.
a nd

40
,
12

in w hi ch o ne i nte ge r is w rit te n

o ver the s ec ond in tege r , ar e c al led fr ac tio ns . T h e cent e r lin e is ca ll ed t he

fra ct i o n bar . Th e n um ber abo v e t he bar is ca ll ed the nu m er a tor , a nd t he
nu mbe r be l o w th e b ar is ca ll ed d eno m ina to r .
T he den om i na to r o f a fr ac tio n ca n n eve r be 0.
A fra c ti o n, s uch a s

1
,
24

in w hic h the d en omi nat or is gr eat e r tha n

nu me ra to r, i s kn ow n as a p r o p er fra c tion . I ts va lu e i s les s tha n on e.

A fra c ti o n, s uch a s

40
,
12

in w hic h the den omi nat o r i s l es s t ha n n ume ra to r, i s

kn ow n a s a n im p r o p er fra c tion . I ts va lu e i s grea ter th an o ne .

Building Standards in Educational and Professional Testing

A fra c ti o n, s uc h a s,

12
12

i n w hi ch th e de no m ina to r i s e qu al to t he numer ato r ,

is a l so kno w n as an im pr op er fr a ct ion . B ut, It s val ue is o ne.

Ev ery fr a ct io n c a n be expre ss ed i n dec im al f orm (o r as a w ho l e nu mbe r ) b y

di vidi ng t he numbe r by the de no mi na to r.

3
10

0.3,

3
4

0.75,

8
48
1,
8
16

3,

100
12.5
8

Unli ke th e e xa mpl es abo ve , w hen m o st fra c t io ns are c on vert e d to d e ci ma ls ,

th e di vi sio n d oe s no t t er min at e, af ter 2 or 3 o r 4 de ci m al pl a ce s; ra th er i t
go es o n f ore ver wi t h s om e se t of d igi ts r e pea tin g i t.

2
3

0.66666...,

3
5
0.272727...,
11
12

0.416666...,

17
1.133333...
15

Building Standards in Educational and Professional Testing

T o co mp ar e t w o dec im al s, f ol l ow th ese ru les :

W h ic he ve r n um ber h as th e gre at er num ber to th e l eft o f th e de ci ma l

po int i s g rea te r: s in c e 11 > 9 , 11. 0 001 > 9 .8 965 and si nc e 1 > 0,
1. 23 4 > .8 . ( Rec al l t hat if a dec ima l is w r itt en wi tho ut a number o n
le ft of deci mal poi nt, yo u m ay a ss u me th a t a 0 i s t her e, so , . 8 =
0. 8) .
I f th e nu mbe r s t o th e l eft of t he de ci ma l po in t ar e e qu al , p ro ce ed a s
fo ll ow s :
If th e number s do no t h ave t he s am e nu mbe r of d i gits to t he righ t
o f t he dec im a l poi nt, a dd ze roe s to t he end o f t he sh or ter o ne to
ma k e t hem equal in l en gth.
N o w c ompa re the nu mbe r s i gn ori ng t he d eci ma l po in t.
For exa mpl e , to co m par e 1. 83 an d 1. 8 2 3, add a 0 t o th e e nd o f
1. 83 fo r min g 1. 83 0 . N ow c o mpa re the m , thi nki ng of the m as w ho l e
nu mbe r s w i tho ut de c i ma l po in t: s i nce 183 0 > 18 23, th en 1. 83 0
> 1. 82 3.

T he re a re t w o w a ys to c om par e fra cti o ns:

C o nve rt th em to dec ima ls by div i di ng, and u s e the me t hod al rea dy
des cr ibe d t o com par e t hes e de ci mal s . F or e xampl e t o co m pa re
an d

1
,
4

> 0 .2 5,

co nv ert the m to de c i m al s.

2
5

1
.
4

>

2
5

0.4 an d

1
4

0.25 .

N o w , as 0. 4

2
5

C ro ss m u lti pl y t he fr ac t io ns . For e xa mpl e to c o mpa re

c ros s

2
5

1
4

S inc e

2 4 1 5,

th en

2 1
>
5 4.

2
5

and

1
,
4

m ul tipl y:

W h il e co mpa ri ng t he f ra cti on s, i f the y hav e s am e t he de no m i n ato r s , t he

fra ct i o n w ith th e l a rge r n umer a tor i s gr ea te r. F or exa mpl e

3
5

2
.
5

If t he fr a c tion s ha v e t h e s am e n ume r at o r , t h e f r ac ti on w it h t he
sm a ller d e no m inat o r is g r ea te r . F o r exa m p le

3
5

3
.
10

T wo fra cti o ns ar e ca ll ed eq uiv ale nt f ra c ti o ns i f bo th o f th em h ave sa m e

dec ima l v a l ue.

1
2

F o r e xa mpl e,

5
10

a s bot h o f the se ar e e qua l t o 0. 5 .

A no the r w a y t o ch eck th e e quiv al enc e o f tw o fra ct i o ns is t o c ro s s - m ult iply .

I f b o th of t he p ro duct s a r e s a me , t he fra ct i o ns ar e equ i v al ent. F or Exa mpl e ,
to co m par e

2
5

w it h

6
,
15

fra ct i o ns a re e q ui val ent .

cr o ss -m ult i pl y. Si nce

2 15 6 5 ,

bot h o f t he

Ev ery fr a ct io n ca n be r edu c e d t o lo w es t t erm s b y d i vi din g th e n um era to r

a nd d eno mina to r by the ir gr eate st c ommon di vi so r ( GC D ). I f the GC D i s 1,

Building Standards in Educational and Professional Testing

10
,
15

th e f r ac ti on i s a lr ead y i n l ow e st te rm s. F o r e xam pl e t o r edu c e

di vi de

bo th nu m era to r a nd de no m ina to r by 5 ( w hi ch i s G CD o f 1 0 a nd 15 ) . Thi s

w il l r educ e the fra ct i on t o

2
.
3

To m ult i ply tw o f ra cti on s, m ult ipl y t hei r num e ra t or s and mu lti ply the i r
den om i na to rs. F o r e xam pl e

3 4
5 7

3 4
5 7

12
.
35

T o m ult i ply a numbe r to a fr ac t io n, w r it e th at num be r a s a fra c tio n w ho se

den om i na to r i s 1 . F or exa mpl e

3
7
5

3 7
5 1

3 7
5 1

21
.
5

W h en a pr obl em r equ ir e s yo u to f i nd the frac ti on of a num be r, m ul tipl y tha t

fra ct i o n w ith th e number . F or e xa mpl e , to f ind two f ift h (

m ul tipl y:

2
200
5

2 200
5 1

T he r e ci proc a l o f a f ra ctio n

400
5
a
is
b

80

80

ano th er fra cti on

b
a

s in ce

a b
b a

2
)
5

o f 200 ,

T o di v ide on e f ra c ti on by t he ot her fra ct io n, mul ti p ly th e r e ci pr o ca l o f

di vi sor w i t h th e di vi dend. F or e xampl e,

22 11
7 7

22
7

7
11

2
1

2.

T o a dd o r su btr a c t t he fr a ct io ns w it h s ame den omin at or, a dd o r s ubt ra ct

nu me r at or s
a nd
kee p
th e
de no mi n ato r.
For
ex am ple

Per cent s

4
9

1
9

5
9

and

4 1
9 9

3
.
9

T he wor d p er c en t mea ns hu ndre dth. W e us e the sy m bol % to e xpr es s the

w o rd
. For exa mpl e 15 per ce nt m e an s 1 5 h undr edth s and ca n b e
w ri tte n w i th a % symbol , a s a fra cti o n, o r as a d e ci ma l.

20%

20
100

0.20 .

T o co nv er t a d eci ma l t o a p erc ent , mov e t he dec im al po i n t t wo pl ac es to t he

ri ght, a d din g 0s i s ne ces sa ry, an d add th e per cent s ym bo l ( % ).
F or ex am ple , 0. 375 = 3 7 . 5% 0. 3 = 30 %
1. 25 = 1 2 5 % 1 0= 10 00%
T o co nv er t a fr a c t io n t o a pe rc ent , fi rs t co nv er t th at fr a ct io n t o dec im al ,
th an us e t he m eth od s t ate d abo ve to c onv er t it t o a pe rce nt.

T o co nv er t a per ce n t t o a deci mal , mo ve th e de c i m al poi nt tw o pl ac es to th e

le ft a n d r e mo ve th e % s ym bo l. Add 0s i f n ece s s ary .
F or ex am ple , 25 % = 0. 25
1 % = 0 .0 1
1 00% = 1
Y o u sho uld b e famil i a r w i th the fo ll ow i ng bas ic co nv er si o ns :

1
2

5
10

0.50 50%

1
5

2
10

0.20

20%

Building Standards in Educational and Professional Testing

1
4

3
4

0.25 25%

F o r a ny positi ve i nt e ge r

0.75 75%

a : a% o f

F o r a ny posit ive nu mbe r s

1 00 i s

a.

a an d b : a% of b b% of a

T he perc e nt ch ange i n th e q uan tit y i s

actual change
100%
.
original amount

F o r exa mp le :

I f the pri ce o f a l a m p go es fr o m R s. 80 to R s . 100 , the a ctu a l in cre as e i s

20
1
100%
100% 25% .
80
4
I f a b , th e pe r ce nt i n cr e a s e i n goi ng f rom a t o b is a l wa ys gr eate r
per cen t dec re a se in go i n g fro m b to a .
R s. 20 , a n d th e pe r ce n t in cre a se i s

T o in cre a se a n umb er by

k% ,

m ul tiply it by

1 k% ,

th an

an d to de c r ea se a

nu mbe r by k % , m ul tipl y it by 1 k % . F o r ex amp le , the va l u e o f a n

in ves tmen t o f R s. 20 ,0 0 0 af ter 25 % i nc r ea se i s
20, 000 (1 25%) 20, 000 (1.25) 25, 000 .
I f a num ber is t he r es ult o f i ncr ea si ng ano the r n umb er by
o r igi nal n um ber divi de i t by 1 k % ,
dec rea s ing an ot her num be r by k % ,
1 k% .

k% ,

to f ind the

a nd i f a nu mbe r i s t he r es ul t o f
to f ind the o r igi nal nu mb er, di vide i t by

F o r ex a mpl e, The go vern m ent an no unc ed an 20% in cr eas e i n sa l a r ie s. If

a fte r th e i nc rem en t, The sa la ry of a par ti cu la r em pl oy ee i s R s. 1 8 , 0 00,
w ha t w as the o r igi na l sa l ar y ?
Or i gi n al sa la ry (i n Rs .) =

current salary
1 percent increase

18,000
1 20%

18, 000
15, 000
1.20

Ra tio s and P roportions

A r at i o i s a f r ac ti on tha t c o mp ar e s t w o qu an tit i e s t hat ar e m ea su r ed in the
s am e un i t s. T h e fi r st qua nt i ty i s th e nu me r at o r and t he s ec o nd qua nt ity is
den omi nat or . Fo r exa mpl e , i f th ere are 16 bo ys an d 4 gi r ls , w e sa y th at t he
ra tio of th e num ber o f boy s to th e numbe r o f gi rl s on t he tea m i s 16 to 4 ,
or

16
.
4

T hi s i s o ft en w rit ten a s 1 6: 4. S in ce a r at i o i s j ust a fra ct i on, i t c a n

be r edu ce d o r c on vert ed t o a d ec i mal o r a per ce nt. The F o llo w in g a re

di ffer ent
w ays
to
ex pr es s
t he
sa m e
r ati o:

16 to 4 ,

16 : 4 , 16 , 4 ,
4
1

0.25 ,

25%

I f a s et of o bjec ts is div i de d in to tw o g ro up s in th e r a ti on
fi r st gr ou p c on tai ns

a b

a:b,

t h en t he

o f t he to tal obj ect s an d s i mi la rly the sec on d gr oup

Building Standards in Educational and Professional Testing

c ont ai ns

a b

o f t he to ta l number o f o bj e ct s. T hi s r ul e a ppli es to e xte nde d

ra tio s , a s w el l. I f a s e t i s di v ided in to t hree gro ups i n the r a ti o

th e f ir st g roup co nt a i ns

a
a b c

a:b:c,

t hen

o f the to ta l obje ct s , and s o o n.

A pro p o rti o n is a n eq ua ti on t ha t s tates tha t tw o rat io s a re equi va len t. Sinc e

r a ti os ar e j ust fra cti o ns, an y equ a t io n su c h a s

4
6

10
15

in w hic h ea ch si de i s

a si ngl e fr ac tio n is pr o por tio n. T hi s p ropo rt i o n s ta te s t hat 4 re l at es to 6 i n

s ame ra t io as 1 0 r ela te s t o 1 5 .
F o r eac h pr op o rti on o f t he fo rm

a
b

c
d

ad

bc .

T his pro per ty c a n be us ed

to s o lve pr opo rti o ns for u nkn ow n s (v ari abl es ). F o r e xamp le: If 3 o r ange s
c ost Rs. 5, ho w m any ora nge s c an y ou buy fo r R s .1 00 .
T o s o lve thi s
pr o ble m w e hav e to se t up a pr opo r t io n.
I f t he nu m ber o f or ang es f or
Rs. 10 0 i s x , th en:

3
5

x
100

3 100

Av era ge s

x 5

3 100
5

60

T he a v er a g e o f a s et o f n nu mbe rs is t he sum of tho s e n umbe r s di vi ded by

n.

average

sum of n numbers
n

o r s im ply

Sum
n

th e t ec hni ca l na me fo r t hese ki n d o f aver ag e s i s Ari th me ti c M ea n.

I f y ou kn ow t he a ve ra ge o f n number s, mul ti pl y t hat av era ge w i th n t o ge t

th e s um o f num be r s.
I f all t he number s i n a s et ar e t he sa me , the n t ha t n umber is th e aver age .

A ss ume th at th e a v er a ge o f a se t of n um ber s i s A . I f a n ew numbe r x i s

a dded t o tha t set , the ne w a vera ge w i l l be ;
Gr ea t er if x is g r e at er t han t he e xi sting a v er a g e
S m all er if x is s m a lle r t ha n the ex isti ng a v e ra g e
Unc h ang ed if x i s e q ua l t o th e ex ist in g ave ra g e

A r it hmeti c s e qu enc e i s a n o rd er ed se t o f nu mb ers , s uc h tha t, th e dif fer enc e

bet w een tw o co ns ecu ti ve number s i s the s am e.

I f t her e i s an ar i thmet i c se que nc e of n ter m s, th en the ave ra ge c al cu l ati on

ca n be m a de s im pl e by usi n g th ese r u les .
T he a vera ge o f th e te rm s i n t hat s equ enc e w il l be th e m iddl e t e rm,
if n is odd.
I f n i s e ve n, th e a ver ag e w il l be th e a ve ra ge o f t w o mi d dle te rms .

Algebra

Building Standards in Educational and Professional Testing

Po lynom ia ls
A mo no m ia l i s a ny n umber o r v ar ia ble o r pr odu ct o f n umbe rs an d v ari abl es .
F or ex am ple

3, 4, x, y, 3 x, 2 xyz, 5 x 3 , 1.5 xy 2 , a 3b 2 a re

c oe ffi cie nt.

T he

a ll mon om i al s.

T he n umbe r th a t a pp ea r s i n fro nt o f a va ria bl e i n a mo no m ial is c al l e d t he

co ef fi ci ent

c oe ffi cie nt i s ei th er 1 o r

of

5x3

is

1, bec a use

5.

If

me ans

th ere

1x

is

no

numb e r,

x me a ns

a nd

1x .

the

A po lyn omia l is a m on omial or t h e sum o f tw o o r m o r e m o no m ial s. Eac h

m o no mi al tha t ma ke s up t he po lyn omia l i s cal le d a te r m o f t ha t po ly no mi al .

I f a po lyn omi al ha s on ly o ne term it is a s i m pl e m o no mi al, i f i t has t w o

te r ms, i t is kn ow n as bi n omia l a nd i f i t ha s thre e t er ms , i t i s c al led
tr ino mia l.
T wo ter ms a re ca l l e d lik e t er ms if t hey d iff er o nl y in the i r co eff ic ien ts .
an d

2x3

3x 2

4x 5x 2x2 7

a re lik e t er ms , w here as ,

5x 3

a nd

5x 2 a re

n ot .

5x3

I f l i k e te rm s a re i nvo l v ed in a po l y no mi a l , t hey ca n be c om bi ne d, by ad di ng
th ei r c oe ffi ci ent s, t o ma ke t ha t po l ynom ial s imple r.
T he pol yn omia l

9x 7 .
i s equi va len t t o the po l y no mi al x
A ll l a w s o f ar ith m eti c a re a ls o ap pli ca ble to pol yn omia ls . M o st i m po rta nt o f
th em i s PEMD AS .
2

P ol yno mi a ls ca n b e a dde d, s ub t ra cted , mu lti pli ed o r di vi ded.

T o add tw o po l y no mi a l s , pu t a plu s s ig n be tw ee n t hem, e ras e t he

pa rent hes e s, a nd c om bi ne li ke term s.
E xa m ple :

W h at i s th e s um o f

5 x 2 10 x 7

S o lut io n:

a nd

3x 2 4 x 2 ?

(5 x 2 10 x 7) (3 x 2 4 x 2)
5 x 2 10 x 7 3 x 2 4 x 2

8x2 6x 5

T o su btr a ct tw o po l yno m ial s, re ve rse the s igns o f s ubt rah end, a nd add two
po l y nom i a l s a s don e be fo r e.
E xa m ple :
S ubtra c t

3x2 4 x 2

from

5 x 2 10 x 7

Building Standards in Educational and Professional Testing

S o lut io n:

(5 x 2 10 x 7) (3x 2 4 x 2)
(5 x 2 10 x 7) ( 3 x 2

4 x 2)

5 x 2 10 x 7 3 x 2 4 x 2
2 x 2 14 x 9

To mul tipl y m o no m ial s, fi rs t mul tipl y t hei r c oe ffi ci ent s , a nd t hen m ul ti pl y

th eir va r ia b le s by a ddi n g th e e xpo ne nt s .
E xa m ple :

W h at i s th e pr od u ct o f

3x 2 yz

S o lut io n:

from

2x 2 y 2 ?

(3x 2 yz )( 2 x 2 y 2 )
(3

2)( x 2 x 2 )( y y 2 )( z )

6x4 y3 z

To mul tipl y a mon omia l by a po ly no mi al , just m ul tipl y e ac h t er m o f the

po l y nom i a l by the mon omi al.

E xa m ple :

W h at i s th e pr od u ct o f
S o lut io n:

(3x )(3x 2 6 xy 2

3x

from

3x 2 6 xy 2 2 ?

2)

(3x 3x ) (3x 6 xy 2 ) (3 x 2)
2

9 x 3 18 x 2 y 2 6 x

To mul tipl y tw o bi no mial s, m ul ti ply ea ch term of fi rs t bi n omial by ea ch t erm

o f s e con d bi no mi al , then a dd th e re s ult s .
E xa m ple :

W h at i s th e pr od u ct o f

3x

S o lut io n:

(3x

from

3 x 2 6 xy 2 ?

y )(3 x 2 6 xy 2 )

(3x 3x 2 ) (3 x ( 6 xy 2 )) ( y 3 x 2 ) ( y ( 6 xy 2 ))
(9 x 2 ) ( 18x 2 y 2 ) (3x 2 y ) ( 6 xy 3 )

9 x 2 18 x 2 y 2 3 x 2 y 6 xy 3

T he thr ee m os t i mpor tan t bi no m ia l pr od uc ts a re:

Building Standards in Educational and Professional Testing

( x y )( x

y)

x2

xy xy

y2

x2

( x y )( x y )

x2

xy xy

y2

x 2 2 xy

(x

y )( x

y)

x2

xy xy

y2

x2

y2

2 xy

y2

y2

M emor iz i n g the s e ca n s ave a lo t o f ca lc ul atio n tim e duri ng the te s t .

T o di v ide a pol yno mi a l by a mon om ia l, di vid e ea ch te rm o f the po lyn omi al

by the mo no m ial .
E xa m ple :

W h at is the qu ot ien t i f
S o lut io n:

32 x 2 y 12 xy 3 z
8 xy

32 x 2 y 12 xy 3 z

32 x 2 y 12 xy 3 z
8 xy
8 xy

4x

i s divi ded by

8xy ?

3 2
y z (by reducing the terms)
2

Building Standards in Educational and Professional Testing

S o l v in g E q u a t i o n s a nd I n e q u a l i t i e s

T he bas ic pri n ci pl e i n so l vi n g e quatio ns an d i n equa li tie s i s th a t you c a n

m an i pu la te the m i n a n y w ay a s lo ng as yo u d o t he sam e t hing t o bot h
sid es .
F o r ex amp le yo u ma y add a n u mber to bo th si des, o r y ou m ay
di vi de o r mul ti ply bot h s i de s wi th sa me n um ber et c.
B y u si ng th e fol l o w in g s ix-s tep m eth od, y ou ca n so l v e m o st of th e
equ a t io ns a nd in e qu a l iti es. The me tho d i s ex pl aine d w ith t he h elp o f a n
ex am ple .
E xa m ple :
if

1
x 3( x 2)
2

S o lut io n:

S te p
1
2
3
4
5
6

2( x 1) 1 ,

W ha t t o d o

Ge t ri d of f r ac ti on s a nd
dec im a l s by m u lti plyi ng
bo th s i des by the LC D .
Ge t r id o f al l par e nth es es
by so lvi ng t hem .
Co m bin e li ke te rm s on
ea ch s ide .
By a dding a nd su btra ct ing
get al l t he v ar ia bles o n
o ne si de (m o st l y l e ft) .
By addi ng or su btr a ct i n g
get a l l pl ain numbe rs o n
th e o th er si de.
Di vide bo th s i d es by the
c oe ffi cie nt of t he va r ia ble.
(I f y ou a re de al in g w i th
an
i ne qual i t y
a nd
yo u
di vide w i t h a n e ga ti ve
nu mb er,
r emem be r
to
rev er se t h e in e qua li ty. )

w ha t

is

Ex am p le

M ult iply

x 6( x 2)

th e

e ach

s i de

4( x 1) 2

x 6 x 12

4x 4 2

S ubtra c t

4x fro m

7 x 12
3x 12

A dd

3x 18

by

of

x?

to

get:

to

ge t:

4x 6

12

D ivi de

val ue

to

ea ch

bo th

ea ch

s i des

s i de
si de

by

to

get:

to

ge t:

W he n yo u hav e to so l ve o ne va ri a bl e a nd the e quat io n/i nequ ali ty i nvo lve

mor e t han o ne va r ia bl e, tr e at a ll ot her va ria bl es as pl ai n n umber s a n d
a pply the s ix-s tep m eth od.
E xa m ple :

a 3b
if
S o lut io n:

S te p
1
2
3
4
5

c,

w h at

is

t he

val u e

of

Wh a t t o d o

Ther e a r e no fr a ct io ns a nd
dec im a l s .
Ther e a r e no pa rent h e ses .
Ther e a r e no li ke te rm s.
By a dd in g a nd s ub t rac ti ng get
a ll the va ria bl e s o n on e s id e.
By add ing or s ubt rac ti ng ge t
al l pl a i n nu mbe r s o n t he
o the r s i de .

in

te rm s

of

and

c?

Ex am p le

R ememb e r ther e i s o nl y on e

va ria ble b , w h ic h i s on o ne
s ide o nly.
R eme mbe r
we
ar e
a
c
co n side rin g
an d
as
pl ai n number .
Add c to
ea ch
si de
to
ge t:

a c 3b

Building Standards in Educational and Professional Testing

6

D ivi d e bot h si de s b y th e
c oe ffi cie nt o f t he var iabl e.

D ivi de bot h s ide s by 3 to

get :

a c
3

I t i s no t nec es sa ry t o fo llo w t hes e ste ps in the o rder s pec ifi ed. S o me ti me s

it mak es th e pro b l em m uc h e as i e r, if yo u c ha nge the o rder o f t hes e s te ps .
E xa m ple :

x 4 11 ,

If

S o lut io n:

w ha t i s the va l u e o f

x - 8?

G oi ng i mme di a t ely to s tep 5, a d d 4 to e a ch si de t o get:

s ub tra ct 8 fro m bo th si des t o get:

x 8 7.

x 15 .

Now

D o ing the sa me thi ng o n ea ch s i de o f an equ at io n do es no t me an doi ng the

s am e thi ng t o e a ch te rm o f t he equa ti on . Thi s i s ve ry im po rta nt if yo u ar e
do ing div is io ns, o r deal i n g w it h ex pon ent s and roo ts .
E xa m ple :

If

a2 b2

a nd

S o lut io n:

a2 b2

to ge t

w ha t is th e va lu e o f

c2
a 2 c 2 b 2 . No w yo u c an t
a c b . You m ust t a k e t he squ are
c

c2 ,

i n t erm s o f

a nd

c.

ta ke a s qua re r o o t o f eac h ter m

r o o t o f e ac h si de:

A no the r t ype o f equa ti o n i s t ha t i n w hi c h the va ri abl e a ppear s i n expo ne nt.

T he se e qu a t io ns ar e ba si ca ll y s ol ved by i ncepti on .
Ex am ple :

32 , w ha t i s the val u e o f
If 2
S ol uti on :
x 3

2x

32

Now as

2,

2x

25

yo u c a n ge t

3x

x 3 5
2

x 2

2.

3x

34

81

A sy st em o f e qua tio ns i s a set o f t w o o r mo re eq u ati o ns ha vin g tw o o r m o re

va r ia bl es. T o s o lve s uch equ at io ns , y ou m us t f ind the val u e o f ea ch
va ria ble th a t wi l l ma ke e ac h equ ati o n t rue.
T o so l ve a sys tem o f eq u ati o ns, a dd o r s ubtr ac t t hem to get a thi r d
equ a t io n. If th ere ar e mo r e than t wo e qu ati o ns yo u ca n just add the m.
E xa m ple :
If

y 10

S o lut io n:

a nd

x y 10

w h a t is t he val ue of

y?

Building Standards in Educational and Professional Testing

A dd tw o e qua tio ns :
N ow r e pla ci ng

y 10

2x

12

x y

w i th 6 i n t he fi rst eq u ati o n:

6 y 10

I f yo u kno w t he va l u e o f o ne va r ia bl e i n a sys te m o f t w o e quat i o ns , yo u ca n

use t his va lu e t o get t he val ue of the o ther va ri able. As i t i s d o ne i n the
pr e vio us qu est i o n.
Word problems
To s o lve w o r d pr o ble m s, fir st tr ans la te t he pr o ble m f r o m E ngli sh to
A lge bra . Wh i l e t r an sl ati ng, u se var ia bles t o re pr es ent un kno w ns . Once
tra nsl a ted, i t i s ea sy to s ol ve t hem u si ng th e te chn i qu es y ou hav e l ear ne d
in pr e vio us s ect i o ns .
F o llo wi n g E n glis h t o A lge br a dic tio na r y wi ll be h elpfu l i n t ra n sla ti ng w o rd
pr o ble m s t o a l geb ra ic e xpres si o ns.
E ng lish w or d s

M at h em at ica l
m ea n ing
Equ a l s

Symbol

I s , wa s, w ill b e, ha d, h as , w i ll
ha ve , is equa l to , i s the sa m e a s
P lus , mor e th a n , sum , i ncr ea sed
by, ad ded t o, e xc ee ds, r e ce ive d,
go t, o l der th an, far the r t ha n,
gr e ate r t ha n
M inu s ,
f ew er,
les s
th a n ,
di ffer ence,
decr ea sed
by ,
s ub tra ct e d fr om, y ou nger t ha n,
ga ve , l os t
Ti m e s, o f, pr o duct , m ul tipli ed by
D ivi ded by, quo ti ent , per, fo r

M ul ti pl ic ati on
D i vi s i o n

M ore th a n , gre a ter th a n

A t l ea s t
F ew e r th a n , l ess tha n
A t m o st
W h at, h ow ma ny , etc.

Inequ a l i t y
In equa li ty
I n equa li ty
In equa li ty
Un kno w n quan ti ty

A ddi t io n
S ubtra c tio n

E x a m p le s :
The sum of 5 and some number is 13.

Javed was two years younger than Saleem.

Bilal has at most Rs.10,000.

The product of 2 and a number exceeds that
number by 5 (is 5 more than that number).

or

a
b

( So m e var iab le)

5 x 13
J S 2
B 10000
2N

N 5

I n wo r d pro b le ms , y ou m u st be sur e abo ut w hat yo u ar e ans w er ing. D o no t

a ns w e r th e wr on g que s t io n.
I n probl em s inv ol vin g age s, rem e m ber th at yea rs ago mea ns yo u n eed t o
s ub tra ct , a n d ye ar s fr om n ow m e a n s y ou ne ed t o add.

Building Standards in Educational and Professional Testing

Di s ta nce pro b l em s a l l de pe n d o n t hree va ri ati on s o f the s am e fo rm ula :

distance

speed time
distance
speed
time
distance
time
speed

E xa m ple :
Ho w m uc h lo nge r , in s econ ds , is r equ ir e d to dr iv e 1 m i l e at 4 0 m il es per
ho ur
t han
at
60
mile s
per
ho ur?
So lut io n:
T he ti m e t o dri v e a t 4 0 m i l e s pe r ho ur ca n be ca l c u lat e d as

time1

1
ho ur s
40

90 se co nds

1
40 2

60 3

m in ute s

3
2

60

30

s eco nds =

T he ti m e t o dri v e a t 6 0 m i l e s pe r ho ur ca n be ca l c u lat e d as

time 2

1
ho ur s
60

1
60

60

m in ute s

difference time1 time2 90 60 30

Geometry

1 60 s eco nds

60 se co nds

s ec on ds .

L ines a nd Ang les

A n a ng le i s f orm e d a t t he i n ter sec ti on o f t w o lin e s egm e nts , r ay s or li ne s .

T he po int o f i n te rs ect i o n i s ca lle d t he v e rt e x.
A ngl es ar e mea su r ed i n
degr ees .
A ngl es a re cl as si fi ed a ccor ding to th ei r degr ee me asur e s .
A n a cu te a ng l e m e as ures l es s t ha n

A r ig ht a ngl e mea su r es

90

90

A n o b t use a ngl e m e a s ur e s m o re th an
A st r ai ght a n gle m eas ure s

180

90

bu t l ess tha n

180

I f tw o o r m o re a ngl es co m bin e to geth er to fo r m a s tr ai gh t angl e, th e s um

o f t hei r m ea su r es i s

180

180

Building Standards in Educational and Professional Testing

T he s um o f a l l th e m eas ure s o f a ll t he a ng le s ar o und a poi nt i s

360

360

W h en two li nes i nte rse ct, f ou r angl es are fo r med , two an gl e s i n e ac h pa ir o f

o ppos it e a ngl es a re c al l e d v e rt ic al a n g les . V er tic al an gles , fo rme d by t he
in te rse cti o n o f two lin es, h av e e qua l m e as ures .

a nd

I f o ne o f th e a n gle s fo r med by th e in ters ec ti on o f t w o li nes is a ri gh t a n gle,

th en all f our an gl e s are rig ht angl e s . S uch li ne s a re c all ed p er p end ic ular
li nes

90

I n the fi gure bel o w a li ne l di vide s the an gl e in tw o e qua l pa rts . T hi s lin e i s

s ai d t o b isec t the a ng l e. T he o th er li ne k bi s ec ts a no the r l ine i nt o two
equ a l par ts. This li ne i s s aid to bis ec t a l ine .

T wo l ine s a re sa id t o b e p a ra l lel, i f th ey n eve r int e rs ec t e ac h ot he r.

Ho w ev er, if a t hir d li ne, c all ed a t r ans ve rs a l, in ter sec ts a pai r o f pa r al le l
li nes , ei ght an gl e s a re fo r med. An d th e re l a ti on s hi p a m on g th es es an gles i s
s how n i n th e f ol lo w ing di a gr am .
- A ll f our a cut e an gle s ar e e qua l

A ll

The

f ou r

o btu se

a ng le s

are

s um

of

pa i r

ac ute

a ny

of

180 ,
o btuse
a ngle
is
a d 180 , d e 180 , b g 180
T r i a n g le s

e qual
a nd

e. g.

e tc .

Building Standards in Educational and Professional Testing

I n a ny tr i angl e, th e s um o f th e m eas u res of th e th ree ang les i s

180

y z 180

I n a n y t ri a ngle :
T he lo nge s t si de of tri ang le i s o ppos i t e t he lar ges t angl e.
T he sh or tes t si de i s oppo si te th e smal les t ang le.
S ide s w ith t he sa me le ngth a r e o pp o si te t he a ngl es w i th th e s a me
me a su re.

T ri angl es ar e c la ss ifi ed i nt o t hr e e di ffe re nt ki nds w i t h re spec t to th e

le ng t hs of si de s.
S ca le ne : in w hi ch al l t hr e e si de s ar e o f d i ffe rent l engt hs.
Is os ce les : in w hi ch tw o of th e s ides o f t r ia ngl e a re e qua l i n
le ng t h, the th i rd i s dif fer ent .
E q uilat er a l : i n w h ic h a ll thr ee side s ar e equ al in le ngth .
T ri angl es a re a ls o cl as si fi ed w i th res pec t t o the a ngle s.
A cut e t r ia ng l e: i n whi ch al l thre e a ngl es ar e ac u te.
O b t use t r ian g le : i n w hi c h o ne a ngl e i s obt use and t w o ar e ac u te.
Rig ht t r ia n g le: Thi s has one rig ht and tw o ac ut e a ng l es .

I n a ri ght t r ia ngl e, the o pposi t e to t he r ig ht an gl e is kno w n as hyp o t e nus e

an d i s the lo nges t si de. T he o the r t w o si des a re ca l led le g s.

I n a ny r i ght tr ia ngle , th e su m o f t he m ea su r es of t he t w o a cut e an g le s i s

90

B y P yth a go r e an T heo r e m, t he su m o f s qu ar e s of the l engt hs of l egs of a

r i ght tr i a ngl e is al w ays e qua l t o the sq uar e o f len gt h of hy pot enu s e .

a2 b2

c2

I n any tr i a n gl e , t he sum o f a ny tw o si des i s a l wa ys gr ea te r th a n the th ir d

o ne. A nd t he dif fer ence of a ny tw o s ides i s al w ays l ess t ha n t he th ir d o ne .

a b

a nd

a b

T he p er im et er of a tr i a n gle i s c al cul ate d by addi ng the len gths of all the

s ides o f tha t t ri a ngl e.

Building Standards in Educational and Professional Testing

perimeter

a b c

The ar ea of a tr ia ngle is cal c ula te d by the fo r mul a:

area

1
bh
2

w h ere

is

th e ba se o f the tri an gle an d

i s the hei gh t o f the tr i angle .
A ny side o f tri angl e can b e ta ke n as the ba se .
He ight is th e a lti tu de (p erpe ndi c u la r) d raw n to th e ba se fro m i t s
o ppos it e v er t ex.
I n a r igh t t r ia ngl e any l eg co uld be ta ken as the base , the o th er
w il l b e t he al tit ud e .

Quadrila te ral and o ther Polygons

A p o ly g on i s a cl os ed ge om e tri c fi gu re, made up o f l ine s egment s. Th e
li ne s egm e nts are c all ed sid es a nd th e e nd po i n ts o f l in es ar e ca ll ed
v e r tice s ( plur al o f v er t ex ).
Li nes , i nsi de the pol ygo n, dr aw n fr om on e
ve rte x to t he o the r, are c al led d iag o nals .

T he s um o f th e m e a s ur e s of t he
a lw ay s

(n 2) 180

angl es i n a pol yg o n w ith

I n a ny q u adr i l a ter al, t he s u m of th e m e as ures o f the fo ur a n gle s i s

sid es is

360

A r eg ula r p oly g o n is a po l y gon i n w hi c h all of t he si des ar e o f the s am e

le ngth .
In an y reg ula r pol ygo n, t he m ea su r e o f ea ch i nte ri o r a n gle i s

(n 2) 180
n

a nd the mea sur e o f ea ch ext er i or an gl e is

360
n

Building Standards in Educational and Professional Testing

A p a ra llel og ra m i s a s peci a l quadr ila te r al , in w hic h bo th pa ir s o f oppo si te
si des a r e pa ra ll el . T h e F o ll ow i ng ar e so m e pr ope r ti es o f pa ra l lel o gr am .

AB CD a nd AD BC
o pp o si te angl es a re e qual . a c a nd b d
a ngl es add up t o 180 . a b 180 , b c 180

Le ngth s of o ppos it e s ide s are e qua l.

M eas ure s of

C o nse cu tiv e

e tc .

T he tw o di a go na l s bi sect e ac h ot her . AE EC a nd BE ED
A di a go na l di vi des th e par al l elog ram i n to tw o t r ia ng l es th at ar e
c on gruen t.

A r ec ta ng le i s a par all el og ra m in w hi ch a ll fo ur a ng l es ar e r igh t angl es . It

ha s a ll the pr op erti es o f a pa ra lle l o gra m. In a ddi t io n it ha s th e fo ll ow i ng
pr op ert i e s:
T he mea su re o f ea ch a n gle i n a r ect an gle is 90 .
T he dia go na ls o f a rec tang l e a re eq ua l in le ng th.

A sq u ar e i s a re ct angl e that h as th e f ol lo w ing ad di ti ona l pr o perti es :

A sq ua r e h as al l i ts s ides e qua l i n len gth.
I n a squa re, di ag on als ar e per pe ndi cul ar to ea ch o the r.

T o ca lc ul ate th e are a, th e f ol lo w ing fo rm ula s are r e quir ed:

F or a p ar a lle lo gr a m,
he i gh t.
F o r a re ct angl e,
w idt h.
F o r a squ a re ,

Area

Area

Area

s2 ,

lw ,

bh ,

wher e

w here

w he re

i s th e base an d

i s th e le ngth and

i s the si d e of

t he s qu ar e .

Pe ri me ter fo r a ny po lygo n is th e s um o f l en gths , of a ll its sides .

i s t he
is th e

Building Standards in Educational and Professional Testing

Circles
A c irc le co ns i sts o f all t he po int s tha t ar e the s ame di sta nce fr o m o ne fi xe d
po i n t ca lle d the c en t e r . T h at di s t anc e i s call ed the r ad i u s o f a c ir c l e . The
w o rd r ad ius i s a l so used t o r ep re se nt any of the li ne s egm en ts joi ni ng th e
ce nte r a nd a po i nt on the ci rc le. T he plur al o f r a di u s i s r ad i i.

CED i n t he f igur e, fo rmed by c on necti ng t he end

A ny tria ngl e, s uch a s
po int s of tw o r a dii , i s an i sos ce les .

A l i n e se g ment , suc h as ED in the di agr am abo ve , bo th of w h os e e nd

po int s ar e o n a ci rcl e i s c all ed a c h ord .

A cho r d tha t pa ss es t hr o ugh t he c ent er o f the c ir cl e is c al led t he d ia m et er

o f th e ci rcle. The le ngth o f th e d i am et er is al w ays do uble th e r adi u s o f t he
c irc le. T he di a m ete r is t he lo ng e st co rd t ha t c an be dr a w n i n a ci r cl e.
T he to ta l le ngth a r o und a ci rc le i s k now n as the c ir cu m fer enc e of th e
c ir cl e .

T he r at i o o f th e c ir cumfe r en ce t o th e di amet e r is al w ays th e sa m e fo r a ny

c irc le. T his ra tio i s de no ted by the s ym bol
( pro no un c e d as pi ).

C
d

2 r

w h ere C is t he ci rc u mf ere nce , d i s t he di am ete r

an d r i s th e ra diu s of the c ir c le.

V a l ue of

i s a ppro xi ma te ly

3.14

A n a r c co ns is ts of tw o po i nts in a c i r cl e a nd al l t he poi nt s b etw e en the m.

E. g. PQ is a n a r c i n th e di a gra m.

A n a ng l e w h ose ve rt e x is a t t he ce nte r o f t he ci r cl e i s ca lle d th e c en tr a l

a ng le .

PCQ

i n t he di a gr am abo ve i s a c en tr a l ang le .

T he degr ee mea sure o f a com pl ete c ir c l e i s

360

T he deg ree mea sur e o f an a rc i s t he me as ur e o f t he cen tr al angl e t ha t

in te rce pts i t . E. g. the de gr ee me as ure o f

PCQ

i n the di a gr am abo ve.

PQ

i s equal to th e mea su r e of

Building Standards in Educational and Professional Testing

If

i s the degr ee m ea sur e o f an ar c , its l ength c an be c al cul ate d as

w he re C i s th e ci rc umfe re nc e.

r2 .
The area of a sector formed by the arc and two radii can be
x
A , where A is the area of a circle.
calculated as
360

x
C,
360

T he ar ea o f a ci rcl e ca n be ca l c ul at e d as

Discrete Quantitative Questions

These are standard multiple-choice questions. Most of such questions require you to do some
computations and you have to choose exactly one of the available choices based upon those
computations. This section will teach you the basic tactics to attempt such questions.

Qu estion fo rma t

Each question will consist of a question statement and the choices labeled from A to E. The
number of choices may vary from 2 to 5, but exactly one choice will be correct for each
question.

How to a ttem pt?

Following are some tactics, which will lead you to the correct answer.

W h ene ver y ou kno w h ow to an s w e r a que s t io n d ir ect l y , jus t do i t.

Th e
ta ct i c s s ho ul d be use d o nly w hen yo u do n ot kno w t he e xa ct s o lu ti on , and
yo u jus t w a nt to el i min a t e t he ch oi c e s .

Rem em be r t ha t no pro ble m requ i re s l engt hy or diffi c u lt co m puta ti on s. I f

yo u f i n d yo urs elf doi ng a lo t o f c om pl ex ar i thm e tic, t hin k a gai n. Yo u m a y
be goi ng i n the w ro ng di rec ti on .
W he ne ver th er e i s a qu est i on w ith s o me un kno w ns ( va ri able s) , r epl ac e
th em w i th t he a ppro pr ia te numer ic valu es fo r e as e o f ca lcu l ati on .

W h en yo u nee d to r epl ac e var ia bles w i th va lu es, c h oo se e as y- to -us e

nu mbe r s, e .g. t he n umbe r 100 is a ppr o pri a te in mo st per ce nt-re la ted
pr o ble m s an d the L C D ( l ea st comm o n deno mi na to r) i s be st s ui ted i n
que st io ns th a t in vol ve fr ac t i o ns .

A ppl y ba ck-so lv ing w h ene ver yo u kn ow w h at to d o to an s we r th e que st i o n

but yo u w an t to av oi d do ing alge br a. To und ers tan d th is tac ti c re a d t he
fo ll o wi ng
e xam pl e:

On Mo nda y , a s t ore o w ner rec ei ved a s hi pme nt of b o ok s. O n T ues day , sh e

s ol d ha l f of the m .
On We d ne s da y a ft er t w o m o re w ere so l d, s he ha d
ex a ctl y 2 /5 o f t he b o ok s l eft . Ho w man y w er e i n t he sh ipme n t?
(A) 10

(B) 20

no w by th is ta ct ic :

( C) 30

( D ) 40

( E) 5 0

A ss ume tha t ( A) i s th e co r rec t an sw e r, if s o; she mu s t ha ve 3 bo ok s o n

W e dnes day . B ut 2/5 o f 10 are 4 , so , ( A) i s i nc orr ect ;

A ss ume tha t ( B) i s th e co r rec t an sw e r, if s o; she mu s t ha ve 8 bo ok s o n

W e dnes day . 2 / 5 of 2 0 ar e 8 , s o, ( B ) i s th e co r rec t ch o ic e, and as t her e ma y

Building Standards in Educational and Professional Testing

be o nl y on e co r rec t c ho i c e , t her e i s n o ne e d to che ck for re m ai nin g c ho i c e s .

Thi s ta cti c is very h elpf ul w h en a no rm al alge br ai c s ol uti on f o r t he pro bl e m

in vo lve s com plex o r l engt hy ca lcu l atio ns .
I f yo u are not sur e ho w t o an s we r t he que st i o n, d o no t le ave i t
un ans w ere d . Tr y to e limi nat e a bsu r d c ho ic es an d gue ss fr o m the rem ai n ing
o nes . M o st of the ti me s f our of the cho i ce s a re a bsu r d an d yo u r a ns w er i s
no l on g er a g ue s s.
M any th ings m a y h e l p yo u to r e al iz e t hat a par tic ul a r c h oi ce i s a bsur d.
S ome o f th e m a re li ste d be lo w .

T he a nsw e r m u st be pos it i v e bu t s o me o f the c hoi ce s a re n ega ti ve

so e li mi na te al l t he nega ti ve on es .
T he a ns w er m ust be e ve n but so m e o f t he c ho ic es a re od d s o
el i min a t e a ll th e o dd c ho i c es .
T he a ns w er m ust be l es s the n 10 0, but s ome o f th e ch oi ce s a re
gr e ate r th a n 1 00 (o r any o th er va lu e) s o eli mina te a ll c ho ic es tha t
a re o ut o f r a nge .
T he a ns w e r must be a w ho le n um ber, but s ome o f th e ch oi ce s a re
fra ct i o ns so e li mi na te a l l fr ac ti ons .
T he se ar e so m e e xa mpl es .
The r e may be num e ro us si tu ati on s
w he re y ou c an a ppl y t hi s t ac ti c a nd fin d th e c o rr ec t an sw er ev en if
yo u do no t k no w th e ri ght w ay to sol ve th e pro bl em.

Example questions with solutions

T he fol l ow i ng a re s o m e exa m ples , whi ch w il l h el p yo u t o ma st e r t h ese ty p es o f

que s t io ns .

Example

I f 25% o f 2 20 equ a l s 5. 5% of X , w hat is X?

(A) 10
( B ) 55
( C) 10 0

Solution:

( D) 11 0

( E) 1 000

S i nc e 5. 5% of X e q ua l s 25 % o f 2 20 , X i s m u ch gre a ter tha n 220 . So , ch oi ce s

A , B, C , a n d D a re imme di a t ely e limi nat ed bec au se the se are no t l arge r tha n
22 0. An d th e cor re ct ans we r i s ch oi ce E.

(Note: An important point here is that, even if you know how to solve a problem, if
you immediately see that four of the five choices are absurd, just pick the remaining
choice and move on.)

Example

S c i ence stu de nt s ch oo se e xac tl y on e o f thre e fie l ds ( i. e. m edi ca l sci e nce s,

en gi n eer ing sc ie nc es a nd co m pute r s ci en ces ). I f , i n a c ol l e ge, th r ee -f i f ths o f
th e s tu dent s cho o se me dic al sc ie nce s, o ne - fo rth of th e rem ai ni ng s tu dent s ta ke
c omput er sc i e nce s, w h at p er c e nt o f the st ud e nts ta ke en gi n eer ing s c i e nce s ?
(A) 10

Solution:

(B) 15

( C) 20

( D) 25

( E) 3 0

T he l eas t c o m mon de no m ina tor o f 3/ 5 an d 1/4 i s 2 0, so as su m e that the r e ar e

20 s tude nt s in th at co ll e ge . The n the nu m ber of st ude nts c ho os in g medi ca l
sc ie nc es is 12 (3/ 4 o f 20 ) . Of the re mai ni ng 8 stu d ent s, 2 ( 1 / 4 o f 8) c ho os e
co m put er sc ie nc es.
T h e rem a ini ng 6 c h oo se e ngi nee rin g sc ien ce s.
A s 6 is
30 % o f 20 , the a nsw e r i s E .

Building Standards in Educational and Professional Testing

Exam ple

I f a sch oo l c af ete r ia ne eds C ca ns o f s oup ea ch w eek fo r ea ch st ud e nt a nd

th er e ar e S s tu dent s, fo r ho w ma n y w ee ks w ill X ca n s o f s o up las t?
( A) C X/S

Solution:

( B ) XS /C

( C ) S / CX

( D) X /C S

( E) C S X

R epl a c e C , S an d X w i th th re e e as y to us e nu mbe r s. L e t C = 2, S = 5 a nd X = 20.

N ow e ac h s tu dent w i ll ne ed 2 c a ns per w ee k and th er e a re 5 s tu d en ts, so 1 0
c ans ar e nee ded p e r w eek and 2 0 c ans w i ll l as t fo r 2 w ee ks. No w p ut th es e
va l u es i n ch oi ce s t o fin d th e c o rr ect o ne .
T he cho ic es A , B , C , D a nd E b eco me 8 , 50, 1/ 8 , 2 an d 20 0 r e spe ct i ve ly . So
th e c ho ic e D r epre se n t s t he co r re c t an sw e r .

Quantitative Comparison Questions

S ome of the que sti on s i n t he Q uan tit at ive se c t io n o f th e te st ma y be

qua nti ta ti ve co m par i so n ques ti o ns. T h e F o ll ow i ng tex t wi ll expl ai n yo u th e
fo rm at a nd t ec hni q ue s u ne e d to at te mpt th e ques ti on s of th is fo rm at.

2.3.1 Question format

S uch que s t i o ns co ns ist o f t w o qua nti ti es , o ne in co l um n A a nd th e o th er i n

c ol um n B.
Y o u ha ve to c o mpare the t w o quanti ti es.
T he inf orm ati on
c onc er nin g o ne or bo th q ua nti ti es is pr e se nte d bef or e t hem . Only th e f ol l o wi n g
fo ur c h oi ces w i ll b e give n:
A.
B.
C.
D.

The
The
T he
The

qua nti ty in co lu mn A is gre a t er

qua nti ty in co lu mn B is gr eat er
two qua nt iti es in bo th co l u mn s a re equ al
rel a t io nsh i p ca nno t be det er mi ne d fr om t he inf or ma ti on giv en

And as it is clear from the choices, only one will be correct at one time. Your job is
to choose one of them after careful comparison. The following text explains some
simple tactics to attempt such questions.

2.3.2 How to attempt

W h ene ver yo u en co unt e r a qua nti tativ e c omp ar is on qu es tio n, t he fo ll ow i ng

gui del ine s w i ll hel p yo u to fi nd t he c o r re ct a nsw e r qu ic kly .

I f th e ques ti on i nvo lv es s ome va ri able s, r epla ce t hem w it h app ro pri at e

nu mbe r s. Her e a r e s o me gu i de lin es i n ch oo s ing an appr opri at e numbe r:
T he ve ry be st nu mbe r s to u se are 1, 0 and 1 .
Oft en fr a ct io ns bet w een 0 and 1 are us ef ul (e .g. 1 / 2, 3/ 4 et c. ) .
Oc ca si on all y, l arg e num be r s s u ch as 1 0 o r 1 00 ca n b e use d.
I f th er e i s mo r e th a n o ne v ari abl e, it i s per mi s s ib l e to r epl ac e ea c h
w it h t he sa m e n umber .
D o no t i mpo se a ny un -s pec if i ed co nd iti o ns o n n umb ers .
Ch o os e
th em ra ndo m ly .

El imi n ate the ch oi ce s and c hoo s e fr om th e r e ma in i n g o ne s . For exam ple If

yo u found th e qua nti tie s ev er equ al , the c o rr ect ch oi c e c ou l d ne ver be A or
B , s o , eli mina te A an d B .
A qua nti ta tiv e c o mp ar i so n ques tio n c an b e t rea ted as a n equati on or
in e qu ali ty . Eit her :
Column A < Column B, or
Column A = Column B, or

Building Standards in Educational and Professional Testing

Column A > Column B
S o, yo u c a n pe r fo rm s i mi la r o per ati on o n bo th c o lu m ns to s imp li fy t he
pr o ble m jus t as in equ a t io ns (or i n equa li ti e s) .

Exam ple:

m > 0 a nd m

m2

m3

I n t his exa mpl e di vi de b oth t he qu ant iti es by m 2.

T his will c h ang e
c ol umn A t o 1 a nd co lu m n B t o m . Now the c om pa ris o n i s very s impl e ,
a s w e kno w tha t m i s gr e ate r than 0 an d c an no t be 1.
S o t he
r e lat i o nship i s no t det er mi nabl e usi n g t he c urr e nt in fo r m at io n. m ca n
be b ot h g r ea ter th an 1 o r betw e e n 0 and l e ss th an 1.

2.3.3
Example
Explanations
Exam ple 1:

questions

The
The
T he
The

Answers

and

A st uden t e ar n ed a 75 o n ea ch o f he r fi rs t th r ee
ma t h t es ts an d an 8 0 o n her f our th a nd fi fth
te st s.
A
B
A ver age a f ter 4 t es ts

A.
B.
C.
D.

with

A ver age af ter 5 te sts

qua nti ty in co lu mn A is gre a t er

qua nti ty in co lu mn B is gr eat er
two qua nt iti es in bo th co l u mn s a re equ al
rel a t io nsh i p ca nno t be det er mi ne d fr om t he inf or ma ti on giv en

R eme mbe r yo u w a n t to k no w w h i c h av era ge i s h i gh e r, no t w ha t the a ve r age s

ar e. Af ter 4 te s t s, t he a ve ra ge i s cl ear ly les s th an 80 , so an 80 o n th e fif th
te s t ha d to ra i s e th e a ver age. S o the an s we r i s c ho ic e ( B ).

Exam ple 2:

A.
B.
C.
D.

The
The
T he
The

T he ti m e i t tak es to T he ti me it takes t o
dr i ve 4 0 m il es at 3 5 dr i ve 3 5 mil es at 40
mp h
mp h
qua nti ty in co lu mn A is gre a t er
qua nti ty in co lu mn B is gr eat er
two qua nt iti es in bo th co l u mn s a re equ al
rel a t io nsh i p ca nno t be det er mi ne d fr om t he inf or ma ti on giv en

Onc e a g ai n th er e is no nee d fo r ca lc ul at io n, as the sp e ed i n co l umn B is high er

th an th a t i n co l u mn A . It is o bvi ou s th at it w i ll ta ke le ss t i me to tr a vel sho rte r
di sta nc e at a grea te r spee d. S o th e val ue in c ol umn A is la rg e r. The a ns we r is
o pti on (A).

Exam ple 3:

Building Standards in Educational and Professional Testing

A.
B.
C.
D.

The
The
T he
The

5
5

20
2

qua nti ty in co lu mn A is gre a t er

qua nti ty in co lu mn B is gr eat er
two qua nt iti es in bo th co l u mn s a re equ al
rel a t io nsh i p ca nno t be det er mi ne d fr om t he inf or ma ti on giv en

20
2

20
4

S qua re ea ch c ol um n:
equ a l a nd t he ans we r i s c hoi ce (C ).

Exam ple 4:

and

13y

15y

T o so l ve thi s q ue sti o n, su btra ct

15 y 13 y

2y

13y

5
5

25
5

. S o bo th c ol um ns a re

f rom bot h co l u mn s t o g et

13 y 13 y

fo r c o lumn B. A s t here a re n o res tr i ct io ns,

c ol um n A an d
be g rea te r tha n, l e ss th an or equ al to 0 . S o the c orr ec t cho i c e i s (D ).

0 f or
2 y c an

Data Interpretation Questions

T he se que st io ns ar e ba se d o n t h e in fo r mati on th at is pre se nte d i n t he fo rm o f

a gr aph, ch ar t o r ta ble . M ost of the da ta i s pre sen ted gr aphi c all y. The mo st
co m mon t yp es o f gra phs a re l i ne g ra phs, bar gr a phs a nd ci rc le g ra phs . T h e
o bje cti ve o f suc h q ue st io ns i s to t es t yo ur abi li ty to unde rs t an d a nd an al yz e
s tat i sti cal da ta.

2.4.1

Question Format

D a t a i n ter preta ti on ques ti on s a lw a ys a ppea r i n se ts , yo u ar e pre sen t e d w i th

s ome data i n a ny fo rm at (c ha r t, gra ph o r ta ble) , a nd y ou w i l l th en be a s ke d
w it h s o me que st io ns ab ou t t hat da ta.
T he fo ll ow i ng e xam pl e expl a i ns the fo r mat o f s uch qu es tio ns .

Example:

Question 1:

W h at i s th e a ve ra ge s al e, i n mill io n R s ., f or the per io d 19 9 4 - 200 0 ?

( A) 5. 5
(B) 6. 0
( C) 7. 0
( D) 8 .0
( E) 8 .5

Question 2:

For which year, the percentage increase in sales from the previous year is the greatest.
(A) 1995
(B) 1996
(C) 1999
(D) 2000
(E) 2001

2.4.2 How to attempt

Building Standards in Educational and Professional Testing

D o n ot t r y to an swer s uc h que s t i o ns i mme dia te ly, firs t o f al l rea d th e
pr e sen t e d da ta c ar efu lly . Y o u mus t be ve ry c lea r a bou t th e da ta an d i t s
me a nin gs eve n b efor e r eadi n g th e f i rs t ques ti on .

D o no t c o nfu se nu mbe r s wi t h pe r ce nt s. T hi s co nfu sio n i s m o st li kel y t o

o cc ur w hen data is pr es ent ed i n pi e gra phs.
F o r ex am ple in th e
fo ll ow i ng g ra ph

12
10

8
6
4
2
0

1994

1995

1996

1997

1998

1999

2000

2001

N o w it w o ul d b e a g rea t m i st ake he re t o t hi nk t ha t s ale s of T Vs & VC Rs is

15 % mo r e t ha n t he s al es o f C o mpute r s in 2 001 b y XY Z C o r po rat io n. T o

15
100 60%
25
.

kn ow thi s y ou ha ve to c alc ul at e i t a s
T ry t o a voi d un- n ec ess ar y ca l c ula ti on s.
M os t o f the ques ti on s c ou ld
ea si ly be so lv ed by ob se r va tio n a n d es ti mat io n. U se es tim ati on to
el imi nat e th e ch oi ce s, if yo u are no t a ble t o f i n d the c o rr ec t a ns w er
w it ho ut ca lc ula ti on . F o r ex ampl e t o so l v e
Que sti on 1 pres en te d i n t he
ex a mpl e a t t he sta rt of thi s se ct i o n, i f you ar e no t su re o f the c or re c t
a ns w e r, you ca n t hen t ry t o c ut d own th e num ber o f pos s i bl e c ho ic es by
o bs e rva tio n.
You a re bei ng a sked to tel l the pe r ce nta ge in c re as e.
W he re a s, i n ye ar 2 000 , t he s al e i s de cr e a si n g ins te ad of i ncr eas in g, s o ,
yo u ca n i mm e dia tel y e li mi na te c h oi c e (D ) in tha t ques tio n.

Building Standards in Educational and Professional Testing

Y o ur a nsw e r s mu st b e ba s ed u pon the i n fo rma ti on pres en ted i n the
gi ve n cha rts a nd gra phs . I f yo ur kno w le dge co nt r adi c ts a ny o f t he da ta
pr e sen t e d, i gno r e w ha t yo u kn ow a nd st ick t o t he p re se nte d dat a. Th e
pr e sen t e d da ta s ho ul d be t he o nly ba se f or yo ur c al cul a t io ns and
es ti m ati o ns .
A lw ay s u se t he pr ope r un its , t her e ma y be s ome q ues ti on s th at as k yo u
to co mp ar e dif fer ent data it e ms po s si bly f rom di ffer ent d ata s ets . B e
c are ful ab out th e u ni ts us ed t o re pre se nt t h e da ta .

B ec ause gr a ph s a nd ch arts pre se nt data i n a fo rm th a t ena ble s yo u to

r e adil y see th e re l a ti on shi ps a mon g v al ues an d to m a ke qu ic k
c ompa ri son s, y ou s houl d alw a ys try t o vi sua li ze you a ns w er in t he sa me
fo rm at a s the o rig i nal dat a w as pr e s e nte d.
B e s u re th at yo ur a ns we r i s r eas o nabl e. Fo r exam pl e , th e pr o fi t co uld
ne ver in cre a s e t he ac tu al s al es , o r the ex p en ses c ou l d nev er be negati ve
et c .
Whi le a ns w erin g the q ue sti on , f irs t o f al l el i min at e su ch u nre as on abl e c ho ic es , and th en cho o s e fro m t he re mai ni ng on es.

Practice exercise

W h at i s th e a ve ra ge o f po s iti ve int ege rs fr o m 1 t o 1 0 0 i ncl us ive ?

If

( A ) 49
( B ) 49 .5
( C) 50
( D) 50 .5
( E) 51

11
(A) 3

In

the

6, y z

7,

a nd

11
(B) 2

di agr a m

x z

bel ow ,

9,

w hat i s the a ve ra ge of

(C)

22
3

l ine s

( D ) 11

a nd

x, y

z?

a nd
( E)

ar e

no t

22

par a ll el.

I f A re p res en ts the a vera ge me as ure o f al l the e i ght angl es , w hat i s th e va lu e

of A?

A 45
45
A 90
(B)
( C) A 90
( D) 90 A 180
( E) A 180
(A)

A sl am h a s 4 ti mes a s m any bo o ks as S a lm an a nd 5 ti me s as ma ny as J a ve d.
If
J a ved ha s mor e tha n 40 bo o ks, w hat i s the l eas t nu mbe r o f bo ok s th a t
A s l am c o uld h a v e?
( A ) 20 0

( B ) 20 5

( C ) 21 0

( D ) 22 0

( E) 24

Building Standards in Educational and Professional Testing

5

A sl am i s now 3 ti me s a s o l d a s Ja ved, but 5 ye ars ago , he w a s

J av ed wa s . Ho w o ld i s Asla m now ?
( A ) 10

x% o f y
10
(A)
x
100
(B)
x
1000
(C)
x
x
( D)
100
x
( E)
10

If

Answer Key
1
2
3
4
5
6

D
A
A
D
D
C

( B ) 12

i s 10, w h at is y?

( C) 24

( D) 30

5 tim e s as
( E) 36