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Upkar Cat Complete
Upkar Cat Complete
Upkar’s
COMMON ADMISSION TEST
By
Dharmendra Mittal
Dean, International Institution of Management
Delhi
www.upkar.in
© Author
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☯ ☯
Basic Introduction
Dear students,
You are not just appearing for CAT the ultimate destination of tomorrow’s leaders in the field of manage-
ment. You are about to embark on a journey to cross formidable frontier. The unpredictable and seemingly
unbreakable Common Admission Test (CAT).
Thousands of students are plagued by the haunting question. “How do I tackle CAT?” Which is notorious
for being unpredictable and of a very, very high standard my advice to you is ‘first relax’ CAT is just another
tough exam. To surf through it all you need is to raise the bar of preparation and execute a few well planned
intelligent strategies. You will need the help of PAT to crack CAT.
PAT is the first teaching technique of it kind on CAT. It will help the students become adept and adroit at
CAT level. Further, plan early with skilled guidance to provide the right approach to meet CAT head on. Equip
yourself with the right skills and prowess to excel in your mission of cracking CAT. And I’m sure the results will
be outstanding and the butterflies in your stomach will be on vocation.
Here are some tips to help you overcome CAT anxiety and gain confidence.
FA Q ?
If you are planning to take the CAT (Common Admission Test), this book will be indispensable for a higher
score.
You are well aware that the CAT is one of the most important examinations that you will ever take. Your
entire future may well depend on your performance on the CAT. The results of this test will determine, in great
measure, whether you will be admitted to the Institute of your choice. There will be many candidates taking the
CAT and not all will score well enough to be accepted by the Institute they choose.
This book is designed to guide you in your study so that you will score high on the CAT. This claim that this
book will help you to achieve a higher ranking has both educational and psychological validity, for these rea-
sons—
1. You will know what to study : A candidate will do better on a test if he or she knows what to study.
The questions in this book will show you what is required and therefore help you get the most benefit
from your study time.
2. You will spot your weaknesses : Using this book, you will discover where your weaknesses lie. This
self-diagnosis will provide you with guidelines for spending your time where it will do the most good.
3. Exam before Exam : You will get the ‘feel’ of the exam. It is important to get the ‘feel’ of the entire
examination. Gestalt (meaning configuration or pattern) psychology stresses that true learning results
in a grasp of the entire situation. Gestaltists tell us that we learn by ‘insight’. One of the salient
principles of this kind of learning is that we succeed in ‘seeing through’ a problem as a consequence of
experiencing previous similar situations. This book contains many ‘similar situations’ as you will dis-
cover when you take the actual examination.
4. You will gain confidence : While preparing for the exam you will build up confidence, and you will
retain this confidence when you enter the examination hall. This feeling of confidence will be a natural
consequence of getting the ‘feel’ of the exam.
5. You will add to your knowledge : In going over the practice questions in this book, you will not if you
use this book properly be satisfied merely with the answer to a particular question. You will want to do
additional research on the other choices for the same question. In this way, you will broaden your;
background to be prepared adequately for the exam to come, since it is quite possible that a question on
the exam which you are going to take may require your knowing the meaning of one of these other
choices.
Author
Dharmendra Mittal
drdimperfection@gmail.com
( vii )
TEST-TAKING STRATEGY
● Approach the test confidently. Take it calmly.
● Arrive well before time. No one will be admitted once the test has begun.
● Bring everything you will need including :
Your admit card or Roll number card.
At least two sharpened medium-soft pencils and an eraser.
A watch, if possible, to keep track of the time.
● Listen carefully to all directions. If you have any questions, ask them now, before the test begins.
● Read all directions carefully-twice if necessary.
● Note the time allotted for each section and budget your time intelligently.
● Work quickly but carefully.
● Do all the questions that are easy for you first. Then go back and do the more difficult questions.
● Read each question carefully. Make sure that you understand the question before you answer.
● Stay calm and confident throughout the test. Don’t let anything upset you.
● Use all your time for each section. The supervisor will tell you when to start and when to stop.
Time : A time limit is set for each section on the examination. Therefore, follow the time instructions
carefully. This book tells you how much time is available for each section of the test. You should calculate in
advance about how much time you can afford to spend on each question. Your watch can help you here. Even
if you haven’t finished a section when the time limit is up, you must pass on to the next section.
Pay Close Attention : Be sure you understand what you’re doing at all times. It is natural to feel stress
when taking an examination, and it is easy to skip a word or jump to a false conclusion, which may cost you
points off your score. Examiners sometimes deliberately insert plausible-appearing false answers, in order to
each the candidate who is not alert.
1. BE A WISE TEST-TAKER – A CAT exam is standardised. For every question the points come only
if they are answered correctly regardless of their being particularly difficult. So, there is no point
plodding through a ‘hard’ question to prove your ability, it will fetch the same marks as a soft one.
( ix )
WHAT TO PACK
● Atleast 2 HB pencils, pen, rubber.
● Hall ticket/Admission ticket.
● A watch, which is accurate, has served you well or just plain lucky for you.
Review
Early Rising – Get up early in the morning check the headlines of T.V. channel.
Exercise – Go for a short morning walk or do yoga.
Regards – Wish everybody you meet in the way and feel more energetic than ever before and
create a joyful atmosphere around you.
Prayer – Pay your prayer to God.
Breakfast – Have a light breakfast.
Wearing – Wear comfortable clothes and shoes of your choice.
Conveyance – Ensure that your conveyance is ready and fit in all respect.
Admit Card – Collect your Admit Card.
Stationery – Collect your stationery items and wrist watch.
Well wishes – Take the well wishes of elderly people and your parents so that you may feel
heavenly and blessed.
Punctual – Reach at the exam centre at least 15 minutes before it starts.
Confidence – Walk confidently to the information board to know the room and seat number. Go to
the exam room as and when you are allowed to go. Take your seat, organise your-
self, feel comfortable and get ready to take the exam. By that time you will observe
that the Invigilator is distributing the exam paper.
Filling of entries – Fill up all the entries as directed by the invigilator at the appropriate space.
D. Mittal
An important goal of your test preparation is to help you to give the best possible account of yourself by
effectively using your knowledge to answer the examination questions.
First, get rid of any negative attitudes toward the test. Your attitude is negative if you view the test as a
device to ‘trip you up’ rather than an opportunity to show how effectively you have learned.
Approach the Test with Self-Confidence : Working through this book is a difficult job, and after you’ve
done it you will probably be better prepared than 90 per cent of the people taking the CAT. Self-confidence is
one of the biggest strategic assets you can bring to the testing room.
Nobody likes tests, but some people actually permit themselves to get upset or angry when they see what
they think is an unfair test. This can only hurt your score. Keep calm and move right ahead. After all, everyone
is taking the same test. Anger, resentment, and fear all slow you down and impair your judgment.
Besides, every test you take, including this one, is a valuable experience that improves your skill. Since,
you will undoubtedly be taking other tests in the years to come, it may help you to regard the CAT as training
to perfect your skill.
Keep calm; there’s no point in panicing. If you’ve done your work, there’s no need for it; if you haven’t, a
cool head is your very first requirement.
At the very least, this book should remove some of the fear and mystery that surrounds examinations. A
certain amount of concern is normal and good, but excessive worry saps your strength and keenness. In other
words, be prepared emotionally.
Pre Test Review
If you know any others who are taking this test, you’ll probably find it helpful to review the book and your
notes with them. The group should be small, certainly not more than twelve. Team study at this stage should
seek to review the material in a different way from the way you learned it originally; strive for an exchange of
ideas. Be selective in sticking to important ideas, and stress the vague and the unfamiliar rather then that which
you all know well. End sessions as soon as you get tired.
One of the worst strategies in test-taking is to try to do all your preparation the night before the exam.
Cramming is a very good way to guarantee poor test results. Schedule your study properly so as not to suffer
from the fatigue and emotional disturbance that come from cramming the night before.
However, you would be wise to review your notes in the 48 hours preceding the exam. You shouldn’t have
to spend more than two or three hours in this way. Stick to salient points. The other will fall into place quickly.
Don’t confuse cramming with a final, calm review that helps you focus on the significant areas of this book
and further strengthens your confidence in your ability to handle the test questions. In other words, prepare
yourself factually.
Keep Fit. Mind and body work together. Poor physical condition will lower your mental efficiency. In
preparing for an examination, observe the common sense rules of health. Get sufficient sleep and rest, eat
proper foods, plan recreation and exercise. In relation to health and examinations, two cautions are in order.
Don’t miss your meals prior to an examination in order to get extra time for study. Likewise, don’t miss your
( xii )
regular sleep by sitting up late to ‘cram’ for the examination. Cramming is an attempt to learn in a very short
period of time what should have been learned through regular and consistent study. Not only are these two
habits detrimental to health, but seldom do they pay off in terms of effective learning. It is likely that you will be
more confused rather than better prepared on the day of the examination if you have broken into your daily
routine by missing your meals or sleep.
On the night before the examination, go to bed at your regular time and try to get a good
night’s sleep. Don’t go to the movies. Don’t date. In other words, prepare yourself physically.
Review
● AIM
It is the foremost requirement of a student to decide and choose his/her Aim before he/she is going to
start preparation. You must be sincere and honest enough in assessing your suitability for the Aim.
“I awoke one morning and found myself famous”
● GET-SET
For success in achieving your aim, it is required to start preparation right from Graduation Ist year with
dedication and devotion sincerely.
● PLANNING
For a college going student it may be little difficult to go for academic as well as competitive studies
together. If you plan and make a timetable it will be an easy task for you.
● PUNCTUALITY
“Be not slow to visit the sick”
It is very much important to be punctual while preparing for exam, else you may find that some part of
your syllabus is not covered and may cause lack of confidence.
● IDENTIFY YOUR WEAK TOPICS
You must analyse in which AREAS you are weak and needs to put in more efforts to improve.
● HONEST APPROACH
“All or Nothing”
You must solve the problems honestly at your own. Bring your answer to the question first and then
compare with the given Answer Sheet. Do not depend on readymade solutions only.
● CHOOSING QUALITY MATERIAL AND GUIDANCE
“The Tree is known by its fruit”
You must consult good quality reading material/books. Consulting poor quality books may result in
danger or may create confusion in your mind. To get confidence, better go for choosing good quality
material, guidance and depend on self study only.
● SERIOUS APPROACH
“We must learn to walk before we can run”
You must take your study as a entertaining instrument. You must enjoy your study. This will create a
conducive atmosphere for study and avoid unwarranted tension.
● MOCK TESTS
You must undergo frequent MOCK TESTS within time frame to know your position about the exami-
nation standard you are appearing.
● CONSULTATION
In case you find yourself stuck in solving problems, you must consult your friends and teachers to save
time or mail me. My email:- drdimperfection@gmail.com.
( xiii )
CAT is not just a competition, it is a battle ……..where only the fittest wins. Yes, CAT is dream destination
of future managers of India. Thousand of students just ask one question, “I am studying well but how do I
tackle the Common Admission Test (CAT) of IIM’s which is so well-known to be an unpredictable exam”?
But now, panacea is in front of you in the form of PAT Technique CAT is just another exam. To do well
in it, all one needs is a high level of preparation and a few intelligently planned strategies. PAT Teaching is the
first Technique of its kind on CAT which is wholly dedicated to meeting the needs of the CAT (MBA)
aspirants. There are no shortcuts to success. Therefore, I believe in beginning early to plan, guide and provide
direction to the career path of all our students. So, that they may acquire the necessary skills and vision to excel
in the preparation of their destination.
Flow chart of PAT Technique :-
PAT = PASS – AVERAGE – TOP
Aim : How to leave 35% of Question in minimum time that a student (you) can get maximum time for
65% of Questions.
Examination Tips : Today many competition exam consist of objective type questions. All questions of
multiple-choice type and there are four or five choices per question. Perhaps you score four marks for every
correct answer and deduct one mark for every incorrect answer. Here we emphasis on strategy to enhance
your score in these tests. Although, PAT is best.
Sound knowledge and deaf Fundamentals : In these types of exams you must have every strong
concepts because every objective question is based on an particular concepts. Last moment cramming may be
dangerous for you, so begin with good general textbooks. Concurrently you must take practice tests and use
the results to guide your study.
Conscious guessing : In most situations you can resort to guessing where unsure. If you were to simply
put a random answer, you would get approximately 25 percentage right and 75 percentage wrong , that is three
answer for every that is three wrong answer for every right answer. Since, a right answer is worth four marks
as a wrong answer deducts one mark each from your score, complete random guessing would make no
difference in your score. Since, the odds are that you know something about some aspect about a question, or
about one of the choices, talk a guess on questions of which you are completely sure, and you can eliminate one
or two choices as obviously wrong answer.
Time To Jump : Do not waste time on difficult questions. As PAT Technique also suggests. Skip them
and mark your examination book to show that you have done so, and proceed to an easier one. Once you have
finished return and try to attempt the marked questions. Do not rush. Thoroughly re-check.
( xiv )
INDEX
PART – I : Mathematics
PART – II : VERBAL
Part - A
Logical Reasoning .......................................................................................................... 649–659
1. Analogy ..................................................................................................................... 649
2. Logical Diagram ......................................................................................................... 651
3. Ranking ..................................................................................................................... 651
4. Calendar .................................................................................................................... 653
5. Blood Relation Test .................................................................................................... 653
( xvi )
Part - B
In other words, the product of two or more rational (3) Any power of a positive number is a positive
number: an > 0 if a > 0;
expressions is the product of their numerators divided by
the product of their denominators. When we cancel all (4) The result of raising zero unity to a power with
factors common to the two terms of the new expression, any natural exponent is zero : 0 n = 0;
the resulting expression will be in its lowest terms. (5) The result of raising unity to a power with any
Note : The product of two rational expressions is natural exponent is unity : 1n =1.
rational expression. If an expression contains no parentheses, then the
p(x) operations should be performed in the following order:
23. Reciprocal of a rational expression : Let , first involution, then multiplication and division in the
q(x)
q(x) ≠ 0 be a non zero rational expression. Then exists sequence in which they are indicated, and, finally,
q(x) p(x) q(x) addition and subtraction, again in the sequence in which
another rational expression such that × =1
p(x) q(x) p(x) they are given.
√2 =√
Evolution is defined as an operation inverse to 2·72 98 98 = √
98.
involution. Solution : Note that 2 = = ;
72 49 49 7
√
Definition : An nth root of a number a(n ≥ 2) is a
Therefore, it suffices to find
√98 with an accuracy to 1
number which, when takes as a factor n times (raised to
the nth power), produces the number a. and divide the obtained number by 7. Since, √ 98 ≈ 9
√ 2 ≈ 7 (with an accuracy to 71 ).
9
n (with an accuracy to 1),
The nth root of a number a is symbolized as √
a. the
2 2
() ( )·
n 9 9 1
notation
√ a = b means that b n = a. The exponent (the Indeed, <2 < +
natural number n (n ≥ 2) here is the index of the root, and 7 7 7
the number a is termed the integrand. In most case the measure of accuracy of α is taken to
If n = 2, the root is usually called the square root; in 1
be equal to (m is a natural number), and the
this case the index 2 is usually omitted. For instance, 10m
2 approximate value of the root is taken to be equal to a
instead of √
7 we write√ 7. The third root (n = 3) is called decimal fraction with m digits after the decimal point.
the cube root.
Solving a couple of example, let us consider the rule
On the set of rational numbers the operation of for extracting the square root of a number.
taking the root is not always performable. For instance,
there is no rational number equal to the square root of 2. Illustration 6. Find √
72·6115 correct to 0.01.
Let us prove this.
Solution : Perform the following operations :
Suppose the contrary :
√ 2 is a rational number : (1) Partition the digits in the radicand by pairs in the
2 = qp
√ following manner : the integral part from right to left and
the fractional part from left to right :
√
72·6115;
where p and q are whole numbers and q ≠ 0. The
p (2) Take (correct to 1) the square root of the first pair
fraction will be regarded as irreducible (this can of digits, i.e., of number 72 and carry over the second pair
q
always be achieved by applying the basic property of the of digits (61) :
fraction).
√ 72′·61′15 = 8……;
According to the definition of the root, we have – 64
2 ) 861
(pq) = 2 or p = 2q , i.e., p is an even number : p = 2p
2 2
1,
(3)Double the found root and write the result on the
where p1 is an integer. Then (2p1 )2 = 2q2 or q2 = 2p2 1 , i.e., left :
q is also an even number q = 2q1, where q1 is an integer.
p 2p
√ 72′·61′15 = 8……;
Consequently, the fraction = 1 is reducible, which
q 2q1 – 64
contradicts the hypothesis. 16 ) 861
From the obtained contradiction it follows that √ 2 is (4) Add the greatest possible digit to the right of the
not a rational number. number 16, so that the product of the obtained three- digit
number by this digit does not exceed 861. In our example
Definition : A rational number b > 0 is termed an such a digit will be 5:165.5 = 825 < 861, we obtain
n
approximate value of the nth root √ a . (a > 0) with deficit
√ 72′·61′15 = 8·5……;
and with an accuracy to α (α is a positive rational – 64
number) if
165 861
bn < a < (b + α)n. 5 – 825
In this case the number b + α is said to be an 36
n
approximate value of the root √
a with excess and with an (5) Double the found root, carry over the third pair of
accuracy to α. digits (15) and proceed as in (4) :
√
√ a2 b = – a√
b, x2
Solution : The root has sense only for y > 0
y
Since, |a| = – a for a < 0.
√ y
2. Bringing a Factor in the Radicand : This is how and the root when x and y have the same sign.
x
the transformation of the form
Therefore, for the given expression, x > 0 and y > 0. We
a√
b = √ a2 b (a ≥ 0, b ≥ 0)
√
√ √
x2 y x2 y
is called. Let us show the application of the properties have · ·= · = √ x, where x > 0 and y > 0.
y x y x
and transformation of arithmetical square roots when 30. Powers with an Integral Exponent : The
performing operations with them. concept and properties of a power with a natural exponent
Illustration 13. Remove a factor from the radicand were considered in previous section. Generalizing the
in the expression √
4a2 b3, where a < 0 and b > 0. notion of power, we shall introduce here powers with a
Solution : We have zero or an integral negative exponent.
Definition : If a ≠ 0, then a0 = 1.
√ 4a2 b3 = √ 4 · √a2 · √b3 The expression 00 has no sense.
= 2|a|
√b ·√ b = 2|a| |b| · √ b .
2
Definition : If a ≠ 0 and n is a natural number, then
Since, a < 0 and b > 0, we get |a| = – a and |b| = b. 1
a– n = n ·
a
Therefore, √
4a2 b3, = – 2ab √ b.
The expression 0-n has no sense.
Illustration 14. Remove a factor from the radicand
Using the notions of powers with a zero or an
in the expression √
16a4 b6 c3, where b < 0 and c > 0. integral negative exponent, the property of a power with a
Solution : We have natural exponent
√ 16a4 b6 c3 = √16·√a4 ·√b6 ·√c3 am – n if m > n‚
a m 1 if m = n (a ≠ 0)
= 4 |a2| |b3| |c| ·
√c =
a n 1 if m < n‚
The number a2 is always non-negative; |a2| = a2 since an–m
b < 0 and c > 0, |b3 | = – b3 and |c| = c, therefore √
16a4 b6 c3 can be written in the form
= – 4a b c
2 3 √ c. am
= am–n (a ≠ 0)
Illustration 15. Bring a factor in the radicand in the an
For any natural exponents m and n.
√ x , where x ≥ 0 and y < 0.
expression The following properties hold true for any power
y
with any integral exponent :
Solution : Since, y < 0, √y2 = |y| = – y. (1) ap aq = ap + q;
Hence, y = –√ y2. (2) (ap)q = apq;
x = √
√ x =– qp
√ x (3) q = ap – q;
Therefore, · a
y – √y2 y2
(4) (ab)p = ap bp ;
Illustration 16. Perform the indicated operations : a p ap
√ 343 – √252 – √ 7. (5)() b
= p;
b
Solution : Note that 343 = 49.7, 252 = 36.7. 18–3· 37
Illustration19. Compute ·
2–5
Therefore, √ 343 – √252 – √
7 18–3 · 3 7 25 ·3 7
Solution : =
= 7√ 7 – 6√ 7–√ 7 = 0. 2 –5 183
25 ·3 7 25 ·3 7
Illustration 17. Compare the numbers 3√ 5 and 4√ 3. = =
(2·32 )3 23 ·3 6
Solution : Bringing the factors 3 and 4 in the respec- = 22 ·3 = 12.
tive radicands, we obtain Illustration 20. Find the value of the expression
1·7 – 3 : 5·1-3 × 6–3.
3√ 5 = √9·5 = √ 45, more 4√ 3 Solution :
1·7 × 6 –3
= √
16·3 = √48.
Since, 45 < 48, by the property of comparison of
1·7 – 3 : 5·1– 3 × 6–3 = ( ) 5·1
6 –3
roots, we obtain that √45 < √48 or 3√ 5 < 4√ 3. ()
=
3
1
= 2 –3 = ·
8
√ a =
√
changed if its index is multiplied by any natural number k m
n mn
and the radicand is simultaneously raised to the power k, a
√
i.e., (a ≥ 0; m, n – natural numbers, m ≥ 2, n ≥ 2).
n nk Indeed, according to the rule for raising a root to a
a = √
√ ak (a ≥ 0) power, we have
n
Indeed, let √ a = b(b ≥ 0;). This means that bn = a.
√ a = √
√ √ a = √
m m m
n n n
Then, by the property of a power, (( √
a) n) m
Hence,
(bn)k = bnk = ak
m mn
Hence it follows that b = √
nk
Thus, √ a = b = √ ak.
n nk
ak,
√
n m
√ a = √am = a (a ≥ 0).
which was just stated. Consequently, by the definition of the arithmetical
(2) When multiplying arithmetical roots with equal
√
m
n mn
indices, the radicands are multiplied and the index of the root, a= √
√ a, which was required to be proved.
root remains unchanged, i.e., Definition : Roots are said to be like (or similar) if
n n n their radicands are equal and their indices are also equal.
a √ b = √
√ ab (a ≥ 0, b ≥ 0).
In the general case, the sum or the difference of two
Indeed, by the property of a power, we have distinct roots cannot be simplified. Simplifications are
n n n n possible only in the case of like roots.
(
√ a √ b)n = (√ a)n (√ b)n = ab,
For instance,
n n
Since, (√
a)n = a and (√
b)n = b for a ≥ 0; and b ≥ 0; (6
√ 2 + 5√ 3) – (6√
2 + 7√ 3) = 6 √
2 + 5√
3 – 6√
2 –
Hence, by the definition of the arithmetical root, it
7√
3 = – 2√ 3.
follows that
The rule for comparing arithmetical roots is based on
n n n n n n
ab = √an √ b or √
√ a √ b = √ab . n n
the following property: if a > b > 0, then a > √
√ b, and
The statement has been proved. n n
conversely, if √
a > √ b (a > 0 and b > 0), then a > b.
CAT Complete Course | 13
It follows from the properties of inequalities for Illustration 24. Remove a factor from the radicand
3
in the expression
√
3
instance, √
3 > √ 2. To prove this, let us first, applying the x8y10z5 , where y > 0 and z > 0.
3 Solution : We have
fundamental property of the root, reduce √
3 and √
2 to 3 3
the common index 6 (the least common multiple of the √
x8y10z5 = √
x6x2y9yz3z2
3 6 6 6
indices of the given roots) :
√ 3 = √32 = √ 9 and √ 2 = √23 3 3 3 3
= x6 √y9 √ z3 √
√ x2yz2
6
= √
8. We then use the rule for comparing roots and = x2y3z
√
x2yz2
3
6 6 3
obtain that √
9 > √ 8 or √ 3 > √ 2. Since,
3
√x6 = x 2 for any x,√
y9 = y 3 , √
z3 = z for y > 0
3 3
√√x
3
3 which was required to be proved.
x2 =
√√x2 = √ |x|,
6 4
x3 =
√ 3 = x (x ≥ 0), √
√
Illustration 26. Perform the indicated operations
√
15 3 5 3
=
√
√
√
x3 3
3
Let us work out some examples illustrating how the 2 2 2.
obtained properties are applied. 3 3
Solution : We first transform 2
√ 2 = √24 .
Illustration 22. Bring a factor in the radicand in the
expression a
√
3
1+
1
a3
, where a > 0. Therefore, 2√2= √ √√2
3 3
4 =
6
√24 .
We then have :
3
Solution : Since, a
√a3 (a > 0),
√
3
√
√ √2√2
3
√ √
3 3 6
1 3 1 2 2 2 = 4
√ 3
a 1+ 3 = a3 1+ 3
a a
√2 = √2
√
3
6 18
√
3 10 10
a (1 + ) =
1 3 =
= √
a +1 3
3
3
a 9 9
= √25 = √32
Illustration 23. Remove a factor from the radicand
(We have applied the fundamental property of the
√
4 1
3 3 4 3 1 1 1
=
√ –
a ≥ 0, b– 4 = b– 4 b– 3 or b– 4 =
b3
=
4
= 3
b3 b4
√
(0·04)– 1·5 · (0·125) ( )
–
4
3 –
1
121
2
3 4 1
for b > 0. – – –
= ( ) ·( ) –(
121)
1 1 1 2 3 2
p 25 8
Remark 1. If is an irreducible fraction, then for
q 3 4 1
– – –
= ( ) ·( ) –( )
pm p 1 1 1 2 3 2
any fraction of the form = (n-natural number), we 5 2 112 3 2
pm q
3 4 1
have = (5–2) – 2
· – (11–2) – 2 (2– 3)– 3
qn q
apn/qn = √
apn = √ap = ap/q 53 ·2 4 – 11 = (5·2)3 ·2 – 11 = 2000 – 11 = 1989
(we have made use here of the fundamental property of Illustration 29. Perform the indicated operations :
1 3 1 3
the arithmetical root).
Remark 2. If a > 0 and x is a whole number,
2·4 –2 + 81– 2 · ( 9
) ()
–2
1 –2
p
represented by a fraction of the from , where p is an
q
1
125– 3 · ()
1
5
+ (√ 3)0 ·
2 ()
integer and q ≥ 2 is a natural number, then the equality 1 –3
a Solution : (1) 2·4-2 + 81– 2 ·
1 3
9
( ) ()
ap/q = √
ap is also true, not by the definition of a power
= 2· 2 +
with a fractional exponent but by the definition of the 1 1 3
·9
3
p q 4 √ 81
arithmetical root. Indeed, if = x, then
√ap = ax (a > 0),
q 1 1
since (ax)q = aqx = ap and ax > 0, hence = + · 93
8 93
q
ax = ap/q = √ap . 1
= +1= ·
9
The definition of a power with a fractional exponent 8 8
–2 –2
1
implies that a–p/q = p/q , where a > 0 indeed,
a
(2) 125– 3 ·
1
(15) + (√
3)0 · (12)
p p q 1
a– q = a– q = √
a– p = · 5 2 + 1·22
3
√ 125
1
√
q
1
= 1 2
ap = · 5 + 1·22
1 5
or a– p/q = = · = 5 + 4 = 9.
q ap/q
√ap 9 1 1
1 (3) : 9 = the fractional is equal to ·
Since, for a ≠ 0, = 1 and a0 = n (n–natural a– n 8 8 8
a Illustration 30. Simplify the expression
1
number), for any rational number x, we have : a– x = x (if 1
·√
3 – 1
a
√ x–1/2 y–2 · (x–5/2 y–4 ) 3 x–2 y– 3
a > 0).
Solution : We have
The properties of a power with an integral exponent
1
also extend to a power with any rational exponent and a x–1/2 y– 2 = If x > 0, y ≠ 0;
positive base. y√
2 x
Let us give some worked examples illustrating 5 1 1
x– 2 y–4 = = If x > 0, y ≠ 0;
applications of the above considered properties. y4 √
x5 x2y4√ x
2 1 1 2 1
Illustration 27. Compute 8 3 – 16 4 + 92 – 83 – 164 +
√ 1 1
1
1 x–2 y– 3 = = If x ≠ 0; y > 0.
√
92 · 6
y |x|√
y
3
Solution : x2√
2 1 1 3 4 The given expression has sense for x > 0 and y > 0,
83 – 164 + 9 2 = 82 – √
√ 16 + √ 9 we obtain
√
3 4
= √
64 – √
16 + √ 9 3 3
=
1
√ x2y4 √
x× 1
= 4 – 2 + 3 = 5. y2 x
√ x
√y
6
= (x – 1) – (x + 1) = – 2. ( a5/12 a–3/8
a7/24 ) 3
= (a5/12 a–3/8 a7/24)– 4/3
Thus, 3
(a1/4)– 4/3 = a1/3
√a
√
– 2x + 1 – √
x2
x2
+ 2x + 1
– 2 if x ≤ – 1‚ For a = 125, we obtain √
125 = 5.
3
= – 2x if – 1 < x < 1‚
– 2 if x ≥ 1. Trigonometry
Illustration 36. For what values of x are the follow- Important Point and Formula
ing inequalities true :
1. In the right triangle AMP right-angled at M, Base =
(a) |– x| ≤ x; (b) x |x| ≥ x2; AM = x, perpendicular = PM = y and Hypotenuse =
(c) √
x2 ≤ – x; (d) x
√ 2 > √2x2 ? AP = r.
Solution : (a) |– x| = |x|. The inequality |x| ≤ x is
correct for x ≥ 0.
(b) The inequality is not fulfilled for x < 0. For x ≥ 0,
|x| = x, and the slack inequality x2 ≥ x2 is correct.
(c) √
x2 = |x|; |x| ≤ – x for x ≤ 0.
We define the following six trigonometric ratios :
(d)
√2x2 = |x| √ 2; x √ 2 > |x| √ 2 or x > |x| is incorrect perpendicular y
for any x. (i) sin θ = = , and is written as
hypotenuse r
Illustration 37. Prove that the inequality 3 √
2 + 2√ 7 sin θ.
> 3
√ 3 + 4 is valid. base x
(ii) Cosine θ = = , as written as cos θ.
hypotenuse r
Solution : Let us bring the factors in the radicands
perpendicular y
and rewrite the given inequality as follows; √ 32 ·2 + √
22 ·7 (iii) Tangent θ = = , and is written as
base x
>√
32 ·3 + √16 or
√18 + √28 > √27 + √16. This equality tan θ.
●●●
Find the G.C.D. of 24x2 y3z3 , 36x3y5z11 and 18xy2 z7 . Q(x) = 15xy2 (x 4 – y4)
Solution : = 15xy2 (x 2 + y2)(x2 – y2)
We have = 15xy2 (x + y)(x – y)(x2 + y2)
24x 2y 3z3 = 31 × 23 × x 2 y 3z 3 Now, H.C.F. of 10 and 15 is 5.
36x 3y 5z 11 = 32 × 22 × x3 y5z11 Common factors are x, y and x + y.
18xy2 z7 = 32 × 21 × x × y2 × z7 ∴ H.C.F. of P(x) and Q(x) = 5xy (x + y).
∴ Required G.C.D. = 31 × 21 × x × y2 × z3 Illustration 6.
= 6xy2 z3 . Find the H.C.F. of a3 + b3 + c3 – 3abc and (a + b + c)3,
given that ab + bc + ca = 0.
Illustration 3.
Solution :
Find the H.C.F. of x2 + 5x + 6 and x2 + x – 6.
Let P(a, b, c) = a3 + b3 + c3 – 3abc
Solution :
and Q(a , b, c) = (a + b + c)3
Here, x2 + 5x + 6 = x2 + 2x + 3x + 6
We know that
= x (x + 2) + 3 (x + 2)
a3 + b3 + c3 – 3abc = (a + b + c) [(a + b + c)2
= (x + 2) (x + 3) – 3(ab + bc + ca)]
x2 + x – 6 = x 2 + 3x – 2x – 6 We are given that ab + bc + ca = 0
= x (x + 3) – 2 (x + 3) ∴ a3 + b3 + c3 – 3abc = (a + b + c) (a + b + c)2
= (x + 3) (x – 2) = (a + b + c)3
Only common factor is x + 3 P(a, b, c) = (a + b + c)3.
∴ H.C.F. = x + 3. Thus, from (i) and (ii), required H.C.F. is (a + b + c)3 .
The highest powers of all the factors (2x + 1) and ∂ = 9(x – 2)(x2 – 4x – 5)(x2 – 9), then find the L.C.M. of α
(3x – 1) are 2 and 3 respectively. and ∂.
L.C.M. = (2x + 1)2 (3x – 1)3 Solution :
Product of H.C.F and L.C.M = (2x + 1) (3x – 1) Here, α = 5(x + 1)(x2 – 7x + 10)(x2 – x – 6)
(2x + 1)2 (3x – 1)3 = 5(x + 1)(x – 2)(x – 5)(x – 3)(x + 2)
= (2x + 1)3 (3x – 1)4 …(i) and ∂ = 9(x – 2)(x2 – 4x – 5)(x 2 – 9)
And product of f (x) and g (x) = (2x + 1)2 (3x – 1)
= 9(x + 1)(x – 2)(x – 5)(x – 3)(x + 3)
(2x + 1) (3x – 1)3
= (2x + 1)3 (3x – 1)4 …(ii) and G.C.D. of α and ∂
Comparing (i) and (ii), we get = (x2 – 4x – 5)(x 2 – 5x + 6)
H.C.F. × L.C.M. = f (x) × g (x) = (x + 1)(x – 2)(x – 5)(x – 3)
x–4 = 0 a = –3
Introduction 12
(b) % = ?
5
The word per cent means per hundred. The sign of
per cent is %. (c) 2% = ?
√
If a student gets 20% marks, it means that he gets 20 (d) log10 100% = ?
marks out of 100 marks.
1
If my mother gives me Rs. 40 out of Rs. 100. It means (e) % = ?
2– 2
I get 40% of what my mother had.
(f) 5% = ?
If a fraction number has denominator 100. It is known
5
as percentage and its numerator is called as rate per cent. (g) 32% = ?
√
Some Important Points 3
13 × 1 = 3‚501 × 1
√ 80 × 100
= ⇒ a =
13 100 13 100 20
3501 ⇒ a = 400
=
1300000 Hence, 80 is 400% of 20.
1 1/2 1 1/2 1 1 (ii) Required percentage of
(l) 25 – 9 % = 16 % = 4 % = 400 · 25 × 100
125 = = 20
125
Illustration 2.
Hence, 25 is 20% of 125.
Represent the following percentages as decimals—
(iii) Required percentage of
(i) 25% = ?
18 × 100
(ii) 3·5% = ? 3 = = 600
3
(iii) 120% = ? Hence, 18 is 600% of 3.
12
(iv) % = ? (iv) Required percentage of
5
5 × 100 10
(v) 90% = ? 150 = =
150 3
Solution : 10
25 Hence, 5 is % of 150.
(i) = 0·25 3
100 Illustration 5.
35
(ii) = 0·035 Evaluate—
100 × 10
120 (i) 30 % of 900 = ?
(iii) = 1·2 1
100 (ii) 1 % of 250 = ?
12 1 3 2
(iv) × = = 0·024 (iii) 42% of 700 = ?
5 100 125
90 (iv) 2·5% of 12500 = ?
(v) = 0·9
100 Solution :
Illustration 3. 30
(i) × 900 = 270
Represent the following decimals as rate percent— 100
(i) 0·25 = ? 3 1 15
(ii) × × 250 =
2 100 4
(ii) 0·015 = ?
42
(iii) 1·75 = ? (iii) × 700 = 294
100
(iv) 3·33 = ? 25
(v) 0·005 = ? (iv) × 12500 = 312·5
1000
Solution : Illustration 6.
(i) (0·25 × 100)% = 25%. Ram pays 5% Income Tax. If his annual income is
15 3 Rs. 12500. How much does he pay as Income Tax
(ii) (0·015 × 100)% = % = %.
10 2 annually ?
(iii) (1·75 × 100)% = 175%. Solution :
(iv) (3·33 × 100)% = 333%. Income Tax = 5% of Annual Income = 5% × 12500
5 1 5
(v) (0·005 × 100)% = % = %. = × 12500 = Rs. 625
10 2 100
= p 1 + 100 100
100 115 75 140
= 25,000 × × ×
(ii) Population n years ago 100 100 100
p 250 × 23 × 21 120750
= = =
r
n 4 4
1 + 100
= 30,187·5 = 30,187.
Illustration 22.
(iii) If r changes every year
Such as r1 in first year The tax on a commodity is diminished by 2.5% and
its consumption increases by 5%. Find the effect on revenue.
r2 in second year and so on.
Solution :
Population after n years
Let A be tax on a commodity and B be the consump-
r1 r tion.
= P 1 + 1+ 2
100 100 Now, new revenue = tax × consumption
r3 rn 2·5 5
1 + 100 …… 1 + 100 = 1 – 100 A. 1 + 100 B
Illustration 20. 97·5 105
= × AB
100 100
The population of Delhi is 40,00,000 it increases at
the rate of 10% per annum. What was its population 2 Effect on revenue
years ago and also what will be its population after 2 xy
= x+y+
years ? 100 × 100
Solution : 5 × 2·5
= – 2·5 + 5 –
Using formula : 100 × 100
P 5
Population n years ago = = 2·5 – = 2·5 – 0·00125 = 2·5
4000
r
n
10
2
Illustration 24.
= 40,00,000 1 +
100 In an examination 75% students failed in Economics,
121 55% failed in Maths and 35% failed in both the subjects
= 40,00,000 × and 500 passed in both the subjects. Find the total number
100
of students.
= 48,40,000.
Solution :
Illustration 21.
By using formula :
The population of a city is 25,000. If increased by
15% during first year. During second year it decreased by % of students who passed in both subjects
25% and increased by 40% during the third year. What is = [100 – (x + y – z)] %
the population after 3 years ? = [100 – ( 75 + 55 – 35)]%
= P 1 – = 75,000 1 – 15 12a
or, (a – 2000) =
100 100 100 100
16 or, 3a = 2000 × 15
= 75,000 × = 48,000.
25 ∴ a = 10,000
12. Let Rahim got x votes polled. Hence, Increased income = Rs. 10,000.
Number of votes polled for Ram 16. Let the third number = 100
= (x – 1600) ∴ First number = 100 – 20% of 100
Total votes polled = x + x – 1600 = (2x – 1600) 20
= 100 – × 100 = 80
According to Questions, 100
x – 1600 = 40% (2x – 1600) ∴ Second number = 100 – 25% × 100
40 25
⇒ x – 1600 = (2x – 1600) = 100 – × 100 = 75
100 100
x = 8000 – 3200 = 4800. Now, second number is lessen than first number
13. From question it is clear that 100 tonnes of ore gives second number is 5 less than first number.
65 tonnes of metal which contains 5% impurity. 5 25
% less = × 100 = = 6·25%.
Since, 100 tonnes of metal contain 80 4
= 5 tonnes impurity 17. Here, expenditure is fixed Rs. 32.
∴ 1 tonne of metal contain Since, rate decrease while amount of rice increases
5 with the same expenditure.
= tonnes impurity
100 Let the original price = Rs. x / kg.
∴ 65 tonne of metal contain Expenditure × rate change
x (x + rate change) =
5 Change in available quantity
= × 65 tonnes
100 32 × 2
or, x (x – 2) =
13 8
= tonnes impurity
4 or, x 2 – 2x – 8 = 0
= 25 1 + ⇒ (a + b + c) = 6
100 ∴ Percentage of those asked favoured more than
29 × 29 one proposal = 6 + 2 = 8.
= 25 ×
25 × 25 6. Let the marks scored in five subjects be 2x, 3x, 4x,
841 5x, 6x.
= = Rs. 33·64.
25 Total marks in all the five subjects = 20x
80 80 X = 30,000 – 8,500
·X = 100 · X + 40 × 100
100 113 X = Rs. 21,500
18. The reduction in the price
8 8 100
Or, · X = · X + 40 × 10
10 10 113 =
100
× 32,000 = 3,200
Average Solution :
By the above definition average age
The numerical result obtained by dividing the sum of
two or more quantities by the number of quantities is 20 + 22 + 18 + 24 84
= = = 21 years
called Average . 4 4
Therefore, average age of student = 21 years
An arithmetic mean of given observations is called
Average . Weighted Average
Average is defined in so many ways we can say The concept of weighted Average is used when we
average mean Usual or Normal kind, amount, quality, have two or more groups whose individual averages age
rate, etc. are known.
Average is a number or value of a set of values Suppose in a class, there are 2 student of 20 years,3
carefully defined to typify the set, as a median or mode. of 21 years ,4 of 22 years and 5 of 23 years, then their
average age is given by
Average refers to the result obtained by dividing a (2 × 20) + (3 × 21) + (4 × 22) + (5 × 23)
sum by the number of quantities added. For example, 2+3+4+5
15 + 12 + 27 54 2 3 4 5
the average of 15, 12, 27 is = = 18 and in = × 20 + × 21 + × 22 + × 23
3 3 14 14 14 14
extended use is applied to the usual or ordinary kind, 306
instance, etc. = years
14
Average is different from mean and median. 2 3 4 5
Here, , , and are called the weights of
14 14 14 14
The Average of a given set of numbers is a measure each category of students.
of the central tendency of the set. In other words, it is the Illustration 2.
mean value of a set of numbers or values. Therefore,
What is the average concentration of a mixture if 3L
average of a set of numbers is given by
of 36 % sulphuric acid is added to 9L of 24% sulphuric
(x 1 + x 2 + x 3 + … + x n ) acid solution ?
Average =
n Solution :
Or in other words average of some observations The average concentration of the combined mixture
Sum of all observations is the weighted average
=
Number of observations 3 9
= 12 × 36 + 12 × 24
Mean commonly designates a figure intermediate
between two extremes. For example, the mean tempera- = 9 + 18 = 27%
ture for a day with a high of 24°C and a low of 28°C is In other words, weights are the fraction of the number
24 + 28 in that category with respect to the total students in that
= 26°C and the median is the middle number or
2 class. This average is also called the weighted average of
point in a series arranged in order of size i.e., the median that class.
grade in the group 50, 55, 85, 88, 92 is 85; the average is Average Speed
74.
If a (body ) certain distance is covered in parts at
Norm implies a standard of average performance for different speeds , the average speed is given by
a given group i.e., a child below the norm for his age in Total distance covered
reading comprehension. Average speed =
Total time taken
Illustration 1. As, if a body travels d1 , d2 , d3 , …… dn distance, with
In a class, the age of four students are 20 years, 22 speed s1 , s2, s3, …… sn in time t1 , t2 , t3 , .… tn respectively,
years, 18 years, and 24 years, then what is the average then the average speed of the body through the total
age of the student of class ? distance is given by
3x = 50√
1
(D) 50 √ 3 metre 3+ x
(C) 25 metre ⇒ √
√
3 3
√
(E) 50 metre
⇒ 3x = 50√
3+ x
12. A light house is 60 metres high with its base being at
the sea level, if the angle of depression of a boat in ⇒ 3x – x = 50√
3
the sea from the top of the light house is 15°, then ⇒ 2x = 50 (1·73)
⇒ 1500 + y = 1500√
3 × √ 3
⇒ 1500 + y = 4500
⇒ y = 4500 – 1500
In rt., ∆ BCD,
CD ⇒ y = 3000 m
tan 60° =
BC ∴ The aeroplane travels 3000 m in 15 sec.
h (height) = +
√pq unit
[Q height cannot be – ve]
8. Let AD be the building and CE be the tower.
From A, draw AN ⊥ MP Let CE = h m
Let AN = BM = y AB = x m
⇒ 3 = x +y 5
√
⇒ √ 3y = x + 5
⇒ 3x = x + 5
√ [From (1)]
⇒ 3x – x = 5
√
∴ AC ⊥ OA [Q A tangent to a circle is to the ⇒ (√ 3 – 1 ) x = 5
radius through the point of contact] 5
⇒ x =
and ∠OAC = 90° 3–1
√
Similarly, CB ⊥ OB 5√ 3 + 1
∴ ∠OBC = 90° ⇒ x = ×
3–1 √
√ 3+1
θ OC
In rt. ∆ CAO, cosec =
2 AC
⇒ x =
5 (√ 3 + 1)
θ 3–1
⇒ OC = AC. cosec
2 5 (1·732 + 1)
θ ⇒ x =
⇒ OC = a. cosec …(1) 2
2
5 (2·732)
In rt. ∆ ODC, x =
2
CD
sin φ = ⇒ x = 5 × 1·366 = 6·83
OC
h ∴ Height of the tower = 6·83 m.
⇒ sin φ =
OC 13. Let height of Ist aeroplane = BD
⇒ h = OC. sin φ and height of 2nd aeroplane = BC
θ
⇒ h = a cosec · sin φ
2
∴ Height of the centre of balloon
θ
= a sin φ cosec
2
12. Let BC be the height of the tower and CD be the
height of the pole.
Let BC = x m
and AB = y m
150. √
1 1
⇒
x
y+1
= …(2) ( )
3
3
√ √
3
=
Putting the value of x = y in (2), we get 3– 1
√
x 1 3
√
=
x+1 3
√ 150 √ 3
= = 150 ×
3–1 2
⇒ 3x = x + 1
√
3
√
⇒ 3x – x = 1
√
= 75 × (1·732) [Q
√ 3 = 1·732]
⇒ (√ 3 – 1)x = 1 = 129·9 m.
⇒ (1·73 – 1)x = 1 19. Let AB be the building, CD the vertical lamp post.
⇒ 0·73x = 1 Let the horizontal distance between the building and
the lamp-post be x m.
1 100
⇒ x = = = 1·37 km. Now, in ∆ ABC,
0·73 73
18. Let AB be the tower = h
50 × (√ 3) × 1
√
3
=
3– 1
√
3
√
In rt. ∆ BCD
BC 50 50 √ 3
= cot 45° = = = 50 ×
CD 3 – 1 2 2
√
BC = 50 × 1 √3 3
BC = 50 m. = 25 × (1·73) = 43·25
In rt. ∆ ACD
AC [Q √ 3 = 1·73]
= cot 30°
CD ∴ Height (h) = 43·25 m.
AC = 50 × √3 25. Height of deck BC = 16 m.
= 50 (1·732)
= 86·600 m
Required distance, (1)
x = 86·6 – 50
x = 36·6 m
Also, determine the height of the tower if p = 50
metres, α = 60°, β = 30°.
24. Let BC = h = height of tower BC
OA = p, AB = x In rt. ∆ OBC, = tan 30°
OB
16 1
⇒ =
OB 3
√
⇒ OB = 16√
3m …(1)
In rt. ∆ OBA,
BA
= tan 45°
OB
In rt. ∆ QPX,
QP
= tan 60°
XP
40 + x
= √
3 …(1) It broke at C. Its top A touches the ground at D.
XP
Now, AC = CD, ∠BDC = 60°
In rt. ∆ QRY,
BC = ?
QR
= tan 45° Let BC = x
YR
AC = 15 – x
QR
⇒ = tan 45° [Q YR = XP] and CD = 15 – x [Q AC = CD]
XP
x In rt. ∆ CBD,
⇒ = 1
XP BC
= sin 60°
⇒ x = XP …(2) CD
Using the value of x in (1), we get x 3
√
=
40 + x 15 – x 2
= √3
XP 2x = (15 – x)
√3
⇒ 40 + XP =√ 3XP 2x = 15√
3–√
3x
⇒ 40 = √ 3XP – XP 2x + √
3x = 15√
3
⇒ 40 = (√ 3 – 1 ) XP x (2 + √
3) = 15√
3
40 √ 3 + 1 15√
3
⇒ XP = × x =
3–1 √
√ 3+1 2+√
3
40 (√ 3 + 1) 15
√3 2 –√
3
⇒ x = ×
=
2 2+√
3 2 –√
3
= 20 (1·732 + 1) 30
√ 3 – 15 × 3
x =
= 20 × 2·732 = 54·64 4–3
Ratio Proportion
A ratio is a comparison of two numbers by di- When two ratios are equal, the four quantities com-
vision—Ratio is the relation which one quantity bears to posing them are said to be proportional.
another of the same kind, the comparison being made by The equality of two ratio is called proportion a, b, c,
considering what part, multiple, one quantity is of the d are said to be in proportion if a : b = c : d or a : b :: c :
other. Therefore, every ratio is an abstract quantity. d.
a In a proportion, the first and fourth terms are known
If a and b are two quantities of the same kind, then
b as extremes, while second and third terms are known as
is known as the ratio of a and b. Therefore, the ratio of means. Hence, a and d are extremes and b and c are
two quantities in the same units is a fraction that one means. Hence a and d are extremes and b and c are means
quantity is of the other. of the proportion a : b :: c : d.
a In a proportion we always have :
Thus, a to b is a ratio , written as a : b.
b Product of extremes = product of means
The first term of the ratio is called antecedent, while a×d = b ×c
the second term is called consequent. Illustration 3.
In the ratio a : b. If 0.75 : X : : 5 : 8, then find X.
Ist term ‘a’ is known as antecedent. Solution :
IInd term ‘b’ is known as consequent. Since, these quantities are in proportion.
Ratio between 60 kg and 100 kg is 3 : 5. So, product of means = product of extreme
0.75 5
Illustration 1. Or, =
X 8
Ratio of 50 kg and 60 kg is—
Or, X = 0.15 × 8
Solution :
Or, X = 1.2
50 5
= =5:6 Illustration 4.
60 6
Find a fourth proportional 6mn2 : 9m3n :: 4mn3 : ?
The multiplication or division of each term of ratio
Solution :
by a same non-zero number does not affect the ratio.
Hence, 3 : 5 is the same as 6 : 10 or 9 : 15 or 12 : 20 etc. Let fourth proportional is p; then 6mn2 : 9m3n ::
4mn3 : p
Ratio can be expressed as percentages. To express
the value of a ratio as a Percentage, we multiply the ratio ∴ p = 6m3n2
by 100. Continued Proportion
3 Four Quantities—a, b, c, d, are said to be in a con-
Therefore, = 0·6 = 60%.
5 tinued proportion , if
Illustration 2. a b c
a : b = b : c = c : d or = =
Two numbers are in the ratio of 3 : 7. If 4 be added b c d
to each, they are in the ratio of 7 : 11. Find the numbers. Three quantities are said to be in continued propor-
Solution : tion, if
3x + 4 If a : b = b : c
Let the numbers be denoted by 3x and 7x. Then
7x + 4 Or, ac = b2
7
= · Hence, x = 1. In this relationship, b is said to be the mean pro-
11 portional between a and c and c is said to be a third pro-
Numbers are 3 and 7. portional to a and b.
B = a2 + b2 ⇒ (p + q) (p – q)2 + (p – q)2x
C = a2 + b2 = (p – q)(p + q)2 + x(p + q)2
and D = a+b ⇒ x[(p + q)2(p + q)2] + (p – q) (p – q)2
We know that – (p + q) (p + q)2
A:B > C:D ⇒ x[– 4pq) = (p + q) {(p + q) – (p – q)}
iff AD > BC ⇒ – 4xpq = (p + q)(p – q) (2q)
Now, AD = (a3 + b3) (a + b) ⇒ – 4xpq = (p2 – q2 )2q
= a4 + b4 + ab (a2 + b2 ) ⇒ – 4xpq = (p2 – q2 )2q
(p2 – q2 )2q
and BC = (a2 + b2 ) (a2 + b2 ) ⇒ x =
– 4pq
= a4 + b4 + 2a2 b2
p2 – q2
AD – BC = {a4 + b4 + ab(a2 + b2 )} =
– 2p
– {a4 + b2 + 2a2 b2 } q2 – p2
=
= ab(a2 + b2) – 2a2b2 – ab(a2 + b2 – 2ab) 2p
= ab(a – b) 2 > 0 16. (C) Let the two numbers be 5x and 7x.
5x – 3 2
[Q a, b, 0 ∴ ab > 0 and (a + b)2 > 0] Then, =
7x – 3 3
⇒ AD > BC ⇒ 15x – 9 = 14x – 6
⇒ A:B > C:D ⇒ x = 3
3 3 2 2 2 2
Hence, (a + b ) : (a + b ) > (a + b ) : (a + b) Hence, the numbers are 15 and 21.
13. (A) Let 2
A = a –b , 2 3x – 4y 5x – 6y
17. (D) =
2 2 2x – 3y 4x – 5y
B = a +b ,
3(x/y) – 4 5(x/y) – 6
C = a–b ⇒ =
2(x/y) – 3 4(x/y) – 5
and D = a+b [Dividing numerator and denominator by y]
We know that 3a – 4 5a – 6
⇒ =
A:B > C:D 2a – 3 4a – 5
iff AD > BC x
where = a
2 2 y
We have AD = (a – b ) (a + b)
⇒ (3a – 4)(4a – 5) = (2a – 3)(5a – 6)
= (a + b) (a + b)2
⇒ 12a 2 – 31a + 20 = 10a2 – 27a + 18
and BC = (a2 + b2 ) (a + b)
⇒ 2a2 – 4a + 2 = 0
∴ AD – BA = (a + b)(a + b)2 – (a2 + b2 ) (a – b)
⇒ a2 – 2a + 1 = 0
= (a + b) {(a + b)2 – (a – b)}
⇒ (a – 1) 2 = 0
= (a - b) (2ab) ⇒ a = 1
= 2ab (a – b) > 0 [Q a > b > 0] x 1
⇒ =
⇒ AD > BC y 1
⇒ A:B > C:D ⇒ x:y = 1:1
⇒ (a2 – b2 ) : (a2 + b2 ) > (a – b) : (a + b) 18. (D) Since, (2x + 1) : (3x + 13) is the sub-duplicate
ratio of 9 : 25, therefore
14. (A) Let the number to be added be x.
2+x 5 2x + 1 √ 9
Then, = =
5+x 6 3x + 13 25
√
CAT Complete Course | 103
2x + 1 3 2X + 3Y 7
⇒ = 8. (E) Given =
3x + 13 5 3X + 5Y 8
⇒ 10x + 5 = 9x + 39 X
2× +3
⇒ x = 34 Or,
Y
=
7
X 8
5 7 3× +3
19. (C) The required ratio = 14 × 15 Y
X X
1 Or, 16 × + 24 = 21 × + 35
= =1:6 Y Y
6 X
20. (B) Let the present ages be 5x and 7x years. Or, 5 × = – 11
Y
5x – 18 8 X 11
Then, = Or, = –
7x – 18 13 Y 5
⇒ x = 10 X : Y = – 11 : 5
Exercise B 9. (B) Let ratio between two numbers is 2 : 5.
a 10 ∴ Numerator = 2 X
1. (A) =
5 25 Denominator = 5 X
a = 2
According to question,
2. (A) If X be the required mean proportion, then
2X + 2 3
(0·8) X =
= 5X + 2 2
X (0·2)
Or, 4X + 4 = 15 X + 6
X2 = 0·8 × 0·2
Or, 11X = – 2
X = 0·4
2
3. (A) Let a be the third proportion. X = –
11
Now, 0·016 : 0·024 : : 0·024 : a
10. (C) Let number of boys = 2X
0·024 × 0·024
Or, a = Number of girls = 5 X
0·016
a = 0·036 According to question,
4. (C) Let the mean quantity = X 2X + 5X = 700
Now, 9 : X : : X : 16 X = 100
X2 = 9 × 16 Number of girls = 5 × 100
X = 12 = 500
5. (E) Let the fourth proportional be a.
11. (D) First Method :
Now, 5 : 6 : : 150 : a
Given : a:b = 2:3
5 150
Or, = b:c = 5:4
6 a
a = 180 c:d = 6:7
A 5 a b
6. (B) Since, = =
B 2 2 3
B 3 b c
and = =
C 2 5 4
A B 5 2
× = × c
=
d
B C 2 3 6 7
5
= On multiplying increase by 5, 3 & 2.
3
a b
∴ A:C = 5:3 We get, =
10 15
5 1
7. (A) Required part will be the ratio of and · b c
48 16 =
15 12
5
48 5 c d
∴ Part = = 12
=
14
1 3
16 ∴ a : b : c : d = 10 : 15 : 12 : 14
Amount of each alloy is to be found out The cost price of Second liquid = Rs. (x + 2) / litre
individually. 2x + 1 (x + 2)
Now, Cost price of mixture =
X 5 3
So, In First mixture copper = =
X+Y 9 3x + 2
10 =
a 1 3
Copper in Second mixture = =
a+b 3 28 = 3x
AA 28
In the resultant mixture = = copper x = Rs. / litre.
AA + AB 3
1 Illustration 11.
=
2 Sea water contains 10% salt by water. How many
X AA litre fresh water must be added to 80 litre of sea water for
– the content of salt in solution to be made 4% ?
C X + Y AA + AB
So, now =
D AA a Solution :
–
AA + AB a + b Amount of salt present in 80 litre of sea water
5 1 10
– = 80 × = 8 kg
9 2 100
=
1 1
– After adding x litre of fresh water mixture = 80 + x
2 3
8 4
C 3 1 Now, =
= = 80 + x 100
D 9 3
Or, 200 = 80 + x
C
So, Amount of First alloy = × 24 Or, x = 120 kg.
C+D
Illustration 12.
1
= × 24 = 6 kg A sum of Rs. 6.25 is made up of so coins which are
4
either 10 paise or 5 paise coins. How many of it are of 5
Amount of Second alloy = 24 – 6 = 18 kg. paise coins ?
Up-stream speed = (V – W) km/hr 6. Two trains, one from Delhi to Patna and the other
from Patna to Delhi, start simultaneously. After they
According to question, meet, the trains reach their destination after 16 hours
The distance covered down-stream and up-stream and 64 hours respectively. What is the ratio of their
are equal. speeds ?
So, (V + W) × T 1 = (V – W) × T2 (A) 2 : 1 (B) 3 : 2
(C) 4 : 3 (D) 5 : 3
T1 + T2
V = W× (E) 4 : 1
– T 1 + T2
7. Two train 4001 and 1432 are 120 km apart. The train
T + T2 4001 starts from A at 6 a.m. and travels towards B at
V = W× 1 km/hr.
T2 – T1 45 km/hr another train starts from B at 7 a.m. and
travels towards A at a speed of 25 km/hr. At what
Exercise A time they meet ?
1. In a stream running at 2 km/hr a boat goes 6 km. up- (A) 8 : 04 am (B) 7 : 36 am
stream and back again to be the starting point is 33 (C) 7 : 12 am (D) 8 : 44 am
minutes. Find the speed of the boat in still water ? (E) 9 : 12 am
23. Sita and Soni start simultaneously from point P 6. A cart race track has a circumference of 3000 m the
towards Q, 60 kms. apart. Sita’s spee is 4 km/hr less length of the race is 9000 m. The fastest and the
than Soni’s speed. Sita after reaching Soni turns back slowest cart meet for the first time after the start of
and meets Sita at 12 km from Soni. Find Sita’s the race at the end of the length in 10 minute. All the
speed ? carts start at the same point and fastest cart moves at
twice the speed of the slowest cart, what is the time
(A) 20 km/hr (B) 16 km/hr taken by the fastest cart to finish the race ?
(C) 24 km/hr (D) 12 km/hr
(A) 30 minutes (B) 25 minutes
(E) 9 km/hr
(C) 20 minute (D) 40 minutes
Exercise B (E) 45 minutes
1. Sita sees his friends standing at a distance of 240 7. The local shuttle service trains which travel at a
metres from his position. She increases her speed by uniform speed run at regular intervals, Sunita,
50% and hence takes 20 seconds now to reach her. walking down along the railway track at uniform
(i) If she travels at the original speed, how much speed, found that every 8 minutes there is a local
time will she take? train coming in opposite direction and every 24
(ii) What was her original speed ? minutes, there is a local train overtaking her from
behind. What is the time gap between one local train
(A) 30 sec; 8 m/sec (B) 40 sec; 6 m/sec
passing a stationary point on the railway route and
(C) 24 sec; 10 m/sec (D) 36sec. the immediately next local train in the same direction
(E) None of these passing the same point ?
The train traveling towards Patna travels a km in 4 Now, the train crosses the man in 75 seconds.
hours. So, Length of the train = 20 × 75 = 1500 m
and
a – 20
=
5
…(2) 48 ± √
(48) 2 – 4 × 160 × 1
x + 40 2 Or, a =
2×1
Now, putting the value of a in equation (2), we get 48 ± √
1664
7 Or, a =
x – 20 2
2 5
= 48 ± 40
x + 40 2 Or, a =
2
7x – 40 5
Or, = Or, a = 44; 4
2 (x + 40) 2
Q a + b = 40 and b cannot be in negative. So, a = 44
Or, 7x – 40 = 5x + 200
not possible and by a = 4 ; b = 36.
Or, 2x = 240 So, the required ratio is 4: 36 = 1 : 9
Or, x = 120 km/hr 23. (B) Let Speed of Soni = V km/hr
∴ x + 40 = 120 + 40 = 160 km/hr Let Speed of Sita = (V – 4 ) km/hr
Hence, the speed of fastest car is 160 km/hr. Now, Time taken by Sita and Soni as equal.
21. (B) Let the up-stream = V km/hr 60 – 12 48
So, Time taken by Sita = =
Let the down-stream = U km/hr V–4 V–4
According to question, 60 + 12 72
Time taken by Soni = =
d1 d2 V+4 V+4
+ = T1 …(1) 48 72
V U Now, =
d1 ′ d2 ′ V–4 V+4
+ = T2 …(2) Or, 4 (V + 4) = 6 (V – 4)
V U
A = P 1 + during the second year and 25% during the third year.
100 How much does he get at the end of third year ?
2. When Interest is compound half-yearly Solution :
r 2t From question,
2
A = P 1 + P = Rs. 25,000, r1 = 10%, r2 = 20%, r3 = 25%
100
Amount is given by
r
2t
A = P 1 + r1 r2 r3
200 A = P 1 + 1 + 100 1 + 100
100
C.I. = A – P
10 20
Illustration 6. = 25000 × 1 + × 1 + 100
100
Find compound interest on Rs. 2000 at 5% per
annum, compounded yearly, for 2 years ? 25
× 1 +
Solution : 100
P = Rs. 2000, r = 5%, t = 2 years 11 6 5
= 25000 × × × = Rs. 41,250.
r
t
10 5 4
Now, A = P 1 +
100 Illustration 9.
1
5
2
Find the compound interest on Rs. 20000 for 3
= 2000 1 + 2
100 years at 20% per annum compounded yearly ?
21 × 21 Solution :
= 2000 × = 5 × 441
400
1
A = Rs. 2205. Now, P = Rs. 20000, r = 20%, t = 3 years
2
Illustration 7. Now, Amount is given by
Find the compound interest on Rs. 1200 at 25% per
3
r
annum, compounded quarterly for 1 year ? r 2
A = P 1 + 1+
Solution : 100 100
Since, interest is compounded quarterly.
20 10
3
25 = 20000 × 1 + 1 + 100
So, Time = 4.X, r = %
4 100
r 4n A = 20000 ×
216 11
× = Rs. 38016
A = P 1 + 125 10
4 × 100
C.I. = A – P = 38016 – 20000 = Rs. 18016
25
4
= 1200 ×
289 – 289
– 1200 Or, n.P = P 1 +
256 × 256 100
n = 1 + 100 …(1) A = P 1 +
100
Let the sum become nx times in T years. A
P =
r
t
r
T
nx = 1 + 1 + 100
100
T For n years, we have
r
x
A = Rs. A1
n = 1 + …(2)
100 100 (A 2 – A1)
r = % per annum
Comparing equation (1) and equation (2), we get A1
T t = n years
= t
x A1
P =
T = x.t years 100 (A 2 – A1) n
Illustration 11. 1 + 100 × A1
If the difference between C.I. and S.I. on a certain
A1
sum at r% per annum for 2 years is Rs. X. Find the sum ? P = n
A2
Solution : A
Let the sum be Rs. P. 1
n
P × r × 2 2Pr A
S.I. = = P = A1 . 1
100 100 A2
r
2
– 1
Illustration 13.
C.I. = P 1 +
100 A certain sum of money invested at compound inter-
est, compounded annually becomes Rs. 8820 in 2 years
2r r
2
= P 1 + + – 1 and Rs. 9261 in 3 years. Find the rate of interest and the
100 100 sum ?
Solution :
r r
= P× × 2 + Rs. (9261 – 8820) = Rs. 441 is the interest on Rs.
100 100
8820 for 1 year.
Pr r 2pr 441
∴ x = CI – SI = × 2 + – r = × 100
100 100 100 8820
r = 5% per annum
Pr r pr2
= 2 + 100 – 2 = A
100 1002 P =
r
t
x (100)2 1 + 100
P =
(r) 2
·
Illustration 12. 8820 8820
= =
5
2
441
A certain sum of money invested is compounded 1 + 100 400
yearly, becomes Rs. A1 in n years and Rs. A2 in (n + 1)
years. Find the sum and the rate of interest ? P = Rs. 8000.
Solution : Illustration 14.
Rs. (A2 – A1) is the interest on Rs. A1 in 1 year. Divide Rs. 10387 into two parts, such that the first
Using Formula : part after 5 years is equal to the second part after 7 years,
100 × I compound interest being 10% per annum compounded
r = yearly ?
P.t
I = Rs. (A2 – A1) Solution :
P = Rs. A1 Let the first part = Rs. X
Second part = 10387 – X
t = 1 year
10
5
100 (A 2 – A1)
r = % per annum Now, Amount after 5 years = X. 1 +
A1 100
A = P 1 + = 22500
2
= [25300 – (X + Y)] 1 + 100 25
5
262
7 C.I. = 22500 – 1
= [25300 – (X + Y)] …(3) 25 2
5 262 – 252
= 22500 = 1836
According to question, 252
6.X 13.Y
= 2. (D) Let the sum borrowed at 6% interest be Rs. a.
5 10
Now, the sum borrowed at 8% = (20000 – a)
12.X = 13.Y …(4)
Now, time is one year
2
= 25300 – Y + · Y 1 +
6.X 13 r1 = 6%, r2 = 8%
Now,
5 12 5 P ×r ×t P ×r ×t
S.I.1 = 1 1 S.I.2 = 2 2
6.X 25 7 100 100
Or, = 25300 – 12 · Y × a×6×1 (20000 – a) × 8 × 1
5 5 S.I.1 = S.I.2 =
100 100
6 13 7
Or, × ·Y = 25300 – 25 ·Y × Since, S.I.1 + S.I. 2 = 1280
5 12 12 5 6a (20000 – a) × 8
Or, + = 1280
6 × 13 25 × 7 100 100
Or, Y + = 25300 × 75
5 × 12 12 × 5 Or, – 2a + 20000 × 8 = 128000
253 7 Or, 2a = 160000 – 128000
Or, Y × = 25300 ×
5 × 12 5 2a = 32000
Or, Y = 100 × 7 × 12 a = 16000
= Rs. 8400 20000 – 16000 = 4000
= a 1 + = a × 5
14. (C) Let Sum = P; Rate = r %; Time = 2 years 100
P× r×t
Simple Interest = S.I. = The second part for 7 years
100
20 6
7 7
P× r×2 = b 1 + = b×
Or, S.I. = = 60 100 5
100
P×r According to question ,
Or, = 30 …(1)
100
6 10 6 7
Since, C.I. = 72 a × = b ×
5 5
S.I. = 60
b 6 3 216
C.I. – S.I. = 12 Or, = 5 = 125
60
a
S.I. for First year = = 30
2 Since, a + b = 5115
Since, C.I. is the sum of simple interest of First year 216
∴ a+ × a = 5115
and Second year. 125
ap2 p + 300
a = 125 × 15
1002 100
q =
a = Rs. 1875
b = 5115 – 1875 = Rs. 3340 q (100)3
a =
p2 (p + 300)
Hence, desired result is b – a = 3340 – 1875
17. Let Sum a is divided into n parts P1 , P2 , P3 , …… Pn
= Rs. 1465. and I be the equal interest earned on each part.
16. Let Sum be Rs. a. 100 × I
Then, P1 =
r1 × t1
Principal × rate × time
S.I. = 100 × I
100 P2 =
r2 × t2
a × p × 3 3ap
S.I. = = ………………
100 100
………………
p 3
100 × I
C.I. = a 1 + 100 – 1 Pn =
rn × tn
100 × I 100 × I 100 × I
∴ P 1 : P2 : P3 … P n =
C.I. = a 1 + – 1
p3 3p2 3p : :
+ + r1 × t1 r2 × t2 r3 × t3
3 2
(100) (100) 100
100 × I
:
p p2 3p rn × tn
C.I. = a ×
100 (100) 2 100
+ +3 1 1 1
P 1 : P2 : P3 … P n = : : ……
r1 × t1 r2 × t2 r3 × t3
ap p2 3ap
+ 3 –
3p 1
C.I. – S.I. = +
100 (100) 100
2
100 :
rn × tn
●●●
Point
Point is a basic concept in Geometry and is
hypothetical too.
● Point is represented by a fine dot made by a sharp
pencil on a sheet of paper.
● It has no width and no length. 8. A point C is said to be on the line AB.
● A circle with zero radii. So, area is also zero. If AC + CB = AB
Straight Line
1. At least two distinct points can define a line. 9. Two distinct lines in the same plane are either
parallel or intersecting at only one point.
A B
Here A and B are two distinct points.
2. A line contains infinitely many points.
A B C D
Lines XY and AB are parallel.
A, B, C, D, E … are infinite points on the line.
Here, AB and CD are intersecting each other.
3. Through a given point, there pass infinitely many
lines. Parallel
Two lines are said to be in parallel if
(i) They lie in the same plane.
(ii) They do not intersect, though how far they are
extended.
Perpendicular Lines
If two lines make an angle of 90° with each other,
then these lines are said to be perpendicular.
A, B, C and D are four distinct points contained by 1. It has definite length and two end points.
one straight line, So these four points are collinear. 2. It can not be extend on both sides.
7. Concurrent—If more than three lines are said to be 3. Every line segment has one or only one mid point.
concurrent if these lines pass through a point. AB is the part of PQ. So, AB is line segment.
Types of Angles
1. Acute Angles—If measurement of an angle is less Here, ∠ABC + ∠CBD = 90°
than 90°, then such angle is said to be acute angle. θ1 + θ2 = 90°
∠A = ∠CAB = ∠BAC is acute angle. 7. Straight Angle—A straight angles has its sides
lying along a straight line. An angle whose measure is
180° is called a straight angle.
AC = Hypotenuse
BC = Base
AB = Perpendicular
Pythagorean Theorem is based on right angled
triangle. (a) ∆ABC ~ ∆ABD
AC AB
Pythagorean Theorem—It states that the square of =
AB AD
the length of the hypotenuse is equal to the sum of the
squares of the lengths of the legs. (AB) 2 = AC × AD
(AC) 2 = (BC)2 + (AB)2 (b) ∆ABC ~ ∆BCD
AC BC
Some Important Points =
BC CD
1. Sum of angles of a triangle is equal to 180°. (BC)2 = AC × CD
2. Sum of the lengths of any two sides is greater than (c) ∆ABD ~ ∆BCD
the length of third side. AD BD
=
3. Difference of any two sides is less than the third BD CD
side. (BD) 2 = AD × CD
4. Side opposite to the greatest angle is greatest and (B) If two triangles are equiangular, their corre-
vice-versa. sponding sides are proportional.
5. A triangle must have at least two acute angles. In ∆ABC ~ ∆XYZ
6. If a, b, c denote the sides of a triangle, then If ∠A = ∠X
(i) If c 2 < a2 + b2 , triangle is acute angled. ∠B = ∠Y
(ii) If c2 = a2 + b2 , triangle is right angled. ∠C = ∠Z
(iii) If c2 > a2 + b2 , triangle is obtuse angled. AB AC BC
Then, = =
XY XZ YZ
7. Triangles on equal bases and between the same
parallel have equal area. Congruence of Two Triangles—Two triangles are
congruent if and only if one of them can be made to
8. When two sides are extended in any direction, an superpose on the others, so as to cover if exactly.
angle is formed with another side. This is called the
(A) Side-Angle-Side (SAS) Congruence Postu-
exterior angle.
late—If the two sides and the angle included in one
There are six exterior angles of a triangle. triangle are congruent to the corresponding two sides and
Similarity—Two triangles are similar if all three the angle included in another triangle then the two
pairs of corresponding angles are equal. The sum of the triangles are congruent.
three angles of a triangle is 180°. ∴ ∆ABC ≅ ∆A'B'C'
(C) 4 ( – 3√ 3) cm (D) 4 ( – √ 3) cm
2π 2 2π 2
3 3
24. The sum of two angles of a triangle is 100° and their
difference is 30°. Then the smallest angle is— (A) 75° (B) 55°
(A) 40° (B) 50° (C) 45° (D) 35°
(C) 65° (D) 35°
Exercise B
25. In given figure, ∠B = ∠D and CP = 2 cm, AP = 4
cm, then AD/CB is equal to— 1. The sum of interior angles of a polygon is twice the
sum of its exterior angles. The polygon is—
(A) Octagon (B) Nonagon
(C) Hexagon (D) Decagon
2. A regular polygon has 54 diagonals. The number of
sides of the polygon is—
(A) 9 (B) 10
(C) 12 (D) 15
3. The sides of a Pentagon are produced to meet so as
to form a star shaped figure, as shown below. The
(A) 5/2 (B) 3
sum of the angles at vertices of the star is—
(C) 2/1 (D) 3/2 (A) 2 right angles (B) 3 right angles
26. In the given figure CD is parallel to AB then ∠y is— (C) 4 right angles (D) 5 right angles
4. If each interior angle of a regular polygon is 10 times
its exterior angle, the number of sides in the polygon
is—
(A) 10 (B) 12
(C) 22 (D) 24
5. If a regular hexagon is inscribed in a circle of radius
r, then the perimeter and area hexagon will be—
(A) 60° (B) 100° 3
√ 2r2 3
√ 3r2
(C) 80° (D) 40° (A) 6r (B) 5r,
4 2
27. In a ∆ABC, ∠A = 50°. If the internal bisectors of
angles B and C meet in O, then the measure of 3
√ 3r2 3√ 3r2
(C) 6r, (D) 5r,
∠BOC is— 2 4
6. The radius of a circle is 20 cm. The radii (in cm) of
three concentric circles drawn in such a manner that
the whole area is divided into four equal parts, are—
(A) 20√
2, 20√
3, 20 (B) 10√
3/3, 10√ 2/3, 10/3
(C) 10√
3, 10√
2, 10 (D) 17, 14, 10
7. Two circles of radii 10 cm and 6 cm are drawn with
centers C and C´ respectively. Their transverse com-
(A) 115° (B) 120° mon tangents meet CC´ in A. The point divides CC´
(C) 125° (D) 130° in the ratio—
28. If the angles (3x – 40)° and (2x – 20)° are comple- (A) 4 : 5 internally (B) 10 : 16 internally
mentary, then the value of x is— (C) 10 : 6 externally (D) 16 : 10 externally
(A) 6 cm (B) 9 cm
(C) 5 cm (D) 8 cm
10. In the adjoining figure, AD, AE and BC are tangents
to the circle at D, E, F respectively. Then—
(A) 30° (B) 45°
(C) 60° (D) 75°
16. A circle has two parallel chords of length 6 cm and 8
cm. If the chords are 1 cm apart and are on the same
side of the diameter- parallel to them, then the
diameter of the circle is—
(A) 5 cm (B) 6 cm
(A) AD = AB + BC + CA (C) 10 cm (D) 12 cm
(B) 2 AD = AB + BC + CA 17. In the figure AB is the diameter of the circle with
(C) 3 AD = AB + BC + CA centre O. CD cuts AB at E such that OE = EB. If CE
(D) 4 AD = AB + BC + CA = 9 cm and ED = 3 cm, then the diameter of the
11. The sum of the interior angles of a polygon is 7 times circle will be—
the sum of its exterior angles. The number of sides in
the polygon is—
(A) 14 (B) 16
(C) 18 (D) 20
12. In the adjoining figure the radius of the smallest
circle (r) is— (A) 8 cm (B) 10 cm
(C) 11 cm (D) 12 cm
18. In the figure, find X—
(A) 3
√ 3 cm (B) 3 cm
(C) 2 cm (D) None of these
13. In the figure, if AB = 4 cm, BD = 6
√ 3 cm, then the
area of shaded region will be—
(A) 120° (B) 135°
(C) 140° (D) 145°
19. In the figure, DC is the diameter of circle and AB is
a chord parallel to DC. If AB = AD, then the value of
∠BAD will be—
√
a 2 √
(A) TRIANGLE = a2 – 2 = 23 · a
Perimeter—Perimeter of a plane figure is the mea-
sure of the length of its boundary. Perimeter = 3a
(i) Find the area of triangle when sides are given. 3· a
√
Height =
Let a, b, c be the sides of a triangle whose opposite 2
vertices are A, B, C respectively. 1
Area = × Base × Height
If S be the semi perimeter of the ∆ABC 2
Now, 2S = a + b + c 1 3· a
√
a+b+c A = ×a×
S = …(1) 2 2
2
Area is given by 3 · a2
√
A =
4
Area = √
S (S – a)(S – b)(S – c) Illustration 1.
It is known as Hero’s Formula. If a, b, c be the sides of a triangle and S the semi-
1 perimeter of the triangle. Find the area of the triangle in
Area = × Base × Height
2 terms of a, b, c and S.
(ii) Right Angled Triangle—Here, ABC is right Solution :
angled triangle of height h and base b.
We draw AD ⊥ BC.
1
Now, Area = × Base × Height Now, 2S = a + b + c
2
Perimeter = b + h + p a+b+c
S = …(1)
2
1
Area = × p × b If CD = X
2
(iii) Isosceles right angled triangle—Let ABC is a ∴ BD = a – X
isosceles right angled triangle where If AD = h
AB = BC Now, in right angled ∆ACD
Now, if BC = AB = X
b2 = h2 + X 2 …(2)
Then, AC be the hypotenuse AC =
√ 2.X Again, in right angled ∆ABD
1
Area = × Base × Height Now, h2 = c2 – (a – X)2 …(3)
2
From equation (2) and equation (3), we get
1
Area = × X2
2 b2 – X2 = c2 – (a – X)2
(iv) Equilateral Triangle—Let ABC be an equi- Or, b2 – X2 = c2 – a2 – X2 + 2aX
lateral triangle of each side a. Or, 2aX = b2 – c2 + a2
We draw a perpendicular AD to the side BC. a2 + b2 – c2
X =
a 2a
Now, CD = BD =
2 ∴ h2 = b2 – X 2
Now, Applying Phythagoras a2 + b2 – c2 2
In right angled triangle ACD = b2 –
2a
184 | CAT Complete Course
1 The length of any of the altitude of the triangle
Now, Area of ∆ABC = × Base × Height
2 Area
=
1 Base
= ×a×h
2 3 × 25
√
4 3 × 5 metre2
√
√
a2 + b2 – c2 2
1 = =
= ×a× b2 – 5 4
2 2a Illustration 4.
1 1 Find the lengths of the three sides of a triangle 20
= ×a× × √
4a2 b2 – (a2 + b2 – c2)2
2 2a metre, 51 metre, 37 metre. Find the area of the triangle
1 and hence find the length of the perpendicular on the
= × √
(2ab) 2 – (a2 + b2 – c2)2 greatest side from the opposite vertex.
4
1 Solution :
= × √
(2ab + a2 + b2 – c2)(2ab – a2 – b2 + c2)
4 Let S be the semi-perimeter.
1 Then, a = 20 metre, b = 51 metre, c = 37 metre
= × √
{(a + b)2 – c2}{c2 – (a – b) 2 }
4 a + b + c 20 + 51 + 37
S = =
2 2
Area of ABC
108
= = 54 metre
= ×
1
4 √
(a + b + c)(a + b – c)
(c + a – b)(c – a + b)
2
Now, Area of the triangle is given by
1 = √
= × √
2S.(2S – 2c)(2S – 2b)(2S – 2a) S (S – a)(S – b)(S – c)
4
= √
54 (54 – 20)(54 – 51)(54 – 37)
= √
S (S – a)(S – b)(S – c) .
= √
54 × 34 × 3 × 17
Illustration 2.
= √
6 × 9 × 6 × 4 × 3 × 17
Find the area of triangle whose sides are 5, 12 and 13
metres. = 6 × 3 × 2 × √51
Solution : Greatest side = 51 metre
Area
We see that 52 + 12 2 = 25 + 144 = 169 = 132 ∴ Height =
Side
So, given triangle is right angled triangle whose
6 × 3 × 2 ×√ 51 = 36 metre.
hypotenuse = 13 metre =
51 51
√
1
Now, Area of ∆ABC = × Base × Height Illustration 5.
2
1 The sides of a triangle are in the proportion 3 : 4 : 5
= × 5 × 12 = 30 metre2 . and its perimeter if 48 metres. Find the area of the
2
triangle. Is it a right angle triangle ?
Illustration 3.
Solution :
The perimeter of an equilateral triangle is 15 metre. Let sides are 3X, 4X and 5X.
Find its area and the length of any of its altitudes.
Now, perimeter = 3X + 4X + 5X
Solution : 48 = 12 X
Let a be the side of equilateral triangle. 48
Or, X = =4
Since, in equilateral triangle all sides are equal. 12
So, perimeter = 3a ∴ Sides are 12 metre, 16 metre, 20 metre.
15 = 3a Area of triangle = √
S (S – a)(S – b)(S – c)
a = 5 metre Since S = Semi perimeter so S = 24
Area of triangle
3 × (Side)2
√
Area of equilateral triangle =
4 = √
24 (24 – 12)(24 – 16)(24 – 20)
= 12 × 8 = 96 metre2
3 × (5)2
√
= Now, 122 + 16 2 = 144 + 196 = 340
4
202 = 400
3 × 25 metre2
√ Clearly, Given triangle is not right angle triangle.
=
4
CAT Complete Course | 185
Illustration 6. 3 × a2 = 24 × a
√
Or,
One side of a triangular lawn is 50 metre and the 4 2
other two sides are equal. If the cost of paying the lawn is 48
Rs. 3500 at 2·5/square metre. Find the length of each Or, a =
side. 3
√
Solution : Or, a = 16√
3 metre
Now, we draw a perpendicular AD to the base BC. 3 × a2 × √ 3 × (16 √ 3)2
√
Area of ∆ABC =
Now, In right angled triangle ACD 4 4
h =
√ a2 – 252 3 × 16 × 16 × 3
√
=
1 4
Now, Area of triangle = × 50 × h
2
= 168√
3 metre2.
1
= × 50 × √
a2 – 252 …(1) Illustration 8.
2
Since, Rate of cost = 2·5 / metre2 A ladder 25 metre long is placed against a wall with
its foot 7 metre from the wall. How far should the foot be
Total cost = 3500
drawn out so that the top of the ladder may come down
3500
So, Area of the triangle = …(2) by half the distance that the foot is drawn out ?
2·5
Solution :
Now, From equation (i) and equation (ii), we get
3500 1 Let X1 Y1 be the ladder of length l.
= × 50 × √
a2 – 252
2·5 2 a = distance of point X 1 from foot.
35000 2
Or, × = √
a2 – 252 X2Y2 be the new position of the ladder.
25 50
Now, In X1 OY1
Or, 56 = √
a2 – 252
(X 1 Y1)2 = (OX1 )2 + (OY1)2
Or, 2 2
56 + 25 = a 2
Or, l 2 = h2 + 7 2 …(i)
Or, 3136 + 625 = a2
In X 2 OY2
a =
√ 3761 metre.
(X 2 Y2)2 = (OX2 )2 + (OY2)2
Illustration 7.
In the adjoining, equilateral triangle ABC, three per- a 2
Or, l2 = h – 2 + (7 + a)2 …(ii)
pendiculars OE, OF, OG are drawn from point ‘O’ to the
three sides. If the perpendicular measure 6 metre, 8 metre
and 10 metre respectively. Find the area of the triangle. Given l = 25
Solution : h2 = 252 – 72
Now, joining the points B and O and O and C. = (25 + 7) (25 – 7)
We get BOC as a triangle whose heights OE and = 32 × 18
base is BC.
h = 24 metre
1
Now, Area of ∆BOC = × BC × OE
2 2
Now, (25) 2 = 24 – a2 + (7 + a)2
1
= ×a×6
2
a2
Similarly, Area of ∆ACO Or, 252 – 242 = – 24a + + 49 + 14a + a2
4
1
= ×a×8 5a2
2 Or, 49 = – 10a + + 49
1 4
Area of ∆AOB = × a × 10
2 a
Now, Area of ∆ABC = Area of ∆AOB + Area of Or, 5a 4 – 2 = 0
∆BOC + Area of ∆AOC
Or, a = 0 not possible
3 × a2 = 1 × 6 × a + 1 × 8 × a
√
4 2 2 Or, a = 8 metre
1 Hence, the foot of the ladder should be drawn out by
+ × 10 × a
2 8 metre.
=
n a2
× × cosec
180°
× cos
180° √ 3
2 2 n n Area of regular hexagon = 3a2
2
1 180°
Area of polygon = × n × a2 × cot √ 3
4 n = 3 × 52 ×
2
(v) In-Circle of a Regular Polygon—If a circle
3
√3
having centre at the centre of a regular polygon and = 25 ×
2
touching all sides of it is called the in-circle.
Let a is the length of the polygon and R is the radius 75
√ 3 metre2.
=
of the in-circle. 2
=
2 h′ 10
Or, = Now, Area of base = A = a2
3 h′ + 24 √
2
h′ = 48 cm.
= 50 m2
Now, Volume of cone ADE
1
×A×h
1 21
2 Now, Volume of the pyramid =
3
= π × (24 + 48)
3 2 1
= × 50 × 6
1 22 21 21 3
= × × × × 72
3 7 2 2 = 100 m3
= 11 × 21 × 36 Illustration 50.
= 396 × 21 Find the volume of a pyramid formed by cutting off a
= 8316 cm3 corner of a cube whose edge is 8 m by a plane bisects
1 three conterminous edges.
Volume of cone ACB = × π × (7)2 × 48
3 Solution :
1 22
= × × 7 × 7 × 48 Let the edge of the given cube = 8 m
3 7
ABCO is our required pyramid.
= 154 × 16 = 2464 cm3
Capacity of bucket = 8316 + 2464 Now, AO = BO = OC = 4 m
= 10780 cm.3 Here, AO, BO, OC are perpendicular to each other.
1 120
2
32 3
=
3
m = × × 388 m3
3 13 13
Illustration 51.
Illustration 52.
A right angled triangle of which the sides are 10 m
A cone is 100 m high and its slant height is inclined
and 24 m in length, is made to turn round its hypotenuse.
30° to horizon. Find the area of its curved surface.
Find the volume of the double cone thus formed.
Solution :
Solution :
According to question,
Let ABC be the right angled triangle.
∠ABO = 30°
where ∠ ABC = 90°
Since, in right angle ∆ AOB
AB = 10 m
h AO
BC = 24 m sin 30° = =
l AB
AC =
√ (AB) 2 + (BC) 2 1 100
=
2 AB
= √
(10) 2 + (24)2 = 26 m
l = 200 m
Since, cone is made by rotating ∆ABC along AC.
BO r
So, radius of base of the required cone = BO = OD Now, cos 30° = =
AB l
Now, ∆ABC and ∆BOC are similar.
3 = r
√
AB AC 2 200
So, =
BO BC
r = 100√3m
10 26 13
Or, = = Area of lateral surface = πrl
X 24 12
22
X =
120
m = × 100
√ 3 × 200
13 7
So, In right angled triangle AOB = 3·14 × 2 × 104 × √
3 m.2
AB = 10 Illustration 53.
120 The base of a prism is quadrilateral ABCD if its
BO = height is 12 m and AB = 9 m, BC = 40 m, CD = 28 m,
13
AB = 9 m, BC = 40 m, CD = 28 m, DA = 15 m, ∠B = 90°.
√
120 2 Find the volume.
AO = (10) 2 –
13 Solution :
According to question,
√ 100 × 169 – 14400
= AB = 9, BC = 40
13
Now, In right angled triangle ABC
10 50
= ×5= m (AC) 2 = (AB) 2 + (BC) 2
13 13
50 = (9) 2 + (40)2 = 1681
So, CO = 26 – AO = 26 –
13 AC = 41 m.
288 Now, Area of the base = Area of ∆ABC
=m
13 + Area of ∆ACD
1 1
Volume of cone ABC = × (BO)2 × AO = × 9 × 40 + Area of ∆ACD
3 2
1 120
2
In ∆ ACD
= × × 50
3 13 13 AD = 15, DC = 28, AC = 41
√74
3
r3 =
√ 57·75 cm. R = 2×
Illustration 58. Now, Thickness = R – r
A solid wooden toy is in the shape of a right circular 3
√
2 × 7
cone mounted on a hemisphere. If the radius of the = – 2 cm.
hemisphere is 4·2 cm and the total height of the toy is 4
10·2 cm. Find the volume of the wooden toy. Illustration 60.
Solution : Find the whole surface of a hemisphere if—
Let R be the radius of solid wooden toy and h be the (i) It is a solid one with a diameter 14 cm.
height of the cone. (ii) It is 1 cm in thickness and 14 cm in external dia-
R + h = 10.2 meter.
4·2 + h = 10.2 Solution :
h = 6 cm (i) Radius of hemisphere = 7 cm.
2 Now, Total Surface area of hemisphere = 3πr2
Volume of hemispherical part = π R3
3 22
2 22 Total surface area = 3 × × 72
= × × (4·2)3 7
3 7
= 66 × 7
1
Volume of conical part = π R2 h = 462 cm2
3
1 (ii) Thickness = 1 cm
= × π × (4·2) 2 × 6
3 External radius R = 7 cm
44 ∴ Internal radius = r = R – thickness
Volume of wooden toy = × 4·2 × 4·2 × 4·2
21
= (7 – 1) = 6 cm
1 22
+ × × 4·2 × 4·2 × 6 Now, Total surface area of the hemisphere = Internal
3 7
surface area + External surface area + upper Surface area
= 266·11 cm3
= 2 π r2 + 2 π R2 + (R2 – r2)
Illustration 59.
= 2π × 62 + 2π × 72 + (72 – 62 )
Find the thickness of a hollow sphere whose inner
diameter is 4 cm, if it weigh half as much as a solid ball 22 22
= 2 × × 85 + × 13
of the same diameter. 7 7
Solution : 22 22
= (170 + 13) = × 183 cm2
7 7
Let R and r be the external and inner radii of the
hollow sphere. Exercise A
Given r = 2 cm. 1. The foot of a ladder 13 m long is 5 m from a house
Radius of solid sphere is also 2 cm. and its top reaches the upper part of a circular
If both are made of the same material, then density window. When the foot is drawn away to a distance
remains constant. of 7 m remote from the house, the top reaches the
lower edge of the window is—
Now, Weight = Volume × Density
77 2
4 (A) 97 m2 (B) m
Volume of solid sphere = π × 23 2
3
7
4 (C) 9 m2 (D) None of these
Volume of hollow sphere = π × (R3 – 23 ) 14
3
2. Ram by walking diametrically across a circular grass
Now, According to question, plot, finds that it has taken 30 seconds less than if he
4 4 had kept to the path round the outside. If he walks at
π × (R3 – 23 ) × d = π × 23 × d
3 3 the rate of 60 m per minute, the diameter of the grass
where d is the density of the material. plot is—
3 (A) 27 m (B) 26·25 m
Now, R 3 – 23 = 23 ×
4 (C) 28 m (D) 35 m
3 25a2
√ = √
(225 + 144 + 81)
New area =
2 16 = √
450 =
√
(15) 2 × 2
3 a2 25 – 1
√ = 15√ 2 m.
Increment =
2 16 36. (D) Volume of cylinder = πr2 × h = 14850 cm3
3 a2 25 – 16
√ ⇒
22 2
× r × 21 = 14850
=
2 16 7
⇒ 66 × r2 = 14850
3 a2 9
√
= 14850
2 16 ⇒ r2 =
66
= 225
3 a2 9
√ ⇒ r = 15 cm.
2 16 Lateral area = 2πr × h
Increment in % = × 100
3 a2
√ 22
= 2 × × 15 × 21
2 7
9 = 1980 cm2 .
= × 100 = 56·25%.
16 37. (B) (Vol. of solid cylinder) × 0·6 = 6 × Vol. of each
30. (D) Shaded area = A = π (r2 2 – r1 2 ) solid sphere
New shaded area = A1 = π [(3r2 )2 – (3r1 )2] 4
⇒ πr2 h × 0·6 = 6 × × πr1 3
= 9π (r2 2 – r1 2 ) 3
4
A –A ⇒ π × 9 × 320 × 0·6 = 6 × π × × r1 3
∴ Percentage Increase = 1 × 100 3
A
9 × 32 × 3
9A – A ⇒ = r1 3
= × 100 = 800%. 4
A
⇒ r 1 3 = 23 × 33
31. (A) The surface area of cuboid whole length, breadth
and height are l, b, and h respectively. ⇒ r1 = 6 cm.
= 2 (lb + bh + hl) 38. (D) Length =
√ 122 + 12 2 + 12 2
= 2 (5 × 3 + 3 × 2 + 2 × 5) m2
=
√ 144 + 144 + 144
= 2 (15 + 6 + 10)
= 12√
3
= 2 (21 + 10) = 31 × 2 = 62 m2.
1 2
32. (D) Volume of the speed = (l × b × h) 39. (C) Volume of right circular cone = πr h
3
= (6 × 5 × 0·40) m3
1 22
= (30 × 0·40) = 12 m3 . = × × 25 × 42
3 7
33. (B) The number of bricks are = 22 × 50 = 1100 cm3
Volume of wall 1000 × 500 × 50
= = 40. (C) If edge of cube = a, diameter of sphere = a√
3
Volume of bricks 25 × 12 × 45
2000 × 500 and radius = a
√ 3/2.
= = 1851·85
12 × 45 Now ratio = a3 : 4/3π (a√
3/2)3 = 1 : π√ 3/2.
= 1852 (approx.). 41. (B) ABC becomes the base circumference of the
34. (B) The volume of the new formed cube cone thus generated and P becomes the vertex. Thus,
= ∑ [Volume of smaller cubes] radius of cone can be found.
⇒ 123 = 63 + 10 3 + x3 Circumference = ABC = 1/4 [2πR]
⇒ 1728 = 216 + 1000 + x3 = 1/4 [2π × 5] = 5/2π cm.
= (15 – 5), (13 – 5), (11 – 5) cm. Required surface area = surface area of greater cone
1
= 10 cm, 8 cm, 6 cm. + 2 × · Surface area of smaller cone
4
Then the inner Surface Area
1
= 2 [lb + bh + hl] = (π × R × L) + 2 × × πrl
4
= 2[10 × 8 + 8 × 6 + 6 × 10]
1 √ 5
= 2[80 + 48 + 60] = 2 × 188 = π × × 5 + 2 × 1 × π × 1 × √
= 376 cm2 . 2 2 4 4 4
↓ ↓
a1 b1 a1 b1 c1 a1 b1 c1
Condition → ≠ = = = ≠
a2 b2 a2 b2 c2 a2 b2 c2
↓ ↓ ↓
Graph → Intersecting Lines Coinciding Lines Parallel Lines
(Point of intersection) (Overlapping)
Solution → Unique (One) Solution Many(infinite) Solution No Solution
b
→
= 1
→
→
x+y
→
–a
–a – (a + b ) a b
– (a + b )
x y 1 ⇒ x + y = 11 …(iii)
= =
– ab – b2 – a2 + ab – ab – b2 – a2 + ab – a2– b2 Using the value of (x + y) in (i)
⇒ 9k = – 10 (4x – 5)2 = 0
or k = 2 5 5
x = ,
– 10 4 4
⇒ k =
9 5 5
Roots are , ·
or, k = 2 4 4
⇒ x (x – 5) – 10 (x – 5) = 0 x2 + x2 + 1 + 2x = x2 + 4 + 4x
⇒ (x – 5) (x – 10) = 0 x2 – 2x – 3 = 0
∴ x = 5 or x = 10 (x – 3) (x + 1) = 0
When x = 5, numbers are 5 and 10 x = 3, – 1
When x = 10, numbers are 10 and 5. Length can never be – ve.
47. Let original number of persons = x x = 3 cm
The increased number of persons = x + 20 Here, Base = 3 cm
Total Amount = Rs. 9,000 Altitude = (x + 1) = (3 + 1) = 4 cm
According to the question— Hypotenuse = 5 cm.
9000 9000 Total Amount 50. Let the no. of students who attended picnic = x
x
–
x + 20
= 160 Each got = No. of Persons Nos of students who planned picnic = (x + 5)
9000x + 180000 – 9000x 160 Total Budget = Rs. 500
=
(x + 20) 1 According to the question—
⇒ 160(x + 20) = 180000 500 500
– = Rs. 5
⇒ x(x + 20) = 1125 x x+5
[Dividing by 160] Total Budget
Each contribution = No. of Students
⇒ 2
x + 20x – 1125 = 0
⇒ x2 + 45x – 25x – 1125 = 0 500x + 2500 – 500x
= 5
⇒ x(x + 45) – 25(x + 45) = 0 x(x + 5)
⇒ (x – 25) (x + 45) = 0 ⇒ 5x(x + 5) = 2500
⇒ x = 25 ⇒ 5x2 + 25x – 2500 = 0
or x = – 45 ⇒ x2 + 5x – 500 = 0 [Dividing by 5]
But number of persons can’t be – ve ⇒ x2 + 25x – 20x – 500 = 0
∴ The original number of persons = 25 ⇒ x(x + 25) – 20(x + 25) = 0
48. Let the usual speed of plane = x km/hr ⇒ (x + 25) (x – 20) = 0
The increased speed of plane = (x + 250) km/hr ⇒ x + 25 = 0
Distance = 1500 km or x – 20 = 0
According to the question— ⇒ x = – 25
1500 1500 1 or x = 20
– =
x x + 250 2 But number of students cannot be – ve.
Distance ∴ x = 20
Time = Speed
Nos. of students who attended picnic = 20
√
= [2n3 + 3n2 + 3n – 2n] X12 + X22 + X23 + …… Xn2
2 =
n
n
= [2n2 + 3n + 1] The arithmetic mean gives no indication of how
2
widely the data are spread or dispersed about the mean.
n(2n + 1) (n + 1)
Sn = Measures of the dispersion are provided by the arithmetic
6 and quadratic means of the n differences X1 – 8, X2 – 8,
n(n + 1) (2n + 1) X3 – 8 …, Xn – 8. These are called the variance and the
Sn =
6 standard deviation of X1 , X2, X3, ……, Xn.
b – a – b – 2a2 Now,
8
Σr = 1 (3n3 + 2n) = 3(13 + 23 + 33 + … + 83)
H – 2a = 2a × =
a+b a+b + 2(12 + 2 2 + 3 2 + … + 82)
– 2a2 2
H – 2b =
Σr = 1 (3n3 + 2n) = 3 8(82+ 1)
8
a+b
2ab 2
4a2 b2
(H – 2a) (H – 2b) = = 8(8 + 1) (17)
+2×
(a + b)2 a + b 6
= H2 8
= 3 × 16 × 81 + × 9 × 17
3
2ab 2b – a – b
(ii) H–a = –a= a× = 3888 + 408 = 4296
a+b a+b 10. Σr = 1 (r + 1) = Σr = 1 (r2 + 2r + 1)
10 2 10
1 1
(r + 3)2 – r2 t3 = –
12. Clearly, rth term = = 6r + 9 5 6
r2 ………… = …………
S n = Σr = 1 (6r + 9)
n
Now, ………… = …………
n(n + 1) ………… = …………
= 6× + 9n 1 1
2 tn = –
n+2 n+3
= 3n(n + 1 + 3)
1 1
= 3n(n + 4) S n = t1 + t2 + t3 + …… + tn = –
3 n–3
13. We can write the above series as n
(12 + 2 2 + 3 2 + 4 2 + ……) …(1) Sn =
3(n + 3)
+ (32 + 4 2 + 5 2 + 6 2 + ……) …(2) 16. When n is even n = 2m
2 2 2
+ (3 + 5 + 7 + 9 + ……) 2 …(3) Then, 3 – 5 + 7 – 9 + 11 – 13 + 15 – 17 + ……
Now, rth of 1st = r 2
S n = (– 2) + (– 2) + (– 2) + …… m times
rth of 2nd = (r + 1)2 S n = – 2m
rth of 3rd = (2r + 1)2 n
S n = – 2 × = – n when n is even.
Now, rth term = r2 + (r + 1)2 + (2r + 1)2 2
tr term = r2 + r2 + 4r + 4 + 4r2 + 4r + 1 When n is odd n = 2m – 1
= 6r2 + 8r + 5 3 – 5 + 7 – 9 + 11 – 13 + 15 – 17 + ……
Σr = 1 tr = Σr = 1 (6r2 + 8r + 5)
n n
Now, = (3 + 7 + 11 + 15 + …… + m terms)
n(n + 1) (2n + 1) – (5 + 9 + 13 + 17 + …… (m – 1) terms)
= 6× +8
6 2m – 2
S n = 3 + (– 5 + 7) + (– 9 + 11) + ……
n(n + 1) 2
× + 5n
2 = 3 + 2 + 2 + 2 + …… (m – 1) times
= (n2 + n) (2n + 1) + 4n2 + 4n + 5n = 3 + 2 (m – 1)
= 2n3 + n2 + 2n2 + n + 4n2 + 9n = 2m + 1
= 2n3 + 7n2 + 10n S n = n + 1 where n is odd
10 ab + a
a2 (1 – b8) 1 – b
2
Or 99(b2 – 1)a = – 792 340
×
a(1 – b4)
or =
1 – b2 30 × 30
Or (b2 – 1) (b + 1)a = – 8 …(2)
From equations (1) and (2), we get (1 + b4 ) 1 – b 17
or × =
1 – b4 1 + b 45
b+1
= –2 or 17(1 + b + b2 + b3 ) (1 + b) = 45(1 + r4 )
b–1
1 or 14b4 – 17b3 – 17b2 – 17b + 14 = 0
b =
3 1
∴ or 14 × b2 + – 17 b + 1b – 17 = 0
a = 9 b2
Hence, numbers are 9, 3, 1 or 931.
1
10. Let d be common difference of the given A.P. Put b + b = X
Now, p – 4q + 6r – 4s + t
or 14(X 2 – 2) – 17X – 17 = 0
or = p – 4(p + d) + 6(p + 2d) – 4(p + 3d) + (p + 4d)
1
= p – 4p + 6p – 4p + p – 4d + 12d – 12d + 4d or X = 2,
2
= 0
a = 2
11. Given S n = sum of nth term = Sn
Required G.P.’s are 2, 4, 8, 16, 32
S n = 2n2 + 3n …(1)
and 16, 8, 4, 2, 1, ……
S n – 1 = 2(n – 1) 2 + 3(n – 1) …(2) 14. rth term of the given series is
nth term = S n – S n – 1 3 + (r – 1)2
tr = 2
= 2(n – 1) 2 + 3(n – 1) – (2n2 + 3n) 1 + 2 2 + 3 2 + …… + r2
= 2(2n – 1) (– 1) + 3 (– 1) 2r + 1
tr =
r(r + 1) (2r + 1)
= – 4n + 2 – 3n 6
tn = 2 – 7n
6(2r + 1) 6
where we put n = 1 = =
r(r + 1) (2r + 1) r(r + 1)
First term = 2 – 7 × 1 = 2 – 7 = – 5 r + 1 – r 1 1
12. Let G be G.M. of X and Y, then = 6 × =6× –
r(r + 1) r r + 1
G2 = X.Y …(1)
1 1
Since, A and B be two arithmetic means between X t1 = 6 × –
and Y. 1 2
r – 1
n a 20. We divide the series in two parts such as
Sum = a× =a× 62 + 7 2 + 8 2 + 9 2 + …… nth …(1)
r – 1
ba – 1 and 32 + 4 2 + 5 2 + 6 2 + …… nth …(2)
a(bl – a2 ) bl – a2 rth term of First series
= 2 ×a=
a (b – a) b–a = [6 + (r – 1) × 1]2
16. Let First term = a = (r + 5)2
Common ratio = r rth term of Second series
rn – 1 = [3 + (r – 1) × 1]2
Now, sum is given by S n = a r – 1
= (r + 2)2
Now, Sn (S3n – S2n) Now, rth term the net series
rn – 1 r3n – 1 r2n – 1 = (r + 5)2 – (r + 2)2
=a× a× –a×
r – 1 r–1 r – 1 = (2r + 7) (3)
rn – 1 r3n – 1 – r2n + 1 = 6r + 21
= a2 ×
r – 1 S n = Σ r = 1 tr = Σ r = 1 (6r + 21)
n n
r–1 Now,
n(n +1)
rn – 1 2 2n = 6× + 21n
= a2 × ×r 2
r – 1
= 3(n2 + n) + 21n
rn – 1 2
= a × × rn Sn = 3n2 + 24n
r–1 21. Let First term = X
r2n – rn 2
= a × Common difference = Y
r – 1 p
a = × [2X + (p – 1)Y]
r2n – 1 rn – 1
2
2
= a × –a×
r–1 r – 1 a 1
or = X + × (p – 1)Y
p 2
= [S2n – Sn ]2
q
17. Since, a, b, c are in A.P. b = × [2X + (q – 1)Y]
2
So, 2b = c + a b 1
or = X + × (q – 1)Y
2bx = (c + a) x q 2
8
1
3. Rhombus = d d
2 1 2
1
Area = 2 . 8·10 = 40
2. In a parallelogram :
(a) Opposite sides are parallel.
(b) Opposite sides are congruent.
(c) Opposite angles are congruent.
4. Square = side × side (d) Consecutive angles are supplementary.
Area = 4 × 4 = 16 (e) Diagonals bisect each other.
4 (f) Each diagonal bisects the parallelogram into two
4 congruent triangles.
3. In a rectangle, in addition to the properties listed
in (2) above;
(a) All angle are right angles.
1 (b) Diagonals are congruent.
5. Triangle = bh 4. In a rhombus, in addition to the properties listed
2
1 in (2), above;
Area = 2 (6)(22) = 66 (a) All sides are congruent.
(b) Diagonals are perpendicular.
(c) Diagonals bisect the angles.
5. A square has all of the properties listed in (2) (3)
and (4) above.
3 × a2
√ 6. The apothem of a regular polygon is perpendicular
6. Equilateral Triangle =
4 to a side, bisect that side, and also bisect a central angle.
√ 3 × 62 = 9√ OX is an apothem.
Area = 3 It bisects AB, is perpendicular to AB,
4
and bisect angle AOB
1
7. Trapezoid = h (b1 + b2 )
2
1 7. The area of a regular polygon is equal to one-half
Area = × 5 × (6 + 10) = 40 the product of its apothem and perimeter.
2
6 1
A = (3) (6 × 5) = 45
5
2
10
Polygons
1. The sum of the measures of the angles of a
polygon of n sides is (n – 2) × 18°.
Since, ABCDE has 5 sides.
()
Thus, a to b is a ratio
a
b
, written as a : b.
(c – d ) : d.
5. Componendo and Dividendo—If a : b :: c : d,
The first term of the ratio is called antecedent, while then (a + b) : (a – b) :: (c + d) : (c – d).
the second term is called consequent.
Direct Proportion
Ratio between 60 kg and 100 kg is 3 : 5.
The multiplication or division of each term of ratio If A is directly proportional to B then as A increases,
by a same non-zero number does not affect the ratio. B also increases proportionally. For example, the relation
Hence, 3 : 5 is the same as 6 : 10 or 9 : 15 or 12 : 20 etc. between speed, distance and time, speed is directly pro-
Ratio can be expressed as percentages. To express portional to distance when time is kept constant.
the value of a ratio as a Percentage, we multiply the ratio It is therefore important to note here that the variation
by 100 . is direct and proportional. If one quantity is doubled the
3 related quantity will also be doubled.
Therefore, = 0·6 = 60%.
5 Other examples of direct proportion are :
Proportion (a) Simple Interest Vs Time (principal and rate being
The equality of two ratios is called proportion. a, b, constant).
c, d are said to be in proportion if a : b = c : d (b) Density Vs Mass (volume being constant).
or a : b :: c : d. (c) Force Vs Acceleration (mass being constant).
In a proportion , the first and fourth terms are known
as extremes, while second and third terms are known as Direct Variation
means. Hence, a and d are extremes and b and c are means If A is said to vary directly as B , then as A increases
of the proportion a : b :: c : d. B also increases but not proportionally. This variation is
In a proportion we always have : denoted by A ∝ B or A = KB, where K is a constant.
Product of extremes = Product of means
For example, the total cost of production is directly
a×d = b×c
related to the number of items being produced.
Continued Proportion
Here, the variation is direct but not proportional .
Four quantities : a , b , c , d , are said to be in a
continued proportion, if Inverse Proportion
a b c A is inversely proportional to B means if A increases
a : b = b : c = c : d or = =
b c d B decreases proportionally. If speed is doubled, time
Three quantities are said to be in continued pro- taken to cover the same distance is reduced to half.
portion, if
a : b = b : c or, ac = b2 Other example of inverse proportion are :
In this relationship, b is said to be the mean pro- (a) Density Vs volume (mass being constant).
portional between a and c and c is said to be a third (b) Number of person Vs time taken to complete the
proportional to a and b. work (work being same).
Example 1. An object 1·6 m long casts a shadow
1·4 m long. At the same time another object kept nearby Inverse Variation
casts a shadow 6·2 m long. Find the length of the second If A is inversely related to (or) varies inversely as B,
object. then if B increases as A decreases but not proportionally .
Solution : Ratio of length of the object to its shadow 1
This relation can be expressed mathematically as A ∝
would be same. B
∴ 1·6 : 1·4 = x : 6·2 1
⇒ A = K × , where K is a constant.
B
1·6 × 6·2
or x = = 7·08 m
1·4 Here, the variation is inverse but not proportional.
(3) To increase a number by a given %, multiply the Note—You can use this formula, where the product
of two equal to one.
number by the factor [
100 + rate
100 ]
·
For example, Area = Length × Breadth, Revenue =
Price × Sale, Expenditure = Consumption × Rate of
Example : Find out what is new number after
Commodity etc.
increasing 22 by 200%.
Example 1. Institute of Perfection, Haridwar nor-
Solution : mally employs 100 people. During a slow spell, it fired
22 × [100100+ 200] = 22 × 3 = 66 20% if its employees. By what per cent must it now
increase its staff to return to full capacity ?
(4) To decrease a number by a given %, multiply the 1
Solution : 20% means of 100 = 20
5
number by the factor [
100 – rate
100 ] IOP now has 100 – 20 = 80 employees.
( r
100 – r )
× 100 % Discount : The reduction made on the ‘Marked Price’
of an article is called discount. When no discount is given,
Let, the per cent population of a town be P and let ‘Selling Price’ is same as ‘Marked Price’.
there be an increase of R% per annum, then Commission : Many sales people earn money on a
R n commission basis. In order to encourage sales, they are
(
(a) Population after n years = P 1 +
100 ) paid a percentage of the value of goods sold. This amount
is called commission.
P
(b) Population n years ago = List of important short cuts and formulae—
R n
( 1+
100 ) 1. Profit = SP – CP (if SP > CP otherwise it is loss)
Let, the present value of a machine be P and let it Profit SP – CP
2. % profit = × 100 = × 100
depreciate at R% per annum, then CP CP
R n % Profit × CP % Loss × CP
(a) Value of machine after n years = P 1 – (
100 ) 3. Profit =
100
or Loss
100
P 100 + Profit %
(c) Value of machine n years ago = 4. SP = × CP
E n 100
(
1–
100 ) 5. SP =
100 – Loss %
× CP
Let, Maximum marks = M, Marks obtained = x % 100
and Pass marks = P % 6. SP = Marked price – Discount
If a student obtains x % marks and fails by y marks,
y
7. CP = SP × ( 100
100 + Profit %)
M = × 100
P–x
If marks obtained is given as z and fails by y marks ,
or SP × ( 100
)
100 – Loss %
Discount
z+y 8. % Discount = × 100
M = × 100 Marked Price
P
A scores x % marks but fails by y marks. B scores z% Some Short Cuts
marks which is w marks more than pass marks . Then In case of successive discount a% and b%, the
M = ( )
w+y
z–x
× 100 (
effective discount is a + b –
ab
100
%. )
If two items are sold, each at Rs. X, one at a profit of
In a class test x% student failed in English, y% failed
p% and another at a loss of p%, there is an overall loss
in Hindi. If z% failed in both subjects the percentage of
students who passed in both subjects is given by : p2
(i) In percentage = %
100
[100 – (x + y – z ]%
2p2
(ii) In value = X
10. Profit and Loss 1002 – p2
Buy A and get B free, i.e., if A + B items are sold at
Definition of Some Very Important Words cost price of A items then the percentage discount is
B
Cost Price (CP) : The price for which an article is calculated by = × 100.
A+B
bought, is called its cost price.
If (i) CP of two items is the same and (ii) % loss and
Selling Price (SP) : The price at which an article is % profit on the two articles are equal then net loss or net
sold, is called its selling price. profit is zero.
Profit or Gain : The difference between the selling If someone (i) buys a table for Rs. l and (ii) sells b
price and cost price, is called the profit (If SP > CP). tables for Rs. m
Otherwise it is called the loss. (if CP > SP)
Profit and loss are generally represented as a per cent
Then net profit = ( )
m
b
a –1 …(i)
of the cost price, unless otherwise stated.
Overhead Charges : If an individual has to spend In percentage profit =
[ ]
ma
bl
–l
× 100%
some money on transportation etc., then this extra expen- l
diture, is called overhead charges, i.e., which is not
directly connected with production.
or = [ ma
bl ]
– 1 × 100%
SP = 1 + [ Gain %
100 ]
× CP
= 100 + 10 = Rs. 110.
The difference between marked price and selling
(100 + Gain %) × CP price is the discount.
=
100 ∴ Discount = MP – SP
In case of loss the following formula are applic- = 130 – 110 = Rs. 20
able— Discount
Discount % = × 100
Marked Price
Loss = CP – SP
20 200
Loss = × 100 = = 15·38
Loss percentage = × 100 130 13
CP
Note : Discount percentage is always calculated on
Like Profit, Loss percentage is also calculated on CP print price unless specified .
unless specified.
False Weight
Example 2. A person buys an article for Rs. 600 and
sells the same at a loss of 20%. Find the selling price of Example 4. A dishonest dealer professes to sell his
the article . goods at cost price but uses a weight of 960 g for a kg
weight. Find his gain per cent.
Solution : SP = CP – loss
Solution : Suppose the cost price of 1kg of goods is
= CP – 20% of CP
Rs. 100.
= CP 1 –( 20
100 ) Therefore, cost price of 960 g of goods will be
Rs. 96.
4
= × 600 = 480 Since, he is selling 960 g (Using a false weight
5 instead of 1 kg ), the selling price of 1 kg would be, i.e.,
Therefore, the selling price of the article is Rs. 480. Rs. 100.
Hence, we conclude that if loss percentage is given Therefore, profit = SP – CP
alongwith the CP, then = (100 – 96) = Rs. 4
SP = 1 – [ Loss %
100 ] × CP Hence, Profit % =
Profit
CP
× 100
= [ ] × CP
100 – Loss % 4 1
= × 100 = 4 %
100 96 6
20 2
In the above case loss % = ( )
10
= 4%
∴
(after a commission of 25%)
Profit = Rs. (75 – 50) = Rs. 25
Example 6. A Shopkeeper sells two items at the 25
same price. If he sells one of them at a profit of 10%. Find Hence, Profit % = × 100 = 50%
50
the percentage profit / loss.
Solution : In such transaction, there will always be a 11. Mixture of Alligations
loss and Loss % This Topic deals with a specific type of questions
Common loss or grain % 2
= ( 10 ) % which can be solved quickly using the method of Alliga-
tions. Hence, it is very necessary to understand and
= 1% loss. identify the pattern of such questions so as to apply the
Example 7. By selling 20 posters, a person recovers rules of alligations.
the cost price of 25 posters. Find the gain or loss per- Alligation is the rule to find the proportion in which
centage. the two or more quantities at the given price must be
mixed to produce a mixture at a given price.
Solution : Given, SP of 20 poster = CP of 25 poster
Now, suppose SP of 20 poster = CP of 25 poster Rule of Alligation
= Rs. 100 If two quantities are mixed in a ratio, then
100 Quantity of cheaper CP of dearer – Mean price
∴ SP of 1 poster = Rs. = Rs. 5 =
20 Quantity of dearer Mean price– CP of cheaper
QA
=
M1 × ( ) a+b
a
( )
+ M2 ×
x+y
x
or y m/s =
18
5
y km/hr
QB
M1 × ( ) a+b
b
( )
+ M2 ×
x+y
y
(iv) ( )
x km/hr = x × x ×
5
8
mile /hr
and, the quantity in which M1 and M2 is to be mixed when
the quantity of A and B, i.e., QA : QB in the compound
mixture is given by
(v) ( )
x mile/hr = x ×
22
15
ft/s
√ba
15
A’s speed : B’s speed = b : √ a =
√
Therefore, owner will overtake the thief at 2 hours
after 3 p.m., i.e., at 5 p.m. Example 14. A train 140 m long is running at 60
Example 13. Mohit and Ajay are two friends whose km/hr. In how much time will it pass a platform 260 m
homes are 20 km apart. Both of them decide to meet long ?
somewhere between their houses. Mohit rides at 8 km/hr Solution :
and Ajay at 10 km/hr. Mohit leaves his house at 8·00 a.m.
5 50
and Ajay leaves his house at 9·00 a.m. Speed of train = 60 × = m/s
18 3
(a) At what time they meet ?
Distance covered by train in crossing the platform
(b) At what distance from Ajay’s house ?
= (140 + 260) = 400 m
Solution : Ajay leaves one hour after Mohit has
started. Hence at 9.00 a.m. Mohit would have travelled 8 3
∴ Time taken = 400 × = 24 s
km at a speed of 8 km/hr. Now, at 9.00 a.m. the distance 50
between Mohit and Ajay =(20-8)=12 km. which is to be Example 15. Two trains are running on parallel lines
covered at a relative speed of (8+10)=18 km/hr. in the same direction at speeds of 40 km/hr and 20 km/hr
12 respectively. The faster train crosses a man in the second
∴ Time taken = × 60 = 40 min. train in 36 seconds. Find the length of faster train.
18
Thus, both of them will meet 40 minutes after 9·00 Solution : Let the length of the faster train be x
a.m., i.e., at 9·40 a.m. metre. Since, train crosses a man sitting in another train,
hence we are concerned with the length of one train only.
(b) Distance travelled by Ajay in 40 minutes
Speed = (40 – 20)
40 400 20 2
= 10 × = = km or 6 km 5
60 60 3 3 = 20 × m/s
18
Concept of Relative Speed in Motion of Distance x × 18
Trains Time = =
Speed 20 × 5
1. Train 18x
or 36 =
(i) Time taken (t) by a train x metres long to cross a 100
stationary person or pole is equal to time taken by the ∴ x = 200 m
train to cover the distance x metres (equal to its length ) Example 16. A train speeds past a pole in 15 second
with its own speed (v) and a platform 100 m long in 25 seconds. Find the length
x
t = of train.
v
Solution : Let the length of train be x metre and speed
(ii) Time taken by a train x metres long to cross a
be y m/s.
stationary objects (Like Railway station , bridge, tunnel,
another standing train etc.) y metres long is equal to time Distance x x
∴ Time = = or 15 =
Speed y y
taken by the train to cover a total distance (x + y) meters
as its own speeds (v) x
∴ Speed (y) = m/s
x+y 15
t =
v The train passes the platform 100 m long in 25
(iii) If two trains of length ‘x’ and ‘y’ metres move in seconds.
the same direction at ‘a’ and ‘b’ m/sec, then the time Therefore, train will have to cover a distance of
taken to cross each other from the time they meet x
(x + 100) metre with a speed of m/s.
Sum of their length x + y 15
t = =
Relative speed a–b (x + 100)
Speed =
N.B. If above trains move in the opposite direction, 25
then x (x + 100)
=
Sum of their length x + y 15 25
T = =
Relative speed a+b x = 150 m
( ) →
(ii) Let boat’s speed downstream → = x km/hr
By A alone in ( 2lmn
)
lm + mn – nl
days.
Short cut : The annual payment that will discharge a 1 1000 100 1000 100
debt of Rs. A due in t years at r% rate of interest per 2 1000 100 1000 + 100 110
annum is : = 1100
3 1000 100 1100 + 110 121
100A 100 × 1092
= = 1210
3 × 12 (3 – 1)
[ 100t +
2 ]
Rt (t – 1)
100 × 3 + 2
On the basis of above calculation, it is clear that :
109200 (1) Simple interest for each year is constant.
= = Rs. 325
336 (2) Compound interest calculated for each year
Example 9. A sum was put at simple interest at a includes—Simple interest on principal and simple interest
certain rate for 2 years. Had it been put 3% higher rate, it on interest calculated for previous year.
would have fetched Rs. 72 more ? Calculate the sum. Let principal = p, rate = R% per annum, time = n
Solution : Let the sum be Rs. x and rate be r%. years and amount = A
x × (r + 3) × 2 x × r – 2 (i) When interest is compounded annually :
Then, 1280 = – R n
= 72
100 100 Amount = p 1 + [ 100 ]
(ii) When interest is compounded half- yearly :
Or, 2rx + 6x – 2rx = 7200
Half-yearly : n = 2 × (given time in years) and R
⇒ x = Rs. 1200 = 1/2 ( given rate of interest per annum)
Example 10. The rate of interest on a sum of money 2n
R
is 4% per annum for the first 2 years, 6% per annum for 2
the next 3 years and 8% per annum for the period beyond Amount = p 1 +
100
5 years. If the simple interest accrued by the sum for a
(iii) When interest is compounded quarterly :
total period of 8 years is Rs. 1280, what is the sum ?
1
Solution : Quarterly : n = 4 × (given time in years) and R = 4
Rate of interest for first 2 years = 4 × 2 = 8% (given rate of interest per annum )
4n
Rate of interest for next 3 years = 6 × 3 = 18% R
Rate of interest for last 3 years = 8 × 3 = 24% 4
Amount = p 1 +
100
Total rate of interest for 8 years = 50%
(iv) When interest is compounded annually but time
P × 50 2
Then, 1280 = is in fraction , say 3 years
100 5
∴ P = Rs. 2560 2 R
3 5
(Time of 8 years is already adjusted in the total rate
of interest calculation )
then, Amount = p 1 + [ R
100 ]× 1 +
100
(v) Present worth of Rs. x due in n years, hence is
Compound Interest given by :
Compound Interest : The interest charged every x
Present worth =
R n
year on the amount of last year is called compound
interest. [ 1+
100 ]
284 | CAT Complete Course
Arrangement for Different Conversion 12
Solution : R = = 3% per quarterly, P = 12000
Periods 4
3 4
# The ratio of change in an object over a particular
period to the measurement of that object for that particular
∴ Amount = 12000 1 + (100 )
Period . = 12000 (1·03) 4
# Rate of growth of objects can be positive in some = Rs. 13506·11
cases as in case of population; and in some cases it may
∴ CI = (13506·11 – 12000) = 1506·11
be negative as in the case of depreciation of machinery
over a period of time . Example 14. Find the compound interest on
Rs. 16000 at 20% per annum for 9 months compounded
# In compound interest , the amount at rate R and n
quarterly .
time can be calculated by the formula
A = P (1 + R × 0·01)n Solution : R = 5% per quarter, T = 9 months or 3
quarterly
# If the rate of growth is negative, in that case
5 3
formula becomes
A = P (1 – R × 0·01)n
∴ Amount = 16000 × 1 +( )
100
21 21 21
(where, n is the number of conversion periods) = 16000 × × ×
20 20 20
# The rate of growth may vary from one to the other
= Rs. 18522
conversion period . In that case the formula becomes :
A = P (1 + R1 × 0·01) (1 + R2 × 0·01) (1 + R3 × 0·01) ∴ C.I. = (18522 – 16000) = Rs. 2522
… (1 + Rn × 0·01) Example 15. The difference between the compound
# To find rate (R), principal (P), time (n) , interest and simple interest on a certain sum at 10% per
annum for 2 years is Rs. 631. Find the sum.
P = A ÷ (1 + R × 0·01)n
A Solution : Let the sum be Rs. x.
Or (1 + R × 0·01)n =
Or
P
C.I. = P {(1 + R × 0·0) – 1}
n
(
C.I. = x 1 +
10
100) –x=
21x
100
Example 11. Calculate the population of a town after x × 10 × 2 x
SI = =
2 years, if it grows at a rate of 10% per annum. The 100 5
present population is 1200000. 21x x
Given, – = 631
Solution : Population of the town after 2 years 100 5
= 12,00,000 × 1·1 × 1·1 ⇒ x = Rs. 63100
∴
= 1452000 (1·1 =
100 + 10
100 ) Concept : Simple interest and compound interest
for the first year is the same. Difference in the second
The same question can be calculated by the method year’s interest is due to the fact that compound
of compound interest . interest is calculated over the first year’s interest also .
r n Hence, Rs. 631 is the interest on the interest of first
Amount = P 1 +( 100 ) year at 10% . Hence , interest on first year = Rs. 6310.
10 2
= 1200000 1 +( 100 )
= 1452000
Now, if interest for first year is Rs. 6310 at 10% then
principal = Rs. 63100.
Example 12. Find the compound interest on Example 16. Rs. 25000 is borrowed at CI at the rate
Rs. 30500 at 15% per annum for 2 years compounded of 3% for the first year, 4% for the second year and 5%
annually. for the third year. Find the amount to be paid after 3 years.
15 2
Solution : A = 30500 1 + (
100 ) Solution : Amount = 25000 × 1·03 × 1·04 × 1·05
= Rs. 28119
= 30500 × 1·15 × 1·15 Example 17. At what rate per cent per annum will
= 40336·25 Rs. 1000 amount to Rs. 1331 in 3 years ? The interest is
∴ CI = (40336·25 – 30500) compounded yearly.
R 3
= Rs. 9836·25
Example 13. Find the compound interest on
Solution :
1331
1000 ( = 1+
100 )
3
R 3
Rs. 12000 at 12% per annum for 1 years, compounded
quarterly. ( ) (
11
10
= 1+
100 )
CAT Complete Course | 285
11 R When difference between the CI and SI on a certain
⇒ = 1+
10 100 sum of money for 2 years at r% rate is x, then the sum is
⇒ R = 10% given by :
Difference × 100 × 100 100 2
Example 18. A sum of money placed at compound
interest doubles itself in 4 years. In how many years will
Sum =
Rate × Rate
=x× ( )r
it amount to eight times itself ? Example 21. The difference between the compound
r 4
Solution : Given, 2P = P 1 + (100 ) interest and the simple interest on a certain sum of money
at 5% per annum for 2 years is Rs. 1·50. Find the sum.
4 Solution : Using the above formula :
or, ( 1+ )
r
= 2
100 2
100
4 3 Sum = 1·5 ( ) 5
= 1·5 × 400 = Rs. 600
or, [(1 + 100r ) ] = (2) 3 = 8
On a certain sum of money, the difference between
12 compound interest and simple interest for 2 years at r%
P (1 +
100)
r
or, = 8P r 2
part is filled in 1 hour. 2. If two pipes A and B can fill a cistern in ‘x’
Similarly, if an outlet pipe empties a cistern in ‘a’ minutes and if A alone can fill it in ‘a’ minutes more than
1 ‘x’ minutes and B alone can fill it in ‘b’ minutes more
hour, then th part is emptied in 1 hour.
a than ‘x’ minutes, then x = √
ab .
●●●
1 Numbers
Numbers are collection of certain symbols or figures SOME IMPORTANT POINTS ABOUT PRIME
called digits. The common number system is use in NUMBERS
Decimal system. In this system we use ten symbols each
1. 1 is not a prime number.
representing a digit.
These are 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9. A combination 2. There is only one even prime number i.e., 2.
or single of these figures representing a number is called 3. A composite number may be even or odd.
a natural number. 4. All prime number can be written in the form
Number system is the key concept in every branch of (6N – 1) or (6N + 1). The converse is not neces-
mathematics. The use and scope of number system is sarily true. This means any number of the form
unlimited. The system deals with the nomenclature, use (6N – 1) or (6N + 1) is not necessarily a prime
and properties of numbers. number.
CLASSIFICATION OF NUMBERS 5. The remainder when a prime number p ≥ 5 is
divided by 6 or 5.
1. Natural Number—These are also called counting
numbers as these numbers are the ones which we use for 4. Fractional Number—A number which represents
counting purpose. It is represented by a ratio or division of two numbers is called fractional
number.
N : { 1, 2, 3, 4, …………10,000 …………}
3 5 1 7
2. Whole Number—It include all Natural numbers Example— – ‚ , ,
plus zero and we can denote it by 2 2 2 2
W : { 0, 1, 2, 3, ………10256, …………} A fractional number has two parts Numerator and
Denominator
3. Integer—It includes all whole numbers alongwith
negative numbers. It is represented by 3
= 3 is = Numerator and 2 is denominator
2
I : {………, -5, -4, -1, 0, 1, 2, 3, 4, …………}
(a) Equivalent Fraction—Two fractions are said to
Natural numbers are categorized into the following be equivalent if they represent the same ratio or number.
numbers.
So if we multiply or divide the numerator and denom-
(a) Even Number—A number which is completely inator of a fraction by the same non-zero, integer, the
divisible by 2 is called an even number. result obtained will be equivalent to the original fraction.
Example—{ 2, 4, 6, 8, 10, ………,102056,………} 20 4
(b) Odd Number— A number which is not com- Example— is equivalent to
25 5
pletely divisible by 2 is called odd number.
1 3
Example—{ 1, 3, 5, 7, ………,10001, ………} is equivalent to
3 9
(c) Prime Number—The numbers that have only (b) Proper Fraction—When denominator is greater
two factors 1 and number itself are called prime numbers. than numerator then such fraction number is known as
Example—{ 2, 3, 5, 7, 11, 13, 17, 19, ………} proper fraction.
(d) Twin Prime Number—If the difference between 1 1 3 7
two consecutive prime number is 2 then Example— ‚ ‚ ‚
3 5 4 9
Both prime numbers are known as twin prime num- (c) Improper Fraction—Those fractional number
bers. whose numerator is greater than denominator are called
Example—{ 5, 7 },{ 17, 19 } improper fraction.
(e) Composite Number—A composite number is 7 5 7 17
Example— ‚ ‚ ‚
one which has other factors besides itself and 2 2 3 4
unity. (d) Mixed Fraction—It consists of integral as well
Example—4, 6, 9, 14, 15, ………etc. as the fractional part.
8. Find the unit’s digit in the product (36 × 641 × 759) ? 17. We have
(A) 3 (B) 6 A (a, b) = a + b
(C) 7 (D) 2 B (a, b) = a × b
C (a, b) = a – b
(E) 1
For convenience A (a, b) is represented as A and so
9. Find the total number of factors 512 ? on …………, Now
(A) 10 (B) 11 Which of the following is equal to a ?
(C) 8 (D) 9 1
(E) 2 (A) [ A3 + C3 + 3B (C – A)
2 ] 3
10. A number when divided by the sum of 255 and 345 (B) [A 3 + C3 + 3B (C – A)] 1/3
gives two times their difference as quotient and 20 as 1
the remainder. Find the number ?
(A) 108060 (B) 108020
(C) [ A3 + C3 + 3B (C + A)
2 ] 3
11. [ 1 4
of {(2 × 3) + (4 × 5)} +
4 3
1
3 ] 18. If a2 + b2 = 1 the value of 2 (a6 + b6) – 3 (a4 + b4) +
1?
(A) 7 (B) 9 (A) 0 (B) 1
(C) 11 (D) 13 (C) – 1 (D) 2
(E) 15 (E) – 2
= [ × 26 + ]
= 2011 1 1
6. (D) 522 ) 1276 ( 2 58 ) 1624 ( 28 3 3
1044 116 26 1
= +
232 ) 522 ( 2 464 3 3
464 464 27
= =9
58 ) 232 ( 4 × 3
232 12. (B) 3 – [2 – {7 – (6 – 1)}]
× = 3 – [2 – {7 – 5}]
7. (A) Product of any digits in given numbers = 3 – [2 – 2]
= 2 ×9×1×4 = 3–0
= 72 = 3
∴ Unit digit in the given product = 2
13. (C) Let X = 0·63
8. (B) We know the unit’s digit in 34 = 1
100 X = 63.63636363 …(1)
So, unit’s digit of 36 = 1 × 32 = 9
Unit’s digit of 6n = 6 X = 0.63636363 …(2)
So, unit’s digit of 641 = 6 Subtracting equation (2) from equation (1), we get
Unit’s digit of 74 is 1 99.X = 63
Unit’s digit of (74)14 = 1 63
∴ X =
Now, unit’s digit of 759 = 1 × 73 = 3 99
Now, product of unit’s digit in the given numbers 37
Similarly, 0·37 =
= 36 × 641 × 759 99
= 9×6×3 63 37
= 54 × 3 ∴ 0·63 + 0·37 = +
99 99
= 162 100 1
So, required unit’s digit = 2 = =1+
99 99
9. (A) Factorization of 512 is given by = 1 + 0.01
2 512 = 1.01
2 256 14. (D) Since, divisible by a and multiple of a are
2 128 equivalent expression i.e., if a number is divisible by
2 64 a then that number is a multiple of a.
2 32 We can also say that X is a factor or sub-multiple of
2 16 the number.
2 8
(i) For divisibility by 3,
2 4
2 Sum of digits must be divisible by 3.
∴ 512 = 29 So, 1 + 9 + 5 + 3 + 7 + 0 + 1 = 26
Total number of factors = 9 + 1 = 10 Since, we have to added smallest number
10. (B) According to question : So, required number = 1
Divisor = 255 + 345 = 600 (ii) For divisibility by 11, the difference of sums of
We have to find dividend digits at odd and even places must be either zero
Now, Quotient = (345 – 255) × 2 or multiple of 11.
= 90 × 2 So, Difference = (1 + 5 + 7 + 1) – (9 + 3 + 0)
= 180 = 2
Since, Remainder = 20 Since, Here unit’s place is at even place.
So, Dividend = Divisor × Quotient + Remainder So, we have 11 – 2 = 9
= 600 × 180 + 20 and we add 9 to the number.
= 108000 + 20 1953701 + 9 = 1953710
Number = 108020 Clearly, 1953710 is divided by 11.
Fig. 2
Fig. 4
Now, we proceed to the geometric representation of
Besides finite interval discussed above, we often deal
numbers. Let us take a straight line and a point O on it as
with infinite intervals. For instance [a, + ∞] is the set of
the initial point (the origin) for reckoning lengths. We
numbers x satisfying the inequalities x ≥ a, (a, + ∞) is the
also choose a scale that is unit length, and a positive
set of numbers x satisfying the inequality x > a and so on;
direction along the line (Fig. 2). Then every real number
(– ∞, + ∞) is the set of all real numbers.
x will be associated with a definite point M, the abscissa
of which is equal to x. Infinite intervals are respected by rays on the
numbers axis.
In analysis, numbers are depicted in this way (for
For example, [– 2, + ∞) is the set of numbers x
greater pictorialness) by points.
satisfying the condition x ≥ – 2; (– ∞, 5) is the set of
A straight line with origin, scale, and positive numbers x satisfying the condition x < 5. (Fig. 4)
direction for reckoning lengths is called a number axis Venn Diagram—Venn diagrams are the pictorial
(or a number line). representation of the inner-relationship among two or
As is known from geometry any line segment OM more than two sets.
has a length expressed by a rational or irrational number. ● The universal set is represented by a rectangle.
Therefore, to every point M on the number axis there ● The subset of the universal set is shown by
corresponds a quite definite real number x, which is circles.
positive if M lies on the right of O and negative if M lies (i) Universal set and one subset.
on the left of O. The modulus of the number x is equal to
the length of the line segment OM.
Conversely, to every real number x there corresponds
a definite point M which lies on the number axis at a
distance equal to |x| from the point O and is found on the
right of O if x > O and on the left of O if x < 0. For x = 0
the point M coincides with the point O. Thus, one-to-one (ii) Universal set and two disjoint set.
correspondence has been established between real
numbers and points of the number axis.
Consider the following number sets. If a < b, then the
set of real numbers x satisfying the inequalities a ≤ x ≤ b
is called a number interval (or simply interval) and is
denoted by the symbol [a, b]. (iii) Universal set and two intersecting sets :
If a < b, then the set of real numbers x satisfying the
inequalities a < x < b is spoken of as an open (or non
closed) interval, its commonly used notation being (a, b).
If one of the end points is included into the interval
while the other is not, the resultant set is specified by the
inequalities a ≤ x < b (if the end point a is added to the Illustration 1. In a coaching institute, 80 students are
interval) or by a < x ≤ b (if the end point b is joint to the selected in a banking exam coaching, 50 students selected
in staff selection exam coaching and 40 students selected
interval). Respectively, the half- interval thus obtained
in both the examination coaching. How many students are
are denoted as [a, b) and (a, b].
there in the institute?
When there is no need in distinguishing whether or How many students are selected ?
not an end point is included into the interval in question (i) In banking exam coaching only.
we simply speak of an interval. (ii) In staff selection exam coaching only.
For instance, the closed interval [– 2, 1] is the set of Solution : The number of students in banking exam
numbers x satisfying the inequalities – 2 ≤ x ≤ 1, and the = n (B) = 80
half- interval (2, 5] is the set off number x satisfying the The number of students in staff selection exam.
inequalities 2 < x ≤ 5. (Fig 3) = n (S) = 50
√
log5 13 It remains to find the quality logab b. Since,
2–
1 2log59
Illustration 5. Compute · 1 = logab ab = logab a + logab b = 4 + logab b
√27 It follows that logab b = – 3 and so
Using in succession the laws of logarithms and
3
exponents we compute the radicand : √ a = 4 – 1 (– 3) = 17
log5 13 logab
1
2–
2 log5 9 1 1/2 log 9 13 b 3 2
√ 6
=
27
· (√27) Illustration 12. Compute log6 16 if log12 27 = a.
√27
1 The chain of transformations
· (3log3 13)3/8 = 3 –3 · 13 3/8
= Log 6 16 = 4 log6 2
27
whence it is clear that the given number is equal to 4 4
= =
3–3/2 · 133/16 · log2 6 1 + log2 3
1 Shows us that we have to know log2 3 in order to
Illustration 6. Which is greater, log4 5 or log1/16 ?
25 find log6 16. We find it from the condition log12 27 = a :
By formula IV b, we have 3 3
a = log12 27 = 3 log12 3 = =
1 log3 12 1 + 2 log3 2
Log1/16 = log4–2 5 –2 = log4 5
25 3 3 log2 3
= =
So, that the two numbers are equal. 2 2 + log2 3
1+
log2 3
Illustration 7. Compute log3 2.log43…………… 2a
log109.log1110. which means that log2 3 = (note that, obviously,
3–a
By formula V, 4 (3 – a)
a ≠ 3). we finally have log6 16 = ·
log11 2 3+a
Log3 2 = ; log 4 –2
log11 3 Illustration 13. Compute log 25 24 if log6 15 = α and
log11 3 log11 9 log12 18 = β.
= ; … log10 9 =
log11 4 log11 10 We have the equation
whence Log3 2. log4 3……..log1110 1
Log25 24 = (log 5 3 + 3 log5 2)
log11 2 log11 3 log11 9 2
= · … · log1110
log11 3 log11 4 log11 10 3 1
= log5 2 + log5 3
= log112 2 2
Illustration 8. Prove that the ratio of the logarithms which shows us that we have to determine log5 2 and
of the two numbers is not dependent on the base; that is, log5 3. The equation log6 15 = α yields.
( )
(n + 1)
…
m 2
= log = log m(n – 1)
n(n – 1)
n 2 n = logx1 logx2 logx3 …… logxn xn– 1 x n – 2
= ………
1
4. (B) log3 M + 3 log3 N = 1 + log0·008 5 = logx1 x1 = 1.
3
log3 5 16. (B) 17. (C) 18. (B)
⇒ log3 (M.N9)1/3 = 1 + 19. (D) log10 7630·4 = 3.xxxx
8
log3 ·
1000 ⇒ [log10 6730] = 3
= 1 – 1/3 = 2/3 20. (D) Here, x + 5 = 26 – x .
⇒ (M.N9 )1/3 = 32/3 Clearly, there cannot be more than one solution and
⇒ N9 = 9/M by trial, the solution is x = 3.
cosx = 0
32. (D) sin x + 2√ 2 cos x ≥ √ ( )
3
⇒ sin x = 1 (not possible, because the base of the Or sin x + 2
√ 2 cos x ≥ 3
25.
logarithm cannot be 1)
(C) Value = log10 {tan1°. tan 2°. tan 3°…..tan 89°)
(
Or sin x + cos–1
1
3
≥ 1)
= log10 {(tan1°. tan 89°)……
(tan 44°.tan46°). tan 45°}
(
⇒ sin x + cos–1
1
3
= 1)
π 1
= log10 1 = 0 ∴ x = n π + (– 1)n – cos–1
2 3
26. (C) |4 – 5x| > 2 = 4 For solutions in [– 2π, 2π], n = 0, 1, – 1, – 2
⇒ | 5x
4 |
–1 > 1 33. (B, C)
⇒
log5 x = logx 5
(log5 x)2 = 1
5x ⇒ log5 x = ± 1
⇒ –1 > 1
4 ⇒ x = 5, 5– 1
5x 34. (A, C, D)
or –1 < –1
4 (x + 2y)2 = 16xy
∴ x > 8/5 or x < 0. So, the solution set or 2log2 (x + 2y) = 4 + log2 x + log2y
= (– ∞, 0) ∪ ( 8
5
‚+∞) 1
∴ log2(x + 2y) = 2 + (log2 x + log2 y)
2
x+2 x+2 1 But 1 ≤ x ≤ 4, 1 ≤ y ≤ 4.
27. (A) ≥ (0·2)1 or ≥ 1
x x 5 ∴ maxlog2(x + 2y) = 2 + (log 2 4 + log2 4)
Multiplying by 5x 2 2
5x (x + 2) ≥ x2 or 4x2 + 10x ≥ 0 1
minlog2(x + 2y) = 2 + (log 2 1+log21)
5 2
∴ x ≥ 0 or x ≤ – Also log2 (x + 2y) = 3
2
x+2 ⇒ x + 2y = 8
Also, >0 This is satisfied by x = 2, y = 3; x = 4, y = 2.
x
1 1/2 1 2
⇒ x (x + 2) >0
∴ x < – 2 or x > 0
1
35. (A, B, D) ≤ log1/10 x ≤ 2 ⇒
2 10 ( )≥ x,
10() ≤x
5 1 1
∴ The solution set is (– ∞, – ] ∪ (0, + ∞). So, ≤x≤
2 100 10
√
1 –2
28. (B) x2 – 6x + 12 ≤ () 2
or x2 – 6x + 8 ≤ 0 36. (A, B, C)
or (x – 2)(x – 4) ≤ 0
log10 (x – 1) log10 (x – 1)
Taking logarithm, {34 (log x) + log x –54} log x
3
2
3 3
29. (C) ≥
log10 0·04 log10 (0·2) = log3 √3
⇒ log10 (x – 1) · { 1
–
1
2log10(0·2) log10 (0·2) } ≥0 Or, 3/4y3 + y2 – 5/4y
Or (y -1)(3y2 + 7y + 2)
=
=
1/2 (let log3 x = y)
0
–1
⇒ log10 (x – 1) · ≥0 Or (y – 1)(3y + 1)(y + 2) = 0
2log10(0·2)
⇒ log10 (x – 1)≥ 0 because log10 (0.2) < 0 Hence, log3 x = 1, – 2, – 1/3
∴ x – 1 ≥ 100 ∴ x ≥ 2 ⇒ x = 3, 3– 1/3, 3– 2.
Also x – 1 > 0, i.e., x > 1. ●●●
our everyday practical activity, we come across quantities Such a method of representing a function is called
of various character, such as length, area, volume, mass, analytical.
temperature, time, and so on. Depending on concrete In the general case, when a function is specified
condition, some quantities have constant and variable, analytically, its domain of definition is usually under-
respectively. stood (provided those are no additional conditions) as the
Mathematics studies the dependence between variable maximum set of values of x for which the formula
quantities (or simply, variables) in the process of their representing the function makes sense.
change. For instance, the function y = x2 is defined throughout
For instance, with a change in the radius of a circle, the number axis, the same as the analytical expression
its area also changes, and we consider the question of which represents it. But if this function express the
how the circle changes depending on the change in its dependence of the area of a square on the length of its
radius. side, then the function y = x2 is specified for any x > 0.
Let the variable x take on numerical values from this (2) Tabular method : When specifying a function
set E. by means of a table, we simply write down a sequence of
Consider the concept of a function. A function is a valuable of the argument x 1 ,x2,….,xn and the corres-
rule which attributes to every number x from E one ponding values of the function y1,y2,……….yn. This
definite number y. method of representing a function is called tabular.
Here x is called the independent variable, or the This way of representing functions is widely used;
argument of the function, and y is called the dependent for instance, the reader is undoubtedly familiar with tables
variable, the set E is spoken of as the domain of of logarithms, tables of trigonometric functions and their
definition of the function. The set of all values attained logarithms, etc.
by the variable y is called the range of the function.
The tabular method is particularly often used in
The above given definition can be formulated in
natural sciences and technology. The numerical results
other words : A variable y is said to be a function of a
obtained in a sequence of observations (measurements) of
variable x in the domain of definition E if to each value of
a process are usually complied in a table, which thus
x belonging to this domain there corresponds a definite
shows relation between the quantities under investi-
value of the variable y.
gations.
The notation y = f(x) or y(x) means that y depends on
An advantage of a tabular representation of a function
x. The letter f symbolizes the rule according to which we
is that for any value of the independent variable included
obtain the value of y corresponding to a given value of x
into the table the corresponding value of the function is
from the set E.
immediately found without any additional measurement
Instead of the letter x, E,Y, f(x) any other letters and or calculation. But it also has an essential demerit:
notations are also used. To represent or, which is the usually it is impossible to specify a function by a table in
same, to specify a function y = f(x) on the set E means to a complete manner, since there are some values of the
indicate the rule according to which for every x from E independent variable that do not enter into the table.
the corresponding value of y is found.
(3) Graphical representation : On the co-ordinate
Consider basic methods of representing functions : xy-plane for every value of x from the set E (that is, from
(1) Analytical representation (by means of for- the domain of definition of a function) a point M(x, y) is
mula). constructed whose abscissa is equal to x and whose
A function can be given by a single formula in the obtained to the corresponding value of the function y(x).
entire domain of its definition or by several formulas, Points thus constructed plot a certain line which is called
different for different parts of the domain of its definition. the graph of a given function.
Fig. 15
The graph of the function y = ax2 for any a ≠ 0 is Fig. 17
also a parabola with the y-axis as the axis of symmetry The graph of the function y = ax 2 + c is a parabola
and the origin as its vertex for a > 0 the branches of the with the vertex (0, c ) and the y-axis as its axis of
parabola are directed upward and a < 0 downward
symmetry. This parabola can be obtained by shifting the
(2) Quadratic function y = a(x – x0)2. parabola y = ax2 along the y-axis by |c| units (upward if c
Compare the functions y = 2(x – 1)2 and y = 2x2 . The > 0 and downward if c < 0) (Fig. 17)
function y = 2(x – 1)2 takes on the same value as the (4) General case : y = ax2 + bx + c (a ≠ 0).
function y = 2x2, but with the corresponding value of the
argument increased by unity. Consequently, the graph of Isolating a perfect square in the trinomial ax 2 + bx + c
the function y = 2(x – 1)2 can be obtained by displacing we rewrite the function y = ax2 + bx + c as follows :
(or shifting) the parabola y = 2x2 along the x-axis Y = a(x – x0)2 + y0.
rightward by unity. As a result, we shall get the parabola
y = 2(x – 1)2 whose axis of symmetry is parallel to the y- From the above considered particular cases it follows
axis and whose vertex is the point (1, 0). that the graph of a quadratic trinomial is a parabola with
Proceeding in a similar way, that is shifting the vertex at the point C(x0 , y0) whose axis is a straight line
parabola y = 2(x)2 along the x-axis leftward by unity, we passing through its vertex parallel to the y-axis.
obtain the parabola y = 2(x + 1)2 whose axis of symmetry The branches of the parabola y = ax2 + b x + c are
is parallel to the y-axis and whose vertex is the point directed upward if a > 0 and downward if a < 0. Note that
(– 1, 0). the abscissa x 0 of the parabola y = ax2 + b x + c can be
In general, the graph of the function y = a(x – x0 )2 is found by the formula
a parabola with the vertex (x0, 0) whose axis of symmetry
b
is a straight line passing through the vertex parallel to the X0 = –
2a
y-axis.
The ordinate of the vertex of the parabola
Y0 = ax02 + bx0 + c.
The graph of a quadratic trinomial can be constructed
with the aid of the following technique:
1. Reduce the quadratic trinomial to the form y = a(x
– x0)2 + y0 by isolating a perfect square.
2. Construct the vertex of the parabola i.e., the point
C(x0, y 0 ) and draw through it a straight line parallel to the
y-axis which will be the axis of symmetry of the parabola.
3. Construct the point if intersection of the parabola
Fig. 16 and the y-axis.
Fig. 18
Therefore, y ≥ y0, where y = y0 only for x = x0. Graph-
ically, this means that of all points of the parabola y = ax2
+ bx + c for a > 0 the least ordinate is possessed by the
point C (x0, y0) i.e., by the vertex of the parabola. (Fig.18)
(2) If a < 0, then for x = x 0 the quadratic trinomial Fig. 20
attains the greatest value equal to v0 Indeed, if a < 0, then Solution : (a) Separate a perfect square y = x2 + 2x +
for any x 3 = (x + 1)2 + 2. Consequently, the vertex of the parabola
a(x – x0)2 ≤ 0. is C(– 1, 2); (0, 3) is the point intersection of the parabola
and the y-axis; the branches of the parabola are directed
upward. (Fig. 20)
(b) Transform of the trinomial; y = – 2x2 + 4x + 1 =
(– 2x2 + 4x – 2) + 3 = – 2(x – 1)2 + 3. Hence, the vertex of
the parabola is C(1, 3) (Fig. 21).
Fig. 19
Therefore, y ≤ Y0 , where y = y0 only for x = x0.
Graphically this means that of all points of the parabola y
= ax 2 + bx + c for a < 0 the point C(x0 , y 0 ) i.e., the vertex
of the parabola has the greatest ordinate. (Fig. 19) Fig. 21
Fig. 24
4. Power Function with Integral Exponent and its
Graph : A power function with an integral exponent is
defined as a function of the form
Y = xn,
Fig. 22 where n ≠ 0 is an arbitrary integer.
(c) The roots of the trinomial y = – 2(x – 1)(x + 3) are The function is defined for any x (except x = 0 for
1–3 n < 0).
x1 = 1 and x 2 = – 3, and, consequently, x0 = = – 1 is
2 For n = 1, n = 2, and n = – 1 we have y = x, y = x2
the abscissa of the vertex of the parabola C. Finally, we 1
and y = x– 1 = ,
find its ordinate y0 : y 0 = – 2(– 1 – 1) (– 1 + 3) = 8. Thus, x
the vertex of the parabola is C(– 1, 8) (Fig. 22) Respectively, their graphs are : a straight line (the
bisector of the first and third quadrants), a parabola and a
Illustration 4. hyperbola, respectively.
Construct the graph of the following functions : If n is an even number, then the power function y =
(a) y = |x2 – 1 :| (b) y = x2 + 2 |x|. xn is an even function : (– x)n = (xn) for any x. If n is an
Solution : (a) First construct the parabola y = x2 – 1. odd number, then the function y = xn is an odd function :
since |x2 – 1 :| = x2 – 1 for x 2 – 1 ≥ 0 and |x2 – 1:| = (– x)n = (xn). Consequently the graph of the function y =
– (x 2 – 1) for x2 – 1 < 0, we shall proceed as follows : we xn is symmetric about the y-axis for an even n and it is
map the part parabola situated below the x-axis symmet- symmetric about the origin for an odd n.
rically about this axis. The graph of the function y = If n is a positive integer, then the graph of the func-
|x2 – 1 :| is depicted in (Fig. 23). tion y = x n is a parabola. For n = 2 this is simply a para-
bola for n = 3 a cubical parabola and so on. If n > 0, then
by the property of inequalities, the condition 0 < x 1 < x 2
implies x1n < x2n < i.e., the function y = xn where n is a
natural number, increase on the interval (0, + ∞ );
consequently, for an even n it decrease on the interval
(– ∞, 0) and for an odd n increase on the interval (– ∞, 0)
and, hence, throughout the x-axis. The graphs of the
function y = x n for n = 2k and n = 2k + 1 are given in Fig.
25 and 26, respectively.
Fig. 23
(b) The given function is even :
(– x)2 + 2 |– x| = x2 + 2|x|.
Consequently, its graph is symmetric about the y-
axis. For x ≥ 0 we obtain y = x2 + 2x = (x + 1)2 – 1 which
is a parabola with the vertex (– 1, – 1). Its points with the
abscissa x ≥ 0 are also points of the graph of the function
y = x 2 + 2 |x|. (Fig. 24) Fig. 25
Fig. 29
n
The function y = x can be understood in the
√
following way.
The power function y = x n with an integer positive
exponent n ≥ 2 increases on the interval (0, + ∞).
Consequently, on this interval the function y = xn has an
inverse which is also an increasing function. This
n
function is specified by the formula y = √ x, where x ≥ 0,
and its graph is symmetric to the graph of the function y =
xn about the bisector of the first quadrant. (Fig. 30)
Fig. 27
Fig. 28 Fig. 30
Fig. 34
Fig. 32
1
– 2x + 1 if x ≥ – 2
2. y = |2x + 1| =
1
– (2x + 1) if x < – 2
Let us first construct the straight lines y = 2x + 1 and
y = – 2x – 1, by determining their points of intersection
with the co-ordinate axes. On the straight line y = 2x + 1
1
we take only points with abscissa x ≥ – , and on the line
2
1
y = – 2x – 1 points with abscissa x < – . Thus, we obtain
2
the graph of the function y = |2x + 1| (Fig. 35).
Fig. 33
This is the inverse of the exponential function.
Therefore, their graphs are symmetric to about the
straight line y = x. Knowing the graph of an exponential
function, we obtain the graph of a logarithmic function.
(Fig. 32)
In particular, the graph of the function y = log x is
symmetric to the graph of the function y = 10x about the
straight line y = x (Fig. 33). The property of the loga-
rithmic function y = log x can be obtained from its graph.
They are listed below :
(1) The function y = log x is defined for all positive
numbers (therefore, all negative numbers and zero are
said to have no logarithms). Fig. 35
Fig. 39
Knowing the graph y = log x, we obtain the graph y =
|log x| (Fig. 39).
7. y = |x + 1| – |x – 2|. By the definition of the
modulus,
Fig. 36
4. y = √
|x|. This function is defined for any x. The
{
|x + 1| = }
– x + 1 if x ≥ – 1
– (x + 1) if x < – 1
Fig. 40
Hence, it is clear that on each of the intervals under
consideration the graph of the given function is a straight
line (Fig. 40).
Graphical Method of Solving Equations and
Fig. 38 Systems of Equations. Equation of a Circle
Fig. 42
Thus, the graph of any linear equation ax + by = c is
a straight line.
Let us construct the graph of the equation xy = – 1.
1
We transform the equation to the form y = – and
x
1
construct the graph of the function y = – (Fig. 43).
x
Fig. 41
We then construct the parabola y = x2 and the straight
line y = 2 – x and find the abscissa of their points of
intersection : x = – 2 and x = 1 (Fig. 41). Hence, the given
equation has the roots : x1 = – 2 and x2 = 1.
{x2x––2y4y==14
Solution :
The straight lines x – 2y = 1 and 2x – 4y = 4 are
parallel (Fig. 46) and hence, the system has no solution.
Constructing Graph (Solving Problems)
Consider the below given examples on constructing
Fig. 45 the graphs of functions and equations.
Fig. 49
Note that the graph of y = – |x – 2| can be obtained by
shifting the graph of y = |x | by 2 along the x-axis
rightward and then mapping it symmetrically about the
x-axis.
Illustration 11.
Construct the graph of the equation |y| = |x|.
Solution :
The given equation decomposes into two equalities :
Fig. 47 y = x and y = – x, since if two numbers are equal
Illustration 9. modulus, then the numbers are either equal or differ only
|x| in sign. The graph of the equation |y| = |x| consists of the
Construct the graph of the function y = . bisectors of the quadrants (Fig. 50).
x
Solution :
The given function is defined for any x ≠ 0. Here,
Y = {1 if x > 0.
– 1 if x < 0.
The desired graph is represented in Fig. 48.
Fig. 50
Illustration 12.
Construct the graph of the equation |x| + |y| = 1.
Solution :
Since, |– x| = |x|, then if (x, y) is a point of the graph,
Fig. 48 the point (– x, y) will also be a point belonging to the
graph. Hence, the graph is symmetric about the y-axis.
Illustration 10.
The given equation contains y only under the modulus
Construct the graph of the function
sign and, consequently, along with the point (x, y) of the
y = –
√ x2 – 4x + 4. graph, the point (x, – y) will also belong to the graph, that
Solution : is, the graph is also symmetric about the x-axis.
Since, x 2 – 4x + 4 = (x – 2)2 , y = – |x – 2|, we have Let x ≥ 0 and y ≥ 0. Then for the points of the first
quadrant the equation takes the form x + y = 1. Construct
|x – 2| = {x– –2 2(xif–x2)≥if2.x < 2. the straight line x + y = 1 and take on it only the points
situated in the first quadrant. Then map the obtained line
Consequently Y =
√ x2 – 4x + 4 . segment symmetrically about the co-ordinate axes. The
= (– (x – 2) if x < 2) graph of the equation |x| + |y| = 1 is the contour of a
(x – 2 if x ≥ 2). square (Fig. 51).
Fig. 54
Illustration 17.
Construct the graph of the function y = |x2 + 2| x |– 3|.
Solution :
The given function is even; its graph is symmetric
about the y-axis. For x ≥ 0, we have y = |x2 + 2x – 3|.
Fig. 52
Illustration 15.
Construct the graph of the function y = x3 – x.
Solution :
The given function is odd :
(– x)3 – (– x) = – (x3 – x).
Consequently, the graph is symmetric about the
origin.
Let x ≥ 0. Since, y = x3 – x = x(x + 1) (x – 1), we have
for 0 ≤ x ≤ 1, y ≤ 0; for x ≥ 1, y ≥ 0 and at the point x = 0,
x = 1, and x = – 1 the graph will intersect the x-axis.
Taking into account the oddness of given function and
intervals of constant sign, we construct the graph of the
function (Fig. 53). Fig. 55
y= (12) – 1.
x
Solution :
Fig. 57
Illustration 19.
Construct the graph y = log(x – 1). Fig. 60
Solution : Application of Graph to Solving Inequalities
The desired graph can be obtained by displacing the The knowledge of how to construct a parabola (the
known graph y = log x along the x-axis by 1 rightwards graph of a quadratic trinomial) can be used for the
(Fig. 58). graphical method solving quadratic inequalities.
Fig. 63
Illustration 26.
Represent the set of points specified by the system of
inequalities
Fig. 61
A system of inequalities in one unknown can also be { x2 + y ≤ 1‚
y–x≥–1
solved graphically. Solution :
Illustration 23. We have the inequalities y ≤ 1 – x2 and y ≥ x – 1.
Solve graphically the system of inequalities Let us construct the parabola y = 1 – x2 and the
{ x – 1 > 0‚
3 – x > 0.
straight line y = x – 1. The set given by the system of
inequalities consist of the points lying on the parabola y =
Solution : 1 – x2 or below it and, simultaneously, on the straight line
Let us construct the graphs of the functions y = x – 1 y = x – 1 or above it (Fig. 64).
and y = 3 – x in one and the same co-ordinate system
(Fig. 62). Both graphs lie above the x-axis for the value
of x from the interval (1, 3).
Fig. 64
Illustration 27.
Represented the set of points in the plane defined by
the system of inequalities
Fig. 62
We are now going to show how graphs are applied to
solving inequalities and system of inequalities unknowns.
{x2x+–yy<<1‚2
Illustration 24. Solution :
Solve graphically the inequalities x + 2y – 1 > 0. Since, x + y < 1, we get y < 1 – x; since 2x – y < 2,
Solution : we obtain y > 2x – 2. The set specified by the given
To solve graphically the inequalities x + 2y – 1 > 0 or system of inequalities consist of the points lying below
1 1 the straight line y =1 – x and, simultaneously, above the
y > – – x, first construct the graph of the linear
2 2 straight line y = 2x – 2 (Fig. 65).
* a e f g h Solutions
a a a a a a Exercise – A
e a e f g h Ans. 1. It is obvious that the domain of this function
f a f h e g includes only those values of x for which the following
conditions are simultaneously valid: (a) x > 0, x ≠ 1 (since
g a g e h f
the logarithmic base must be positive and non-zero); (b)
h a h g f e cos x > 0 (since negative numbers and zero do not have
Thus, according to the first f ⊕ g–a, while according logarithms). '
to the second table g * h = f, and so on. Solving this system of inequalities, we find that the
Also, let f2 = f* f, g3 = g * g* G, and so on. domain of the function at hand is the following set of
50. What is the smallest positive integer n such that gn = numbers :
e? π π π
0 < x < 1, 1 < x < , – + 2kπ < x < + 2kπ
(A) 4 (B) 5 2 2 2
(C) 2 (D) 3 where k = l, 2, 3, …(represent it on the number line).
Ans. 2. This function is not defined for those values
51. Upon simplification, f⊕[f*{f⊕(f*f)}] equals— of x for which sin x-cos x =0 (the denominator of the
(A) e (B) f fraction must be different from zero), and, besides, for
(C) g (D) h those x for which sin x-cos x < 0 (because for these values
of x the denominator assumes imaginary values). Thus,
52. Upon simplification, {a10*(f10⊕g9 )} ⊕ e8 equals—
the domain of function (1) consists only of those values
(A) e (B) f of x for which the inequality sin x-cos x > 0 is valid;
(C) g (D) h solving this inequality , we find
53. Let f(x) = a x2 – b |x|, where a and b are constants. π 5π
Then at x = 0, f(x) is— + 2kπ < x < + 2kπ, k = 0, ± 1, ± 2 …(2)
4 4
(A) Maximized whenever a > 0, b > 0 However, it must be further noted that cot x is not
(B) Maximized whenever a > 0, b < 0 defined for x = nπ, Where n is any integer. And so all the
Fig. 5
Ans. 9. Representing the given function in the form
y = sin 2 [x – (n/6)], we see immediately that for every Fig. 7
value X = X0 the value of y coincides with the value of
Ans. 10. Since, this function may be written as Y = 1/2
Y1 = sin 2x, which corresponds to the value X0 – (π/6) of
– 1/2 cos 2x, the graph of the function Y is obtained by
its argument. And so to construct the graph of y, draw the familiar techniques: the cosine curve y1 = – 1/2 cos 2x,
graph of y 1 and then translated it π/6 units rightwards
which is constructed by the technique described in the
along the x-axis (Fig. 5). solution of Problem 8, must be translated 1/2 unit upwards
A very common mistake in constructing the graph of (Fig. 7).
the function y is as follows : the graph is drawn of the Ans. 11. Employing familiar formulas involving
function y1 and it is then translated rightwards by π/3 logarithms, we see that x 1/log10x = x logx 10 = 10, whence
units along the x-axis. aspirants often conclude immediately that the graph of
the function (4) is the straight line Y = 10.
This conclusion is incorrect however. It is necessary
to take into account the domain of definition of the
function and the conditions under which the transforma-
tions that are carried out are legitimate.
The domain of the function (4) consists of the real
numbers which satisfies the conditions : x > 0, x ≠ 1.
Under these conditions, it is legitimate to carry out the
transformation indicated above. And so graph of the
function (4) is the half-line y = 10, x > 0 with the point
Fig. 6 (1·10) deleted (Fig. 8).
It is easy to see that this construction is incorrect,
because the graph crosses the x-axis at the point π/3
(since the graph of the function y 1 cuts this axis at the
origin and is then translated π/3 units rightwards!). Yet
the value of the function y is clearly non-zero for the
value of the argument x = π/3.
The technique used in this specific instance enables
one to construct the graph of any function of the form y = Fig. 8
A sin (ωx + ϕ), y = A cos (ωx + ϕ) etc., and also y = a sin The arrowhead at any point indicates, that point does
ωx + b cos ωx.. not belong to the graph).
This technique is of a general nature and permits Ans. 12. First of all, perform an identity transforma-
obtaining the graph of a function y = f (ωx + ϕ), where ω tion of the second summand:
≠ 0 and ϕ are specified numbers, if the graph of the
function y 1 = f(x) has already been drawn : it is sufficient log2
√
4x2 – 4x + 1 = log2 √
(2x – 1)2
to draw the graph of the function y2 = f (ωx) (it may be = log2 | 2x – 1|
obtained the method indicated in the solution of Problem
8) and then to translate it along the x-axis rightwards by
| |
= 1 + log2 x –
1
2
an amount |ϕ/ω| if ϕ/ω < 0 leftwards by ϕ/ω if ϕ/ω < 0 It is now clear that the domain of the function y is the
(see Problem 5). set x > 1/2 (because the second term in the formula
Fig. 11
translate it one unit leftwards along the x-axis and two
units Downwards along the y-axis. This yields the graph
of the function y2 = |x + 1| – 2. Then replace the portion
of the graph below the x-axis corresponding to – 3 ≤ x ≤
1, by the portion symmetric to it about the x-axis. The
Fig. 9 resulting polygonal line is the graph of the function y.
Aspirant often find it difficult to construct graphs of The general technique for constructing the graph of a
functions whose analytic expressions involve the absolute- function whose analytical expression contains an absolute-
value sign. The next few illustrations illustrate how the value sign consists in rewriting the expression of the
graphs of such functions are constructed. functional relationship without using the absolute value
Ans. 13 First note that the proposed function can sign. In this case, the functional relationship on different
obviously be written in the form y = | 2x – 2 | portions of variation of the argument is, as a rule,
Consider the auxiliary function y1 = 2x – 2, the graph described by different formulas. Quite naturally, on each
of which is readily drawn (by the technique described in of these portions, the graph must be constructed on the
the solution of Problem 4). How does the graph of the basis of the appropriate formula.
function y differ? Ans. 15. To get rid of the absolute-value sign, con-
Recall the definition of absolute value; from this sider separately two cases. x ≥ 0 and x < 0. If x ≥ 0, then
definition it follows that y = x 2 – 2x – 3. It is easy to draw this parabola, then we
2x – 2 for values of x for which take that portion which corresponds to non-negative
2x – 2 ≥ 0 that is‚for x ≥ 1‚
Y = – (2x – 2) for values of x for which values of x. But if x < 0, then y = x2 + 2x – 3. Draw this
parabola and take that portion which corresponds to
2x – 2 < 0‚ that is‚ for x < 1
negative values of x. Taken together, the two pieces of the
It is then clear that the graph of the function y, for x ≥ parabolas constitute the graph that interests us (Fig. 12).
1, coincides with the graph of the function y1 and, for x <
1, is a curve symmetric to the graph of the function y1
with respect to the x-axis (Fig. 10).
Fig. 12
Fig. 10
Ans. 16. By the definition of absolute value we can
In precisely the same way we can obtain the graph of
represent this function in the form
the function y = |f (x)| if the graph of the function y1 = f (x)
[(x + 1) + 1] (x – 3) = (x + 2)(x – 3) if x ≥ – 1‚
has been drawn. It suffices (Fig. 10) to replace the portions y = [– (x + 1) + 1] (x – 3) = – x (x – 3) if x > – 1 .
of the graph of y 1 lying below the x-axis by corresponding
portions symmetric with respect to the x-axis [to find It now remains simply to sketch the curve, using the
these portions we have to solve the inequality f (x) < 0]. appropriate formula, for each of the indicated intervals
Ans. 14 Here, without dropping the absolute-value (x ≥ – 1 and x < – 1). Together, the two curves yield the
signs, we can carry out the construction using the graph of function (6).
1 – x +2 1 if x<–3
– x2 + 12 if – 3 ≤ x < – 1,
Y= 1 if – 1 ≤ x < 1,
x+1 2 1 ≤x<3
1– 2
if
Fig. 20
Everything is now ready for the construction, first
translate the graph of the function Y 1 one unit leftwards
along the x-axis; this yield a curve which is the graph of
the function y 2 = 2 sin(x + 1) (see Problem 5). It is also a
periodic function (with period 2π). It has a maximal value
of 2 which it assumes at the points x = (π/2) – 1 + 2kπ, k
= 0, ± 1, ± 2, …, it has a minimal value equal to 1/2
which it takes on at the points x = – (π/2) – 1 + 2 kπ, k =
0, + 1, ± 1, ± 2, …… (Fig. 20). Stretching the curve y2 by
Fig. 19 a factor of 2 along the y-axis and then reflecting it about
Fig. 21 Fig. 22
the auxiliary graphs y 1 and y2 are depicted by dashed
by the dashed line. It is then necessary to construct the
graph of the logarithm of this function. lines).
For x = 0 we have y = log2 1 = 0. If x is increased We now consider the interval 0 < x < π/2. Since for
any value of x in this interval, the corresponding value of
from 0 to 1, then as may be seen from the graph of the
the function y is the reciprocal of the value of y1
auxiliary function, 1 – x 2 decrease from 1 to 0 and so
log2 (1 – x2) decreases from 0 to – ∞. corresponding to the same value of the argument [see
(10)], it is easy to obtain a rough sketch of the graph of y
Similarly, if x decreases from 0 to – 1, then 1 – x2 for 0 < x < π/2 (the solid line in Fig 22; the arrowhead on
decreases from 1 to 0 and log2 (1 – x 2 ) decreases from 0 the curve at the origin indicated that this point does not to
to – ∞. For the remaining values x, that is, for x ≤ – 1 and the graph).
x ≥ 1, we have 1 – x2 ≤ 0 so that log2 (1 – x2 ) is meaning-
It is easy to prove that by using familiar properties of
less. The graph of the function y is shown in Fig. 21 as a
elementary function the function y monotonically
solid line.
increases when x varies from 0 to π/2; if x increases from
Note that in the construction of this graph we did not 0 to π/2, then sin x increases monotonically from 0 to 1,
start out by finding domain of the function, which was and then log 1/2 sin x decreases monotonically from + ∞ to
obtained almost automatically. A preliminary determina- 0; and hence, [see (10)], the value of y increases
tion of the domain of a function is frequently very useful, monotonically from 0 to + ∞ . Let us stress that if x
however. approaches π/2, remaining all the time less than this
Ans. 25. The domain of this function is the collection value, then the value of the function y 1 tends to zero,
of all values of x for which, simultaneously, sin x > 0 and remaining all the time positive, and therefore the value of
sin x ≠ 1, that is, the set y increases without bound. But if x approaches zero and
with even index and from above by M2n + 1. gof (x) = g {f (x)} = g(2x + 3)
In the same way, by solving the inequality sin [(x 2x + 3 – 3
= =x
+y)/2] < 0 we convince ourselves that expression A is 2
negative for the co-ordinates x and y of all points lying in ∴ fog (x) = gof (x)
4x + 6 = x – 6 Or (x + 4) (x – 1) = 0
3x = – 12 ⇒ x = – 4 or 1
x = –4 But x > 0 so x = 1, so LHS = RHS = 2 + 1 = 3. It
5. (B) {go fo fo go go f (x)} {fo go g (x)} from Q.3, we means the largest value of function min (2 + x2, 6 –
have fog (x) = go f (x) = x. 3x) is 3.
Therefore, above expression becomes (x). (x) = x 2 12. (D) M (M (A (M (x, y),S (y, x)), x),A (y, x)
6. (C) fo (fog) o (gof) (x) M (M (A (6, 1), 2), A (3, 2))
We have, fog (x) = gof (x) = x M (M (7, 2), A (3, 2))
So, given expression reduces to f (x) that is 2x + 3 M (14 ,5) = 70.
7. (A) me (a + mo (le (a, b)), mo (a + me (mo (a), mo 13. (B) S[M(D(A(a, b), 2), D(A(a, b), 2)), M(D(S(a, b),
(b))) 2), D(S(a, b), 2))]
Given a = – 2, b = – 3 ⇒ S[M(D(a + b, 2), D(a + b, 2)),
a + mo (le (a, b)) = – 2 + mo(le(– 2, – 3)) M(D(a – b, 2)), D(a – b, 2))]
= – 2 + mo (– 3) ⇒ S M [ (( )( )) (
a+b
2
a+b
2
‚M
2 2 )]
a – b‚ a – b
= – 2 + 3 =1 2 2
mo (a + me (mo(a), mo(b))) ⇒ S [( ) ( ) ]
a+b
2
‚ a–b
2
= mo (– 2 + me (mo (– 2), mo (– 3))) (a + b)2 – (a – b) 2
=
= mo (– 2 + me (2, 3)) = mo (– 2, + 3) = mo (1) = 1 22
me (1,1) = 1 (2a)(2b)
= = ab
4
8. (D, A) mo (le(a, b)) ≥ me (mo (a), mo(b))
14. (D) Since, x > y > z > 0
= le (a, b)> me (a,b) as a, b > 0 which is false.
∴ la (x, y, z) = y + z
(B) mo (le(a, b))> me (mo(a), mo(b)) which is again
and le = max(x – y, y – z)
false.
We cannot find the value of le. Therefore we can’t
Can be true only for a = b.
say whether la > le or le > la.
(C) mo (le (a, b))< le (mo(a), mo(b))
Hence, we can’t comment, as data is insufficient.
Or le (a, b) < le (a, b) which is false.
15. (B) la (10, 5, 3) = 8
(D) mo (le(a, b) = le (mo(a), mo (b))
le (8,5,3) = 3
Or le (a, b)) = le (a, b) TRUE 1 13
9. (B) me (a2 – 3a, a – 3) < 0 or me [a(a – 3), a – 3] < 0 ma (10, 4, 3) = [7 + 6] = = 6·5
2 2
Case I. a < 0, a3 – 3a > a – 3 1
16. (C) ma (15,10,9) = [19 + 5] = 12
⇒ a (a – 3) < 0 or 0 < a <3 which is not true. 2
Case II. 0 < a < 3, a (a – 3) < 0 or 0 < a < 3 which is min (10,6) = 6
true. le (9,8,12) = 1
Case III. a = 3, me (0,0)< not true. le (15,6,1) = 9
Case IV. a>3, a (a – 3) < 0 or 0 < a < 3 not true. 2+1 3
17. (C) (2 # 1)/(1 ∆ 2) = 2 + 1 =
Alternatively, it can also be found by putting some 2 8
values of a, say a = – 1 in case I. a =1 in case II and 18. (A) Numerator = 4– [(101·3 ∆log10) 0·1]
a = 4 in case IV.
= 4 – (101·3 ∆ (– 1) = 4 – 1 = 3
10. (B) le (a (a – 3), (a – 3))< 0
Denominator = 1∇2 = 21 + 2
Again in case I, a < 0; a – 3 < 0 or a < 3 (from last 3
question) can be true = 8 hence answer
8
In case II, 0 < a < 3; a – 3 < 0 or a < 3 can be true 19. (B) Try for (A), (C) and (D) all give numerator and
In case III, a = 3, le (0,0) = 0 < 0, not true Num 1
denominators as 1 i.e., = = 1.
In case IV, a > 3, a – 3< 0 or a < 3 not true. Hence Den 2
(B) and (C) are correct. Hence, (B) is the answer.
1 2
A+B+C f 2 (1) = f (f (1)) = = ,
= 1 3
3 1+
2
= average of A, B and C. 3
f 3 (1) = f (f 2 (1)) = f [2/3] = ,
{ x2 < x‚ 0 < x < 1 f (x, y) = (x + y)0·5
29. (D) x2 > x 1 < x g (x, y) = (x + y)2 } 5
5
= log {(
1 – x) ( 1 – y)}
1+x 1+y
Fig. 29
= log (
1 – x – y – xy )
1 + x + y + xy We see that they meet once.
49. (D) substitute values – 2 ≤ x ≤ 2 in the given curves,
(1 + xy) (1 +
1 + xy)
x+y we find the curves will intersect at x = 0, 1 and – 1.
= log 50. (A) From the table, we have g*g = h (this is g
(1 + xy) (1 –
1 + xy)
x+y squared) h *g = f (this is g cubed) f *g = e.( this is g to
the power 4)
[divided the Nr and Dr by (1+xy)] 51. (D) f ⊕ [f * {f ⊕ (f * f)}] is to be simplified so we
start from the innermost bracket
x+y
1+
= log
1–
1 + xy
x+y
=f (1x++xyy ) f *f = h
f ⊕h = e
1 + xy
f *e = f
45. (D) [x] means if x = 5·5, then [x] = 5 f ⊕f = h.
L [x, y] = [x] + [y] + [x + y] 52. (A) {a10 * (f10 ⊕ g9 )} ⊕ e8
R (x, y) = [2x] + [2y] f*f=hg*g=ha*a=ae*e=e
Relationship between L (x, y) and R (x, y) can be h*f = gh *g = fa10 = a e8 =e
found by putting various values of x and y. Put
x = 1·6 and y = 1·8; L (x, y) = 1 + 1 + 3 = 5 and R (x, g*f = ef * g =e
y) = 3 + 3 = 6, so (B) and (C) are wrong. e* f = fe * g=g
If x = 1·2 and y = 2·3 f 5 = fg5= g
L (x, y) = 1 + 2 + 3 = 6 and R (x, y) = 2 + 4 = 6 or So, f 10 = f 5 & f 5 = f *f= h so, g9 = g5 * g4 =g*e=g
R (x, y) = L (x, y), so (A) is not true. Q a10 * (f 10 ⊕ g9 )} ⊕ e8
We see that (D) will never be possible.
{a*(h ⊕ g)} ⊕ e
46. (D) g(x) = max (5 – x, x + 2). Drawing the graph.
{a*f} ⊕ e ⇒ e.
53. (D) y = ax2 – b | x |
As the options (A) and (C) include a > 0, b > 0 we
take a = b =1.
Accordingly the equation becomes y = x2 – | x |. A
Fig. 28 quick plot gives us.
| |x+
1
x
≥ 2
a typical mistake that is rather often made in proving
inequality. It is this. The aspirant writes the inequality to
be proved, then performs certain (quite legitimate)
| |1 + x2
2x
≥ 1 …(3) manipulations and finally arrives at an obviously valid
inequality (say 1 < 2 or (a – b) 2 ≥ 0) and then concludes :
Illustration 1. Prove the inequality
“hence, the inequality is proved.” This is a crude logical
1 1
+ > 2. error : from the fact that a true inequality has been
log2 π logπ 2 obtained, we can by no means conclude that the original
By the properties of logarithms,1/logπ 2= log2 π > 0, inequality was true! To be more exact, we proved the
which means that the left member of our inequality is the following : if one assumes that the proposed inequality is
sum of two positive reciprocal different from unity (log2 true then the inequality obtained v i a a chain of
π ≠ 1). transformations is true, then the inequality obtained via a
1
>
2
=2 √ (
k + 1– √
k )
Since, b > 0, the inequality being proved follows k √
√ k + √
k+1
from the last inequality.
Therefore, the left side of the inequality we want to
Illustration 12. Prove the inequality 0 < sin8 x + prove can be reduced :
cos14 x ≤ 1.
1 1 1
It is quite obvious that sin8 x + cos14 x ≥ 0. But the 1+ + +… >2 (√ 2 – √ 1)
equality sin8 x + cos1 4 x = 0 is valid only if we 2 √
√ 3 n
√
simultaneously have sin8 x = 0 and cos14 x = 0, which, of
course, is impossible. Therefore, the strict inequality
+2 (√ 3 – √ 2) + …… + 2 (√ n – √
n – 1)
sin 8 x + cos14 x > 0 holds true. + 2 (√ n)
n+1– √
The properties of trigonometric functions imply that
Since, the right side of this latter inequality is exactly
sin 2 x ≤ 1 and cos2 ≤ 1. for arbitrary real x. But since 8 > 2
and 14 > 2, it follows there from that equal to 2 √
n + 1 – 2, in the original inequality is valid.
sin 8 x ≤ sin 2 x and cos14 x ≤ cos2 x In the next example, an apt combining of factors
leads us to the result we need.
Combining these inequalities term wise and noting
that sin2 x + cos2x = 1, we obtain
sin8 x + cos14x ≤ 1.
Illustration 15. Prove that n! <
2 ( )
n+1 n
where n is
an integer exceeding unity.
It is obvious here that, say, for x = π /2 we have
equality; in other words, the weak inequality cannot be The validity of this inequality will follows from the
replaced by the strict inequality sin8x + cos14x ≤ 1. validity of the equivalent inequality
One of the techniques used in proving inequalities
consists in the following. For instance, let it be required
(n!)2 < ( )
n + 1 2n
2
to prove the inequality A < B, where A and B are certain Let us multiply the number n! = 1.2…………k ……
expressions. If we succeed in finding an expression C (n – 1)n by the number n! = n (n – 1) …..(n – k + 1) ……
such that A < C and at the same time C ≤ B then the 2.1 arranging them one above the other :
required inequality A < B will have thus been proved.
1 2 …………k ……….(n – 1) n
Illustration 13. Prove that for every positive integer
n (n – 1) ……(n – k + 1) ……….2 1
n the following inequality holds true :
1 1 1 1 Multiplying the numbers in each column, we get
+ + …… + <
9 25 (2n + 1)2 4 (1.n) [2(n – 1)] … [k (n – k + 1)] … [(n – 1)·2] (n·1)
2 1 1 In order to obtain (n!) 2 we have to multiply the terms
Noting that < –
(2k + 1) 2 2k 2k + 2 of this row. Applying inequality (2) to each term of this
we replace the sum in the left member of the row, we get
inequality to be proved by the greater expression k+– k+1
1 1 1
√ k (n – k + 1) ≤
2
+ + ……+
32 52 (2n + 1)2 n+1
= , k = 1, 2, ………, n
<
1
2[( ) ( )
1 1
2 4
– +
1 1
–
4 6
+…
1
(
–
1
2n 2n + 2 )] 2
Equality being achieved only when k = n – k + 1, that
However, this latter expression is equal to is to say, for k = (n + 1)/2. In other words, only for n odd;
and only then for one term of our row in this inequality is
1 1
[–
1
2 2 2n + 2 ]
= –
1 1
4 4n + 4 equality possible. Hence, for all brackets except possibly
one, the inequalities
1
and, obviously, is less than 1/4. Hence, the sum +
1 1
9 [k (n – k + 1)] < ( )
n+1 2
2
hold true.
+…+ is all the more so less than 1/4.
25 (2n + 1)2 Since, there n terms in the row, we get
Illustration 14. Prove that for any positive integer
n >1 the inequality (n!)2 < [( ) ]
n+1 2 n
2
1 1 1
1+ + +… >2 √ (
n + 1 – 1 holds true.) A sufficiently large number of inequalities can be
2 √
√ 3 n
√ proved by the method of mathematical induction.
Thus, the double inequality to be proved is satisfied In conclusion we note that a more general statement
by points lying in the strip between the straight line y = – is valid : if a + b = 2, then a n + bn ≥ 2 for any positive
horizontal straight line y = 2; that is, all x to the right of Since, 1/2 > 1/3, it follows that log 1/2 1/2 >log1/3 1/3
the abscissa of the point of intersection of these graphs or 1- log1/3 1/2> 0.
(this abscissa is a solution of the equation (1/3)x = 2).
Noting that 0 =log1/2 1, we find that the original
Thus, the solution of our inequality is the interval x >
inequality is Equivalent to log 1/2x > log1/21.
log1/3 2.
When solving inequalities containing the unknown Applying Property VIII to this inequality, we get the
under the sign of the logarithm, one must also bear in solution of the original in quality : 0 < x< 1.
mind that the properties of a logarithmic function differ Now, let us examine trigonometric inequalities.
depending on whether the base is less than or greater than Despite the fact that the solutions of the more elementary
unity. However, another essential point in solving these trigonometric inequalities are thoroughly explained in the
inequalities is that the logarithmic function is not defined standard textbooks, students continue to make serious
for all values of x. This is lost sight of by many students mistakes even when solving the simplest inequalities. We
when solving an inequality like log2 x < 1. They reason now examine a few typical mistakes of this nature.
this way : "We rewrite the inequality as log 2 x < log2 2. (a) Knowing that the solutions of the equation sin x = a
The greater number to a base greater than 1 has the larger (|a| ≤ 1) are given by the formula x = (– 1)k arc sin a + k
logarithm, and so the inequality is valid for x < 2." π, where k = 0, ± 1, ± 2, ..., many students write that "the
Nothing would seem to be wrong in this argument, solution of the inequality sin x < a consists of all values
but still the answer is faulty because extraneous solutions of x < (– 1)k arc sin a + k π, k = 0, ± l, ± 2,……”
were introduced. Indeed, any negative number is less than It is quite often difficult to convince the student of the
2, but the original inequality is meaningless for negative absurdity of such an answer.
values of x (because negative numbers do not have
logarithms). (b) Many mistakes are made that are connected with
the formal use of the symbols arcsin a, arccos a, etc.
Why were extraneous solutions introduced? When
These symbols are frequently employed when the student
"solving" the inequality, we passed from log2 x < log2 2 to
has not yet investigated whether they are (Fig. 3).
x < 2. The latter inequality is meaningful for all values of
x while the original inequality has meaning only for those
values of x for which log2 x is meaningful, that is to say,
for x > 0. Hence, extraneous solutions were introduced
simply because the fact was disregarded that a logarithmic
function is defined only for positive values of x.
A correct answer is obtained if we choose from
among the solutions of the latter inequality those whose
values of x > 0; thus, the solution of our inequality is the
interval 0< x <2.
This simple example makes it abundantly clear that
one should bear in mind, when solving logarithmic Fig. 3
inequalities in this manner, that a logarithmic function is
Meaningful or not. For instance, the solution to the
only defined for positive values of x. However, these inequality sin x ≤ log4 5 is written as arcsin (log4 5),
inequalities may be solved in a different way : instead of which is meaningless since log4 5 > 1. Yet this inequality
using the domain of definition of the logarithmic function
is valid for all values of x; this is evident from, the very
and its property of monotonicity we can immediately take start because log 4 5 > 1.
advantage of Properties VII and VIII of logarithms.
(c) Mistakes occur due to improper use of the
Thus, using Property VII in the above example, we
trigonometric circle. For example, when solving an
can directly replace the inequality log2 x < log2 2 by the
equivalent inequality 0 < x < 2, which yields the answer. inequality like sin x ≤ – √ 2/2, the students correctly
Fig. 4
First graph lies above the second one. Since the
period of the function sin x is 2π, it is sufficient for us to Fig. 6
solve the proposed inequality on some interval of length
It is evident that the solution will consist of all x
2π. It is easy to see that the most convenient interval is lying in the interval – x0 < x < x0 , where x 0 is the abscissa
that from 0 to 2π : the solutions can most simply be of the intersection point of the graphs under consideration
written then as π/6 < x < 5π/6. that lies between 0 and π/2, that is, the root of the equa-
Thus, the complete solution of the inequality is tion tan x = l/7 located in the interval 0 < x < π/2. Hence,
x0 = arctan (1/7). Taking into account the period of the
π 5π
+ 2kπ < x < + 2kπ, k = 0, ± 1, ± 2,…… function y = |tan x|, we find that the solution of our
6 3
inequality consists of all values of x located in the
This notation is to be understood as follows : there is intervals
a certain interval for each integer k, and the set of all 1 1
these intervals constitutes the solution of the inequality. – arctan + k π < x < arctan + kπ, where k = 0, ± 1,
7 7
Illustration 24. Solve the inequality cos x ≥ – 1/2. ± 2,...
We construct the graphs of the functions y1 = cos x Note that the original inequality can be written as a
and y2 = – 1/2 (Fig. 5). The period of the function cos x is double inequality – 1/7 < tan x < 1/7 and solved by using
also equal to 2π, but the graph of the function y = tan x.
there was a kind of loss of "vigilance" in the second 21. Solve the inequality
squaring. x4·7 log 71/3 5 ≤ 5–log1/x 5
Exercise 22. Solve the inequality
1. Solve the inequality sin x – cos x > 0. (x2 + x + 1)x < 1
2. Solve the inequality 23. Solve the inequality
x (x + 1) (– x + √
2) (x2 – x + 1) (3x + 1)2 (x +
× (1 – x) (2x – π2 ) (– x + π) (x – sinx) < 0
17)3
√ Logx2 ( )
4x – 5
|x – 2|
≥
1
2
∴ Total number of ways of forming four digits Group 1st 2nd 3rd wth
numbers with given 5 digits (5, 6, 7, 8, 9) repetition of No. of objects n1 n2 N3 nw
digits being allowed any number of ways.
No of ways n1 n2 N3 nw
= 5 × 5 × 5 × 5 = 54 = 625
(D) Permutation of Certain Things Occur To-
gether : ‘n’ different objects of which ‘t’ number of Number of ways objects can be arranged in each
objects are to be always together ( t > 1) group = n1 × n2 × n3 …… ×
Block ‘A’ Block ‘B’ Number of ways each group can be arranged among
No. of objects remaining = n – t Objects always together = t themselves = n
Required number of ways = n × n1 × n2 ……nw
If objects in block ‘B’ is considered as 1.
Illustration 14. There are two books each of four
∴ Total number of objects in block = A + B volumes and two books each of three volumes to how
Hence, number of arrangements = (n – t + 1) many ways can these books be arranged in a shelf so that
Number of ways ‘t’ objects can be arranged in block the volumes of the some book remain together?
‘B’ itself = t Solution : Formula , Required arrangement
Using product rule :
= 4 × 4 × 3 × 3
Required number of arrangements = (n – t + 1) × t
= 24 × 24 × 6 × 6
Illustration 13. Find the total number of words
formed with 6 different alphabets, taking any four of = 36 × 24 × 24
them at a time. (G) All objects are not different : n objects of
Solution : We consider 4-different alphabets taking which all are not different but ‘s1 ’ are alike, ‘s2’ are alike,
as a single alphabet. ‘s3 ’ are alike and rest ‘k’ are all different
Now, Total alphabet = (6 – 4) + 1 = 2 + 1 = 3 ∴ Required number of permutations
∴ 4-different alphabets can be arrangements in 4 n!
=
ways. (s1 !) × (s2 !) × (s3 !)
(H) Arrangements in a row (linear permutation) :
Block ‘A’ Block ‘B’
Two different groups- one group consisting of ‘n’ distinct
3 ways 4 ways objects and other group have r number are arranged in a
row such that
Now, Total number of words from 6-different
alphabets taking any four of them at a time (a) All of ‘r’ are together :
= 3 × 4 Group I Group II
= 3 ×2×4×3×2×1 No of object = n No of objects together = r
= 6 × 24
= 144
If objects in Group II is considered as one, then total
(E) Certain things never together :
no of objects = n + 1
When r number of objects among ‘n’ different
objects never together Required number of arrangement
Required permutation = n – ( n – r +1) × r = n +1× r
1 2 3 4
COMBINATION
(A) Combination of ‘n’ distinct objects and taken
all at a time
R = red flower, G = green flower, B = blue flower Required number of combination = n C n = 1
The above arrangements of three flowers to form a (B) Combination without repetition : Here we
necklace is the some because on the necklace we get the have ‘n’ distinct objects and taken ‘r’ objects at a time but
arrangement and that is why we say the total number of no object is repeated.
1 Required number of combinations = n C r
arrangements of n beads for forming a necklace is
2
n (n – 1) ……t or terms
(n – 1) ! =
r
Here, clockwise or anticlockwise does not change the
Illustration 19. Find the number of ways 6 identical
character of the necklace. It remarks the same.
balls can be distributed among 10 identical boxes if not
Illustration 17. In how many ways a wedding more than one ball can go into a box.
garland can be formed out of 15 flowers of different
Solution : Here balls are identical and boxes are also
colors?
identical. So, it is the case of combination it also has been
Solution : Number of wedding garland formed from given that one ball can go into one box only i.e., there is
1
out of 15 flowers = (15 – 1) ! no repetition
2
Required number of ways = n C r
1
= × (14) !
2 Here, n = 10; r = 6
Illustration 18. Find the number of six-digit tele- 10 !
Required number of ways = 10C 6 = = 210
phone numbers in a city if at least one of their digit is 6!4!
repeated and (i) Zero (0) is allowed at the beginning of (C) Combination of with repetition : ‘n’ distinct
telephone number (ii) Zero (0) cannot initiate the number. objects and taking ‘r’ objects at a time when each objects
Solution : Here, all the ten digits 0,1,2,----------9 may be repeated.
have equal importance since ‘0’ can also start the Required number of combination = n+r–1C r
telephone number.
Illustration 20. A box has 12 balls find the how
Number of six- digit telephone number many ways 8 balls can be selected if any ball may be
= 106 (when digit may be repeated) repeated any number of times.
If repetition of digit is not allowed Solution : Using above formula-Required number of
= 10P 6 combination = n+r–1C r
Hence, required number of telephone numbers Here, n = 12, r = 8
= 10 – 10P 6 = 8,48,800 ∴ Required number of combination
(ii) Here , 0 (zero) cannot come at the start of the 19 !
telephone number. = C12+8–1
8 = C819 =
(8 !) (11 !)
Six- digit telephone no
19·18·17·16·15·14·13·12
9 digits except 0 = = 19.18.17.13
8·7·6·5·4·3·2·1
(D) Certain things always occur :
green 4 yellow and 2 blue and 2 white. Find the no. of 10 10·9·8·6
=
ways a player can select some or all of tennis balls. 2·5 !·5 ! 5·4·3·2·2
Solution : Total number of balls n = 14 = 126
Number of green balls, m = 6 (G) Distribution of given different objects in
No. of yellow balls, p = 4 several groups/packets :
No. of blue balls, q = 2 Number of different objects = n
No. of white balls, r = 2 Number of groups = p
∴ Required no. of ways selecting some or all of Distribution of different objects is made in ‘p’
tennis balls number of groups
[(m + 1) (p + 1) (q + 1) (r + 1)] – 1 Again each group can be arranged among themselves
= [(6 + 1) (4 + 1) (2 + 1) (2 + 1)] – 1 in p! ways
= 7.5.3.3 – 1
= 314 Group 1st 2nd 3rd -------------- pth
(E) Certain things never occur : ‘n’ distinct object
taken ‘r’ at a time (r ≤ n) when particular ‘p’ (1 ≤ p ≤ n)
number of objects never occur. ↓ ↓ ↓ ↓
Required number of combination = n–pC r n n n n
Illustration 22. A person has 10 friends and he p p p p
wants to invite 8 of them to a birthday party. How many Total number of ways for such distribution
times 2, particular friends will never attend the parties ?
n!
Solution : Here, total number of friends, n = 10 =
( ) ×p!
n p
Particular friends = p = 2 !
p
We have to select only 8 friends
Illustration 24. Find the number of ways 6- different
So, required number of combination 10–2C 8
sarees can be divided equally among 3 ladies.
= 8C8 = 1
Solution : Number of sarees = 6 ; Total ladies = 3;
(F) Equal Distribution of given different objects they are different.
among persons :
6!
Number of different objects = n So, required of ways = = 90
(2 !)3
Number of persons = r
Illustration 25. How many different numbers can be
Since, distribution is made equally. So, each person formed from the digits 1, 3, 5, 7, 9 (without repetition)
n
gets equal number of objects = when taken all at a time and what is their sum ?
r
Solution : 1, 3, 5, 7, 9 – five digits
Number of numbers = 5! = 120
Persons 1st 2nd 3rd ------------- rth Suppose 9 is the unit place, then the remaining 4 can
be arranged in 4!= 24 ways.
Hence, sum of due to the unit place all the 120
↓ ↓ ↓ ↓
number = 24(9+7+5+3+1) = 600 units.
n n n n
r r r r Again, suppose 9 is in the 2nd place i.e., ten’s place
Total number of ways for such distribution and it will be so in 24 numbers. Similarly, each digit will
n be in ten’s place 24 times. Hence, the sum of digits due to
= ten’s place of all the 120 numbers is
n r
r ( )
!
= 24 (9 + 7 + 5 + 3 + 1) ten = 6000
∴ 15C
3r =
15C
r+3 Or, n+1C
n–(r–1) +2 n+1C
n–(r–2) + n+1C
n–(r–3)
3r + r + 3 = 15 = p Cr
⇒ 4r = 15 – 3 = 12 Or, n+1C + n+1Cn–(r–2) + n+1Cn–(r–2) + n+1Cn–(r–3)
n–(r–1)
12
⇒ R = =3 = pC
r
4
Or, n+2C + n+2C = pC
Illustration 33. If n C8 find n C 17 and 22Cn . n– (r–2) n–(r–3) r
Rest digit = 4
Now we have to fill 3 place by the digits 4 (1,5,7,9).
Considering the extremes we have r – 1 places we
have to fill (r – 1) places from (n – 2) digits So, required number of numbers formed
∴ Required number of permutation = 4 P 3 = 4! = 4.3.2 = 24
= n–2P r–2 × (r – 1) × 2 ! Illustration 44. How many seven digit number can
Because the single entity /thing can be be formed with digit 1, 2, 3, 4, 5, 6, 7, 8, 9. Such that they
start with 2 and end with 6?
Added at (r – 1) places
Solution :
and the 2 specified things can be arranged in 2! = 2
ways by inter changing their places. 6 2
9. There are 9 points in a plane out of which 6 are 21. How many different words beginning with Y and
collinear. The number of straight lines then can be ending with I can be formed with the letters of the
drawn by joining these points will be— word “INDUSTRY”?
(A) 22 (B) 24 7!
(A) 8 ! (B)
(C) 36 (D) 38 2!
(C) 6 ! (D) 2 × 5 !
10. In the above problem the number of triangles that
can be drawn will be— 22. The number of different permutations of the letters of
(A) 35 (B) 40 the word ‘MISSISIPPI’—
(C) 46 (D) 64 10 ! 10 !
(A) (B)
5!4! 4!3!
11. How many numbers greater than 6000000 can be
formed with 1, 1, 6, 6, 9, 9, 0 ? (repetitions not 10 ! 10 !
(C) (D)
allowed) 5!3! 4!3!2!
(A) 360 (B) 720 23. How many of them are greater than 3400 ?
(C) 180 (D) 240 (A) 840 (B) 560
12. Out of 6 consonants and 3 vowels, all distinct, how (C) 480 (D) 120
many words can be formed each having 3 consonants
and 1 vowel ? 24. How many of them are exactly divisible by 25 ?
(A) 2400 (B) 4800 (A) 20 (B) 35
(C) 3600 (D) 7200 (C) 40 (D) 50
13. How many numbers greater than one million can be 25. How many of them are exactly divisible by 4 ?
formed with 3, 4, 5, 0, 2, 3 ? (repetitions not allowed) (A) 150 (B) 160
(A) 575 (B) 300 (C) 120 (D) 200
(C) 625 (D) 675
26. From 7 men and 3 ladies, a committee of 4 is to be
14. How many numbers lying between 10 and 1000 can formed. The number of ways in which this can be
be formed with 2, 3, 4, 0, 8, 9 ? (repetitions not done such that at least one lady is included, is—
allowed)
(A) 70 (B) 72
(A) 360 (B) 120
(C) 75 (D) 92
(C) 125 (D) 142
27. The total number of seats at a particular management
15. Each consisting of 4 official and 5 non-official college is X, out of which Y seats are reserved for
members—
SC/ST candidates. If a total of 100 candidates
(A) 1260 (B) 1800 including 17 SC/ST candidates take the MBA
(C) 3360 (D) 1600 entrance test, then how many ways are there in which
16. Each containing at least two non-official members— the section can be done ? (Assume Y < 17)
(A) 368 (B) 456 (A) 17C Y × 11C(X–Y) (B) 17C Y × (100–Y)C(X–Y)
(C) 1029 (D) 1120 (C) C (X–Y) × CX
17 17 (D) (100–17) C X × 17C(X–Y)
=
660 Fundamental Principal of Counting
2652
1. (a) Addition Rule : If a work is done when
Illustration 13. For a post three selected is twice exactly one of a number of works A1, A2 , A3 --------- An
that of B and the probability of B being selected is thrice is done, then number of ways of doing the work.
that of C, what are the individual probabilities of A, B A = Sum of the number of ways of doing all the
and C being selected? works A1 , A2, ----------- An
Solution : Let E1 , E2 , E3 be the events of selection of (b) Multiplication Rule : If a work A is done when
A, B and C respectively. all of a number of works A1 , A2, A3, --------- An are done,
Let P (E2) = X then number of ways of doing the work.
Then, According to question – A = Product of the number of ways of doing all the
works A1 , A2, A3 ---------- An
P (E2) = 3 P (E3 ) = 3 X
2. (a) Number of permutations of n different things
P (E1) = 2 P (E2 ) = 6 X taken r at a time is given by
Here there are three candidates A, B and C one must nP = n!
r
be selected and exactly one will be selected. (n – r) !
(b) Number of ways of arranging of n different
∴ P (E1 ∪ E2 ∪ E3 ) = 1
things = n !
and E1 , E2 , E3 are mutually exclusive. (c) Number of ways of arranging n things out of
Now, 1 = P (E1 ∪ E2 ∪ E3 ) which P are like and are of one type, Q are like and are of
= P (E1) + P (E2) + P (E3) second type and rest are all different.
n!
1 = 6 X + 3 X + X = 10 X =
P!Q!
1 (d) Number of ways of arranging n different things
X =
10 along a circle when clockwise and anticlockwise
1 arrangements are different i.e. when observations can be
∴ P(E3 ) = X =
10 made from one side only. = (n – 1) !
r=0
P (A) → 14 12 14 Here xi = r and Pi rP q
r (n – r)
= nC
= Σn × (n – 1) C (r – 1) × P × q
r (n – r)
r=1
and (P + q)(n – 1) – n2 P2
q = 1 – P = probability of non-occurrence of event = n (n – 1) ( P + P2 q)(n – 2) + n P – n2 P2
E in one trial = n (n – 1) P2 + n P – n2 P2
7 7
= 7 = A 3 = the event that the ball drawn is from the third
2 128
urn.
Illustration 19. A lot of 100 bulbs from a manu-
facturing process is known to contain 10 defective and 90 Baye’s theorem :
non-defective bulbs. If 8 bulbs are selected at random,
what is the probability that ( )
P
A1
A
(i) There will be 3 defective and 5 non-defective
bulbs.
=
( )
P (A 1 ) × P
A
A1
(ii) There will be at least one defective bulb.
Solution : Since, out of 100 bulbs, 10 bulbs are
( )
P (A 1 ) × P
A
A1
+ P (A2) × P( ) A
A2
+ P (A3) × P( ) A
A3
defective, therefore probability of drawing a defective
bulb when one bulb is selected is given by Now, P(AA ) = 175
1
P( ) =
10 1 A 2 7
P = = Similarly,
100 10 A 17
9
P( ) =
∴ q=1–P = A 3 17
10 A 17
= probability that a bulb selected is We assume that the probabilities of choosing first,
non defective. second and third urn are equal.
Since, 8 bulbs are selected, therefore number of trails 1
P (A 1 ) = P (A 2 ) = P (A 3 ) =
n = 8 3
∴ P (A ∩ B) = P (A) × P (B)
Example : Drawing a red and a black ball from a
bag containing 5 red and 6 black balls when two balls are Case–II : If A, B, C are any three independent events
drawn from the bag is a compound event. P (A ∩B ∩ C) = P (A) × P (B) × P (C)
Solution : () ()
+ nC3 ×
1
2
×
1
2
+ ……
n
Let E = the event of occurrence of head in one throw
of a coin = () 1
2
× (n C 1 + n C 3 + n C 5 + ……)
n
E1 = the event of occurrence of tail in one throw of
a coin
= () 1
2
× 2n – 1 {·.· C1 + C3 + … = 2n – 1}
1 1 1
∴ P (E) = and P (E1 ) = 1 – P (E) = =
2 2 2
( )
P(Ak) × P A
A
( )
P
A1
=
A1
( )A
P Ak =
( ) A
( ) A
k
P ( )Ak
=
P(Ak) ( )
P
A1
A
=
1
6 4
3
× + ×
5 1
=
3
8
A P(A1 ) + P(A2 ) + …… + P(An ) 6 4 6 4
Proof : Since A1 , A2, …… An for a partition of A Illustration 30.
therefore 3 2
If P (A) = , P (B) = then
(i) A1, A2, ……An are non-empty. 5 3
(ii) They are pair wise disjoint i.e. no two of A1, 2
(a) P (A ∪ B) ≥
A2, ……An have any common element. 3
4 3
(iii) A = A1 ∪ A2 ∪ A3 …… ∪ An (b) ≤ P (A ∩ B) ≤
15 5
From (i), (ii) and (iii) it is clear that Solution :
(A ∩ A1), (A ∩ A2), …… (A ∩ An) are non-empty Since, P (A ∪ B) ≥ P (B)
pair wise disjoint (they are mutually exclusive) 2
∴ P (A ∪ B) ≥ …… (1)
and By using additional theorem : 3
P (A) = P (A ∩ A1 ) + P (A ∩ A2) + … + P (A ∩ An ) Or, P (A ∩ B) ≤ P (A)
P (A k ∩ A)
Now, P ( ) Ak
A
=
P (A)
⇒ P (A ∩ B) ≤
3
5
…… (2)
P (A k ∩ A) P (A ∩ B) = P (A) + P (B) – P (A ∪ B)
= ≥ P (A) + P (B) – 1
P (A ∩ A1 ) + P(A ∩ A2 ) + ……+ P (A ∩ An )
3 2 4
=
( )
P(Ak) × P
A
Ak
≥ + –1=
5 3 15
…(3)
Now, from equation (2) and equation (3), we get
( )
P(A1 ) × P
A
A1 ( )
+ P(A2 ) × P
A
A2
+ …… 4
≤ P (A ∩ B) ≤
3
Since, A1, A2, ……and An are subsets of A. 15 5
Illustration 31.
∴ P () A
Ai
= 1 for i = 1, 2, 3, …… n In a test, an examinee either guesses or copies or
known the answer to a multiple choice question with four
∴P ( ) Ak
A
=
P(Ak)
P(A1 ) + P(A2 ) + ……+ P(An) choice the probability that he makes a guess is · The
1
3
=
()
P(A1) × P
A
A1
243 243 243 × 3
240 + 48 + 64 352
= =
P(A1) × P ()
A
A1 ()
+ P(A2) × P
A
A2
+ P(A3) × P ()
A
A3
243 × 3
Exercise – A
729
According to question :
1 1 1. A bag contains 6 black balls and an unknown
P (A 2 ) = P (A 3 ) =
3 6 number (not greater than six) of white balls. Three
∴ P (A 1 ) = 1 – P (A 2 ) – P (A3 ) balls are drawn successively and not replaced and all
1 1 1 are found to be white. The chance that a black ball
= 1– – =
3 6 2 will be drawn next is—
Also, P (AA ) = probability that the examinee gives
1
(A)
677
909
(B)
609
677
the correct answer. 480 280
(C) (D)
Since, probability of occurrence of a sure event = 1 909 909
∴P ( )A
A2
= probability that the examinee gives the 2. It is known that at noon at a certain place the sun is
hidden by clouds on an average two days out of
1 every three. The chance that the sun will be shining
correct answer. When he makes a gives =
4 at noon on at least four out of five specified future
P ( )
A
A3
=
1
8
days is—
21 19
1 (A) (B)
×1 4096 4096
P ( )
A1
A
=
1
2
1 1 1 1
×1+ × + ×
(C)
20
4096
(D)
17
4096
2 3 4 6 8
3. Supposing that it is 4 to 7 against a person A who is
24
= now 30 years of age, living till he is 80, and 5 to 6
29 against a person B now 25 living till he is 75. The
Illustration 32. chance that at least one of these persons will be alive
X and Y play a series of 6 games in badminton. X1 s 30 years hence is—
2 57 91
chance of winning a single game against Y is · Find the (A) (B)
3 121 121
chance that X wins 101
(C) (D) None of these
(i) exactly 4 games 121
(ii) at least 4 games 4. Three dice are thrown together. The probability that
the sum of all faces showing up will be more than 16
Solution :
is—
Here each game is trial and X1 s winning the game is 1 1
a success. All games are independent. So, using the (A) (B)
54 27
Binomial Distribution. 1 3
P (r) = n C r × Pr × (1 – P)n – r (C) (D)
108 154
23. 10 persons draw lots for the occupancy of the six 29. A closed box contains two balls whose colours are
seats in a first class railway compartment the chance not known. [Each an be either white or black.] A
that two specified persons obtain opposite seats is— white ball has been put [which is indistinguishable
9 7 from the other size] into the box. What is the
(A) (B) probability of drawing a white ball ?
10 10
1 3 1
(C) (D) (A) (B) 1
10 10 3
2 1
24. Karunesh Verma and Kaloesh Sharma appear for an (C) (D)
3 6
interview for two vacancies in an organisation for
the same post. The probabilities of their selection are 30. Three dice are thrown. What is the probability that
3 2 the numbers shown on the dice are not same?
and respectively. What is the probability that none
5 3 103 105
of them will be selected ? (A) (B)
108 108
3 1 21 7
(A) (B) (C) (D)
15 15 54 36
2 4
(C) (D) Exercise – B
15 15
25. The odds against a certain events are 3 : 5 and odds 1. A bag contains 6 black balls and an unknown number
in favour of another independent events are 4 : 7. (not greater than six) of white balls. Three balls are
The probability that none of the events will occur is— drawn successively and not replaced and all are
3 5 found to be white. The chance that a black ball will
(A) (B) be drawn next is—
22 22
7 9 (A) 677/909 (B) 609/677
(C) (D)
22 22 (C) 480/909 (D) 280/909
26. Rahul and Shahil throw a die alternately till one of 2. It is known that at noon at a certain place the sun is
them gets ‘6’ and wins the game. What are their res- hidden by clouds on an average two days out of
pectively probabilities of winning ? every three. The chance that the sun will be shining
(A) ( )
6 5
‚
11 11
(B) ( )
7 4
‚
11 11
at noon on at least four out of five specified future
days is—
(C) ( )
3 2
‚
5 7
(D) ( )
7 2
‚
11 7
(A) 1/81
(C) 11/243
(B) 16/243
(D) 7/20
=
1
22 ( )=
10 5
= ·
6 6 6
failed once before X can have a second throw; in his
4
1
10 ( ) 22 11 third throw his chance = () 5
6
1
× because each
6
1
3 2 1 3 1 4
1 + ( ) + ( ) + …
, i.e., , , respectively. A can lose in two 5 5
6
= 2
10 10 2 10 5
ways; either by the winning of B or C.
6 6
As A's chance of winning is 1/2; therefore A's chance 1 1 36 6
= × 2= =
of losing is 1/2. After the accident his chance of
winning is 1/3, and hence his chance of losing
6
1– () 5
6
6 (36 – 25) 11
( ) ( )
= 1–
3
5
× 1–
2
3
Now, these 14 combinations can again be arranged in
4 ! × 4 ! Ways.
2 1 2 So, total favourable combinations
= × = ·
5 3 15
= 14 × 4 ! × 4 !
25. (B) Let A & B be the event.
And total possible combinations = 8 !
5
⇒ P(A) = , 14 × 4 ! × 4 ! 1
8 Required Probability = = ·
8! 5
4
⇒ P(B) = · 28. (B) Case I : Let the first ball removed be black
11
∴ Required probability ⇒ Black balls left = 11 and white balls left
5 4 5 = 13
× =
8 11 22 Probability of getting a black ball in the first and
26. (A) Probability of coming six second draw
1 12 1 1
= = P(S) = × =
6 25 24 50
() 1
× because each
= 1–
2
7
× 1–
6
( ) ( )
11
6 6
5 5 25
player must have failed twice; and so on . Thus, = × = ·
7 11 77
A's chance is the sum of the infinite series
1
1
2 4
26. (A) Since, Probability of coming head = = prob-
6
1+ () ()
5
6
+
5
6
+ … ·
ability of coming tail
2
1. Co-ordinate axes : Two perpendicular lines XOX′ 5. Distance formula : The distance between two
and YOY′ are intersecting at the point O. XOX′ and YOY′ points P (x1 , y1) and Q (x2, y2) is given by
are called co-ordinate axes. The point O is called origin. PQ =
√ (x2 – x1)2 + (y2 – y1)2.
XOX′ is called x-axis and YOY′ is called y axis.
Note : Distance of a point P (x, y) from the origin
(0, 0) = √
x2 + y2 .
(B) (2, 3), (0, 1), (4, 5) 2. The points (3, 0), (– 3, 0), (0, – 3 √
3) are vertices of
(C) (2, 3), (– 2, 4), (5, 9) a/an :
(D) (2, -3) (– 2, – 5) (4, 7) (A) equilateral triangle (B) isosceles triangle
(C) right triangle (D) scalene triangle
23. If the points (2, 0), (0, 5) and (a, b) are collinear, then :
5 9 7 15 3. The co-ordinates of a point which divides the join of
(A) a = , b = (B) a = , b = (5, – 5) and (2, – 3) in the ratio 4 : 3, externally, are :
2 5 3 2
15 (A) (3, 4) (B) (– 7, 3)
(C) for b = (D) none of the above
2 (C) (– 7, 9) (D) (8, 3)
24. Area of a triangle whose vertices are (a sin θ, – b 4. The centroid of the triangle whose vertices are
cos θ), (– a sin θ, b cos θ), (a sin θ, – b cos θ) is : (3, 10), (7, 7), (– 2, 1), is :
(A) 4ab sin θ cos θ (B) ab sin 2θ cos θ (A) (8/3, 6) (B) (6, 8/3)
(C) 3ab sin θ cos θ (D) 4ab sin 2θ (C) (– 4, – 7/3) (D) None of these
Solutions – A =
5
2( )
‚4
+ 9 – 6y
⇒ – 22y + 34 = – 10y + 10
⇒ 34 – 10 = 12y
⇒ y = 2.
So, abscise = 4
So, point is (4, 2).
If we subtract the first equation of (6) from the We have to find x = s/v2 , whence s = xv2 . Substituting
second, we obtain this expression for s in the preceding equation and
inequalities and denoting v1/v2 α we get the system
2x – y = 36 …(7)
x ≤ 3(α + 1)
From this it is clear that x > y/2, because otherwise
we would have 32 = 2x – y < 0. But the inequality x > y/2 x ≥ 5α
does not yet answer the question given in the problem. x = 6(α 2 – 1)
This is because we have not yet made full use of equation It was precisely this system that stumped many
(7). Namely, we merely noticed that the difference 2x – y aspirants.
is positive. Now let us try to make use of the fact that it is Actually it is not so complicated. It is necessary to
equal to 32 and also take into account that x + y + z = 28 eliminate either x or α and go over to a system of two
and that all the unknowns, x, y, z must, realistically, be inequalities in one unknown. Since it appears easier at
positive numbers. first glance to eliminate x, let us do so. Putting x = 6(α2 –
Rewrite (7) as x + (x – y) = 32. Since the total outlay 1) into the first two inequalities, we obtain the system of
is 28 dinar, then certainly x < 28 and from the latter inequalities
equations x – y > 0 which states that the bookbag is more 2α2 – α – 3 ≤ 0
expensive than the fountain pen. 6α2 – 5α – 6 ≥ 0
Nearly all the foregoing problems implicitly involve The solutions of the first inequality are – 1≤ α ≤ 3/2,
inequalities. In problem 5 for instance there were even the solutions of the second are α ≥ 3/2, and α ≤ – 2/3.
two : u >v and u > 20. The inequalities that appear in such Hence, the solution of the system is α =3/2, and also all α
problems do not ordinarily upset the aspirant; what does lying in the interval – 1 ≤ α ≤ – 2/3. Since we are only
cause a lot of trouble is when the condition of the interested in positive values of α, the condition of the
problem have to be written out explicitly as inequalities. problem is satisfied by the sole value α, the condition of
Many aspirants get as far as writing down the system of the problem is satisfied by the sole value α = 3/2. From
equations and inequalities, but no farther. Apparently this it is easy to find x = 15/2 and we get the answer : the
they are not ready psychologically to solve systems of first passenger train arrives at A at 16:30.
this kind to illustrate, take the following problem. This problem allows for a solution in which all the
Illustration 8. conditions of the problem are written down in the form of
A first train leaves A for C at 9 A.M. At same time equations. This is achieved by introducing supplementary
two passenger trains leave B (located between A and C), unknowns and obtaining a system of equations in which
the first with destination A, the second with destination the number of unknowns is greater than the number of
C. The two passenger trains have the same speed. The equations. However, it is more difficult to solve that type
fast train meets the first passenger train not later then 3 of system of equations than it is to solve a system of
hours after departure, then passes B not earlier than 14:00 inequalities.
of the same day and, finally, arrives in C together with Let us solve the problem the second way, retaining
the second passenger train exactly 12 hours after meeting all the earlier notation. Let the fast train meet the first
the first passenger train. Find the time of arrival at A of passenger train after an elapse of (3 – t1 ) hours (t1 ≥ 0), let
the first passenger train. it pass B in (5 + t2) hours (t2 ≥ 0) and let it catch up with
Let the speed of the fast train be v1 km/hr, that of the the second passenger train in [(3 – t1 ) + 12] hours. Then
passenger train, v 2 km/hr, and let the distance AB be s we can easily set up the equations
√
–
a ±√
2a – 1 a+ √
2a – 1 the domain of the variable.
– =1
2 2 Illustration 19.
the outward aspect alone of which is quite saddening. Solve the equation
Thus, without a conscious mastering of the approach
given here to the solution of equations, such problems log10
√
1 + x + 3 log10 √
1 – x = log10
√
1 – x2 + 2. we
can cause great difficulties. transform log10 √
1 – x2
One of the most common sources of extraneous roots log10 √
1 – x2 = log10 √
1+x
√
1 – x = log10
√ 1 – x+
is the use of various logarithmic formulas, in particular,
the formula for taking logarithms of a product. Indeed, log10
√
1+x
does indeed satisfy the system (3) and thus for a = 0 the Has only one solution (a,b,x,y,z are real numbers)
original system already has one solution. Now let us find
Let (a , b ) be a suitable pair of values of the
out whether (3) have any other solutions. parameters and (x0, y 0 , z 0 ) the corresponding unique
This system is not solvable by ordinary procedures. solution. It is readily seen that the system remain
We will have to reason in a special way. From the second unchanged if, simultaneously, we replace x by – x and y
equation of the system it follows that |x| ≤ 1, |y| ≤ 1, by – y. This implies that the triple (– x0. – y 0 , z0 ) is also a
whence x 2 ≤ |x| and y ≤ 1. Beside 2|x| ≥ 1, since |x| ≥ 0. solution of the system and, as in the preceding problem,
From all these inequalties we get, we conclude that x 0 = y 0 = 0. Substituting the triple (0, 0,
2|x| + |x| ≥ 1 + x2 ≥ y + x2 z0 ) into the system, we get z0 = a, z0 = b, z0 2 = 4, whence
And, hence, the first equation is satisfied only when z0 = ± 2 and a = b = ± 2.
equality occurs in both weak inequalities; that is, when Thus, if the pair (a, b) is suitable then either a = b =
2|x| = 1, |x| = x2, y = 1 2 or a = b = – 2
even if (6) and (7) are not. these equations are equivalent.
There lies the second mistake. At first glance it Let a = 1, then the equations can be rewritten as
would appear quit obvious that our problem was reduced sinx (2 sin6 x - 1) = 0 and sin2x (2 sin4x – 1) = 0
to the following : for which values of a does not equation 6
Since the first equation has the solution sin x = √
1/2,
(7) have only the root 0 and 1/2. But actually, if we recall
which does not satisfy the second equation, these
that y = sin x, we can indicate yet another possibility for
equations are not equivalent,
the value of a to be suitable: if (7) has the roots 0, 1/2,
and its third root y3 is greater than unity in absolute value, Let a = – 1. We then have the equations
then (4) and (5) are equivalent because the corresponding sin x(2 sin6x – 2 sin 2 x – 1) = 0
value sin x = y3 will not given equation (4) any additional and sin 2 x (2sin4 x – 3) = 0
solutions. Naturally, the equation (4) and (5) are equi- Since 2 sin x – 3 < 0 and 2sin6 x – 2 sin2 x – 1 = 2
4
valent when the third root of (7) is equal to 0 or to 1/2. sin x(sin4 x – 1) – 1 < 0, it is clear that the equations are
2
Our problem is now clear: we have to find values of equivalent. Thus, the condition of the problem is satisfied
a such that (7) has the roots 0, 1/2 and its third root is only by a = 0 and a = – 1. In this problem too, many
either 0 or 1/2 or exceeds 1 in absolute value. aspirants replaced sin2x and y and could not figure out
what to do with the value a = – 1, since in the inequalities
It is evident at once that 0 is a root of equation (7) so
that have to be proved in this case, essential use is made
that we will henceforth consider the equation
of the fact that 0 ≤ y ≤ 1.
4y2 + (4 – 2|a|)y + a – 3 = 0 …(8) 7. Find all number pairs a, b for which every number
One of the roots of this equation must be 1/2. pair x, y (x ≠ π/2 + kπ, y ≠ π/2; k, n = 0, ± 1, ± 2,………)
Substituting y = 1/2 into it, we find that 1/2 is a root when that satisfies the equation x + y = a also satisfies the
a = |a|, or a ≥ 0. By Viete’s theorem, the second root is equation,
equal to (a – 3)/2 and according to what has just been tan x + tan y + tan x tan y = b …(11)
said, the value of a will be suitable in the following three Let a and b be a suitable pair of values of the
cases : parameters. We take a number pair x = 0, y = a which
(1)
a–3
2
= 0, (2)
a–3 1
2
= ,
2 | |
(3)
a–3
2
>1 clearly satisfies the equation x + y = a. If a ≠ π/2 + nπ,
then this pair satisfies the restrictions imposed on x and y
(also bear in mind that a ≥ 0). in the statement of the problem and, for this reason, by
virtue of (11), the equation tan a = b must be valid. Let us
We than have the answer :
now take the number pair x = π/4, y = a – π/4, must also
a = 3, a = 4, 0 ≤ a < 1, a > 5 satisfies the equation x + y = a. If a ≠ 3π/4 + kπ, then this
Illustration 32. pair likewise satisfies the restrictions on x and y and
Find all the numbers a such that for every root of the therefore (since a and b are assumed to be suitable) the
equation following equation must hold :
π
2 sin7 x – (1 – a) sin3x + (2a3 – 2a – 1) sin x = 0 …(9)
is a root of the equation
( )
1 + 2 tan a –
4
= b …(12)
1 Structure of Sentence
5. Interrogative (Question) Sentences—Such sen-
A. Sentences – Types and Interchange tences inquire about something. They ask, what ? Where
1. The art of arranging words, phrases and clauses in ? When ? Why ? Who ? Whose ? How ? Etc.
correct order so that they make complete sense is called a As,
sentence. The arrangement of such words, phrases and
Where are you working ?
clauses in a systematic and proper manner is called the
structure of sentence. What are you doing ?
Do you know me ?
2. Every sentence consists of two parts—
When are you returning ?
(a) Subject
Why do you sleep so much ?
(b) Predicate
Who are you ?
The word or words about which we say something, is
Whose book is this ?
called the subject.
How are you ?
What is said about the subject is called the Predicate
How far is Jaipur ?
of the sentence.
6. Imperative Sentences—A sentence that exp-
For Example—
resses a command, request or wish is called an imperative
Raj killed a tiger. sentence. They are also called optative sentences when
↓ ↓ they express a wish, prayer or curse.
Subject Predicate As,
Raj is the person the sentence is saying something Close the door please. (Request)
about; therefore, ‘Raj’ is the subject. What is said about Don’t walk on the grass. (Probation)
the subject (Raj) ‘killed a tiger’. This then is called the Stand to attention. (Command / Order)
Predicate of the sentence. May you live long? (Wish / Optative)
3. There are Four types of sentences— Wish you a happy birthday. (Wish)
(a) Assertive Note—In sentences 1, 2, 3 the subject is understood.
(b) Interrogative Close the door please = You close the door.
(c) Imperative/ Optative 7. Exclamatory Sentences—Sentences which
(d) Exclamatory express strong emotion or feeling or reaction in con-
nection with a statement are called exclamatory sen-
4. Assertive/Statement (Affirmative or Negative) tences.
Declarative Sentences—
As,
When a statement that gives sense information or
What a goal ! (Surprise)
description whether in the negative or positive it is called
an Assertive Sentence. Bravo ! What spirit. (Joy)
As, How strong he is ! (Surprise)
He is a very handsome man. (Positive) How cute ! (Joy)
Harry can never be depended upon. (Negative) Alas ! We are ruined. (Sorrow)
Honesty is the best policy. (Positive) What a pity! (Regret)
She is not working properly. (Negative) How dare he! (Anger)
A positive sentence does not contain negative words Tut! Tut! (Disapproval)
such as, ‘not’, ‘never’, ‘hardly’, ‘seldom’, ‘rarely’ etc. Such sentences or words are followed by
Whereas, a negative sentence utilizes such words. exclamation marks (!).
Note— Remember,
*1 In case of the affirmative the second form of the verb The Present Indefinite in affirmative statements or
is utilized. answers add s, es or ies to the first form of the verb
*2 The Perfect Continuous Future utilizes only ‘for’ according to the nature of the word.
(period of time) and not ‘since’ as it is in the future As,
and hence since (point of time) is not applicable.
He runs. (V1 + s)
*3 The Future Perfect tense indicates an action that will
have finished before another starts and is followed by She goes to school. (V1 + es)
the Present Indefinite with affirmative statements add Tom replies to all my letters. (V 1 + ies)
s, es or ies to the first form of the verb.
Case A—Articles are used before noun like – a Illustrations—While going to church, I saw a thief
book, the day, an apple; but if noun is use with adjective being beaten by the police.
then article should placed before adjective. Like—a Rule 2(f)—Before a proper noun when it is used as
good library. common noun.
Case B—Always use article after many/such/what Illustrations—He thinks. He is a Hercules. He is a
not before these specific words. Like—many a man; Milkha Singh.
such an event; what a song. Rule 2(g)—Before a uncountable noun when it is
Case C—If as/how is used before adjective then used as a countable
articles should be used after adjective. Like—How good Illustrations—I have a good news for you. I have a
a book; How nice a girl you are; As good a show as that. milk bar.
STANZA–2
Sentence–1 For Orient Craft, it has been a n eventful journey, for just 10 years back it was Rule 1(a)
manufacturing apparel for international clients with little value addition chain.
Sentence–2 But the company has climbed up the value chain. Rule 3(a); Rule 3(i)-x
Sentence–3 Says Sudhir Dhingra, Chairman and Managing Director, Orient Craft: “Out of the 65% Rule 3(a); Rule 2(d)
women’s wear produced by us, almost 40% have our own design input and we produced
2,000 design samples a day.
Sentence–4 This differentiates from competition and certain clients get back to us for particular NA
designs.”
STANZA–3
Sentence–1 The design element in the apparels and accessories industry – appel alone is a Rs.30,000 Rule 3(a); Rule 3(i)-
crore market – has risen by almost 80%. x; Rule 2(b)
Sentence–2 Graduating from assembly line operations for Western labels, Indian design firms are NA
now creating their own lines based on strong in – house R & D capabilities.
Sentence–3 Says Devangshu Dutta , Chief Executive, Third Eyesight, a Delhi based fashion Rule 2(b)
consulting firm.
Sentence–4 “The days of cut, copy, paste are coming to an end as every exporter looks for a distinct Rule 3(i)-x; Rule
image. 1(a); Rule 2(e)
Sentence–5 This is possible only if you innovate in design.” NA
Sentence–1 While big export houses like Orient Craft are enhancing their business by emphasizing Rule 1(a)
on design, international firms are looking at India as an outsourcing hub.
Sentence–2 This is spawning many start - ups, such as Bangalore – based Munch Design and Delhi NA
– based Bricolage, which are developing lines of apparel and accessories for global
brands like Nike, Reebok, esprit, Adidas, Zara, Guess, Macy’s and Gucci.
Sentence–3 Says Narinder Mahajan, Founder, Bricolage: “Clients depend on us for forecasts and NA
trends.
Sentence–4 Right from deciding on the theme – based collection names to the final sampling, every Rule 3(i)-x; Rule 3(i)-x
thing is done by us.”
Sentence–5 Bricolage is now developing a casual clothing division for Reebok and a range of shirts Rule 2(b); Rule 2(b)
and Tees for Benton.
STANZA–5
Sentence–1 Design in apparel as a key differentiates comes at a premium. Rule 2(b); Rule 2(b)
Sentence–2 According to industry sources, a prototype consignment of 10,000 shirts to the US Rule 2(b); Rule 3(i) –iv
would cost $ 10 per shirt.
Sentence–3 But with elements of design like embroidery, embellishments and cuts, the same shirt Rule 3(a)
would cost $20 or more.
Sentence–4 Says Vijay Agarwal, President of Apparel Export Promotion Council – India’s strength Rule 2(b)
is design; where is a mass producer.
Sentence–5 We need to balance the two – numbers and design innovation – for enhancing exports.” Rule 3(a)
STANZA–6
Sentence–1 However, not just exports, the design elements are slowly creeping into the lives of Rule 3(a); Rule 3(a)
domestic consumers too.
Sentence–2 No more the plain shirts for the Indian male. Rule 3(a); Rule 3(a)
Sentence–3 The choice has widened to embroidered, pleated, crushed, crystal – laden and metallic Rule 3(a)
shirts.
Sentence–4 For women though, there’s practically no end to the need for choice. Rule 3(a)
STANZA–7
Sentence–1 Homegrown companies like Pantaloon and Madura garments are busy satiating the Rule 3(a)
design needs of Indian consumers.
Sentence–2 Says Hemchandra Jaweri, Senior Executive President, Madura Garments lifestyle Rule 3(a)
Brands and retail: “The importance of design will be further heightened in future as
Indian consumers get more in sync with global trends.
Sentence–3 Indian companies will have to compete in design, branding and retail. NA
Sentence–4 I see this as the key differentiate of the future.” Rule 3(a)
Sentence–5 Madura Garments owns brands like Allen Solly, Allen Solly Womens, Peter England, NA
Van Heusen, SF Jeans, Louis Philippe, Byford, Elements and San Frisco.
Sentence–6 “We try to balance fashion, Innovations and Commercial logic,” he adds. NA
STANZA–8
Sentence–1 Pantaloon Retail too offers a variety of apparel and accessories targeted at men, women Rule 2(e)
and kids. Says 43 year old Kishor Biyani, MD of pantaloon.
STANZA–2
Sentence–1 Announcing the first quarter results of Arcelor Mittal, Mittal in a conference call with Rule-3(i)- x Rule -2
the media said that discussions and negotiations were in progress with the two state
(e) Rule -3(b) Rule- 3
governments in India.
(i)- iv
Sentence–2 Responding to a query from BT on the states of these too much talked about projects, Rule- 2(e) Rule- 3(i)-
Mittal said: “The negotiations are with respect to the allotment of land and also for the
x Rule 3(a) Rule-3(a)
allotment of iron ore.
Rule-3(a)
Sentence–3 Once these issues are resolved, we will start work on the construction site”. Rule- 3(a)
Sentence–4 He added that there was work in progress on a detailed project reports. Rule- 2(e)
Sentence–5 “We expect that this to be ready in 18 months.”
STANZA–3
Sentence–1 Mittal, of course, knows he isn’t the only one in expansion mode. Rule- 3(i)-iv
Sentence–2 Large players like Tata Steel, Essar Steel, Jindal Steel & Power and SAIL have already
announced expansion plans.
Sentence–3 “We expect the total capacity in the steel sector to be at around 90 – 100 million tonnes Rule- 3(b) Rule- 3(b)
by 2015(from the current 40 million tonnes),” says Mittal.
Rule- 3(i)-iv
STANZA–4
Sentence–1 Meanwhile, Mittal also gave an update on the Arcelor – Mittal merger and said the Rule-3(a) Rule-3(a)
objective was to complete it as soon as possible during the course of 2007.
Rule-3(i)-x
Sentence–2 “The integration process has been in line with our plans and there have been savings Rule- 3(i)-x Rule-3(i)-
from synergies to the extent of $ 573 million (Rs.2, 349.3 crore) during the first quarter
x Rule-3(i)-x
of 2007.
Sentence–3 This is against our expectation of $ 500 million (Rs.2, 050 crore),” he told the media. Rule- 3(i)-iv
Sentence–4 Mittal isn’t called a steel magnate for nothing. Rule- 2(b)
●●●
(Conjunction) she missed the bus. (Subordinate clause) (Conjunction) everyone fools them. (Subordinate
clause)
(b) Sam is heard broken (Principal Clause) since
8. Comparison—Conjunctions like, ‘as much as’,
(Conjunction) his wife has died. (Subordinate clause) ‘as…..as’, ‘than’, etc. express comparison.
(c) They retired early (Principal Clause) as (a) Ray is taller (Principal Clause) than
(Conjunction) they were tired. (Subordinate clause) (Conjunction) his brother (is). (Subordinate clause)
5. Condition—Conjunctions like, ‘if’, ‘as if’, (b) Our college is as good (Principal Clause) as
‘unless’, ‘provided’ etc. express condition.
(Conjunction) your college (is). (Subordinate clause)
As,
(c) I like pepsi as much (Principal Clause) as
(a) I will work for you (Principal Clause) if
(Conjunction) I like tea. (Subordinate clause)
(Conjunction) you pay me well. (Subordinate clause)
9. Concession or Contrast—Conjunctions like,
(b) She walked (Principal Clause) as if ‘though’ / ‘although’, ‘however’, ‘even if’, ‘notwith-
(Conjunction) she were a queen. (Subordinate clause) standing that’, ‘even though’, etc. express contrast or
concession.
(c) He will marry me (Principal Clause) whether
Consider the following sentences—
(Conjunction) his parents agree or not. (Subordinate
(d) He is a miser (Principal Clause) even though
clause)
(Conjunction) he is very wealthy. (Subordinate clause)
(d) Harry won’t get selected (Principal Clause)
(e) You won’t get selected (Principal Clause)
unless (Conjunction) he improves his acting. (Subor-
dinate clause) however (Conjunction) good you may be. (Subor-
dinate clause)
(e) I will help you (Principal Clause) provided
(f) He will give his consent (Principal Clause)
(Conjunction) you are sincere. (Subordinate clause)
even if Cconjunction) it hurt him. (Subordinate
6. Purpose—Conjunctions like, ‘that’, ‘so that’, in
order that ‘lest’ etc. indicate purpose. clause)
As, (g) She is not mean (Principal Clause)
(a) I breathe (Principal Clause) that (Conjunc- though / although (Conjunction) she is very poor.
tion) I may live. (Subordinate clause) (Subordinate clause)
10. Extent or Manner—Conjunctions like, ‘so….as’,
(b) She studied hard (Principal Clause) lest ‘as if’, ‘according to’, ‘as far as’ etc. indicate manner or
(Conjunction) she should fail. (Subordinate clause) extent.
As,
(c) They whispered (Principal Clause) so that
(h) He behaves (Principal Clause) as if (Conjunc-
(Conjunction) they wouldn’t be heard. (Subordinate
clause) tion) he were a king. (subordinate clause)
(g) I hate gambling, besides it’s very risky. (e) From which time
3. Words and phrases also serve as connectors— Since when have you been working here?
Like, generally, Particularly, Similarly, Fortunately, 6. Usage and functions of ‘while’
Sadly, For example, likewise, at last, Surely, In general (a) During a time / period (that)
etc.
While he was reading he listened to music.
However, it must be noted that conjunctions alone do They joined me while. I was playing golf.
not serve as sentence connectors, Adverb / Adverbial
phrases also serve as connectors sentence connectors join (b) To show contrast
two sentences and not two phrases. I enjoying playing chess while my brother enjoys
football.
As,
(c) In place of although
Attend the party or you will be sorry.
While she tries fervently, she does not succeed.
Here ‘or you will by sorry’ is not a separate sentence.
It is a co-ordinate clause. 7. Usage and function of ‘than’.
Raj is my friend. He is great fun. ‘Than’ is used as a conjunction and also as a
In the sentence he connects with Raj is my friend. He comparative Adjective or Adverb. It always follows the
is a sentence connector (linkers), and not a conjunction. comparative degree.
But words like, ‘because’, ‘as’, ‘since’, ‘while’, ‘than’, Consider the following sentences—
‘just then’, ‘just’, ‘until’, in the form of conjunctions (a) Jim is taller (comparative Adjective) than Harry.
work as sentence connectors.
(b) He is much smarter (comparative Adjective) than
4. As and its functions— I (am).
(a) As–to an equal degree. (c) I love you more than she (more than she loves
Station was as popular as Mark. you).
Ten years ago I would smoke and packs of cigarettes. She said, “I can solve this issue”.
Now, I don’t smoke at all. Indirect
(C) To express Hypothetical Conditions She said that she could solve that issue.
If I were a butterfly, I would kiss all the flowers. Direct
If you had entered the contest, you would have won. The boss said, “I can employ you”.
If I were the President of America, I would not Indirect
support Pakistan. The boss said that he could employ him.
Past Tense
2. Formation of Sentences
Positive Interrogate Negative
A I / You / We / They went to school. Did I / You / We / They go to school ? I / You / We / They / He / She / It /
He / she / it / Ram went to school. Did he / she / it / Ram go to school ? Ram did not (didn’t) go to school.
Subject + V2 + o / ow Aux. (Did) + Subject + V1 + ow Subject + Aux. (did) + not + V1 + ow
B You / We / They were going to Were You / We / They going to You / We / They were not (weren’t)
school. school ? going to school.
I / He / She / It / Ram was going to Was I / he / she / it / Ram going to I / He / She / It / Ram was not (wasn’t)
school. school ? going to school.
Subject + Aux. + V1 + ing + ow Aux. (was / were) + Subject + V 1 + ing Subject + Aux. (was / were) + not + V1
+ ow + ing + ow
C I / You / We / They / He / She / It / Had I / You / We / They / He / She / It / I / You / We / They / He / She / It /
Ram had been to school + *(before + Ram been to school ? Ram had not (hadn’t) been to school.
V2)
*when one action was completed
before another starts.
Subject + had + V3 + ow + (before + Had + Subject + V3 + ow + (before + Subject + Aux. (Had) + not + V3 + ow
V2) subject + V 2 ) + (before + subject + V2)
D I / You / We / They / He / She / It / Had I / You / We / They / He / She / It / I / You / We / They / He / She / It /
Ram had been going to school + (for / Ram been going to school + (for / Ram had not been going to school.
since) since)?
Subject + had + (been) + V1 + ing + Aux. (had) + Subject + been + V1 + ing Subject + Aux. (had) + not + been +
(for / Since) + (For / Since) V1 + ing + ow
Future Tense
3. Formation of Sentences
Positive Interrogate Negative
A I / We shall go to school. Shall I / We go to school ? I / We shall not (shan’t) go to school.
You / They / He / she / it / Ram will Will You / They / He / She / It / Ram You / They / He / She / It / Ram will
go to school. go to school ? not (won’t) go to school.
Subject + Aux. (shall / will) + V1 + Aux. (shall / will) + Subject + V 1 + ow Subject + Aux. + not + V1 + ow
ow
B I / We shall be going to school. Shall I / We be going to school ? I / We shall not (shan’t) be going to
You / They / He / She / It / Ram will Will You / They / He / She / It / Ram school.
be going to school. be going to school ? You / They / He / She / It / Ram will
not (won’t) be going to school.
Subject + Aux. (shall / will) + be + V1 Aux. (shall / will) + Subject + V 1 + + Subject + Aux. + not + be + V 1 + ing +
+ ing + ow ow ow
Fill in the appropriate Present Perfect Continuous 3. No sooner than the music ………. (start / starts)
Tense— he …………. (begin / begins) laughing.
1. The boy …………. (cry) …………. 2 hours. 4. Normally, 2nd class travelers ………. (do / does)
2. Students …………. (study) …………. Morning. not stand in line.
3. A car …………. (honk) …………. 30 minute. 5. Those who …………. (work / works) in temples
…………. (get / gets) free meals.
4. Dogs …………. (bark) at people …………. Last
night. 6. The baby ………. (laugh / laughs) like an angel.
5. Beggars ………………. (beg) ……………. Time 7. A loud blast ………. (sound / sounds) and a train
immemorial. …………. (roll / rolls) in.
6. You …………. (exercise) …………. 4 years. 8. The wind ……………. (blow / blows) and dust
…………. (rise / rises).
7. The grass ……………. (grow) ……………. Last
winter. 9. .…………. (do / does) you play chess ?
8. Cats …………. (mew) all night. 10. …………. (do / does) Sita dance?
9. It …………. (work) …………. Last week. 11. Birds …………. (fly / flies) and cattle ………….
(walk / walks).
10. Tom and Jill …………. (argue) …………. Days.
12. We …………. (love / loves) our country as much
11. Shane …………. (writer) …………. Years.
as we …………. (respect / respects) it.
12. They ……………. (swim) non-stop …………….
13. Hari always …………. (speak / speaks) the truth.
Yesterday.
13. King David …………. (rule) …………. 20 years. 14. Those flowers …………. (look / looks) beautiful.
14. He …………. (walk) …………. 2008. 15. He …………. (count / counts) his pennies and
…………. (waste / wastes) his pounds.
15. People …………. (vote) …………. Ages.
16. God …………. (help / helps) those who
Answers …………. (help / helps) themselves.
1. has been crying for 2. have been studying since 17. The office …………. (open / opens) at 9 a.m.
3. has been honking, for (the past) 4. have been barking,
18. The teacher …………. (give / gives) us a test
since 5. have been begging, since 6. have been exercising,
every month.
for 7. has been growing, since 8. have been mewing
9. has been working, since 10. have been arguing, for 19. The sun …………. (rise / rises) in the east and
11. has been writing, for 12. have been swimming, since …………. (set / sets) in the west.
13. has been ruling, for 14. has been walking, since 20. She …………. (go / goes) to school daily.
15. have been voting, for
21. A baby …………. (cry / cries) when its hungry.
Simple Present Tense (Exercises) 22. Raj Sir, our Maths teacher …………. (teach /
Fill in the blanks with the appropriate word. teaches) us but when he is absent Ravi sir
Remember subject verb agreement— …………. (take / takes) our class.
1. Sometimes she also ………. (sing / sings) songs. 23. Mother …………. (cook / cooks) our food.
2. Hermits …………. (lead / leads) simple lives. 24. I …………. (do / does) my work well.
Exercises–2 Answers
Employing the appropriate simple Past Tense. Choose 1. Fetched 2. Slept 3. Crept 4. Jumped 5. Talked
the correct option. 6. Examined 7. Fell 8. Repaired 9. Wrote 10. Sped
11. Chopped 12. Danced 13. slapped 14. Scolded
1. He ………… (run) very fast.
15. Lifted 16. Drank 17. Sat 18. Fired 19. stitched
(A) runs (B) is running 20. Poured.
(C) has run (D) ran
Exercises–4
2. The gardener ………… (cut) the grass.
Change the following sentences to ‘simple present
(A) has cut (B) is cutting tense’. (Tenses have been underlined to assist you.)
(C) had cut (D) cut
1. They are running away from the police.
3. Ricky ………… (swim) across the river in an hour.
2. He eats two dozen apples in 10 minutes.
(A) swam (B) swum
(C) is swimming (D) has swum 3. Children have burst all the balloons.
4. Toe ………… (win) the 100 metre sprint race. 4. He was walking towards the river.
(A) win (B) wins
5. The dogs were barking loudly.
(C) won (D) has won
6. He has been sleeping all day.
5. Jack ………… (carry) his son on his shoulders.
(A) carries (B) is carrying 7. She races to buy chocolates.
(C) carried (D) has carried 8. The gatekeeper is opening the door.
Answers 9. The man has been shouting at me.
1. (D) 2. (D) 3. (A) 4. (C) 5. (C)
10. The man had pleaded guilty.
Exercises–3
11. The officer is shooting the dacoit.
Fill in the blanks using the correct ‘simple past’
form— 12. The mice will nibble the cheese.
1. Till ………… (fetch) a pail of water. 13. The girl will be plaiting her hair.
2. Hari ………… (sleep) soundly.
14. Father is snoring so loudly that everyone
3. The cat ………… (creep) into the room.
is waking up.
4. The horse ………… (jump) over the fence.
5. She ………… (talk) to me all night. 15. The teacher has torn our homework books.
6. The doctor ………… (examine) the patient. Answers
7. Snow ………… (fall) heavily in Shimla last night. 1. Ran 2. Ate 3. Burst 4. Walked 5. Barked 6. Slept
8. Jack ………… (repair) his neighbours car. 7. Raced 8. Opened 9. Shouted 10. Pleaded 11. Shot
12. Nibbled 13. Plaited 14. Shored, Woke 15. Tore.
9. I ………… (write) a letter to my sister.
10. The motorcade ………… (speed) by us.
11. The woodcutter ………… (chop) all the wood Exercises – 5
quickly. Simple Past Continuous Tense (Exercises)
12. She ………… (dance) all day. Fill in the blanks. Assertive (Positive)—
13. He ………… (slap) his younger brother. 1. It ………… (rain) heavily today.
14. Father ………… (scold) us for arriving late. 2. They ………… (play) football..
He had not been working for 2 hours. 10. Sean had not talk to sue since (the year) 2000.
Past Perfect Continuous Tense tells us the period of (A) has not talking (B) have not talked
time or point of time an action lasted in the past. (C) had not been talking (D) had not talking
If, for example you say, ‘I was exercising’, It tells of
a past action but it does not mention the period or point of Answers
time elapsed. Whereas, I had been exercising for 1 hour 1. (B) 2. (C) 3. (D) 4. (A) 5. (B) 6. (C)
or since morning pinpoints the period or point of time the 7. (D) 8. (C) 9. (D) 10. (C)
action lasted.
Exercises–2
Past Perfect Continuous Tense Fillers : Fill in the blanks using the appropriate Past
Exercises–1 Perfect Continuous Tense—
Tick the most suitable option by. Changing the 1. Mother ……….. (cook) since morning.
underlined tenses into the Past Perfect Continuous Tense. 2. The crowds ……….. (arrive) by the hundreds for 3
days.
1. He eats apples for 1 week.
3. She ……….. (read) the Bible for 1 month.
(A) has eaten (B) had been eating
4. The tourists ……….. (drive) for weeks around India.
(C) will eat (D) ate
5. Mother …….. (argue) with father over a petty issue
2. They work hard since morning. for weeks.
(A) had been work (B) had worked 6. The Judge ………….. (issue) summons to all and
Sunday.
(C) had been working (D) works
7. The group members ……….. (practice) two songs
3. She will peel potatoes for 5 hours. daily.
(A) will have been peeling 8. We ……….. (contemplate) buying a new house.
(B) peels 9. I ……….. (plead) with quit his job for years.
(C) will peeling 10. He ……….. (hit) his wife continually for years.
(D) had been peeling
Answer
4. Tom and Dick fought since 2007. 1. had been cooking 2. had been arriving
(A) had been fighting (B) is fighting 3. had been reading 4. had been driving
(C) was fighting (D) are fighting 5. had been arguing 6. had been issuing
2. They are not talking to each other for 2 days. 9. He will reach Mumbai we speak to him.
3. The Doctor prescribes wrong medicines since May. 10. Roy sang the song before we were stopping
him.
4. The poacher will kill tigers for a decade.
Answer
5. Harold taught for 5 years before he was fired.
1. had spoken, died 2. had arrived, reached
6. They train dogs for ages.
3. had already drunk, caught 4. had finished, set
7. We win when suddenly our luck changed. 5. had died, arrived 6. had written, left
8. The preacher corrupts young minds before he was 7. had killed, sank 8. had cooked, rang
caught. 9. had reached, spoke 10. had sung, stopped
9. Sally lies to us since God knows when. Exercises–2
10. The gas attendants stole gas for months. Fillers : Fill in the blanks with the ‘Past Perfect
Tense’—
11. The thieves are removing bolts from the rails.
1. He ………. (abuse) me before I ……… (slap) him.
12. The deer graze when they were shot. 2. The train …….. (arrive) before we …….. (reach) the
station.
13. I am protesting but to no avail.
3. Tom …….. (eat) an apple before he …….. (sleep).
14. They will call us regularly.
4. The terrorists …….. (shoot) 5 people before they
15. She combs her hair. were …….. (kill).
5. Tom and Jerry …….. (break) the vase before we
Answer …….. (know) it.
1. had been dancing 2. had not been talking 6. The flower …….. (blossom) before the sun ……..
3. had been prescribing 4. had been killing (set).
5. had been teaching 6. had been training 7. Mary ………….. (inform) me when she …………..
7. had been winning 8. had been corrupting (leave).
8. The author …….. (complete) the book before he
9. had been lying 10. had been stealing
………. (discover) the mistake.
11. had been removing 12. had been grazing
9. The couple …….. (dine) before I …….. (meet) them.
13. had been protesting 14. had been calling 10. The old woman ……..… (trip) before ……… (catch)
15. had been combing her.
Past Perfect Tense (Exercises) Answer
Exercises–1 1. had abused; slapped 2. had arrived; reached
Tick the most suitable option to change the following 3. had eaten; slept 4. had shot; killed
tenses (underlined) in the sentences into the ‘Past Perfect 5. had broken; knew 6. had blossomed; set
Tense’. 7. had informed; left 8. had completed; discovered
1. He spoke to me before he die. 9. had dined; met 10. had tripped; caught
2. The bus arrives before we reach. Exercises–3
3. The cat already drank the milk when we Change the following sentences into the Past Perfect.
were catching it. 1. He is coming to meet us before he leaves.
4. They finished playing before the Sun was set. 2. The train arrived before she has come.
Future Perfect Tense 8. Harry ……… (write) the book before he …………
(return) home.
Exercises–1
(A) will have written; returns
Out of the form given options which follow each
(B) shall be writing; return
sentence choose the most appropriate future perfect tense.
(C) should write; was returning
1. We ………. (clinch) the deal before they ………
(do). (D) would write; returns
(A) shall clinch; did 9. They ………… (read) the book before he …………
(B) will clinch; do (question) them.
(C) shall have clinched; do (A) will read; questions
(D) shall clinch; do (B) shall have read; questions
(C) will have read; questions
2. Mother ……… (cook) the food before father ………
(arrive). (D) will be reading; questioned
(A) will have cooked; arrives 10. John and Joe ……… (apply) for the post before he
(B) shall be cooking; arrived ……… (apply).
(C) shall have cooked; arrives (A) will have applied; applies
(D) would have cook; arriving (B) shall have applied; applied
(C) will be applying; applied
3. The plane ……… (land) before we ……… (reach).
(D) will apply; applying
(A) shall be landed; reached
(B) will have landed; arrive Answers
(C) would be landing; arrives 1. (C) 2. (A) 3. (B) 4. (C) 5. (A) 6. (C)
(D) should have landed; arrived 7. (B) 8. (A) 9. (C) 10. (A)
1 Reading Comprehensive
What is in test of Reading Comprehension ? 5. It can be inferred that xyz.
CAT Question Format 6. The primary purpose of the passage is to
Eye Span Map (ESM) 7. The author raises the questions at the beginning of
39 Example Reading Comprehension the x para in order to/ to highlight etc.
15 Lengthy Type Reading Comprehension 8. It can be inferred that the most important difference
between x and y mentioned in line z is that …………
10 Revision Test of Reading Comprehension
9. Which of the following would be the most logical
What is in test of Reading Comprehension ? continuation of the passage a, b, c, d, e ……………
CAT Reading Comprehension is a test of your ability 10. The author most likely places the word/s in quota-
to read and understand unfamiliar materials and to answer tions in line x in order to remind/ highlight the reader
questions about them. Reading Comprehension passages that/ xyz issue, point
and questions appear in the Reading Comprehension
11. The slayer of monsters introduced in line ‘x’ func-
Section.
tions primarily /………../……….as..
The Reading Comprehension passages are approxi-
12. According to the passage the main / primary differ-
mately 150 to 2500 words long. Each one is followed by
ence between x and y is that …
three or more question about its content and some
valuable tips from me ‘There’s no need to worry about 13. In the study in lines x,y the ……… because………
what you know or don’t know about the topic in a reading 14. The author attitude towards xyz can best be
comprehension. The answers are all based on information described as……
in the Passage, and you won’t be required to draw on Concern, resignation, anxiety, disinterest, approval,
outside knowledge. pessimism, optimism, anger, bigoted, egoistical
Question Format etc……….
15. In the passage expression “……………” attends to
Reading Comprehension question follow the standard
multiple—choice format with four-five answer choice 16. The ………… leads ………… to
each. All of the question fall into on of the following 17. According to the passage, the term “………“ refers
types : to
● The main idea of the passage 18. What is the thematic highlight of this passage?
● Specific details mentioned in the passage 19. In the study* described in lines # prove that:
● The author’s attitude or tone or aim 20. Which of the following would have been true.
● The logical and informational structure of the If ……… ?
passage 21. According to the author which of the following will
● Future inferences that might be drawn from the text correspond with (or vice versa)
● Application of the ideas in the text to new situations 22. The reason behind ………… are.
For Example 23. The primary reason that ………… was.
1. The author cites xyz/line # in order to a, b, c, d 24. Consider / peruse the following statements and
2. The author mention all the following ways by which choose the correctly stated one from the options:
………… EXCEPT 25. The stages connected to ……… of ………… is/are
3. With which of the following statements about xyz A,BC,D ………… (1) (2) (3) (4).
would the author most likely agree? 26. The basic symptom of ………… is reflected when
4. The author makes which of the following criticism of …………
the xyz, 27. The idea that ………… is directly linked will.
1. Which one of the two reasons does the author give (C) He did a lot of charity work then he became , an
for remembering Ashoka ? Emperor
(A) He was an emperor and hero, powerful and (D) He expended his kingdom
pious (E) He had become a Monk
(B) He slaughtered ninety eight of his brothers 7. Which of the following lands did Ashoka not send
(C) He set up channels for the systematic propaga- his missionaries to ?
tion of civilized principles (A) SriLanka (B) Macedonia
(D) He adopted the Buddhist religion
(C) Persia (D) Egypt
(E) He was the youngest emperor
(E) Syria
2. How did Ashoka attract people to the Buddhist faith ?
Answers
(A) He worked for the welfare of the people
1. (A) 2. (C) 3. (D) 4. (E) 5. (B) 6. (B)
(B) He gave up his throne
7. (C)
(C) He carved messages in rocks, pillars and caves
(D) He coerced his subjects to adopt the religion Passage–6
(E) None of these Words–662
3. Ashoka adopted the Buddhist religion because Richard Dawkins's international bestseller The God
……… Delusion has got it all wrong. Far from being a delusion,
at least in India God is alive and kicking butt daily. Week
(A) It was his strategy to win over people
before last the butt He was kicking was mine, in
(B) He wanted to become a serious student of faith Bangalore. In my case, God had manifested Himself in
(C) He wanted to preach Buddhism the avatar of a sub-registrar. A sub-registrar is a divine
(D) He was moved by the suffering he had inflicted manifestation who sub-registrars things. As I needed to
on people have a thing (a small property) sub-registrared in
Bangalore I'd had for months sought a darshan with this
(E) He had become a powerful king
exalted being. Finally, my prayers and entreaties prevailed
4. Which of the following statements is not true in the and I was informed that my long sought darshan had
context of the passage ? been granted (at the BDA office, a place of transcendental
President Musharraf has alluded to this threat in his (C) Intimidation by hooligans
speeches and vowed that the democratic process "will not (D) Terror attacks
be hijacked by those who believe in extremism." (E) none of these
However, the rise in suicide attacks over the past week
have again raised fears of election related attacks. 4. The writer introduces which of the following to
support the argument of polling agents ?
The attack on the welcome rally of Ms. Bhutto in
October 07 in which hundreds died is fresh in the minds (A) Examples
of people. “we are afraid of what can happen at rallies,” (B) past history of Pak
says Nasheed Ahmad, (C) News clips
a resident of Rawalpindi Who said he did not go to (D) premise
the airport to receive Ms Bhutto as he feared a possible
suicide attack. "I cant help it," he says, adding "my family (E) Interviews and number of terrorist attacks
members do not let me go." That is one reason why 5. The author is most likely to sympathizes with which
election rallies are poorly attended, say observers. statement—
The government has also issued a code of conduct (A) A few Pakistani will turn up for voting
under which political rallies can only beheld in the (B) The majority of Pakistanis will not exercise the
daytime. "Our priority in the elections is to ensure law right to vote
and order," comments Brigadier Akhtar Zamin, the home
(C) A fifty percent turnout is a fair assumption
minister for Sindh province where the most largely
attended rallies are those in which Ms Bhutto is the main (D) Pakistanis will in masse boycott the polls
speaker. (E) A huge voter turnout, say about 70%
Part A
Logical Reasoning
1. Analogy
Analogy test : Analogy literally means similar 15. Symbolic Relationship Star : Rank
features. Question on analogy, test the ability of a Flag : Nation
candidate to understand the relationship between two 16. Numeric Operational 3:9
given objects and apply the same relationship to find that Relationship 5 : 125
asked in the question. It must be borne in mind that a 17. Place and Famous Haridwar : Ganga
candidate’s intellectual skills is important to analyse the Delhi : Red fort
similarity between two or more objects, yet a rich 18. Stages Relationship Girl : Women
knowledge of usage of different words adds to one’s Calf : Cow
performance. This type of question cover all types of 19. Limit Definition Red : Blood
relationship that one can think of. There are many ways Green : Sea or
of establishing a relationship, some of the most common Military
ones are given here. 20. Habitual Relationship Lion : Carnivorous
Cow : Herbivorous
S.No. Type of Relationship Example 21. Individual and Group Sailor : Crew
Singer : Chorus
1. Cause and Effect Fast : Hunger
22. Class and Member Sonnet : Poem
Mosquito : Malaria Mammal : Animal
2. Subset of Set Soldier : Regiment 23. Degree of Intensity Cool : Cold
Student : Class Warm : Hot
3. Quantity and Unit Area : Hectare 24. Time Sequence Relationship Day : Night
Energy : joule Winter : Summer
4. Instrument and Measurement Odometer : Speed 25. Functional Relationship Scissors : Cloth
Lactometer : Milk Axe : Wood
5. Worker and Tools Author : Pen 26. Word Relationship Wash : Face : : Sweep
: Floor
Carpenter : Saw
Rain : Cloud : :
6. Gender or Sex Relationship Cow : Bull Smoke : Fire
Man : Women 27. Relationship of Purpose Anchor : Ship
7. Word and Synonym Miracle : Surprise Hook : Fish
Muddy : Unclean 28. Part and Whole Skin : Body
8. Word and Antonym Black : White Tyre : Bus
Kind : Cruel 29. Action and Object Kick : Football
9. Worker and Working place Lawyer : Court Eat : Food
Secretary : Office 30. Sound and Object Knock : Door
10. Study and Terminology Numismatic : Coin Ring : Telephone
Paleontology : Fossil 31. Alphabet Relationship ABC : ZYX
11. Product and Raw Material Grape : Wine CBA : XYZ
Pulp : Paper
12. Worker and Product Author : Book There are many ways in which two words can have a
Painter : Painting relationship. Some of them—commonest are discussed
13. Association Relationship Dance : Dancer above.
Melt : Liquid Following example will help students to understand
14. Product and Quality Diamond : Hard the pattern of such questions and also methods to solve
Rubber : Soft them.
2. Logical Diagram
Logical Diagrams are an extension of the venn
diagram concept.
Logical Diagrams for denoting propositions are P Q
namely A, E, I and O types.
A—Proposition : An ‘A’ Proposition is of the type
O—Preposition : The denoting of O Proposition is
‘All Ps are Qs’. Hence the diagram of A Proposition is
slightly tricky. ‘Some Ps are not Qs’.
denoting in the following way.
Here we obviously know that there are some Ps
Q which are definitely not Qs. But we do not know with
certainly about the remaining Ps. They might or might
P not be Qs. Hence the information given by an O
Proposition is incomplete and therefore the figure drawn
to denote an O proposition is also incomplete like
following—
E—Proposition : E Proposition is of the form , ‘No
Ps are Qs.’ It can be drawn as :
P Q
I—Proposition : I Proposition is of the form, ‘Some The dashed section of the circle denoting P is the part
Ps are Qs’. Hence there is some part called intersection, is which denoting Ps which are not known to be Qs or non-
drawn . Qs.
3. Ranking
This topic deals with the questions related with ranking is the consequences of inadequate information
comparison of ranks. The term ranks may include various given in the questions. Students are therefore, required to
objects such as age, height, weight, marks, salary, %, etc. be cautious while answering the questions those are basi-
Fixed Ranking : In the fixed ranking of objects, we cally designed to confuse the students, so be attentive.
get the position of ranks as fixed. Following example will help students to understand
Variable Ranking : In varying ranking the positions the pattern of such questions and also methods to solve
of any one of the ranks keeps varying. The variable them.
22 × 32 × 24 × 35 × 52 × 72 27.
600
×4= 1 min 45 sec
7. 3 = 1 min 5 sec
2 × 34 × 51 × 24 × 32 × 52 374
2 3
8. × 114 – × 68 = 35 sec Calculation Test Two
3 4
17 19 7 Total Ques. : 27 Total Time : 35 Min. 00 Sec.
9. × + = 1 min 5 sec
3 6 3
4 7 5 7
10. 3189 – (9 + 180 + 2700) = 25 sec 1. × + × = 1 min 50 sec
9 15 9 15
11. 9 + 90 + 900 + 75 = 15 sec 150 × 30 – 135 + 165
2 3 4 3 3 2 2. = 35 sec
12. × + × + × = 1 min 45 sec 30
3 6 6 6 6 6
1200
80 3. = 2 min 55 sec
13. = 25 sec 4000 4000 4000
60 20 + +
+ 7·5 8 8·5
40 20
275 × 18 125 + 262
14. = 40 sec 4. = 1 min 20 sec
132 × 5 30
15. 100 × 0·09 × 0·88 × 0·85 = 1 min 10 sec 5. 100000 – 10 × 9 × 8 × 7 × 6 = 1 min 5 sec
1·25 × 4 × 90000 7 ×6 7×6×5
16. = 45 sec 6. 3 × +3× = 25 sec
5 × 90000 × 50000 2×1 3×2×1
17. 50000 + 10000 × 10% + 90000 × 20% 282 – 32
7. = 20 sec
+ 20000 × 30% = 30 sec 40
1 22 10
13. 42 × 35 + 2 × × × (21)2 5. × 100 = 57 sec
2 7 46
14
1 22 6. × 100 = 1 min 2 sec
+2× × × (17·5)2 = 2 min 30 sec 64
2 7
18
1 22 7. × 100 = 55 sec
14. × × 49 × 51 = 1 min 30 sec 71
3 7
20
1 22 8. × 100 = 7 sec
15. × × 45 (282 + 7 2 + 28 × 7) = 2 min 10 sec 60
3 7
9–3
22 9. × 100 = 14 sec
16. 196 – × 49 = 20sec 9
7
8–3
2 10. × 100 = 16 sec
1 22
17. × ×
3 7
7
2 ( ) ×7= 55 sec 3
11. 4 + 8 + 9 + 10 + 11 + 13 = 16 sec
1 22
18. × × 21 × 21 = 40 sec 12. 10 + 14 + 18 + 20 + 25 + 30 = 14 sec
4 7
13. 7 + 9 + 5 + 3 + 6 + 8 = 9 sec
2 22
19. × × 27·125 = 2 min 20 sec
3 7 14. 8 + 12 + 12 + 11 + 15 + 13 = 12 sec
6 (33 + 4 2 + 5 2 ) (125 – 105)
20. = 1 min 10 sec 15. × 100 = 26 sec
6 (6) 2 105
22 16. 200 + 150 + 180 + 195 + 220 = 14 sec
21. × (24·5 + 21) (24·5 – 21) = 1 min 15 sec
7 130
17. = 50 sec
(2·25)2 × 10 78
22. = 1 min 30 sec
(0·75)2 × 0·2
220
18. = 6 sec
2 22 200
23. × (4·53 – 43 ) = 2 min 40 sec
3 7
135
24. 80 × 10 + 60 × 10 – 10 × 10 = 15 sec 19. = 13 sec
90
25. (47) 2 + 2 × 1008 = 40 sec 80
20. = 40 sec
26. 20 (4 + 39 × 4) = 1 min 30 sec 65
1.
1
10
× 100 1 sec 25. 173 (1 + 2·36
100 )
55 sec
103 × 100
26. (
20 )
1·5
2. × 100 2sec 20 sec
20
2 32·5 – 32
3. × 100 30 sec 27. 10 sec
33·3 32·5
22 245
4. 30 sec 28. × 100 50 sec
30 290
5. 6 × 5 × 20 35 sec 400
29. × 100 30 sec
6. 600 × 600 × 120 × 120 37 sec 535
7. 2 × (7 × 6 × 20) + 2 × (3 × 6 × 10) 26 sec 30. (80 + 140 + 70 + 245 + 400) 20 sec
8. 2 × (6 × 6 × 20) + 2 × (4 × 6 × 10) 18 sec 31. 1·5 (30000 × 30% + 30000 × 30%
9. 2 × (8 × 6 × 20) 15 sec
+ 10000 × 40% + 10000 × 90%) 30 sec
10. 2 × (6 × 6 × 25) + 2 (4 × 6 × 12·5)
790
– 6 × (4 × 5 × 2 + 6 × 5 × 2) 1 min 32.
6435
20 sec
11. (1440 + 2440 + 1800 + 4320) 20 sec 9810 – 5450
33. × 100 25 sec
12. (180 + 130 + 70 + 40) 22 sec 5450
NB : These calculations are not mind games but taken from real papers.
“A compact, systematic list of details, contents etc.” MAT 225 155 380 250 200 450
Total 1825 280 2105 1750 250 2000
“A compact arrangement of related facts, figures,
values etc. in orderly sequence and usually in rows and Practice 2 : Industrial finance in India showed great
columns for convenience of reference.” variation in respect of source during the First, Second and
The logical listing of data in vertical columns and Third Plans. There were two main sources, viz., internal
horizontal rows of number with sufficient explanatory and external. The former had two sources—Depreciation,
and qualifying words, in the form of titles, heading and and Free reserves and surplus. The latter had three
explanatory notes to make clear the full meaning and sources—Capital issues, Borrowings and other sources.
context of the Data. During the First Plan internal and external sources
Essential parts of A Table accounted for 62% and 38% of the total and in this
depreciation, fresh capital and Other sources formed
The following are the essential part in a good statis- 29%, 7% and 10.6% respectively.
tical table—
During the Second plan internal sources decreased
(A) Title
by 17·3% compared to the first plan, and depreciation
(B) Explanatory Notes was 24·5%. The external finance during the same period
(C) Captions and Stubs consisted of fresh capital 10·9% and borrowings 28·9%.
(D) Body of Table Compared to the Second Plan, during the Third Plan
external finance decreased by 4·4% and borrowings and
(E) Foot note
Other sources were 29·4% and 14·9% respectively.
Making of A Table During the Third Plan internal finance increased by 4·4%
Practice 1 : Present the following information in a and free reserves and surplus formed 18·6%.
suitable tabular form, supplying the figure not directly Tabulate the above information with the above details
given. In 2005, out of a total of 2000 students in The IOP as clearly as possible.
Sources
Internal External
Plan
Depreciation Free reserves & Total Capital Issues Borrowings Other Total
Surplus sources
First 29 33 62 7 20·4 10·6 38
Second 4·5 20·2 44·7 10·9 28·9 15·5 55·5
Third 30·5 18·6 49·1 6·6 29·4 14·9 50·9
Rupees in Crores
Data Interpretation
Illusion : A : Answer the following questions based on the following information :
In the following table, the price of Logs shown is per cubic metre that of plywood and saw timber is per tonne.
Plywood 3 3 4 5 4 6 7
Saw Timber 10 10 12 10 13 15 20
Logs 15 16 18 15 18 19 20
12. In which state, the production in 2009 showed the 17. What percentage (minimum) of institute Y’s students
highest increase over that in 2006 ? are toppers ?
(C) A (B) B 6 19
(A) % (B) %
13 39
(C) C (D) D
20 7
(E) E (C) % (D) %
39 13
13. In which year does the production in state E show the 18. Which of the following is/are necessarily true ?
higher percentage of increase over that in the previous
year ? I. Out of the students who are trained with either
institute Y or P, the equal numbers obtained
(A) 2006 (B) 2007 ranks in the Civil Service Entrance Exams.
(C) 2008 (D) 2009
II. Institute P trained maximum number of Bank
(E) 2010 PO exam. toppers.
14. In which state did the production of wheat increase III. Out of the toppers who are trained with institute
continuously from 2006 to 2010 ? Y, maximum number are toppers of the Bank
(A) A (B) B PO exams.
(C) C (D) D (A) I and II (B) II and III
(E) E (C) I and III (D) None of these
Directions (Q. 15 to 18) : Answer the questions on the basis of the information given below :
The table (I) shows the number of toppers in the various entrance exams and the other table (II) shows the
number of students enrolled at different institutes. Refer to the tables to answer the questions that follow :
Table–I
Number of toppers in the entrance exams for—
Institute where toppers are trained
Civil Services Bank P.O. SSC
F G H I J K L M N
X 4 3 7 2 3 4 4 4 4
Y 2 1 8 5 6 2 6 2 1
Z 3 1 2 6 4 3 7 1 2
P 6 4 1 7 1 5 5 3 4
Q 5 3 1 3 6 5 1 1 2
Table–II
Enrollment for training at different institutes for various entrance exams—
Civil Services Bank P.O. SSC
Institute’s name Enrollment Success Enrollment Success Enrollment Success
Ratio Ratio Ratio
X 800 01 : 10 1500 01 : 10 1000 01 : 10
Y 1000 01 : 10 2100 01 : 15 800 01 : 10
Z 500 01 : 08 1500 01 : 12 1000 01 : 10
P 900 01 : 10 1800 01 : 12 500 01 : 10
Q 600 01 : 15 1000 01 : 20 900 01 : 12
The following table gives the production of cloth in (A) Car (B) Bike
meters by 5 workers on 6 consecutive days in a textile (C) Scooter (D) Bus
mill. 25. Which category had the highest growth rate in
Worker Mon. Tue. Wed. Thr. Fri. Sat. period ?
1 3000 3200 3100 3250 3300 3650 (A) Car (B) Bike
2 4008 3850 3900 4050 4100 4300 (C) Scooter (D) Bus
3 4320 3900 4000 4200 4300 4400 26. Which of the categories had either a consistent
4 2820 2900 3030 3100 3240 3500 growth or a consistent decline in the period shown ?
5 4550 4350 4400 4500 4100 4650 (A) Car (B) Bike
(C) Scooter (D) Bus
19. The production of which worker shows highest in-
crease on Saturday over his production on Monday ? Direction (Q. 27 to 30) : Refer the information in
(A) Worker 1 (B) Worker 5 the table below about TCIL as on 31st March : (All
figures in Rs. Crores)
(C) Worker 4 (D) Worker 2
20. On Wednesday, the production of worker 3 was what 1991-92 1992-93 1993-94 1994-95 1995-96
% of production of worker 1 ? Share 50·68 61·44 67·16 69·97 69·97
(A) 29·03% Capital &
(B) 129·03% Reserves
2005 42137 8820 65303 25343 29. Cash loss as a %age of turnover was minimum in—
2006 53568 10285 71602 27930 (A) 1991-92 (B) 1994-95
(C) 1993-94 (D) 1992-93
2007 58770 16437 73667 28687
2008 56872 15475 71668 30057 30. If capacity of TCIL is 60,000 tyres/month and is
currently survivng on job work that generates
2009 66213 17500 78697 33682 revenues of Rs. 1100 per tyre. What was capacity
2010 68718 20177 82175 36697 utilization in 1995-96 ?
23. What is the growth rate of sales of Nuts and Bolts at (A) 48
Car 2005 to 2010 ? (B) 51
(A) 29% (B) 51% (C) 61
(C) 63% (D) 163% (D) Can’t be determined
31. Which product demand-wise has shown the highest 35. The total number of candidates scoring at last 66·67%
growth rate from 1989-90 to 1999-2000 ? in the written test and 20% in the interview is—
(A) Propylene Oxide (B) MEG (A) 340
(C) Maleic Anhydride (D) Orthoxylene (B) 360
32. Which of the following are the products that will not (C) 350
have a short fall of capacity (As compared to demand) (D) None of these
of more than 30% of demand in 1999-2000 ?
36. If the institute has to qualify 650 candidates in the
(A) MEG (B) Toulene
written test, what should be the cut-off ?
(C) Acrylonitriel (D) Phenol
(A) 50%
33. Which of the following statement(s) is/are true ? (B) 160 marks%
I. Orthoxylene capacity will be in surplus in the (C) 168 marks
year 1999-2000.
(D) In the range of 150 to 199 marks
II. Paraxylene’s demand to capacity ratio is higher
in 1989-90 than in 1999-2000. 37. Find out the approximate average marks in the
III. Total demand for all products in 1994-95 is 50% written test. Mid-points can be taken of the class
higher than in 1989-90. intervals for average calculation—
(A) I only (B) II only (A) 125 (B) 130
(C) III only (D) II and III (C) 136 (D) 150
34. The demand for which product has shown the lowest 38. If cut-off in the written test is 200 and in interview
growth rate from 1994-95 to 1999-2000 ? 60, how many people would be selected ?
(A) Propylene Oxide (B) Benzene (A) 100 (B) 110
(C) Paraxylene (D) MEG (C) 98 (D) 105
Directions (Q. 35 to 38) : Answer the questions on the basis of the information given below :
The following table gives the performance of 2,000 candidates who have taken a written test and a GD. The
number of candidates who have scored in the specified range of written test scores and GD marks given in row
headings and column headings respectively.
Max. marks in the written test = 300 : Maximum marks in GD = 100 marks
Written test GD marks
20-29 30-39 40-49 50-59 60-69 70 Total
250 16 36 52 36 52 8 2000
200 to 249 10 8 60 44 20 18 160
150 to 199 32 20 90 112 36 18 308
100 to 149 56 84 200 380 30 10 760
50 to 99 70 230 40 16 14 10 380
Below 50 64 64 40 8 12 4 192
Total 248 442 482 596 164 68 2000
1. What percentage of total number of students got > 3. How many candidates obtained > 50% marks in the
250 in written test ? written test as well as in the GD ?
(A) 8% (B) 9% (A) 350 (B) 344
(C) 360 (D) None of these
(C) 10% (D) None of these
4. The total number of candidates getting at least
2. The number of students who got 110 marks in 66[2/3]% in the written test and 50% in the interview
written test is— is—
(A) 740 (B) 750 (A) 150 (B) 160
(C) None (D) Cannot be determined (C) 170 (D) 178
5. Assume that all potash fertilizers were used only for Directions (Q. 9 to 12) : Answer the questions on
high-yielding varieties of rice and bajra and nitrogen the basis of the information given below :
for those of maize and paddy. In which year is the The following table gives the distance between any
difference between per hectare consumption of two godowns of a company :
potash and nitrogen fertilizer maximum ?
A B C D
(A) 1973-74
A — 40 50 30
(B) 1974-75
B 40 — 20 60
(C) 1975-76
C 50 20 — 20
(D) 1970-71 D 30 60 20 —
6. Consumption of chemical fertilizer per hectare of
The following table shows the cost of transportation
gross cropped area is least for the year—
of goods (in rupees per kilometer) :
(A) 1974-75 (B) 1975-76
(C) 1970-71 (D) 1971-72 A B C D
A — 12 15 10
7. In 1973-74, how much more areas were brought
B 12 — 08 16
under irrigation ?
C 15 08 — 08
(A) 3·34 million hectares
D 10 16 08 —
(B) 2·33 million hectares
(C) 2·23 million hectares 9. What is the minimum cost of transportation for a
truck starting from B and ending at C while going
(D) 1·53 million hectares through both the other godowns ?
8. If we assume that a part of the minor irrigated area (A) Rs. 940 (B) Rs. 1,060
can come under major area, in which year has it
(C) Rs. 2,010 (D) Rs. 2,400
definitely happened ? (Assume once a area comes
under irrigation, it always remains in irrigation.) 10. What is the lowest cost of transportation for a truck
(A) 1972-73 starting from C and visiting all the other three
(B) 1973-74 godowns ?
(C) 1974-75 (A) Rs. 920 (B) Rs. 940
(D) 1975-76 (C) Rs. 960 (D) Data insufficient
Directions (Q. 17 to 20) : The following tables shows the costs of various good/services in the given countries.
Refer to the table to answer the questions that follow : (All the values are in $)
Goods/Services China Korea India Sri Lanka Malaysia
Pepsi (1·5 litre) 2·05 1·05 1·89 1·65 1·14
Pizza (8”) 2·86 3·08 2·67 2·48 2·38
New Port Jeans 71·00 83·00 81·00 69·00 70·00
Compaq Presario 2240 1316·00 1348·00 917·00 1208·00 1267·00
Petrol ( 1 litre) 0·93 1·03 0·87 0·94 0·73
Dry Cleaning ( Shirt) 3·68 4·67 2·43 2·75 2·92
Santro (1 day rental) 154·00 110·00 103·00 243·00 113·00
Volkswagen Golf GI 13553·00 16317·00 13999·00 17056·00 17356·00
Directions (Q. 24 to 28) : Study the following table carefully and answer questions given below it :
Number of Candidates Appeared and Qualified Under Various Disciplines in an Examination Over the Years
Disciplines Arts Science Commerce Agriculture Engineering Total
Years App. Qual. App. Qual. App. Qual. App. Qual. App. Qual. App Qual.
2004 850 200 1614 402 750 212 614 170 801 270 4629 1254
2005 1214 315 1826 420 800 220 580 150 934 350 5354 1455
2006 975 250 1970 500 860 260 624 160 742 300 5171 1470
2007 820 196 1560 450 842 300 490 160 850 312 4562 1418
2008 1412 378 2120 625 1105 320 760 200 642 301 6039 1824
2009 738 359 3506 880 1240 308 640 210 962 400 7086 2157
8. How many operation has increase of more than 200% Directions (Q. 15 to 18) : In 1960, population of the
in expenses from 1999-2000 ? continent Oceania was 16·4 million and male to female
(A) 3 (B) 4 ratio was 1050 : 1000. The following graph shows popu-
(C) 5 (D) None of these lation growth rate over the pervious decade and total
9. If ratio of net profit to tax and charges is defined as literacy rate in a particular year.
profitability then which of the following has shown
highest profitability in 99 ?
(A) Far East (B) North America
(C) Argentina (D) North Sea
10. How many operations have less then 5% contribution
to total revenue in 98 ?
(A) 4 (B) 5
(C) 6 (D) None of these
11. If income to expenses ratio is defined as efficiency,
which operation has the least efficiency for year 99 ?
Directions (Q. 19–22) : Answer the questions on the basis the following table :
Below is a table that lists countries region-wise. Each region-wise list is stored, first birth rate and than
alphabetically by the name of the country. We now wish to merge the region-wise list into one consolidated list and
provide overall rankings to each country based first on birth rate and then on death rate. Thus, if some countries have
the same birth rate, then the country with a lower death rate will be ranked higher. Further, countries have identical
birth and death rates will get the same rank. For example, if two countries are tied for the third position, then both will
be given rank 3, while the next country (in the ordered list) will be ranked 5.
Rank Country Birth Rate Death Rate Region
1 South Africa 36 12 Africa
2 Egypt 39 13 Africa
3 Cameroon 42 22 Africa
4 Mozambique 45 18 Africa
5 Zaire 45 18 Africa
6 Ghana 46 14 Africa
7 Angola 47 23 Africa
8 Madagascar 47 22 Africa
9 Morocco 47 16 Africa
10 Tanzania 47 17 Africa
11 Ethiopia 45 23 Africa
12 Ivory Coast 43 23 Africa
13 Rhodesia 48 14 Africa
14 Uganda 48 17 Africa
15 Nigeria 49 22 Africa
16 Saudi Arabia 49 19 Africa
17 Sudan 49 17 Africa
18 Algeria 50 16 Africa
19 Kenya 50 14 Africa
20 Upper Volta 50 28 Africa
1 Japan 16 6 Asia
2 Korea (ROK) 26 6 Asia
3 Sri Lanka 26 9 Asia
4 Taiwan 26 5 Asia
5 Malaysia 13 6 Asia
6 China 31 11 Asia
7 Thailand 34 10 Asia
8 Turkey 34 12 Asia
22. In the consolidated list, how many countries in Asia 27. Which of the following had the least cost per room ?
will rank lower than every country in South America, (A) Lokhandwala group
but higher than at least one Country in Africa ? (B) Raheja group
(A) 8 (B) 7 (C) IHCL
(C) 6 (D) 5 (D) ITC
Directions (Q. 23 to 26) : Production index for 2007 28. Which of the following has the maximum number of
and 2008; Base year : 2000 index = 100 room per crore of rupees ?
(A) IHCL
(B) Raheja Group
(C) Lokhandwala Group
(D) ITC
29. What is the cost incurred for projects completed in
1998 ?
23. In how many months is the production in 2008 is (A) Rs. 475 crore
greater than that in the corresponding months of
2007 ? (B) Rs. 500 crore
(A) 1 (B) 2 (C) Rs. 522·5 crore
(C) 3 (D) 4 (D) Rs. 502·2 crore
(E) 5 30. What is the cost incurred for project completed in
1999 ?
24. The largest difference between the indices of 2007
and 2008 is in the month of : (A) Rs. 1282·6 crore
(B) Rs. 1270 crore
(A) January (B) April
(C) Rs. 1805·1 crore
(C) July (D) October
(D) Rs. 1535 crore
(E) December
31. What is the approximate cost incurred for projects
25. As against 2007, production performance in 2008 is :
completed by 2000 ?
(A) Almost same
(A) Rs. 1785 crore
(B) Somewhat better
(B) Rs. 2140 crore
(C) Inferior
(D) Consistent (C) Rs. 2320 crore
(E) Can not say (D) None of these
Directions (Q. 27–31) : Answer the questions based on the following table.
Hotels in Mumbai
Projects No. of Rooms Cost (Rs. in crores) Year of Completion Company
Windsor Manor 600 275 1999 IHCL
Leela Hotels 310 235 1999 Leela Hotels
Mumbai Heights 250 250 1998 Bombay Hotels
Royal Holidays 536 225 1998 Lokhndwala Group
Majestic Holiday 500 250 1999 Raheja Group
Supremo Hotel 300 300 1999 ITC
Hyatt Regency 500 250 2000 Asian Hotels
32. What is the maximum production capacity (in ’000 Above graph gives the market share and percentage
tonnes) of Lipton for coffee ? of JRD International inc., over two different periods in
(A) 2·53 (B) 2·85 different countries. The figures i n brackets give the
(C) 2·24 (D) 2·07 market position of JRD International inc. during the given
period for the given countries. You may assume that the
33. Which company out of the four companies mentioned company does not operate in any other countries.
above has the maximum unutilized capacity (in ’000
tonnes) ? 37. In what percentage of countries has the market share
shown a growth over the two given periods ?
(A) Lipton (B) Nestle
(A) 71·44% (B) 100%
(C) Brooke bond (D) MAC
(C) 85·7% (D) 14·28%
34. What is the approximate total production capacity (in
‘000 tonnes) for coffee in India ? (E) 150%
(A) 18 (B) 20 38. In how many countries has the percentage growth rate
(C) 18·7 (D) Data insufficient of market share exceeded 75% over the two given
periods ?
35. The highest price for coffee per kilogram is for—
(A) 7 (B) 5
(A) Nestle (B) MAC
(C) Lipton (D) Data insufficient (C) 6 (D) 8
(E) None of these
36. What per cent of the total market share (by sales
value) is controlled by ‘others’ ? 39. If total business done by JRD International Inc. in the
(A) 60% (B) 32% period 1985-95 was Rs. 500 crore, the total market
(C) 67% (D) Data insufficient size for the given period for the given countries was—
(A) Rs. 1,650 crore (B) Rs. 400 crore
Direction (Q. 37 to 41) :
Market share of JRD International inc. (C) Rs. 2,050 crore (D) Rs. 1,200 crore
(E) Cannot be determined
100
79
39
40. If the business done by JRD International Inc. in
50 30 38 42 10
22 1996-2005 Australia in 1985-95 was Rs 9 crore, total market
35 25 10 5 7 2
0 12 1985-95
size of Australia was—
Brazil
Egypt
Philippines
Japan
Australia
Malaysia
Argentina
Directions (Q. 53 to 55) : Answer the following question on the basis of the table given below :
1901 1911 1921 1931 1941 1951 1961 1971 1981 1991 2001
AP 985 992 993 987 980 986 981 977 975 972 978
Assam 919 915 896 874 875 868 869 896 910 923 932
Bihar 1061 1051 1021 995 1002 1000 1005 957 948 907 921
Goa 1091 1108 1120 1088 1084 1128 1066 981 975 967 960
Gujarat 954 946 944 945 941 952 940 934 942 934 921
Haryana 867 835 844 844 869 871 868 867 870 865 861
HP 884 889 890 897 890 912 938 958 973 976 970
J&K 882 876 870 864 869 873 878 878 892 896 900
Karnataka 983 981 969 965 960 966 959 957 963 960 964
Kerala 1004 1008 1011 1022 1027 1028 1022 1016 1032 1036 1058
MP 972 967 949 947 946 945 932 920 921 912 920
Maharastra 978 966 950 947 949 941 936 930 937 934 922
Orissa 1037 1056 1086 1067 1053 1022 1001 988 981 971 972
Punjab 832 780 799 815 826 844 854 865 879 882 874
Rajasthan 905 908 896 907 06 921 908 911 919 910 922
TN 1044 1042 1029 1027 1012 1007 992 978 977 974 986
UP 938 916 908 903 907 998 907 876 882 876 898
WB 945 925 905 890 852 865 878 891 911 917 934
India 972 964 955 950 945 946 941 930 934 927 933
54. The two states which achieved the largest increase in (A) 30 (B) 40
sex ratio over the period 1991-2001 are : (C) 20 (D) 50
(A) Punjab and HP 59. How many international airports, not located in the
(B) HP and Kerala USA; handle more then 30 million passengers ?
(C) Assam and J & K (A) 5 (B) 6
(D) Kerala and J & K (C) 10 (D) 14
55. Among the states which have a sex ratio exceeding Direction (Q. 60 to 64) : The following graph shows
1000 in 1901, the sharpest decline over the period the break-up of the expenditure of Rajiv Narayan Gaur
1901-2001 was registered in the state of : family for 2 year. In each year, the break-up is given as a
(A) Goa (B) TN percentage of gross annual income of Rajiv Narayan
(C) Bihar (D) Orissa Gaur family for that year.
Directions (Q. 56–59) : Answer these questions based on the table given below concerning the busiest twenty
international airports in the world :
International
No. Name Code Location Passengers
Airport Type
1 Hartsfield A ATL Atlanta, Georgia, USA 77939536
2 Chicago – 0’ Hare A ORD Chicago, Illinois, USA 72568076
3 Los Angeles A LAX Los Angeles, California, USA 63876561
4 Heathrow Airport E LHR London, United Kingdom 62263710
5 DFW A DFW Dallas/ Ft. Worth, Texas, USA 60000125
6 Haneda Airport F HND Tokyo, Japan 54338212
7 Frankfurt Airport E FRA Frankfurt, Germany 45858315
8 Roissy - Charles E CDG Paris, France 43596943
9 San Francisco A SFO San Francisco, California, USA 40387422
10 Denver A DIA Denver, Colorado, USA 38034231
11 Amsterdam Schiphol E AMS Amsterdam, Netherlands 36781015
12 Minneapolis - St. Paul A MSP Minneapolis-St. Paul, USA 34216331
13 Detroit Metropolitan A DTW Detroit, Michigan, USA 34038381
14 Miami A MIA Miami, Florida, USA 33899246
15 Newark A EWR Newark, New jersey, USA 33814000
16 McCarran A LAS Las Vegas, Nevada, USA 33669185
17 Phoenix Sky Harbor A PHX Phoenix, Arizona, USA 33533353
18 Kimpo FE SEL Seoul, Korea 33371074
19 George Bush A IAH Houston, Texas, USA 33089333
20 John F. Kennedy A JFK New York, USA 32003000
Directions (Q. 65 to 68) : The table provides information about the salary and the number of working days of
employees in a company. Employee will be paid only if he works with minimum required efficiency.
69. In 1974, the agricultural loans formed what percent 75. By roughly how many points do the indices for the
of total loans ? year 1983 and 1975 differ ?
(A) 85% (B) 71% (A) 174 (B) 180
(C) 77% (D) Cannot be determined (C) 188 (D) 195
70. Form the given Data, the number of rural loans upto 76. What is the value of the loans in 1980 at 1983 price ?
1980 formed approximately what percent of those in (A) Rs. 570 million (B) Rs. 680 million
1983 ? (C) Rs. 525 million (D) Rs. 440 million
(A) 112% (B) 80%
Directions (Q. 77 to 81) : PRODCTION OF COT-
(C) 97% (D) Cannot be determined TON FOR FIVE STATES A–Rajasthan, B–Karnataka,
71. Which o f the following pairs of year showed the C–West Bengal, D–Orrisa, E–Assam FOR THE GIVEN
maximum increase in the number of rural bank PERIOD IN THOUSANDS OF TONS
loans ?
(A) 1971-72 (B) 1974-75
(C) 1990-91 (D) 1980-81
72. What is the value of the agricultural loan in 1983 at
1970 price ?
(A) Rs. 326 (B) Rs. 264
(C) Rs. 305 (D) None of these
77. The production of cotton in Orissa in 2007-08 is how
73. In which year was the number of rural bank loans per many times its production in 2008-09 ?
rural bank least ? (a) 1·33 (B) 0·75
(A) 1974 (B) 1971 (C) 0·56 (D) 1·77
(C) 1970 (D) 1975 (E) 87·5
74. What is the simple annual rate of increase in the 78. In which of the state is there a steady increase in the
number of agricultural loans 1970 to 1983 ? production of cotton during the given period ?
(A) 132% (B) 81% (A) Rajasthan and Karnataka
(C) 75% (D) 1056% (B) Rajasthan and West Bengal
88. How many lays are used to produce Yellow coloured fabrics ?
(A) 10 (B) 11 (C) 12 (D) 14
89. How many lays are used to produce Extra-Extra Large fabrics ?
(A) 8 (B) 16 (C) 17 (D) 18
90. How many lays are used to product Extra-Extra Large Yellow Extra-Extra Large White fabrics ?
(A) 8 (B) 9 (C) 10 (D) 15
91. How many varieties of fabrics, which exceed the order, have been produced ?
(A) 3 (B) 4 (C) 5 (D) 6
1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03
All Items 100 102·0 102·5 104·00 103·00 105·00 106·00 108·00 107·00 106·00
Cement 100 101·0 100·5 103·00 102·50 103·50 103·10 103·80 103·70 104·00
Limestone 100 102·0 102·5 102·75 102·25 103·00 104·00 105·00 104·50 105·00
Power 100 101·5 102·5 103·00 103·50 104·00 106·00 107·00 107·50 108·00
Steel 100 101·5 101·0 103·50 104·00 104·25 105·00 105·50 106·00 105·50
Timber 100 100·5 101·5 102·00 102·00 102·00 103·00 103·50 104·00 104·50
Wages 100 101·5 103·0 103·50 103·50 104·25 104·00 104·75 104·90 105·30
92. Let us suppose that one bag of cement (50 kgs) con-
sumes 100 kgs of limestones and 100 unit of power.
The only other cost item in producing cement is in
the form of wages. During 1993-94, limestone, power
and wages contribute, respectively, 20%, 25%, and
15% to the cement price per bag. The average operat-
ing profit (% of price cement bag) earned by a
cement manufacturer during 2002-03 is closest to—
(A) 40% (B) 39·5%
(C) 38·5% (D) 37·5%
93. Steel manufacturing requires the use of iron ore,
power and manpower. The cost of iron ore has
followed the All Item index. During 1993-94 power
accounted for 30% of the selling price of steel, iron
ore for 25%, and wages for 10% of the selling price
of steel. Assuming the cost and price data for cement
as given in the previous question, the operating profit
96. Which Company’s investment is more than 25 per
(% of selling price) of an average steel manufacturer
cent of the total investment made by all companies in
in 2002-03—
2008 ?
(A) Is more than that of a cement manufacturer
(A) Adlab (B) PTC India Ltd
(B) Is less than that of a cement manufacturer
(C) Is the same as that of a cement manufacturer (C) TVS Motors (D) Hindustan Zinc
(D) Can not be determined (E) Zuari Industries Ltd
94. Which item experienced continuous price rise during 97. For which company has amount of investment made
the ten-year period ? increased continuously over the years ?
(A) Power (B) Cement (A) Zuari Industries Ltd
(C) Wages (D) Limestone (B) PTC India Ltd
95. Which item (s) experienced only one decline in price (C) TVS Motors
during the ten-year period ?
(D) Hindustan Zinc
(A) Steel and Limestone
(E) Adlab
(B) Steel and Timber
(C) Timber 98. For which company has amount of investment made
decreased continuously over the years ?
(D) Timber and Wages
(A) Adlab (B) PTC India Ltd
Directions (Q. 96 to 100) : Following table showing
investments made by five companies over the year (C) TVS Motors (D) Hindustan Zinc
(amounts for various year in lakh of rupees) : (E) Zuari Industries Ltd
110. The total annual exports lay between 35and 40 per (C) The IT business in training during 1994-99 was
cent to the total annual business of the IT industry, in higher than the total IT business in maintenance
the year— during the same period
(A) 1997-98 and 1994-95 (D) None of the above
(B) 1996-97 and 1997-98
113. For the IT hardware business activity, which one of
(C) 1996-97 and 1998-99 the following is not true ?
(D) 1996-97 and 1994-95 (A) 1997-98 dominates 1996-97
111. The highest percentage growth in the total IT busi- (B) 1997-98 dominates 1995-96
ness, relative to the previous year was achieved in—
(C) 1995-96 dominate 1998-99
(A) 1995-96 (B) 1996-97
(D) 1998-99 dominate 1996-97
(C) 1997-98 (D) 1998-99
114. For the two IT business activities, hardware and peri-
112. Which one of the following statements is correct ? pherals, which one of the following is true ?
(A) The annual software exports steadily increased (A) 1996-97 dominates 1995-96
but annual hardware exports steadily declined
during 1994-99 (B) 1997-98 dominates 1995-96
(B) The annual peripheral exports steadily increased (C) 1997-98 dominates 1998-99
during 1994-99 (D) None of these
Directions (Q.115 to 119) : Answer the questions based on the following information :
The table below presents data on percentage population covered by drinking water and sanitation facilities in
selected Asian countries.
Population covered by Drinking Water and Sanitation Facilities
Percentage Coverage
Drinking Water Sanitation Facilities
Urban Rural Total Urban Rural Total
India 85 79 81 70 14 29
Bangladesh 99 96 97 79 44 48
China 97 56 67 74 7 24
Pakistan 82 69 74 77 22 47
Philippines 92 80 86 88 66 77
Indonesia 79 54 62 73 40 51
Sri Lanka 88 52 57 68 62 63
Nepal 88 60 63 58 12 1
Directions (Q. 120 to 124) : Answer these questions based on the data provided in the following table below :
Factory Sector by Type of Ownership
Sector Factories Employment Fixed Capital Gross Output Value Added
Public : 7 27·7 43·2 25·8 30·8
Central government 1 10·5 17·5 12·7 14·1
State local government 5·2 16·2 24·3 11·6 14·9
Central and State/local 0·8 1·0 1·4 1·5 1·8
government
Joint Sector 1·8 5·1 6·8 8·4 8·1
Wholly Private 90·3 64·6 46·8 63·8 58·7
Others 0·9 2·6 3·2 2·0 2·4
Total 100 100 100 100 100
(E) 10% Cricket, football, hockey and volley ball are outdoor
games and rest are indoor games. One student can partici-
145. What will be the total price of one quintal each of pate in at the most one outdoor and one indoor game. 30
Bentonite and Tungsten in 2000-2001, if they increase boys and 10 girls are not participating in any of the games.
in same rate as in 1998-99 to 1999-2000 ? 149. How many boys are participating in one game ?
(A) Rs. 875 (B) Rs. 878 (A) 40 (B) 80
(C) Rs. 860 (D) Rs. 825 (C) 120 (D) 90
(E) Rs. 890 (E) 110
Directions (Q. 146 to 148) : Following table shows the number of employees working in various departments of
a automobile company from 2005 to 2010 :
Departments ( Number of Employees)
Year
Press Shop Weld Shop Purchase Tool Room Store
2005 150 25 50 45 75
2006 225 40 45 62 70
2007 450 65 30 90 73
2008 470 73 32 105 70
2009 500 80 35 132 74
2010 505 75 36 130 75
146. In which year, the total number of employees reached 150. If every girl who participates in outdoor games par-
approximately twice the total number of employees ticipates in indoor games as well, then by how much
in the company in 2005? should the participation of girls be increased or
(A) 2010 (B) 2009 decreased in indoor game to satisfy the initial
(C) 2008 (D) 2007 condition ?
(E) 2006 (A) 20 (B) 10
(C) 0 (D) 5
147. In which of the following years, each department had
(E) 15
more number of employees than it had in the
immediately preceding year? 151. 6% of the girls participating in indoor games are
(A) 2009 (B) 2008 physically handicapped. Also the ratio of physically
handicapped boys participating in indoor games is
(C) 2007 (D) 2006
twice that of the physically handicapped girls partici-
(E) 2005 pating in indoor games. If no physically handicapped
148. Which department had less than 10% of the total person participates in outdoor games, then how many
employees all through 2005 to 2010 ? students are physically handicapped ?
(A) Purchase (B) Weld Shop (A) 121 (B) 840
(C) Tool Room (D) Store (C) 850 (D) 650
(E) Press Shop (E) 700
But, from the given data, Similarly 8 players get maximum points after the
sixth round.
Maximum number of girls playing at least one game
= 1200 × 0·4 – 10 = 470 4 or 5 players get maximum points after the seventh
round.
Hence, to satisfy this condition, we have to increase
the girl’s participation by 20 in indoor games only. 2 or 3 players get maximum points after the eighth
round.
151. (A) Number of girls participating in indoor games
1 or 2 players get maximum points after the ninth
= 450 round.
6% of 450 = 27 are physically handicapped girls Hence, definitely after the tenth round, a winner can
And hence, 54 are physically handicapped boys. be determined.
Number of physically handicapped students 153. (A) Now there are 160 boys and girls who play
= 27 + 54 + 40 = 121. badminton. Hence, 150 mixed doubles teams can be
easily formed. But then 10 boys were left with no
152. (C) After the first round, 280 players get maximum
girl partner. Hence, at least 1 girl has to form more
points.
than two-mixed doubles teams i.e., she will partici-
After the second round, 140 players get maximum pate in 11 mixed doubles apart from one doubles
points. team.
After the third round, 70 players get maximum points. Hence minimum number of students, participating in
After the fourth round, 35 players get maximum more than two teams, is one.
points. ●●●
Directions (Q. 6 to 10) : Ravi, Suresh and Asif are 7. If from each series, amongst letters/numbers/symbols
in control of the following number-letter-symbol series the one having highest members is sorted out and
respectively. then arranged in the descending order on the basis of
Ravi : 2&S*9PTBπ 8Q∆6 the number of elements they have, which of the
Suresh : ⊗ 1 ψ F @ V 4 ∃ ℘ M T D ⇔ following will indicate the correct descending order?
Asif : G3H#KN●5R=7WY (A) Asif-letters, Suresh-symbols, Ravi-symbols
6. Starting from the left end and following the given (B) Asif-letters, Suresh-symbols, Ravi-letters
order in each series, if a group of three elements is (C) Ravi-numbers, Suresh-letters, Asif-symbols
formed by taking symbol from Suresh’s series, (D) Ravi-letters, Suresh-symbols, Asif-letters
number from Ravi’s series and letter from Asif’s (E) None of these
series, each symbol-number-letter only once, which 8. If each symbol which immediately precedes a number
of the following will be the elements of the 4th such in Ravi’s series, each number which immediately
group formed ? follows a letter in Suresh’s series, and each letter
(A) ∃ 8 N (B) ℘ 6 R which immediately precedes a symbol in Asif’s series
(C) ∃ 6 N (D) * 1 V are selected what will be total number of these
(E) None of these elements ?
Direction (Q. 1 to 5) : The amount of money invested ( rupees in crores) in the core infrastructure areas of two
districts, Dehradoon and Haridwar of Uttranchal, is as follows :
Dehradoon Haridwar
Core Field NDA GOVT 2003 UPA GOVT 2004 Core Field NDA GOVT 2003 UPA GOVT 2004
Power 815·2 1054·2 Power 2065·8 2365·1
Hydro 389·5 476·7 Hydro 745·3 986·4
Road 632·4 565·9 Road 1232·7 1026·3
Solar 468·1 589·6 Solar 1363·5 1792·1
Technology 617·9 803·1 Technology 1674·3 2182·1
Total 2923·1 3489·5 Total 7081·6 8352·0
1. By what per cent was the total investment in the two Direction (Q. 6 to 10) : Hundai and Maruti can
districts more in UPA GOVT.2004 as compared produce either Body Case or Carburetor. The time taken
NDA GOVT.2003 ? by Hundai and Maruti (in minutes) to produce one unit of
(A) 14% (B) 21% Body Case and Carburetor are given in the table below :
(C) 24% (D) 18% (Each machine works 8 hour per day)
(E) None of these Product Hundai Maruti
2. The investment in Power and Road in NDA GOVT. Body Case 10 8
2003 in these two districts formed what per cent of
Carburetor 6 6
the total investment made in that year ?
(A) 41% (B) 47% 6. What is the maximum number of units that can be
(C) 52% (D) 55% manufactured in one day ?
(E) None of these (A) 140 (B) 160
(C) 120 (D) 180
3. In Haridwar District, the investment in which field in
UPA GOVT. 2004 showed the highest percentage (E) None of these
increase over the investment in that field NDA 7. If Hundai works at half its normal efficiency, what is
GOVT. 2003 ? the maximum number of units produced, if at least
(A) Power (B) Hydro one unit of each must be produced ?
(C) Solar (D) Technical (A) 96 (B) 89
(E) None of these (C) 100 (D) 119
4. Approximately how many times was the total (E) None of these
investment in Dehradoon to the total investment in
Haridwar ? 8. What is the least number of machine-hours required
to produce 30 pieces of Body Case and 25 Pieces of
(A) 2·8 (B) 2 Carburetor respectively ?
(C) 2·4 (D) 1·7 (A) 6 hrs 30 min (B) 7 hrs 24 min
(E) None of these (C) 6 hrs 48 min (D) 4 hrs 6 min
5. If the total investment in Haridwar shows the same (E) None of these
rate of increase next GOVT time 2005, as it shown
from NDA GOVT. 2003 to UPA GOVT. 2004, what 9. If the number of units of Body Case to be three times
approximately would be total investment in Haridwar that of Carburetor, what is the maximum idle time to
in Next GOVT 2005 ? maximize total units manufactured ?
(A) Rs. 9,850 crore (B) Rs. 10,020 crore (A) 0 min (B) 24 min
(C) Rs. 9,170 crore (D) Rs. 8,540 crore (C) 1 Hr. (D) 2 Hr.
(E) None of these (E) None of these
Direction : Study the following table carefully and answer questions given below it :
Number of Candidates Appeared and Qualified Under Various Disciplines in an Examination Over the Years
Disciplines → Arts Science Commerce Agriculture Engineering Total
↓ Years App. Qual. App. Qual. App. Qual. App. Qual. App. Qual. App Qual.
2004 850 200 1614 402 750 212 614 170 801 270 4629 1254
2005 1214 315 1826 420 800 220 580 150 934 350 5354 1455
2006 975 250 1970 500 860 260 624 160 742 300 5171 1470
2007 820 196 1560 450 842 300 490 160 850 312 4562 1418
2008 1412 378 2120 625 1105 320 760 200 642 301 6039 1824
2009 738 359 3506 880 1240 308 640 210 962 400 7086 2157
11. The number of candidates appeared under Agriculture Directions : Study the following table carefully and
in 2007 was approximately what per cent of the answer the questions given below it :
number of candidates qualified under Arts in 2006 ? Number of People Travelled to Five Destinations Over
(A) 20 (B) 100 The Years (In Thousands)
(C) 400 (D) 200 Destination →
A B C D E
(E) 125 ↓ Years
12. What was the per cent drop in the number of candi- 2004 20 24 20 18 21
dates qualified in science discipline from 2006 to 2005 36 22 16 24 23
2007 ?
2006 18 16 12 22 16
(A) 10 (B) 20
2007 24 30 18 20 30
(C) 50 (D) 25
2008 28 32 26 19 34
(E) 75
2009 22 26 28 25 38
13. In which of the following disciplines, there was a
continuous increase in the number of candidates 16. In which of the following years, the number of
appearing over the given years ? travellers for destination C was equal to the number
of travellers for destination A in 2006 ?
(A) Arts (B) Commerce
(A) 2004 (B) 2005
(C) Agriculture (D) Engineering
(C) 2007 (D) 2008
(E) None of these
(E) None of these
14. In which of the following years, the percentage of the
qualified to the appeared ones in engineering dis- 17. In case of which of the following destinations, there
cipline was the maximum ? was a continuous increase in the number of travellers
over the years ?
(A) 2004 (B) 2005
(A) A (B) B
(C) 2007 (D) 2008
(C) C (D) E
(E) 2006
(E) None of these
15. In which of the following years, the percentage of
total number of candidates of all the disciplines 18. In which of the following years, the number of trav-
together, qualified to the appeared, was the maxi- ellers for E was equal to the total number of
mum ? travellers for C in 2004 and 2007 together ?
(A) 2005 (B) 2006 (A) 2004 (B) 2009
(C) 2007 (D) 2008 (C) 2007 (D) 2008
(E) 2009 (E) None of these
● Before appointing a personal associate to a govern- (C) Donate 300 hours of service to the Independence
Party.
ment post, President Irfan always checks to make
sure that he or she has been certified as politically (D) Become personal associates of President Irfan.
sound by the Minister of Justice. (E) Not defined
21. Mr. Jamil is a member of the Independence Party. To 25. You are given 50 white marbles, 50 black marbles
obtain a government post, his next step must be to and two jars. You need to put 100 marbles in any of
either : these two jars. The jars will then be shaken & you
(A) Be certified as politically sound by the Minister will be asked to pick one marble from either jar.
of Justice, or give a substantial donation in gold How would you distribute the marbles in two jars to
bullion to the party's campaign fund. maximize the possibility of picking a white marble
(B) Donate 300 hours of service to the Independence blind folded ?
Party, or give a substantial donation in gold (A) 25 white and 25 black in each.
bullion to the President's Personal expense (B) White in one and till 99 in the other.
account.
(C) 50 white in one & 50 black in the other.
(C) Be certified as politically sound by the Minister
of justice, or donate 300 hours of the service to (D) All hundred in one.
the party. (E) Cannot be determined
(C) Membership to be given—satisfies only (ii) & 70. Suppose the US Dollar becomes cheaper by 12% of
(iv) its original value, and the German Mark becomes
(D) Membership to be given—satisfies only (i) & costlier by 20% of its original value. To achieve a
(iv) profit margin of 10%, the selling price must exceed
the production cost by—
(E) None of these
(A) 10% (B) 20%
66. Sarvesh has a record of having taken two or more
wickets at every match played by him for his college. (C) 12% (D) 8%
He is a medium fast bowler. He is a good batsman (E) 5%
(C) 360 (D) 450 5. (A) Percentage increase in the total investment in
Hardwar in
(E) None of these
73. An author gets a royalty of 13% on the printed price UPA GOVT. 2004 = [
(8‚352 – 7‚081·6)
7‚081·6 ]
× 100
of books written by him. If the printed price of a 1270
copy of his particular book is Rs. 4·50 and if 600 = ≈ ≈ 18%
7080
copies of the books are sold, how much royalty did
he earned ? Total investment in Hardwar in 2005 will be 1·18 ×
8352 = 9855·36 = 9850
(A) Rs. 2700 (B) Rs. 2349
6. (B) Since time taken to manufacture Carburetor on
(C) Rs. 351 (D) Rs. 212
both the factory is the least, we have to manufacture
(E) None of these only carburetor in order to maximize the output for
74. If | r – 6 | = 11 and | 2 q – 12 | = 8, what is the the day. In such a case total number of units of
minimum possible value of q/r ? (8 × 60)
carburetor produced on Hundai = = 80 units
6
(A) – 2/5 (B) 2/17 (8 × 60)
and that produced on Maruti = = 80 Units.
(C) 10/17 (D) 7/8 6
So, the maximum number of units that can be
(E) None of these
produced = (80 + 80) = 160 units.
75. The letters of the word LUCKNOW are arranged 7. (D) If Hundai works at half of its normal efficiency,
among themselves. Find the probability of always time taken by Hundai to manufacture 1 unit of Body
having NOW in the word. Case = 20 min and Carburetor = 12 min. And now
5 1 for maximum number of units, we have to produce
(A) (B)
42 6 Carburetor on Maruti first as it takes only 6 min per
1 11 piece. Also since atleast one unit of Body case has to
(C) (D)
42 42 be manufactured and it is more efficient to do so on
(E) None of these Maruti, we would do that. So time taken to manu-
facture 1 unit of Body case on Maruti = 8 min. Hence,
Discussion–1 the remaning on Maruti = ( 480 – 8) = 472. In this
remaining time number of units of Carburetor that
1. (D) Total investment in the two districts in 2003 =
can be manufactured = [472/6] = 78. Now since it
2932·1 + 7081·6 = 10,000
takes less time to manufacture Carburetor on Hundai
Total investment in the two districts in 2004 = as well, we will maximize Carburetor on Hundai.
2932·1 + 7081·6 = 10,000 Since number of units that can be produced = (8 ×
Total investment in the two districts in 2004 = 60)/12 = 40. Hence, total number of units manu-
3489·5 + 8352 = 11840 factured = (1 + 78 + 40) = 119 units.
(11840 – 10000) 8. (A). In order to take minimum time manufacture Body
Required % = = 18% case on Maruti and Carburetor on Hundai. Number
10000
of machine hours required to manufacture 30 units of
2. (B) Total investment in Power and Road in both the
Bodycase on Maruti = (30 × 8) = 240 min = 4 Hrs.
districts in 2003 = (815·2 + 632·4 + 2065·8 + 1232·7)
Number of Factory hours required to manufacture 25
= 4746·1. Total investment made in that year =
units of Carburetor on Hundai. = (25 × 6) = 150 min
2923·1 + 7081·6 = 1004·7 = 10000. Hence, required
= 2·5 Hrs. So total time taken = (4 + 2·5 ) = 6·5 hrs.
4746·1
percentage is = 47%. 9. (A) 10. (C)
10000