HOW TO PASS THE NUMERICAL REASONING MCQ for European institution competitions Emmanuel HETRU Vanessa LEMAITRE Published by ORSEU| CONTENT ‘WhoIs the book for? Chapter 1 Chapter 2 Chapter 3 1m PART Methodology common to AD and AST competitions Sub-section 1.1. Basis of numerical reasoning, Chapter 4 ». p p13 a7 Sub-section 1.4. Averages pala? Chapter 20, Simple averages: p29 Chapter 21 Weighted averages. 1.136wm PART2 ADDITIONAL METHODOLOGY FOR AD COMPETITIONS Chapter 22 Problems involving combinations Chapter 23 Double direct and inverse proportions Chapter 24 Patfial and total growin rates PART 3 TESTS FOR AST COMPETITIONS Proportions. Vatitions Averages TESTS FOR AD COMPETITIONS. Test AD Propottions. Test AD2 Vasitions Test ADS Averages Pants ANSWERS TO TESTS FOR AST COMPETITIONS. ‘Angwers to test AST/1 Proportions. 3 AST/2 Vasirions ‘Answer ‘Angwers to fost AST/S Averages. 1m paRT 6 ANSWERS TO TESTS FOR AD COMPETITIONS ‘Answers to test AD! Proportions. ‘Answers to test AD/2 Variations. ‘Anewers to tost ADIS Averages Annex 1 Anewets to evaluation tests ‘annex 2 Glossary Who we are p.197 201 19.209 217 p28 e227 9.237 p247 287 259 269 p28) p29 309 pais Bl WHO |S THE BOOK FOR ? as numetical ning questions only. For the verbal reasoning questions, we strongly advise you fo read a book we published in 2005: “Verbal and numerical reasoning MC@ for European Institution competitions: a methodology and 160 questions with ‘The verbal and numerical reasoning test is one of the admission tests’. These tests are very selective: you have litle chance of passing them if you do not ht answets. The selection is made especially in 9 1Ows that the candidates come up against three types of cificuties: = comprehension dificutties: candidates sometimes have difficulty understanding the question and thus wring down the operations properly: - problems with certain concepts: proportions, variations, averages, etc! = problems managing time: candidates get bogged down in long calculations when itis sometimes possible to avoid them, We have devised this book to help you to overcome such difficulties. It comprises: = ¢ detailed methodology, illustrated with numerous questions: it helps you to analyse a question, 1o master the various mathematical tools Tequired (proportions, variation rates, averages, etc.) and to save time: - sk tests of fifteen questions each classified according to compettion category; - a detailed answer to each question. "This book, wien by Ermarual HETU and Jear luc BZEUR Comptes patiouar more han 60 narrefoot cquostons win detaled anaes, + Fm te second hf of 2006, adnion fos cond of Wo MEO: & MC on he palcies ond @ verbal ond numetisa reasoning MCA.Itis thus aimed at: - those who think they have a low standard in mathematics, for whom reading the entire book will be beneficial; = those who acquited a good knowledge of mathematics, but who have not had the opportunity to use it for several years, for whom certain reminders may be necessary; those who have a very high standard in mathematics and simoly wish to practise. ‘All our questions are based on tests taken from the most recent European Institution competitions, f 2. ORGANISATION OF THE TEST CHAPTER 1: PRINCIPLES OF THE TEST 1. PRESENTATION OF THE TEST Unless otherwise stated in the competion notice, the numerical reasoning questions are mixed with the verbal reasoning questions. it means that you do not sit two tests (a numerical reasoning test and a verbal reasoning test), but one test (the verbal and numerical reasoning test) The numefical questions are usually divided into several ser compiises: - a data table; Each seties - possibly a chart; - 3 questions; - 4 statements per question. The test is organised either on computer, if a sutficient number of PCs is available in centres specialised in this type of test; - oF on paper, 2.1, Computer-based tests You have at your disposal! - a standard computer equipped with a keyooard and mouse: @ dry erase board and erasable marker. But youre stengi eave not To we Foe Cropter 10,During the test, you can at any time: {go back to the previous question or move on fo the next question; = change your answer; = mark the questions for which you are unsure of your answer. After the last question, the screen displays your answers as well as the marked ‘and incomplete questions. If ime permits, you can go directly to: Marked questions: incomplete questions; ~ any question’ 2.2, Paper-based tests You have at your disposal = a question paper; = an answer sheet; ~apen, Furthermore you do not have rough paper. However, you can use the ‘question paper as rough paper. the answers on an optical reader form. It looks like this: "Far moe wornaton Goou Te opankaion of compulsrbased Term vast ws onine at muersu-concout.cor. her you nilhave the cppetaty td one ess undo competion conto. You must mark with a cross the box chosen as the right answer. In this example, C is the answer chosen for question 1. Be carefull Once you have ticked a box, you cannot change your answer any more. 3. TIME MANAGEMENT The time allowed is for the entire test. It is mentioned in your invitation fo the test. You usually have fo answer 30 verbal and numerical questions in 65 minutes, 3.1. Choose a strategy Sometimes the test altemates verbal questions with numerical questions. For instance, the fist two questions ate verbal ones, the next three questions are numerical ones, etc. Consequently, several stratagies are possible: either you answer all the questions in the order in which they ore displayed {from 1 fo 30}; oF you statt by answering all the numerical questions (oF alll the verbal questions) There is no optimal strategy. Each one has its advantages and discidvantages. i is up to you to choose the strategy that is most convenient for you. In any case, you must make sure that you answer approximately 10 questions every 20 minutes, The following fable shows how to manage time propery, Timing to answer 30 questions in 55 minutes Time remaining: Rcreticmeemccce 00:40:00 10 questions 00:30:00 15 questions 00:10:00, 25 questions 00:00:00 30 questions For computer-based tests, a clock displays the remaining time on the screen. For paper-based tests, do not forget fo take a watch.4, MARKING _ 3.2. If you get stuck at a question, move on to the next series of questions Numerical questions are independent, in particular within each series of questions. Its thus not necessary to know the right answer to the fist question In order to answer the second or third one corectly. However, numerical questions are offen arranged in order of increasing ificuity within each series: the fist question is usually an easy one, the second question is sightly less easy and the third one Is the most difficult question. Therefore, it you get stuck at the second question of a series, move on to the next seties directly The marking is explained in the competition notice. Unless otherwise stated In this notice: i questions, whether verbal or numerical, have the same value; so you wil not obtain a higher mark because you gave the right answer to a question which seems more difficult; = wong or incomplete answers are not penaised; itis thus better fo ‘answer ai question at random than not fo answer if at al _5, SAMPLE QUESTIONS Here is on example of a series of questions. We suggest that you answer ‘them without timing yourself. You can use a calculator, although tt is not necessary. The aim of this exercise is to familiarise yourself with standard competition Numerical questions, So do not wory if you do not manage to answer them cortectly. You may well have some gaps in numerical reasoning, This book is, designed to help you to fil them, The answers and explanations are given at the end of this Chapter, ene Exports of agricultural products of animal origin 205 31% 26% 28% 19% 12% 17% 15% 20% 8% 6% 7% 10% 3% 2% QT in 2003, what was the share of non-meat products in total exports of agricultural products of animal origin? a) 38% b) 41% 6) 59% ) 90% Q2 In 2004, by how many millions did the value of egg exports exceed that ‘of honey exports? ae b) 10.25 0) 16.4 a) 24.6 Q3 Let us suppose that the total value of exports of agricultural products of animal arigin increased by 20% between 2004 and 2006 and that the share of exports of pigmeat in fotal exports of agricultural products of ‘animal origin did not change between 2004 and 2005. What wil be the value of pigmeat in exports 2005 in EUR milions? @) 24.6 b) 36.9 41 a) 49.2ANSWERS Ql>b Non-meat products consist of milk and dairy products, eggs and honey. The share of these products in total exports in 2003 is: 3147435 41% Q2>c Value of egg exports in 2004: 10% x 205 Value of honey exports in 2004: 2% x 205 Difference: 8% x 205 = 16.4 Q3>a Total value of exports in 2005: 205 + (20% x 205) = 246 Value of pigrneat exports in 2004: 20% x 246 = 49.2 CHAPTER 2: EVALUATION TESTS The following three ‘ests are intended to guide you through this book Depending on your score, you can if you wish skip cerfoin chapters and concentate on the ones you think are most cificul for you. These three fests are of a high level, higher than the ones in competitions for administrators (AD). So co not get discouraged if you are | not able to answer them. It simply means that there are certain mathematical concepts that you must lean, and this book will help you with, this learning process. | Do these tests without timing yourself. The answers are given at the end of this Chopter Question 1: Ametican and European students took the sarne numerical reasoning test. The test is marked out of 40. Statistics show that: *+ two-thirds of the European students obtained at least 20 out of 40) + three-quarters of the students are American; + three-fiths of the students obtained at least 20 out of 40, Which proportion of students who obtained less than 20 out of 40 are European? ay1s12 b)1/10 ©)5/24 Impossible to tell | TEST 1 - PROPORTIONSQuestion 2: ‘American and European students took the same verbal reasoning test. This, test ls marked out of 40, Statistics show that: + 25% of the European students obtained less than 20 marks; + the ratio of the number of students who obtained less than 20 marks to ‘the number of students who obtained at least 20 mars is twice as low {for the European students as its for the American students, By which proportion does the number of American students who obtained at lest 20 maiks exceed the number of American students who obtained less ‘than 20 marks? 1/5 by1/2 o) 2/3 65/1 Question 3: 1 800 European students sit an EU knowledge fest. Statistics show that respectively 50%, 65% and 5% of the students answeted the fist three questions of the test corectly. How many students answered the fist two questions of the test correctty, but not the third one? aslo b) 900 ) between 0 ond 900 ) at least 180, but not more than 900 Question 4: 14 examiners working 9 hours a day mark 300 papers in 3 days, How many ‘examiners working 7 hours a day are required fo mark 240 papers in 5 days? a6 bs 9 dia TEST 2 - VARIATIONS Question 5: ‘A European university organises a big numerical reasoning competition every year. Statistics show that: * the number of registered candidates increased by 9.18 % between 2000 and 2002; + the percentage increase in the number of registered candidates ‘between 2007 and 2002 was twice that recorded between 2000 and 2001; * the number of registered candidates increased by 16 068 between 2001 and 2002, Which of the following statements is conect? @} The number of registered candidates increased by 3.06% between 2000 and 2001 b) The number of registered candidates increased by 8 034 between 2000 and 2001 ¢) 267 800 candidates registered in 2001 i] None of the above statements is corect. Question Variation in the number of registered candidates per field 1.3% 1.1% 0% = 0.2% 0.4% = 0.6% In which field was the percentage decrease in the number of registered candidates between 2000 and 2005 the lowest? a) Economics b) Law ¢) Auditing ¢) FinanceTEST 3 - AVERAGES Question 7: There ore six universities in Poldavia. All the law and economics student ‘these six universities took the sane numerical reasoning test. The test consists of 40 questions. On average, the law students answered 28 questions correctly. while the economics students answered 24 questions corectiy ‘The fable below indicates the average number of right answers glven by the law and economics students of three universtties in Poldovia, Cee 27 29 Which of the following statements is conect? On average, the law and economics students ot university 1 answered 28 questions correctly. ) On average, the law and economics students at university 3 gave the same number of right answers as the law and economics students at University 2 ©) The number of ght answers given by the law students at universities 1 2.and 3 is lower than the number of right answers given by the law students at each one of the universities in Poldavia, i There is at least one university in Poldavia at which the economics students gave an average of fewer than 24 right answers, Question 8: Law, economics and finance students took the same verbal and numerical reasoning test. The test comprises twice as many verbal questions as numerical questions, Each right answer fo a verbal question is awarded 1 mak. Each right answer to a numerical question is awarded 2 marks. A \wrong or missing answer gives a mark of 0. The table below indicates the percentage of ight answers to the verbal and numerical questions. og 70% 20% (On average, the law students answered 24 questions in the verbal and numerical reasoning test conectly, Given that the number of students is twice as high in law as in finance and three times lower in finance than in economics, what is the average mark out of 20 obtained by al the students (law, economics and finance) in the verbal and numerical reasoning test? by13 a2 14 aisANSWERS TO THE EVALUATION TESTS Here are the answers fo the evaluation tests. Detailed explanations are given in Annex 1. We recommend that you do not read them until you have done al the tests in Part 3 (AST level) of Part 4 (AD level). You can then do these three tests again, for practice, atter you have read the whole book, We have awarded a certain number of marks for each exercise, They are not connected with the difficulty of the exercise. They are simply intended to guide you when teading this book. the fable below and go on to the next Chapter, CHAPTER 3: HOW TO USE THIS BOOK If you obtained at least 100 marks in the evaluation tests, this means that you hove ai sufficient level to pass an AD competition. In this case, In line with the ppiinciple that “anyone who can do the harder tests, can aiso do the simpler ones’, we suggest that you follow the same preparations as for an AD competition if you obtained less than 100 mars in the evaluation tests, this means that there are certain mathematical concepts that you need to leam. We recommend in this case that you proceed in three stages. * Stage 1: acquisition of knowledge (Part 1) Start by reading most of the chapters: carefully. We have set you two series of questions in - a first series at the beginning of the chapter entitled "Assess yourself"; - @ second series at the end of the chapter ented "Practise", The questions in the "Assess yourself” seties are basic questions. They are designed to assess your level in a particular fleld, for instance calculating percentages (Chapter 9). If you can answer all the questions in the series u have the basic knowledge required in that chapter. In that case, you can go on directly fo the “Practise” series. The questions in the "Practise" series are a litle more difficult. They are aimed at checking whether you have understood perfectly the content of the 30 do not move on to the next chapter if there is a question that is + Stage 2: tests (Parts 3 and 5) Part 3 contains three ASTevel tests. Each test comprises fifteen questions ‘conceming a particular field: proportions, variations and averages. Start by doing the fest on proportions within the time allowed (80 minutes Then check the answers in Part 5. Continue in the same way for the other two tests+ Stage 3: perfecting your knowledge (Parts 4 and 6) ‘The questions you will get in the competition are similar to those in the three tess in Part 3. If you are perfectly capable of doing them, you should be ‘able to pass the competition. You can therefore stop at Stage 2. However, if you wish to perfect your numeric reasoning abilty, we would ask Yyouto move on to a third stage: prepare the numerical reasoning test for AD Competttions. This s of course an ambitious objective, but very valu dealing with more compicated questions, you that wil enable you fo answer the questions in your competition problem. So if you ate interested, read Part 2: i wil provide you with a few vital methodology pointers. Then do the tests in Part 4, without worrying about the time allowed, 2. YOU ARE SITTING A COMPETITION FOR ADMINISTRATORS (AD) It you obtained less than 100 marks in the evaluation tests, this means that that there cre certain mathematical concepts that you need fo lear. We recommend in this case that you: = fist folow the preparations for the AST competition (see Section 1 - then follow the preparations for the AD competition, Ityou obtained at least 100 marks in the evaluation tests, this means that you have a good level in mathematics. We recommend in this case that you Proceed In two stages. + Stage 1: acquisition of knowledge (Parts 1 and 2) It is better to tead Parts 1 and 2 completely, which concem the Methodology. However, it you have some time, you can, depending on your level, skip the following: Section 1.1 (basis of numerical reasoning) except for Chapter 11 (how Yo reduce the number of calculations) which will provide you with some tips on saving time; + Section 1.2 (proportions); Section 1.3 (variations), unless you obtained less than 10 marks in evaluation test 2; + Section 1.4 (averages), unless you did not obtain 10 matks in evaluation. test 3; }ecific methodology for AD competitions}, if you obtained a fotal of 140 mars in the three evaluation tests. There are two series of questions in most of the chapters in Parts 1 and 2: ~ a fist seties at the beginning of the chapter entitled "Assess yoursett"; - a second series at the end of the chapter entitled “Practise” The questions in the “Assess yourself” series cre bosic questions. They ore designed to assess your level in a particul for instance calcul percentages (Chapter 9). if you can answer all the questions in the series corectty, this rneans that you have the basic knowledge requited in that chapter. In that case, you can go on directly fo the "Practise" series Tho questions in the "Practise" series are a little more difficult, They are aimed ‘at checking whether you have understood perfectly the content ‘chapter. So do not move on to the next chapter if there is a question that is not clear to you. + Stage 2: tests (Parts 4 and 6) Part 4 contains three AD-level fests. Each test comprises fifleen questions conceming a particular field: proportions, variations and averages, Start by doing the test on proportions within the tine allowed (30 minutes) Then check the answers in Part 6. Continue in the sane way for the other two tests. ‘Once you have done the three tests, you can repeat the evaluation tests in Chapter 2 and then checks the answers in Annex 1,B PART 1 METHODOLOGY COMMON TO AST AND AD COMPETITIONSME SUB-SECTION 1.1. BASIS OF NUMERICAL REASONINGNTS eee 1. ASSESS YOURSELF ‘Al calculations are based on four basic operations: addition, subtraction, multiplication and dvision. Here Is a series of questions combining those various operations. If you can answer the three questions below without any Gificutty, you can go straight to the next Chapter. The answers are given ct the end of this Chapter. (sto 1526 250 2s 4383 230d 3128 Q4 Te trade balance of a county is the difference between Its exports and imports of goods and services. What is the difference, in EUR milions, between the trade balance of Poldavia and that of Levonia? a) - 621 b)- 25 ©) 25 d) 621 Q5 In which country isthe Export-Import ratio equal to 22 Q) Poldavia b) Levonia ¢) Telonia d) Zogland Q6 Which of these numbers is divisible by 2 and 97 a) 2 892 b) 4641 ¢) 1152 d) 6 2502. ADDITION AND SUBTRACTION Candidates sometimes have dificutty doing adeitions or subtractions, in parlicular ifthe numbers they have fo add up or subtract are negative. Let us analyse question 4. We have to work out the difference between the fade balance of Poldavia and that of Levonia, Let us frst work out the trade balance of each country. For Poldavia, itis equal to: 3 215 - 2 892 = EUR 323 For Levonia, its equal to: 4 343 - 4 641 = EUR - 298 milion We must work out the difference between a pos negative number (- 298). In order to make things easier, we can represent the trade balance of both counties in chart form: Balance + 323 ° Gap; 323 - (- 298) = 323 + 298 = 298 We can see immediately that the gap between the trade balance of | Poldavia and that of Levonia is equal to 323 + 298. Therefore: 323 - (- 298) = 323 + 298 = 621 The right answer to question 4 is thus statement of. fe number (323) and a | 3. MUI 3.1. Example Let us cnaiyse question 5. We have to find out the country for which the ratio ‘of exports fo imports is equal fo 2. A ratio is a division. So we have to find out the country for which the following equation is true: Bpports imports 2 tis true of Telonia: ea =2 1152 The right answer to question § is thus statement c}. 3.2. The principle of equivalence Generally speaking, candidates have more difficulty doing divisions than y ttue if calculators are forbidden (tests use (computer-based tests). It can be thus helpful to turn a division into a muttipication. The following principle enables you to do so: $0 equation (1) can be rewritten as follows: Exports = 2 x Imports In order to find the right answer, you simply have to multiply the imports by wo and then check whether or not the result is equal fo the exports, I works vith Telonia’ 1162x2 = 23044, DIVISIBLE OR NOT? 4.1. Definition | dhide 16 by 2, | obtain a whole number Thus 16 is diMsibie by 2. 4.2. Some useful procedures Here are some procedures that enable you to determine whether a number Is divisible by 2, 3, 5, 9 oF 10 quickly. These rules will be particularly helpful in tockling the next Chapter (how to simplify a fraction). a me For instance, 2 892 is divisible by 2: 2.892 = 1446 For instance, 4 641 is divisible by 3: 4464441215 15 is divisible by 3 (3x5 = 15) For instance, 6 260 is divisible by 5: 6 250 5 = 1250 Inthe same way, a number is divisible by 100 if the last two digits are 00, by 1.000 if the last three digits are 000, etc. 4,3. Answer to question 6 Of he four statements, the only number which is divisible by 2 and 9s 1 152. The right answer to question 6 is thus statement c}.ANSWERS TO THE “ASSESS YOURSELF” QUESTIONS: Q4-4a Q5-c Q6>c The explanations are given in suib-sections 2, 3 and 4 of this Chapter. CHAPTER 5: HOW TO SIMPLIFY A RATIO The aim Chapter is to teach you to simply a rat fo express @ ratio as an iteducible fraction. An ineduci 1. ASSESS YOURSELF Bpressing a ratio as cn iteducible fraction sometimes requires practise. It you can answer the two questions below without any difficutty, you can go sraight to sub-section 4: "Practise". The answers are given at the end of this Chapter. Competition results cae Riemtec aecie cies 7 What is the proportion of successful candidates in the law competition? Express the result as an iteducible fraction. Q8 Answer the following question with "TRUE" or "FALSE": one in thirty-eight candidates passed the economics competition. 2, HOW TO FIND AN EQUIVALENT RATIO {et us analyse question 7. The proportion of successful candidates Nis shown by the ratio 750 / 12 600. We have to sin lo make the numerator and denominator as small as possiole, To do £0, we use the principle of equivalence,2.1, Principle of equivalence If we muttioly (or divide) the numerator and denominator of ai fraction by the same number, we obtain an equivalent fraction: AIC B/C | A AxC 8 BxC For instance, we can divide the numerator and denominator of 750/12 600 | bby 10 (We withdraw the last nought of each number | We can thus divide the numerator and denominator by 3: 6 5 84 The ratio 5 / 84 cannot be simplified any further, The right answer to question 7 is thus 5 / 84, 3, HOW TO CHECK WHETHER TWO RATIOS ARE EQUIVALENT 750 75 12.600 1260 2.2. A simplification in several steps Hete is a procedure to simplify the ratio 750/ 12 600 step by step. Of course, this procedure works for all fractions, The last digit of the numerat the last nought of each number: 700k er) 12 600 1260 Ind denominator is 0. We can thus withdraw: ‘The last digit of the numerator is § and the last digit of the denominator is 0. We can thus divide both numbers by 5: 75 15, 6nd 9 are divisible by 3, Let us analyse question 8. We have to deteimine whether the statement “one in thity-eight candidates passed the economics competition” is corect According to the table, out of 8 550 candidates who registered for the compettion, 125 succeeded. Therefore, the statement is comrect Ifthe ratios 125 / 8 850 and 1 / 38 are equivalent. Inoider to determine 5 | 8 560 is equivalent to 1 / 38, we can try fosimpify 125 / 8 550. Ifthe statement is conect, then the imediucible fraction of 125 / 8 580 is 1 / 38. However there is a shortest way fo determine whether both ratios are equivalent or not. This is the "cross- multiplying” methods 225 1 8550 38 We multiply the numerator of the first fraction (225) by the denominator of the second one (38). Then we multiply the denominator of the fist fraction (8 550) by the numerator of the second one (1). This gives us: 225 x 38 = 8 550 and 8 550 x1 = 8 550 Since the cross-producls are the same, the ratios 225 / 8 850 and 1 / 38 are equivalent. The statement "one in thiry-eight candidates possed the ‘economics competition’ is thus conect. The right answer fo question 8 is thus "TRUE".4, PRACTISE Answer the two questions below, The answers are given on the next page. Q9 Determine the imeducible fraction of each of the following ratios: 225 585 28 “a2 1375 1-000 72 90 242 726 Q) 8) Q10 Find the value of X in each of the following equations: 14 iANSWERS TO THE “ASSESS YOURSELF” QUESTIONS Q7 5/84 Q8 > TRUE ‘The explanations are given in sub-sections 2 and 3 of this Chapter. ANSWERS TO THE “PRACTISE” QUESTIONS CHAPTER 6: HOW TO ADD. OR SUBTRACT TWO RATIOS 1. ASSESS YOURSELF This Chapter shows you how to add or subhract two ratios. if you can answer the fwo questions below without any difficulty, you can go stiaight to sub- section 4: “Practise”. The answers are given at the end of this Chapter. Proportion of Intemet users buying online Answer the two following questions with "TRUE" or "FALSE": Q11 in Crovaka, 3 in 5 Intemet users buy online regularty or occasionally. Q12 In Denitz, the proportion of intemet users buying online regularly or ‘occasionally s 3 / 8, 2.ADDING OR SUBTRACTING TWO RATIOS WITH COMMON DENOMINATORS Let us anaiyse question 11, In Crovaka: in Intemet users buy online regularly - 2 in 5 Intemet users buy online occasional |We can represent the situations (1) and (2) on a chart mexThe number of boxes represents the (Le. the number rence population in each situation box marked with a cross represents Each box marked with a circle represents an intemet user buying online occasionally, The two reference populations are homogeneous (the size of rectangles ( ‘and (2) are the same). Thus we can add the regular online buyers to tr ‘occasional ones: |X W/5 oo + 2/5 @{ x Lolo =3/5 Out of 5 Intemet users, 3 buy online regularly or occasionally, The right answer to question 11s thus “TRUE* 3. ADDING OR SUBTRACTING TWO RATIOS WITH DIFFERENT DENOMINATORS Question 12 is a bit more difficult. In Denitz ~ 2n 3 Intomet users buy online regulct ~ 1 in § Intemet users buy online occasionally (2) We can represent both situations (1] and (2) on a chart using the same symibols as in question 11: ce populations are not homogeneous: the size of rectangles rectangle represents 3 Intemet usets whereas the second one represents 5 infemet users), Thus we cannot add the regular online users fo the occasional ‘ones directly, In order to add them, we must have two rectangles with the same size (Le. a common denominator) To make the denominators the same, we can: - either multiply the denominators; - oF find the lowest common multiple of the denominators" ‘js apps you havo 505/30 11/12. haloes commonmiaeeis 12 12 Bastualyaconron rusia of [2x3 = 12) once: Bae 11/12 = @0/12)