SUBJECT: KMAT CODE: 001-0005-0001-01-01 …...2 INDEX SI NO TOPIC CODE 1 INTRODUCTION...

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SUBJECT: KMAT

CODE: 001-0005-0001-01-01-00000015

PREPARED BY: GYANA.M.A

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INDEX

SI NO TOPIC CODE

1 INTRODUCTION 001-0005-0001-01-01-00000015-01-01

2 EXAM PATTERN 001-0005-0001-01-01-00000015-01-02

3 LANGUAGE SKILLS 001-0005-0001-01-01-00000015-01-03

4 MISSPELLED WORDS 001-0005-0001-01-01-00000015-01-04

5 SYNONYMS 001-0005-0001-01-01-00000015-01-05

6 ANTONYMS 001-0005-0001-01-01-00000015-01-06

7 READING COMPREHENSION 001-0005-0001-01-01-00000015-01-07

8 JUMBLED SENTENCES 001-0005-0001-01-01-00000015-01-08

9 DIRECT OR INDIRECT

SPEECH

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10 SENTENCE CORRECTION 001-0005-0001-01-01-00000015-01-10

11 STATEMENT AND

ASSUMPTIONS

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12 MODEL QUESTIONS 001-0005-0001-01-01-00000015-01-12

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➢ INTRODUCTION

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Before starting your preparation, must go through KMAT Kerala 2018 Exam Pattern and get

complete details about section included, maximum marks, marking scheme and other important

details.

KMAT Kerala Exam Scheme:

• Mode of Exam: Offline mode.

• Duration of Exam: The duration of the exam will be 3 hours.

• Type of Questions in Exam: Multiple choice questions.

• No. of Questions in KMAT Kerala Exam: Total 180 question

• Language: English language.

• Marking Scheme of KMAT Kerala 2018: For correct answer, 4 marks will be allotted to

the candidates

• Negative Marking: No marks will be deducted for a wrong answer.

http://www.privatejobshub.in/2012/10/how-to-reduce-negative-marking-in.html

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Topics that are included in all sections of KMAT Kerala 2018

Sections

No. of

Questions Marks per section

English Language and Reading Comprehension 50 200

Quantitative Aptitude 50 200

Data Sufficiency and Logical Reasoning 40 160

General Knowledge and Contemporary Business Scenario 40 160

So there will be 180 questions in total which carry 4 marks for each and in total of 720 marks.

Preparation tips that the candidates can follow:

1. Take sample test or mock test

Taking the sample test will get you more familiar with the examination. Once you repeatedly

encounter the same pattern of examination, it will make you feel more comfortable on the final

day of the examination. This will also allow you to devise a better time management plan for the

exam. However, this should not discourage you if your scores do not turn up as expected.

2. Prepare a time management plan

Once you are done taking the final mock tests, you have an idea of your strengths and

weaknesses in context of the examination. You can know which section you can perform better

and which section you lack in. This will allow you to devise a better time management plan.

Attempt the sections you find easier compared to the ones you find difficult. Also, deduce how

much time you require to attempt the easier sections. In such a case, you can allot the time from

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the easier section in attempting the difficult ones later. Allot the exact same time that you have

planned while attempting the final KMAT Kerala exam.

3. Revise the important topics:

Once you are done preparing the time management plan, it is very important that you keep

revising the important topics that you have prepared earlier. Go through the important formulas

and tricks and theories. Do not go through any new vast topic. It only creates confusions and

leave you perplexed at the last minute before the examination. For the Quantitative section and

data interpretation, you can revise the short tricks for faster calculations. As for the English

Language section, there is no restriction in going through new topics as it will only increase your

vocabulary and it does not need any complex understanding.

4. Speed is vital

Keep practicing again and again to increase you speed. Speed combined with accuracy is a vital

factor in exceling the examination and increasing the scores. Focus on your reading, analyzing

and solving speed. After every practice, try to surpass your previous rate of solving the

questions.

5. Read the daily newspaper

This is important for the general knowledge section. The question paper might contain questions

about any latest news in the general knowledge section. So, it is important to keep checking the

latest news and current affairs.

➢ EXAM PATTERN

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Participants should know the exam pattern and marking scheme of the management entrance test

in order to be able to tackle the questions. They will have to solve 120 MCQs within a duration

of 120 minutes.

• The question paper has 3 sections.

• Candidates will secure +1 marks for each correct answer.

• Negative marking will not be applicable.

• KMAT syllabus for the exam is usually of higher secondary school level.

Verbal Ability and Reading Comprehension is the 1st section of the exam which will have 40

questions. In this section the applicant’s proficiency and grasp on the English language will be

assessed. Candidates will have to answer questions based on a given passage and draw

inferences from it. They must comprehend the contents of the passage and utilize correct phrases,

words and expressions in order to answer these questions.

An individual’s vocabulary, grammar and comprehension skills will be tested through this

section. Generally, applicants see this as a tough section but it is very scoring. The examiners

tend to ask more questions related to correction of sentences and usage of appropriate words.

Vocabulary words asked are of moderate standard. The important topics for this section are

mentioned below-

• Para completion

• Word usage

• Fill in the blanks

• Para Jumble

• Sentence Correction

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• Fact Inference Judgment

• One word substitution

• Tenses

• Synonyms

• Antonyms

• Vocabulary

➢ LANGUAGE SKILLS

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This section assess the applicants command over the English language hence the grammar and

comprehension skills are also assessed. The questions are based on analogies, synonyms and

antonyms, match the list, idioms, one word for many, fill in the blanks and identify the various

Figures of Speech.

▪ Expose yourself to the language: You can start by making use of the various resources

available to you such as the Internet, newspapers, journals, magazines, television, books

etc. Most importantly converse with a friend who is good at the language if possible, it is

the most effective way to increase your confidence.

▪ Improve your English: It is absolutely essential for students to make a habit of reading as

this is one of the best ways to improve your language skills. Reading English newspapers,

listening to English news and writing a few sentences in English will definitely help you in

the long run. When you read; it not only helps you to improve your grammar but also

increases your vocabulary.

▪ Improve your Vocabulary: When you come across a word that you do not understand make

it a point to open a dictionary and a thesaurus therefore ensure that you have a dictionary as

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well as a thesaurus nearby whenever you read something. In any form either in print, on

line or software. Then make sure you -

1. Note Down the Words or Phrases used with their meanings

2. Try to use the word in a sentence the same day

3. Look for the Prefixes (un, in) and Suffixes (al, ion, ness)

4. Explore the verb, noun, adjective or adverb forms

5. Find Antonyms and Synonyms with a thesaurus

6. Pay attention to the pronunciations of words given beside the word

7. Access an on line dictionary to hear the pronunciation of the word from the speakers

This section consists of 50 questions, 20 questions were based on vocabulary and 10 questions

were based on Reading Comprehension. It needed good comprehension and understanding of

basic grammar. The questions were asked from misspelled words, Synonyms, Antonyms,

Statement Assumption, Direct or Indirect Speech, Reading Comprehension and Sentence

Correction. The difficulty level of this section was moderate.

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➢ MISSPELLED WORDS

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Rule 1: When the suffix “full” is added to a word, one “ I” is removed.

• Faith + full = faithful

• Use + full= useful

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Rule 2: If the word to which the suffix “full” is added ends in “ll”, one “I” is removed

from the word also.

• Skill +full = skilful

• Will + full= wilful

Rule 3: Words of two or three syllables ending in single vowel + single consonant

double the final consonant if the last syllable is stressed.

Eg-

• Permit + ed = permitted

• Occur + ing =occurring

• Control + ed =controlled

• Begin + ing = beginning

Rule 4: Consonant ‘L’ is doubled in the words ending in single vowel + “I”before a

suffix beginning with a vowel

eg.

• Signal + ing = signalling

• Repel + ent = repellent

• Quarrel + ed = quarrelled

• Travel + er = traveller

Rule 5: Words ending in silent “e”, drop the “e” before a suffix beginning with

a vowel eg.

• Hope + ing = hoping

• Live + ed = lived

• Drive + er = driver

• Tire + ing= tiring

Rule 6: If the suffix begins with a consonant “e” is not dropped e.g

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• Hope + full = hopeful

• Sincere + ly= sincerely

But,

• True + ly = truly

• Nine + th = ninth

• Argue + ment = argument

Rule 7: A final “y” following a consonant changes to “i” before a suffix except “ing”.

Eg.

• Carry + ed = carried

• Happy + ly = happily

• Marry + age = marriage

• Beauty + full = beautiful

But,

• Marry + ing = marrying

• Carry + ing = carrying

Rule 8: A final “y” following a vowel does not change before a suffix. Eg:

• Obey + ed = obeyed

• Play + er = player

• Pray + ed= prayed

Rule 9: When the suffix “ous” is added to a word ending in “ce”, “e” is changed to “i”.

• Space + ous= spacious

• Vice + ous= vicious

• Malice + ous = malicious

• Grace + ous= gracious

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Rule 10: When the suffix “ing” is added to a word ending in “ie”, “ie” is changed to “y”.

• Lie + ing= lying

• Die + ing = dying

• Tie + ing= tying

➢ SYNONYMS

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Synonyms are words that are similar, or have a related meaning, to another word. They can be

lifesavers when you want to avoid repeating the same word over and over. Also, sometimes the

word you have in mind might not be the most appropriate word, which is why finding the right

synonym can come in handy.

There is a certain skill involved in choosing the most appropriate synonym, as not all are created

equal. It is important to consider the connotation of the word because some synonyms can inject

a different meaning than the one intended.

For example, one synonym of sad is "gloomy" however, this word carries quite a negative

connotation. Depending on the circumstance you can use it, but in this instance, if you just want

to say that someone is "down," then another synonym such as "blue" or "unhappy" would be

more applicable.

SYNONYMS

• Beautiful: Attractive, Pretty, Lovely, Stunning

• Fair: Just, Objective, Impartial, Unbiased

• Funny: Humorous, Comical, Hilarious, Hysterical

• Happy: Content, Joyful, Mirthful, Upbeat

• Hardworking: Diligent, Determined, Industrious, Enterprising

• Honest: Honorable, Fair, Sincere, Trustworthy

http://www.yourdictionary.com/connotation

http://www.yourdictionary.com/gloomy

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• Intelligent: Smart, Bright, Brilliant, Sharp

• Introverted: Shy, Bashful, Quiet, Withdrawn

• Kind: Thoughtful, Considerate, Amiable, Gracious

• Lazy: Idle, Lackadaisical, Lethargic, Indolent

• Mean: Unfriendly, Unpleasant, Bad-tempered, Difficult

• Outgoing: Friendly, Sociable, Warm, Extroverted

• Rich: Affluent, Wealthy, Well-off, Well-to-do

• Strong: Stable, Secure, Solid, Tough

• Unhappy: Sad, Depressed, Melancholy, Miserable

• Lucky: Auspicious, Fortunate

• Positive: Optimistic, Cheerful, Starry-eyed, Sanguine

• Bossy: Controlling, Tyrannical

• Baffle: confuse, deceive

• Hypocrisy: duplicity, falseness

• Pacify: appease, placate

• Recalcitrant: obstinate, stubborn

• Turbulent: disordered, violent

• Valid: authorized, legitimate

• Old: antiquated, ancient, obsolete, extinct, past, prehistoric, venerable, aged

• True: genuine, reliable, factual, accurate, precise, correct, valid, real

• Important: required, substantial, vital, essential, primary, significant, requisite, critical

• Weak: frail, anemic, feeble, infirm, languid, sluggish, puny, fragile.

➢ ANTONYMS

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An antonym is a word that is the opposite meaning of another. It comes from the Greek words

“anti” for opposite and “onym” for name. Since language is complex, people may at times,

disagree on what words are truly opposite in meaning to other words.

WORKING WITH ANTONYMS

Sometimes you need to take two steps to enlarge your findings when doing antonym research:

Step 1: Search for the antonyms for a word.

bad, badly, badness, evil, evilness, ill, malevolent, malicious, poorly, wicked

Step 2: Search for synonyms of the antonyms identified in step one.

If you take the first antonym listed, “bad,” and search for synonyms, you would be shown 73

synonyms for “bad.” That would give you a lot of antonyms to choose from when looking for

that perfect antonym for good, including words such as: awful, dreadful, hard, hopeless, inferior,

lousy, painful, rotten, severe, stale, terrible, and tough.

CATEGORIES OF ANTONYMS

There are three categories of antonyms:

• Graded antonyms - deal with levels of the meaning of the words, like if something is not “good”,

is may still not be “bad.” There is a scale involved with some words, and besides good and bad

there can be average, fair, excellent, terrible, poor, or satisfactory.

• Complementary antonyms - have a relationship where there is no middle ground. There are only

two possibilities, either one or the other.

• Relational antonyms - are sometimes considered a subcategory of complementary antonyms.

With these pairs, for there to be a relationship, both must exist.

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ADDING A PREFIX

Sometimes, an antonym can be easily made by adding a prefix.

Examples of antonyms that were made by adding the prefix “un” are:

• Likely and unlikely

• Able and unable

• Fortunate and unfortunate

• Forgiving and unforgiving

By adding the prefix “non” you can make these pairs:

• Entity and nonentity

• Conformist and nonconformist

• Payment and nonpayment

• Combatant and noncombatant

Lastly, adding the prefix “in” can make the following pairs:

• Tolerant and intolerant

• Decent and indecent

• Discreet and indiscreet

• Excusable and inexcusable

If you want to find the perfect antonym, a thesaurus or antonym dictionary can be very helpful.

These reference sources will give definitions and parts of speech, has lists of anonyms,

synonyms, and sometimes will even show similar sounding words, homophones, rhymes, and

will show examples from literature.

ANTONYMS

• Achieve – Fail

• Idle – Active

• Afraid – Confident

• Ancient – Modern

• Arrive – Depart

• Arrogant – Humble

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• Ascend – Descend

• Attack – Defend

• Blunt – Sharp

• Brave – Cowardly

• Cautious – Careless

• Complex – Simple

• Compliment – Insult

• Crazy – Sane

• Crooked – Straight

• Decrease – Increase

• Demand – Supply

• Destroy – Create

• Divide – Unite

• Drunk – Sober

• Expand – Contract

• Freeze – Boil

• Full – Empty

• Generous – Stingy

• Giant – Dwarf

• Gloomy – Cheerful

• Guilty – Innocent

• Hire – Fire

• Include – Exclude

• Individual – Group

• Innocent – Guilty

• Knowledge – Ignorance

• Liquid – Solid

• Major – Minor

• Marvelous – Terrible

• Mature – Immature

• Maximum - Minimum

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• Noisy – Quiet

• Optimist - Pessimist

• Ordinary – Extraordinary

• Partial – Complete

• Passive – Active

• Permanent – Unstable

• Plentiful – Sparse

• Positive – Negative

• Powerful – Weak

• Praise – Criticism

• Private – Public

• Problem – Solution

• Professional – Amateur

• Profit – Loss

• Quality – Inferiority

• Random – Specific

• Rigid – Flexible

• Segregate – Integrate

• Shame – Honor

• Simple - Complicated

• Single – Married

• Strength – Weakness

• Sunny - Cloudy

➢ READING COMPREHENSION

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Reading Comprehension (RC) section plays significant role in helping the students crack various

entrance examinations across the world. The examiners are increasingly using RC to test students

reading, comprehension and retention capabilities and ability to analyze the content in given time

frame.

Reading comprehension, on the surface, looks really simple of reading a passage and solving the

questions but it really tests the mettle of the students on above mentioned parameters. The topics

covered under RC spread across multiple and varied topics like Arts, History, Geography,

Science, Technology, Management studies, Research etc.

Many students feel terrified of RCs and falter on solving them properly. Some of the reasons for

not doing well in RC:

1. Lack of concentration

2. Slow reading speed

3. Passage too complex

4. Answer options too close

5. Not able to recollect what is read (Retention problem)

6. Topics not familiar

As reasons for not doing are aplenty, so are the reasons for doing it right. Inculcating three

fundamental habits really help a student to crack the Reading Comprehension section:

1) Developing a good reading habit through continuous emphasis on gaining knowledge and

learning

2) Better comprehension Capabilities through complete focus and concentration on passage

3) Ability to retain key facts in the passage through mind mapping and visualization while

reading

http://mbaden.com/why-reading-comprehension-1/

http://mbaden.com/why-reading-comprehension-1/

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TIPS FOR READING COMPREHENSION (RC)

Reading comprehension, also known as RC, is a section in the CAT which requires students to

read quickly, comprehend the information, analyze the data and take good decisions.

If we had the luxury of time, we would be able to crack the RC section easily; however, given

the time constraint, we should keep in mind certain tips and tricks that will help us ace the RC.

After reading a passage, one should make a mental note of the main idea. An author usually

introduces an idea in the first paragraph and concludes the discussion in the last paragraph.

If you have difficulty locating the main idea in the passage, you should read the first and last

paragraphs to understand the main concept.

At times, you will be asked to state the profession of the author. You may be given a few choices

like the author being a journalist, professor or a teacher.

You can answer the question once you understand the tone of the passage. For example, if the

passage revolves around certain views on an academic subject, the passage could have been

written by a professor.

On the other hand, if the passage has an unbiased tone, it could have been written by a journalist,

since a journalist is required to eliminate the element of bias from the subject matter.

• Reading comprehension: For solving RC questions, identify the following things- Subject of

the passage, Main idea and Tone of the author. Applicants can try the QP approach which

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simply means reading the questions first and then the passage. This can help them in solving

these questions faster by quickly scanning the content.

• Read the rules of Grammar and sentence correction daily. Read the following rules that can

help in Correction of Sentences, Tenses and fill in the blanks-

i. If two singular nouns are joined by ‘and’ but refer to only one person/ thing then

singular verb is used.

ii. If in a sentence words like ‘as well as, along with, in addition to, together with, etc.’

are used then verb should be decided on the basis of first subject.

iii. If either-or, neither-nor or not only-but also are used in a sentence then verb is decided

on basis of subject closest to it.

iv. Either and neither will always take a singular verb when used as pronouns.

v. Each of/ either of/ neither of/ one of/ everyone of will take a singular verb

➢ JUMBLED SENTENCES

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In these type of questions, the candidate is given a set of five or six sentences which are in

jumbled order

The given sentences should be arranged properly to form a meaningful paragraph and answer the

questions based on the sequence formed

It’s up to you to until this knot and rearrange the sentences or words so that they logically make

sense.

Sentences rearrangement questions are included in BANK exams as they

Help students relate events in a logical manner

Sequence sentences based on English usage skills

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How to tackle these type of questions?

· To tackle these of questions, you have to know three things.

· Theme of the paragraph that might be created on un-jumbling the sentences.

· Initiating sentence, which starts the paragraph

· Links have to be found between two sentences. Once a link of this type is created, it becomes

easy to eliminate irrelevant choices.

How to save time while solving these types?

It is very important to read selectively and search for transition words or other keywords.

The best way is to establish a link between any two (or more) statements. Once a link is found,

you get to know which statements will come together. Then, look in the options. Select the

option with those statements together.

SOME IMPORTANT TIPS TO ARRANGE JUMBLED SENTENCES:

1). Try to find out the topic addressed by the paragraph. This can be done by looking for the

words that are repeated often in the given sentences.

2). If a particular word is repeated in more than one sentence then the sentences can be placed

one by one in the paragraph

3). If a sentence starts with a ‘name’ of a person, then that sentence will definitely be

the 1st sentence in the paragraph to be formed

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4). If a sentence starts with pronouns other than ‘I’ and ‘You’, then that sentence will not be

the 1st sentence of the paragraph

5). The sentences starting with the words ‘That’, ‘These’, ‘Thus’ and ‘Those’ , then those

sentences will not come 1st in the paragraph

6). If an article namely ‘a’, ‘an’ or ‘the’ is present at the starting of a sentence. Then the chances

of that sentence to be the 1st in the arrangement is more

7). If all the articles (a, an, the) are present as the starting words of different sentences then they

are arranged as follows

The sentence starting with ‘A’ comes first

The sentences starting with ‘An’ and ‘The’ will follow the sentence starting with ‘A’ according

to their content

8). If there are 3-sentences starting with the words ‘But’, ‘So’ and ‘Now’ respectively. Then

those 3-sentences will be arranged in the following order

· 1 => sentence starting with ‘But’

· 2 => sentence starting with ‘So’

· 3 => sentence starting with ‘Now’

9). If the given set of sentences consists of simple, compound and complex sentences they are

arranged in the following order

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1 à simple sentence – a sentence that consists of basic elements like a subject, a verb and a

completed thought

For example,

Arun waited for the bus.

2 à compound sentence – a sentence that consists of 2-independent clauses connected to one

another with a conjunction

For example,

Arun waited for the bus, but the bus was late.

3 à complex sentence – a sentence that consists of an independent clause and one or more

dependent clauses connected to it

For example,

Arun realized that the bus was late while he waited at the bus stop. Or

While he waited at the bus stop, Arun realized that the bus was late.

10). If a sentence starts with the words Hence, Finally or Therefore then that sentence comes last

in the arrangement.

Para Jumbles: These kind of questions can be solved by using the steps mentioned below-

i. The sentence that introduced a person, place, concept or committee will most

likely be the 1st sentence.

ii. Spot the central theme of the Para jumble which will help in sequencing the

sentences.

iii. If activities are mentioned, follow the order in which they happen.

iv. Look for connectives, pronouns, adjectives and articles.

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➢ DIRECT OR INDIRECT SPEECH

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The matter within inverted commas “………… “is called the Reported speech and the verb that

introduces the reported speech and the verb that introduces the reported Speech is called

Reporting verb. There are certain rules to change the narration.

1.CHANGE THE TENSES:

(i) when reporting verb is in present or future tense, there will be no change of tense, for

example:

(a) Direct: He says, “ Ram is hungry.”

Indirect: He says that Ram is hungry

(b) Direct: He has told me, “Ram cannot move.”

Indirect: He has told me that Ram cannot move.

(ii) If the reporting verb is in past tense, the tense of the reported speech must be changed as

under:

Direct Indirect

▪ 1. Present Indefinite (write) Past Indefinite (wrote)

▪ 2. Present Continuous (is writing) Past continuous (was writing)

▪ 3. Present Perfect ( has written ) Past Perfect ( had written)

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▪ 4.Present Perfect Continuous Past Perfect Continuous

▪ (has been writing) (had been writing)

▪ 5. Past Indefinite (wrote) Past Perfect (had written) (Had been writing)

▪ 7. Past Perfect ( had written ) No change

▪ 8. Past Perfect Continuous No change

▪ ( had been writing)

(i)Direct: He said,” I write English”.

Indirect: He said that he wrote English.

(ii)Direct: He said, “The teacher is writing English”.

Indirect: He said that the teacher was writing English.

Note: If the reported speech relates to universal truth, habitual facts, proverbs, historical facts

and improvable future conditions then the tense will not be changed, example:

(i) Direct: The teacher said, “God is omnipresent.”

Indirect: The teacher said that God is omnipresent.

(ii) Direct: The teacher said, “Had you worked hard , you would have passed”.

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Indirect: The teacher said that if he had worked hard he would have passed.

2. CHANGE OF REPORTING VERBS:

In assertive sentences the reporting verb ‘said to’ is changed into told only and ’said’ alone is not

changed. In interrogative sentences the reporting verb ‘said to’ is changed into asked. In

imperative sentences the reporting verb ‘said to’ is changed into ordered, requested, suggested,

begged, proposed forbade etc. according to the sense of the sentence.

Examples:

(a)Rakshit said to his friend, “Where are you going?”

Rakshit asked his friend where he was going.

(b) The headmaster said to the peon, “Give me a glass of water.”

The headmaster ordered the peon to give him a glass of water.

3. CHANGE OF PRONOUN:

The pronouns in the reported speech are changed as:

First person according to Subject

Second Person according to object

Third Person will not be changed.

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4. CHANGE OF WORDS EXPRESSING NEARNESS:

In the reported speech when the present tense is changed into the past then we changed the

following words as This à That, here à there, these à those, now à then, today à that day,

yesterday à the previous day, tomorrow à the next day, ago à before, come à go.

5. (I) ASSERTIVE SENTENCE: - the conjunction ‘that’ is used.

(ii) In interrogative sentences: When the question starts with Auxiliary verbs such as do / does/ did/ has /

have/ had/ is /am/ are/ will/ shall/ can/could/ may/might/ would/ should etc. ‘If or ‘Whether is used. If

the question starts with interrogative pronouns or Adverb such as who, whose, whom, which/ what/ why/

when/ where, no other conjunction with interrogative pronoun is used.

(1)Direct: He said to me, “When did you finish ‘your lesson?’

Indirect: He asked me when I had finished my lesson.

(ii) In the imperative sentences: Infinite ( To + V) is used. ‘Ordered, requested, begged, advised,

commanded are used in place of ‘said to’

1.He said to Mohan,” Get away”.(Direct)

He ordered Mohan to get away. (Indirect)

6. IN EXCLAMATORY SENTENCES, ‘SAID TO’ IS CHANGED ACCORDING TO THE

EXPRESSION OF THE SENTENCES.

WORDS EXPRESSION:

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• Beware/ careful changed into Warned

• Alas changed into Exclaimed with sorrow

• Hurrah changed into Exclaimed with joy

• Phew changed into Exclaimed with surprised or relief

• May God / long live changed into Wished

For example:

1. He said to me, “Hurray! I have passed the examination.”

He exclaimed with Joy that he had passed the examination.

2. She said,” Ugh! You have spoilt the game”.

She exclaimed with disgust that she had spoilt the game

DIRECT SPEECH

Quoting the exact words of the speaker is called “The Direct Speech”.

David said, “I am writing a letter now”.

INDIRECT SPEECH

Reporting of what a speaker said without quoting his exact words is called ‘Indirect Speech’.

David said that he was writing a letter then.

RULES FOR CHANGING DIRECT SPEECH INTO DIRECT SPEECH

RULE 1 The adverbs of nearness should be put into those of distance

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Direct Speech - Indirect Speech

now - then

here - there

here after - there after

this - that

these - those

ago - before

thus - so

to-day - that day

to-night - that night

last night - the previous night

yesterday - the day before (or)

the previous day

tomorrow - the next day (or)

the following day

last week - the week before (or)

the previous week

next week - the week after (or)

the following week

last month - the month before (or)

the previous month

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next month - a month after

hither - thither

hence - thence

RULE 2 TENSES

If the reporting verb is in the Present or Future tense (e.g., say, will say) there is no change in the

tense of the verb in the Indirect speech.

Antony says, “I eat a mango”. (D.S.)

Antony says, that he eats a mango”. (I.S.)

If Reporting Verb is in the Past Tense. the tense of the verbs in the reported speech or Indirect

Speech must be generally changed.

1. Present Tense in the Direct becomes p.ast tense.

Johnsi said, “I write a letter”. (D.S)

Johnsi said that she wrote a letter. (I.S)

2. Past Tense in the direct becomes past perfect or remains unchanged.

Angel said, “I brought a pen yesterday”. (D.S)

Angel said that she had bought a pen the day before. (I.S)

3. Present Continuous in the direct becomes past continuous.

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John said, “I am going to church”. (D.S)

John said that he was going to church. (I.S)

4. Past Continuous in the direct becomes past perfect continuous.

Nelson said, “I was playing cricket”. (D.S)

Nelson said that he had been playing cricket. (I.S)

5. Present Perfect in the direct becomes past perfect.

Kamal said, “I have done my home work”. (D.S)

Nelson said that he had done his home work. (I.S)

6. Present Perfect Continuous in the direct becomes past perfect continuous.

He said, “I have been reading a novel”. (D.S)

He said that he had been reading a novel. (I.S)

7. ‘Will’ and ‘Shall’ are changed to ‘would’.

He said, “I will go to London tomorrow”. (D.S)

He said that he would go to London the next day. (I.S)

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Johnsi said, “I must go now”. (D.S)

Johnsi said that she must (or) had to go then. (I.S)

Exception to the above rule:

If the direct speech contains the Universal Truth, the tense of the direct speech remains

unchanged even if the reporting verb is in the past.

The teacher said, “The sun rises in the East”. (D.S)

The teacher said that the sun rises in the East. (I.S)

Statement (or) Assertive Sentence

Rules :

Remove the quotation marks in the statement

Use the conjuction ‘that’

Change the reporting verb ‘say to’ into ‘tell’

Change the reporting verb ‘said to’ into ‘told’

Note :

He said that (correct)

He told me that (correct)

He told that (Incorrect)

1. “I will work hard to get first class” said Lazar (D.S.)

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Lazar said he would work hard to get first class. (I.S.)

2. “You can do this work” said Nelson to Johnsi (D.S.)

Nelson told Johnsi that he could do that work. (I.S.)

3. He says, “I am glad to be here this evening”(D.S.)

He says that he is glad to be there that evening. (I.S.)

4. “I‘m going to the library now” said David (D.S.)

David said that he was going to the library then. (I.S.)

Imperative Sentence (Order or Request)

Rules :

Remove the quotation mark in an Imperative sentence.

Use ‘to’ if it is an affirmative sentence. (without don‘t)

Use ‘not to’ if the sentence begins without Don‘t.

Don‘t use ‘that’

Omit the word ‘please’. Use the word ‘request’ instead of ‘say’.

If the direct speech contains a request or a command, the reporting verb (say, said) change to tell,

request, order, command etc. In its correct tense.

1. “Don‘t talk in the class” said the teacher to the boys. (D.S.)

The teacher advised the boys not to talk in the class. (I.S.)

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2.“Please give me something to eat. I am hungry” the old man said to them. (D.S.)

The old man requested them to give him something to eat and said that he was hungry (I.S.)

3. “Be careful” said he to her. (D.S.)

He ordered her to be careful. (I.S.)

4. “Bring me a cup of tea” said Nelson to Andriya. (D.S.)

Nelson asked Andriya to bring him a cup of tea. (I.S.)

Interrogative Sentence (Questions)

Rules :

Remove the quotation marks and question mark in the interrogative sentence.

Use ‘if’ or ‘whether’ if the sentence inside the quotation marks begins with a helping verb

(Auxiliary verb).

Use the given interrogative word (what, when, where, why, who, whom, whose, which, now etc.)

if it does not begin with the helping verb.

Don‘t use ‘that’

Changing the reporting verb (say, said) into ‘ask’ or ‘enquire’ in its correct tense.

Omit helping verb like ‘do, does, did’. But don’t omit them when they are with ‘not’.

1. “Won’t you help me to caary this box?” said I to my friend. (D.S.)

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I asked my friend if he would not help me to carry that box. (I.S.)

2. Mohan said to Stalin, “Why did not you attend the meeting yesterday”? (D.S.)

Mohan asked Stalin why he had not attended the meeting the day before. (I.S.)

3. “How often do you go to the theatre?” said David to John. (D.S.)

David asked John how often he went to the theatre. (I.S.)

4. Mohamed said to Sultan, “Do you like mangoes?” (D.S.)

Mohamed asked Sultan if he liked mangoes. (I.S.)

Exclamatory Sentence

Rules :

Change the exclamatory sentence into satement or Assertive

Remove the quotation marks and exclamatory mark.

Use the conjunction ‘that’

Omit the interjections such as Oh, O, Alas, how, what, hurrah.

Add the word ‘very’ to the adjective or adverb if necessary.

If the verb is not given, use ‘Be’ form verb (is, was, are, were, am) in its correct tense according

to the subject.

Change the reporting verb (say, said) to ‘exclaim joyfully’

Use ‘exclaim’ sorrowfully for sorrowful incidents.

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1. “O, what a beautiful flower that is!” said she. (D.S.)

She exclaimed joyfully that that was a very beautiful flower. (I.S.)

2. “What a horrible sight!” we all exclaimed. (D.S.)

We all exclaimed that it was a very horrible sight. (I.S.)

3. “Alas! I have broken my brother’s watch” said he.

He exclaimed sorrowfully that he had broken his brothers watch. (I.S.)

4. “How beautiful she is!” said Boon. (D.S.)

Boon exclaimed joyfully that she was very beautiful. (I.S.)

REPORTED SPEECH - STATEMENT – RULES

Whatever may be the tense of the Reporting Sentence, if the Reported Sentence tells a universal

fact, no change is made in the tense of the Reported Sentence.

1: Direct Speech:

The mother is saying to the child, “The third day of the week is Tuesday.”.

Step 1: The Reported Sentence is: “The third ... .... Tuesday.”

Step 2: It is a Statement and a universal fact.

Step 3: So, the conjunction word is -- “that”.

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Step 4: ‘is saying to’ changes into ‘is telling’.

Step 5: No change of pronoun.

Step 6: It is a universal fact. So, no change of tense is necessary.

Step 7: No change of extension.

Now, the Indirect Speech is:

The mother is telling the child that the third day of the week is Tuesday.

2: Direct Speech:

The History teacher says, “Megellan was the first navigator ot come around the world.”.

Step 1: The Reported Sentence is: “Megellan ... .... world.”

Step 2: It is a statement.

Step 3: The conjunction word is -- “that”.

Step 4: ‘Says’ does not change. Use it as it is.

Step 5: There are no pronoun to get changed.

Step 6: No change of tense is made.

Step 7: No extensive word to get changed.

Now, the Indirect Speech is:

The History teacher says that Megellan was the first navigator to come around the world.

The following models have been answered for you:

1. The teacher has said to the pupils, “Sea-water is different from the river water.”.

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The teacher has told the pupils that sea-water is different from river water.

2. David answered, “The Mines are under the ground”.

David answered that the Mines are under the ground.

3. John said to his brother, “The U.N.O. is a world organisation”.

John told his brother that the U.N.O. is a world organisaiton.

4. The Science teacher told the class, “Ice floats on water.”.

The Science teacher told the class that ice floats on water.

Here, we do not consider the changes under all the rules separately. We will consider them under

two divisions.

You know the two types of Interrogative Sentences:

• Inverted questions requiring ‘Yes’ or ‘No’ answers -- 1st type.

• Questions that begin with interrogative words -- 2nd type

At first we shall deal with the First type:

Take an Example No. 1:

Direct Speech: The boy said to the fruit-seller, “Are all these mangoes sweet?”

Step 1: Identify the Reported Sentence.

Step 2: Know what kind of sentence the Reported Sentence is.

Step 3: Look for the correct Conjunction.

(The Conjunction of the First type is “If or Whether”)

Step 4: Change of ‘said to’ -- Since it is an interrogative sentence ‘said to ’ changes into ‘asked’.

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Step 5: Look for the change of pronouns.

Step 6: Look for the change of tenses.

The Reported Sentence is in past tense. The Reported Sentences is in present tense. So, the

Reported Sentence should be changed into past tense, corresponding to the tense, of the

Reporting Sentence.

The verb is ‘are’ -- Its past tense is ‘were’.

Step 7: Look for the change of extension words.

‘These’ changes into ‘those’.

The Indirect Speech is:

The boy asked the fruit-seller if all those mangoes were sweet.

Example No 2:

Direct Speech : The grandfather said to his grandsons, “Did you not like my story yesterday?”

Step 1: The Reported Sentence is: “Did you ... day?”

Step 2: It is an Interrogative Sentences. It is of the First type.

Step 3: So its conjunction word is: If or Whether.

Step 4: So ‘said to’ changes into ‘asked’.

Step 5: Look for the pronouns.

(i) The first one is: ‘You’ (subject)

‘You’ -- refers to grandsons. They are in the third person plural number.

So the third person of ‘You’ (subject, plural)

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It is -- ‘they’. ‘You’ changes into ‘they’.

‘You’ -- grandsons.

‘You’ -- they.

(ii) The next on is ‘My’.

‘My’ -- refers to ‘the grandfather’ -- in the third person.

So, take the third person of ‘My’ - -It is ‘His’.

‘My’ changes into ‘His’.

Step 6: Look for the change of tenses.

Step 7: Extensive word ‘Yesterday’ changes into ‘the day before’. Now, the Indirect Speech is-

The grandfather asked his grandsons if they had not liked his story the day before.

➢ SENTENCE CORRECTION

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Sentence Correction is the most Important and high Scoring section in verbal ability

portion of any test. The concepts and tricks of this particular topic are based not only on

Fundamentals of Grammar but also on correct usage of various words.

So, here are some Tricks for solving Sentence Correction

First of all, there are some grammar basic rules, which one must know for better

understanding of Sentence Correction Questions. These are:

I. Subject-Verb Understanding: The verb in a sentence must be in accordance with its

subject.

(i) They both should be either singular or plural.

Example:

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• A boy is reading a novel (singular).

• The boys are reading a novel (plural)

(ii) In case, the subject is a collective noun, then the verb will take a singular form.

Example: The class is making a noise.

Note: There are four collective nouns viz. - cattle, poultry, police and gentry; with these

nouns, we use a plural verb. And there are exceptions to the rule.

(iii) In case, the subjects are connected by AND; they require a plural verb.

Example: Gold and Silver are precious metals.

(iv) If the subjects are connected by OR, the verb used will be singular

Example: The dog or the pup is sick.

(v) In case there are two different subjects; the verb is put matching the closure subject.

Example:

• Sachin or I am going for a party.

• Sachin or Rahul is going for the party.

(vi) All the sentences that begin with EACH, EVERYONE and ANYONE will have a

singular verb.

Example:

• Every one of the boys loves to ride.

• Anyone has a pen, please.

(vii) Confusion between I and Me: Often there is confusion on which form to use when

there are two subjects or objects linked with AND, as in these examples:

a) Jenny and me/I joined the chess club.

b) Jill took Justin and me/I to the shop.

In sentence a) - Jenny and me/I are the subjects of the verb joined. Therefore, the subject

pronoun ‘I’ is considered correct grammatically.

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For sentence b) - Justin and me/I are the objects of took. Therefore ‘me’ is considered

correct grammatically.

Note: Whenever a comparison is made using than or as, the objective form of Pronoun is

used.

Example:

• He is taller than I am.

• He writes as fast I am.

• I swim better than him.

• I am as tall as her.

(vi) Usage of NEITHER....NOR and EITHER.....OR:

If both the subjects are singular, the verb will also be singular.

Example: Either the mother or the daughter has cooked the meal.

But when one of the subjects, joined by OR or NOR is plural, the verb must be plural and

the subject should be placed near the verb.

Example: Neither the teacher nor the students were present.

Similar usage:

While forming a sentence, the structure of the sentence should be kept parallel. If an

infinitive is used, then all the phrases should have an infinitive. If a verb is used after it,

then we use the objective cases.

Example: She likes to cook, dance and play.

Similar rule is used for a gerund.

Example: She likes cooking, dancing and playing.

II. Repetition Error: Sometimes also referred a ‘redundancy’, this is the error of writing

the same thing twice.

Example:

• He returned back from Delhi.

• I hardly have any money to give you.

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The correct way of saying these should be

• He came back from Delhi.

• I have no money to give you.

III. Modifier Error: A common blunder is to leave a participle, without a subject.

Example: Sitting on the gate, a scorpion stung him.

Here, ‘sitting’ cannot be used for scorpion as it is grammatically incorrect. So, the

correct way of saying should be -

Sitting on the gate, he was stung by a scorpion or

While he was sitting on the gate, a scorpion stung him.

More Example:

He visited the place where Napoleon died during his holidays.

It seems as the participle ‘during his holidays’ is used for Napoleon while it is meant for

the person visiting. So the correct way of saying should be -

During his holidays, he visited the place where Napoleon died. Using this, it is easy to

grasp.

IV. Comparisons: The comparisons made should be between two similar things, like -

The population of London is greater than any other city in India. We are comparing:-

(a) The population of London

(b) Any other city in India.

The correct comparison should be between the populations of both. So, the correct

expression should be:-

The population of London is greater than that of any other city in India.

Rule -

(a) When comparative degree is used with than, make sure that we exclude the thing

compared from the rest of class of things by using the

Example:

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• He is stronger than any man living. (Incorrect).

• He is stronger than any other man living. (Correct).

• Similarly, Solomon was wiser than all other men.

(b) In superlative degree, we must include the thing compared.

Example:

• Solomon was the wisest of all men.

• He is the strongest of all men.

Difference Between some confusing words

i) Few and Less

Few is used before countable nouns while ‘less’ is used before uncountable nouns.

Example:

• There a few children in the class today.

• There is less juice left in the jar.

ii) Few and A few

Few is equivalent to something negligible, hardly any while. A few is equivalent to some.

Example:

• Few persons can keep a secret.

• A few persons are convinced about the new manager.

iii) Little and A Little

‘Little’ and ‘a little’ are used for quantity in the same manner.

Example:

• There is little hope of his recovery (almost nil).

• A little tact would have saved the situation (some tact).

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iv) Lay and Lie

We need to distinguish between these two words as they are used very differently.

(a) Lay, laid – read the examples given below to understand the difference clearly.

• ‘Lay the table’ ordered the mistress

• He laid the guitar by his side.

• The hen had laid an egg.

(b) Lie, Lay, Lain

• Let me lie down here.

• He lay under the Banyan tree.

• He had lain in the sun for three hours yesterday.

Some Tricks to solve Sentence Correction:

i) Trust Your Ears - If you become stuck, 'say' the choices in your head and then select

the passage that sounds best to your ears.

ii) Know the Time - Use time indicators like -before, during etc., to eliminate options that

contain verb tense errors. Note here that events that occur during the same time period

must be in the same tense.

iii) Run the Numbers - If a sentence is about some sort of numerical quantity, check for

idiomatic errors. And apply the above mentioned difference between words.

➢ STATEMENT AND ASSUMPTIONS

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STATEMENT

The State Government has unilaterally increased, by 5 percent, octroi on all commodities

entering into the state without seeking the approval of the Central Government.

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ASSUMPTIONS:

I. The state government may be able to solve the decision.

II. The Central Government may agree to support the State Government’s decision.

III. The state Government may be able to earn considerable amount through the

additional Octroi.

These are the questions that either make you or break you. ‘Make you’ because they don’t

require calculations, charts etc. and can be answered in just a glance, if done with

mastery.

‘Break you’ because when Reasoning comes tough and those 2-3 seating and floors

puzzle don’t give answers in even 2 repeated attempts then candidate tries Verbal

Reasoning to leverage the score but without knowledge of techniques and sufficient

practice these questions have higher chances of getting wrong.

WHAT EXACTLY GOES WRONG?

Now, when we try to solve these questions, the question might look difficult because our

brain is so good at understanding un-stated assumptions that we don’t even notice them.

So, if we think like we normally do then there’s risk of missing the assumption actually

made, making it even harder to quickly identify them.

Also, in these assumption questions, we have to identify passage author’s assumption and

not our own. We’ve got to remember that in those 40 or so minutes we allot to solve 50

questions from reasoning.

CAUTION TO BE TAKEN:

Now coming to solving the question, Remember that:

(i) Leaving aside your logic about how things work helps.

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(ii) While you can make common sense assumptions (the sun is visible only during the

day, water makes things wet, etc.), do not bring in your own assumptions about things

that are not necessarily common knowledge or may not always be true.

(iii) ‘Assumption’ in the questions is something that author believes to be true.

Procedure to solve the question:

NEGATING METHOD:

This method is really effective when it comes to solving assumption questions. It’s a

tested method that can turn the dreaded questions into scoring one. All you have to do is

negate the assumptions after reading them. The passage author gives statement only after

assuming some things. These ‘some things’ are dimensions of the questions. That

means some basic assumptions are what author, definitely, believes in. And, if some

assumption contradicts that basic belief of author then that assumption can never follow.

For example, see this:

Statement: In the recently held all India Commerce conference, the session on

‘Management of Service Sector in India’ surprisingly attracted large number of

participants and also received a very good media coverage.

Assumptions:

I. Media is always very positive towards Service sector.

II. Service sector is managed properly in India.

III. People weren’t expecting such an encouraging response for the service sector

conference.

Now, Statement talks about this session on Service Sector Managementwhich got many

participants which was surprising for the author. Also, it also got good media cover

which was not as usual as per the author.

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LET’S SEE DIFFERENT ASSUMPTIONS:

1. Media is always very positive towards Service sector. ⇒ this option is tempting to

select as an answer because Media gave Session on Service Sector a good coverage so

it’s obvious to think that Media is ALWAYS positive towards it.

But that’s not true as there is an element of surprise in author’s word regarding media’s

coverage. And, we don’t get surprise for something which happens usually. That means

this behavior is new as per the author.

2. Service sector is managed properly in India. ⇒ This option seems to be correct as a

session on ‘Management’ of ‘Service Sector’ is organized. And, if a session is organized

then things must have been well taken care of.

But that’s not correct. As it’s not stated anywhere in the sentence so this is, definitely,

not author’s assumption.

Moreover, we’ve got to keep our general knowledge that ‘Service sector in actual world

is managed properly in India as it contributes max imum to GDP’ aside as we are moving

through author’s assumption.

3. People weren’t expecting such an encouraging response for the service sector

conference. ⇒ this assumption is, indeed, true as since author wasn’t expecting such

response (Public participation plus media coverage) then other people too must not have

been expecting such ‘encouraging’ response.

Step II: After having selected bulk of questions, start slowly practicing the questions.

Read the statement, try answering without timing yourself. Check the answer, understand

the logic. Start gradually and continue the practice.

Step III: After you’ve solved, 50-100 questions, you’ll start getting comfortable with the

kind of assumptions they make. You’ll be able to tell in one-fourth time if assumption is

truly author’s or not or how foolish the assumption is. After reaching this stage, just keep

practicing and increase the level, if you’d like.

Step IV: When you’ve done hundreds of questions with the techniques described above,

you’ll be able to attempt one statement-assumption question in hardly a minute. That too

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flawlessly. This is the mastery stage where you can solve any difficulty of statement -

assumption, and verbal reasoning becomes scoring section for you.

➢ MODEL QUESTIONS

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IN THE FOLLOWING QUESTIONS, GROUPS OF FOUR WORDS ARE GIVEN. IN EACH

GROUP ONE WORD IS WRONGLY SPELT. FIND THE WRONGLY SPELT WORD AND

MARK YOUR ANSWER IN THE ANSWER SHEET.

Q.1)

(3) Murderous

(4) Onerous

(1) Preposterous

(2) Disasterous

ANS. Disasterous ( Disastrous)

Q.2)

(1) Severity

(2) Cruelity

(3) Sincerity

(4) Superiority

ANS. Cruelity (Cruelty)

Q.3)

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(1) Begining

(2) Winning

(3) Mining

(4) Running

ANS. Begining (Beginning)

Q.4)

(1) Amelirate

(2) Zealot

(3) Penetrate

(4) Stain

ANS. Amelirate ( Ameliorate)

In each of the following sentences there are two blank spaces. Below each sentence there are five

pairs of words denoted by numbers (1), (2), (3), (4), and (5). Find out which pair of words can be

filled up in the blanks in the sentence in the same sequence to make the sentence grammatically

correct and meaningfully complete.

1. The -------- you work, the ------ for your prosperity.

(1) more --------- best

(2) least --------- best

(3) harder --------- better

(4) decent --------- brightest

(5) better --------- brighter

ANS. 3

2. Please do not ---------- time on such--------- issues.

(1) take --------- significant

(2) spend --------- important

(3) take --------- vital

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(4) waste --------- trivial

(5) synchronise -------- insignificant

ANS. 4

3. ------------ you need a duplicate ration card, you must submit the --------- of your residence.

(1) Should --------- proof

(2) If --------- numbers

(3) Had --------- guarantee

(4) Do --------- number

(5) Would ------ document

ANS. 1

4. The Chairman ------------ that you should ---------

your help to him to solve the riddles.

(1) express --------- give

(2) desires --------- extend

(3) wanted --------- take

(4) mentioned --------- assist

(5) pointed ------ evolve

ANS. 2

5. I shall not be able to --------- the meeting due to the

--------- of our employees

1) conduct --------- need

(2) address --------- salary

(3) run --------- absence

(4) proceed ------- participation

(5) attend ------ strike

ANS. 5

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Which of the phrases (1), (2), (3) and (4) given below should replace the phrase given in bold in

the following sentence to make the sentence grammatically meaningful and correct? If the

sentence is correct as it is and no correction is required, mark (5) as the answer.

1. Our job was to sought their help without exhibiting

our ignorance.

(1) seek their help (2) sought them help

(3) seek them help (4) seeking help of them

(5) No correction required

ANS. 1

2. The rationale for the use of various measures

were known to people since long.

(1) measure was being known

(2) measures had known

(3) measures was known

(4) measure to be known


ANS. 3

3. Public Sector Banks have now been given complete

autonomy.

(1) being given complete autonomy

(2) been given completely autonomy

(3) been given completely autonomous

(4) been given up complete autonomous

(5) No correction required.

ANS. 5

4. The inmates of the prison refused water stating

that they are on hunger strike.

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(1) they are under (2) we have been under

(3) we would be at (4) they were on


ANS. 4

5. The number of credit card holders have been increasing

by leaps and bounds.

(1) have increased

(2) has been increasing

(3) are increasing

(4) are increased


ANS. 2

IN THE FOLLOWING QUESTIONS, A PART OF THE SENTENCE IS PRINTED IN BOLD.

BELOW ARE GIVE ALTERNATIVES TO THE BOLD PART AS 1, 2 AND 3 WHICH MAY

IMPROVE THE SENTENCE. CHOOSE THE CORRECT ALTERNATIVE. IN CASE NO

IMPROVEMENT IS NEEDED, YOU ANSWER IS ‘4’.

1. She teaches us grammar, isn’t it?

(1) isn’t she? (2) doesn’t she?

(3) doesn’t it? (4) no improvement

ANS. 2

2. The struggle for independent is gaining movement every day.

(1) motion (2) movement

(3) momentum (4) no improvement

ANS. 3

3. She is quite without affection and has no false pride.

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(1) admiration (2) affliction

(3) affectation (4) no improvement

ANS. 3

4. I complimented Raju for his promotion.

(1) with (2) on

(3) about (4) no improvement

ANS. 2

5. The food tastes deliciously.

(1) delicacy (2) delicious

(3) badly (4) no improvement

ANS. 4

6. I have seen much of the plays of Shakespeare acted.

(1) a few (2) many

(3) most (4) no improvement

ANS. 2

7. I have bought this house in 1970 for Rs. Two lakhs.

(1) had bought (2) bought

(3) have been bought (4) no improvement

ANS. 2

8. To child died from jaundice.

(1) with (2) of

(3) by (4) no improvement

ANS. 2

9. I will phone you after I shall arrive.

(1) after I shall have arrived

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(2) after I arrive

(3) after I arrived

(4) no improvement

ANS. 2

10. It’s high time you come to a decision.

(1) came (2) had come

(3) have come (4) no improvement

ANS. 1

IN THE FOLLOWING QUESTIONS, A SENTENCE HAS BEEN GIVEN IN

ACTIVE/PASSIVE VOICE. OUT OF THE FOUR ALTERNATIVES SUGGESTED BELOW,

SELECT THE ONE WHICH BEST EXPRESSES THE SAME SENTENCE IN PASSIVE /

ACTIVE VOICE.

1. You surprise me.

(1) I am to be surprised (2) You are surprised

(3) I am surprised (4) Me is surprised

ANS. 3

2. The boys killed the snake with a stick.

(1) The snake was killed by the boys with a stick.

(2) A stick was killed by the boys with a snake.

(3) A snake with a stick was killed by the boys.

(4) A snake is killed by the boys with a stick.

ANS. 1

3. Let me do this.

(1) Let us do this. (2) This be done by me.

(3) Let this be done by me. (4) Let do this.

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ANS. 3

4. The tiger caught a fox.

(1) A fox has been caught by the tiger.

(2) A fox was caught by the tiger.

(3) A fox is caught by the tiger.

(4) A fox had been caught by the tiger.

ANS. 2

5. Someone has lit the fire.

(1) The fire was lit by someone.

(2) You are requested to light the fire by someone.

(3) The firs has been lit by someone.

(4) The fire had been lit by someone.

ANS. 3

In the following passage, the first and the last parts of the sentence are numbered 1 and 6. The

rest of the sentence is split into four parts and named, P, Q, R and S. These four parts are not

given in their proper order. Read the parts and find out which of the four combinations is correct.

Then find the correct answer.

1. 1. Once a week Deesa led Moti Guj, the elephant, down to the river.

P. After inspection the two would stand up.

Q. Then Deesa looked at his feet and examined his whole body for sores.

R. The animal knew it was time to return.

S. The elephant lay down on his side, while Deesa rubbed him with a coir scrubber.

6. Both the elephant and the trainer would return home.

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(1) SQPR (2) QSRP

(3) QPRS (4) RQSP

ANS. 1

2. 1. Anna had longed to see her son.

P. “He will arrive at the station at 10 O’clock, she said to herself.

Q. She prepared herself for it.

R. She looked at the clock.

S. There were only five minutes left.

6. She rushed out of her house and hailed a taxi to reach the station in time.

(1) QPRS (2) SPRQ

(3) PRQS (4) QSRP

ANS. 1

3. 1. Mr. Ramaswamy is a very strict man.

P. He earns nearly three thousand rupees a month.

Q. He also believes that it is foolish to waste one’s time or money.

R. He is not a poor man.

S. He believes that life means work only.

6. But he wants his children to lead a simple life.

(1) PSQR (2) SQRP

(3) RQPS (4) SRQP

ANS. 2

4. 1. It will be better.

P. to a few than enrol.

Q. to provide quality education.

R. them out as graduates.

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S. en masse and churn.

6. after perfunctory teaching.

(1) QRSP (2) RSPQ

(3) QPSR (4) SRQP

ANS. 3

5. 1. ‘I was born here in the old city’ the girl told us.

P. her answer suggested that her family has roots.

Q. when we inquired.

R. as opposed to the modern towns that consist mostly of hotels.

S. and belongs to the traditional part where the temple are.

6. Someday people here are more ethnically pure.

(1) QPSR (2) SRPQ

(3) PSRQ (4) SRQP

ANS. 1

In each of the following questions four words are given of which two words are most nearly the

same or opposite in meaning. Find the two words which are most nearly the same or opposite in

meaning and indicate the number of correct letter combination, by darkening the appropriate oval

in your answer sheet.

1. (A) Prolixity (B) Brevity

(C) Agreement (D) Proposition

(1) A – B (2) B – C

(3) C – D (4) A – C

(5) A – D

ANS. 1

2. . (A) Suffuse (B) Deplete

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(C) Fight (D) Delay

(1) B – C (2) C – D

(3) A – C (4) A – D

(5) A – B

ANS. 5

3. (A) Forensic (B) Delectable

(C) Leaf like (D) Charming

(1) A – C (2) B – D

(3) A – D (4) B – C

(5) A – B

ANS. 2

4. (A) Benevolent (B) Alarming

(C) Charitable (D) Stupendous

(1) A – B (2) B – C

(3) C – D (4) A – C

(5) B – D

ANS. 4

5. (A) Convenient (B) Intolerant

(C) Endurant (D) Protestant

(1) A – B (2) A – C

(3) B – C (4) B – D

(5) C – D

ANS. 3

READ THE FOLLOWING PASSAGE CAREFULLY AND ANSWER THE QUESTIONS

GIVEN BELOW IT.

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The University Grants Commission's directive requiring college and university lecturers to spend

a minimum of 22 hours a week in direct teaching is the product of budgetary cutbacks rather than

pedagogic wisdom. It may seem odd, at first blush, that teachers should protest about teaching a

mere 22 hours. However, if one considers the amount of time academics require to prepare

lectures of good quality as well as the time they need to spend doing research– it is clear that

most conscientious teachers work more than 40 hours a week. In university systems around the

world, lecturers rarely spend more than 12 to 15 hours in direct teaching activities a week. The

average college lecturer in India does not have any office space. If computers are available,

Internet connectively is unlikely. Libraries are poorly stocked. Now the UGC says universities

must implement a complete freeze on all permanent recruitment, abolish. All posts which have

been vacant for more than a year, and cut staff strength by 10 per cent. And it is in order to

ensure that these cutbacks do not affect the quantum of teaching that existing lecturers are being

asked to work longer. Obviously, the quality of teaching–and academic work in general–will

decline. While it is true that some college teachers do not take their classes regularly, the UGC

and the institutions concerned must find a proper way to hold them accountable. An absentee

teacher will continue to play truant even if the number of hours he is required to teach, goes up.

All of us are well aware of the unsound state that the Indian higher education system is in today.

Thanks to years of sustained financial neglect, most Indian universities and colleges do no

research worth the name. Even as the number of students entering colleges has increased

dramatically, public investment in higher education has actually declined in relative terms.

Between 1985 and 1997, when public expenditure on higher education as a percentage of outlays

on all levels of education grew by more than 60 per cent in Malaysia and 20 per cent in Thailand,

India showed a decline of more than 10 per cent.

Throughout the world, the number of teachers in higher education per million population grew

by more than 10 per cent in the same period; in India it fell by one per cent. Instead of

transferring the burden of government apathy on to the backs of the teachers, the UGC should

insist that needs of the country’s university system are adequately catered for.

1.Why does the UGC want to increase the direct teaching hours of university teachers?

(1) UGC feels that the duration of contact between teacher and the taught should be more

(2) UGC wants teachers to spend more time in their departments

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(3) UGC wants teachers to devote some time to improve university administration

(4) UGC does not have money to appoint additional teachers

(5) None of these

ANS. 4

2.Which of the following is the reason for the sorry state of affairs of the Indian Universities as

mentioned in the passage ?

(1) The poor quality of teachers

(2) Involvement of teachers in extra-curricular activities

(3) Politics within and outside the departments

(4) heavy burden of teaching hours on the teachers

(5) Not getting enough financial assistance

ANS. 5

3.Which of the following statement/s is /are TRUE in the context of the passage ?

(A) Most colleges do not carry out research worth the name.

(B) UGC wants lecturers to spend minimum 22 hours a week in direct teaching.

(C) Indian higher education system is in unsound state.

(1) Only (A) and (C)

(2) All (A), (B) and (C)

(3) Only (C)

(4) Only (B)

(5) Only (B) and (C)

ANS. 2

4.Besides direct teaching University teachers spend considerable time in/on...........

(1) administrative activities such as admissions

(2) supervising examinations and correction of answer papers

(3) carrying out research in the area of their interest

(4) maintaining research equipment and libraries

(5) developing liaison with the user organizations

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ANS. 3

5.Which of the following statements is NOT TRUE in the context of the passage ?

(1) UGC wants teachers to spend minimum 40 hours in week in teaching

(2) Some college teachers do not engage their classes regularly

(3) The average collect teacher in India does not have any office space

(4) UGC wants universities to abolish all posts which have been vacant for more than a year

(5) All are true

ANS. 1

6. Between 1985–1997, the number of teachers in higher education per million population, in

India..........

(1) increased by 60%

(2) increased by 20%

(3) decreased by 22%

(4) decreased by 10%

(5) decreased by 1%

ANS. 4

7.Which of the following statements is NOT TRUE in the context of the passage ?

(1) Indian universities are financially neglected

(2) All over the word, the university lecturers hardly spend more than 12 to 15 hours a week

in direct teaching

(3) Indian Universities are asked to reduce staff strength by 10%

(4) Public investment in higher education has increased in India

(5) Malaysia spends more money on education than Thailand

ANS. 4

8.Choose the word which is SIMILAR in meaning as the word ‘freeze’ as used in the passage.

(1) cold

(2) halt

(3) decay

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(4) control

(5) power

ANS. 2

9.What is the UGC directive to the universities ?

(1) Improve the quality teaching

(2) Spend time on research activities

(3) Do not appoint any permanent teacher

(4) Provide computer and internet facilities

(5) Do not spend money on counseling services to the students

ANS.3

10.Choose the word which is SIMILAR in meaning as the word ‘sustained’ as used in the

passage.

(1) continuous

(2) frequent

(3) careless

(4) deliberate

(5) sporadic

ANS. 1

In the following questions, a sentence has been given in Active/Passive Voice. Out of the four

alternatives suggested below, select the one which best expresses the same sentence in Passive /

Active Voice.

1. You surprise me.

(1) I am to be surprised (2) You are surprised

(3) I am surprised (4) Me is surprised

ANS. 3

2. The boys killed the snake with a stick.

(1) The snake was killed by the boys with a stick.

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(2) A stick was killed by the boys with a snake.

(3) A snake with a stick was killed by the boys.

(4) A snake is killed by the boys with a stick.

ANS. 1

3. Let me do this.

(1) Let us do this. (2) This be done by me.

(3) Let this be done by me. (4) Let do this.

ANS. 3

4. The tiger caught a fox.

(1) A fox has been caught by the tiger.

(2) A fox was caught by the tiger.

(3) A fox is caught by the tiger.

(4) A fox had been caught by the tiger.

ANS. 2

5. Someone has lit the fire.

(1) The fire was lit by someone.

(2) You are requested to light the fire by someone.

(3) The firs has been lit by someone.

(4) The fire had been lit by someone.

ANS. 3

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SUBJECT: KMAT QUANTITATIVE APTITUDE

COURSE: KMAT

SUB CODE: 001-0005-0001-01-03-00000028

PREPARED BY: AISWARYA .G

KMAT Kerala 2018 will be conducted in offline mode i.e. pen-paper mode. The exam is

scheduled for the first week of April 2018. Candidates will have to attempt 180 questions in the

time duration of 3 hours.

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• The question paper would be objective type (Multiple Choice Questions).

• KMAT Kerala 2018 would probe the basic understanding of the announced syllabus by

the authorities.

• The questions for this exam is based on English Language Usage and Reading

Comprehension, Quantitative Aptitude, Data Sufficiency and Logical Reasoning and

General Knowledge and Contemporary Scenario.

• 4 marks is allotted for every correct answer and there is no negative marking for this test.

Candidates who are keen in getting admissions in various government/private institutions of

management in Kerala can appear for Kerala Management Admission Test (KMAT) 2018 which

is held twice in a year in the month of April and November. Marks and rank determined in the

examination is responsible for the admissions of deserving candidates.

KMAT Kerala 2018 Exam Pattern in Details

KMAT 2018 is conducted offline with pen and paper by MG University at the allotted

examination centers in the state. A total of 180 objective type questions will be there in the paper

which are required to be solved within 3 hours.

Every accurate answer will lead to an increase in 4 marks. Also, since there is no negative

marking, students are recommended to attempt all the questions in this test. KMAT Kerala 2018

comprises questions based on English Language Usage and Reading Comprehension,

Quantitative Aptitude, Data Sufficiency and Logical Reasoning and General Awareness.

https://exams.collegedunia.com/news/e-477-kmat-kerala-2018

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KMAT Kerala 2018 Syllabus

The syllabus of KMAT Kerala 2018 is segregated into four sections. However, the syllabus of

this test is similar to that of MBA entrance exam like CAT or MAT. Tabulated below is the

syllabus of this exam subject wise. It is very important to understand the syllabus precisely to

secure good marks in the test.

KMAT Kerala 2018 Exam Pattern for Quantitative Ability

This sub-division will examine a student on how quick as well as accurate he/she is when it

comes to thinking. The questions might, either be in sets or individual ones.

Instructions

• Candidate needs to be present at the exam center 30 minutes prior to the commencement

of the KMAT 2018 examination.

• Entry of a student would be prohibited in the center without the issued admit card in any

circumstances.

• Electronic gadgets including mobile phones, calculators or suchlike are not allowed

inside the test center.

http://exams.collegedunia.com/news/e-477-kmat-kerala-2018

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• Candidate is not allowed to open the exam booklet unless instructed.

• Candidates will be given extra 10 minutes to read the test booklet thoroughly to avoid

confusion regarding anything.

• Personal belongings like baggage is not allowed inside the center. The center would not

be responsible for any sort of stealing or loosing of the belongings.

• Accurate details must be filled in the answer sheet by the applicant or else there is a

possibility that the result will not be evaluated.

• Answers should be marked correctly as per the applicant’s ability and knowledge by

darkening the option in the OMR sheet.

• Candidate is not allowed to leave the center before the exam timings as it will lead to the

cancellation of the exam.

• Candidate who is found guilty of any unfair means will be responsible for the

disqualification of his/her candidature.

• About the quantitative technique

• Quantitative Techniques adopt a scientific approach to decision-making. In this approach,

past data is used in determining decisions that would prove most valuable in the future.

The use of past data in a systematic manner and constructing it into a suitable model for

future use comprises a major part of scientific management. For example, consider a

person investing in fixed deposit in a bank, or in shares of a company, or mutual funds, or

in Life Insurance Corporation. The expected return on investments will vary depending

upon the interest and time period. We can use the scientific management analysis to find

out how much the investments made will be worth in the future. There are many

scientific method software packages that have been developed to determine and analyze

the problems. In case of complete non-availability of past data, quantitative factors are

considered in decision-making. In cases where the scope of quantitative data is limited,

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qualitative factors play a major role in making decisions. Qualitative factors are

important situations like sudden change in tax-structures, or the introduction of

breakthrough technologies. Application of scientific management and Analysis is more

appropriate when there is not much of variation in problems due to external factors, and

where input values are steady. In such cases, a model can be developed to suit the

problem which helps us to take decisions faster. In today's complex and competitive

global marketplace, use of Quantitative Techniques with support of qualitative factors is

necessary. Quantitative Technique is the scientific way to managerial decision-making,

while emotion and guess work are not part of the scientific management approach. This

approach starts with data. Like raw material for a factory, this data is manipulated or

processed into information that is valuable to people making decision. This processing

and manipulating of raw data into meaningful information is the heart of scientific

management analysis.

KMAT ENTRANCE

Profit and Loss

001-0005-0001-01-03-00000028-01

Basic Definitions and Formulas

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• Cost price (C.P.): This is the price at which an article is purchased.

• Selling price (S.P.): This is the price at which an article is sold.

• Profit or Gain: If the selling price is more than the cost price, the difference between them is

the profit incurred.

Formula: Profit or Gain = S.P. – C.P.

• Loss: If the selling price is less than the cost price, the difference between them is the loss

incurred.

Formula: Loss = Cost price (C.P.) – Selling Price (S.P.)

• Profit or Loss is always calculated on the cost price.

• Marked price: This is the price marked as the selling price on an article, also known as the

listed price.

• Discount or Rebate: This is the reduction in price offered on the marked or listed price.

Below is the list of some basic formulas used in solving questions on profit and loss:

• Gain % = (Gain / CP) * 100

• Loss % = (Loss / CP) * 100

• SP = [(100 + Gain%) / 100] * CP

• SP = [(100 – Loss %) / 100]*CP

The above two formulas can be stated as,

If an article is sold at a gain of 10%, then SP = 110% of CP.

If an article is sold at a loss of 10%, then SP = 90% of CP.

• CP = [100 / (100 + Gain%)] * SP

• CP = [100 / (100 – Loss%)] * SP

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Profit and Loss: Solved Examples

Question 1: An article is purchased for Rs. 450 and sold for Rs. 500. Find the gain percent.

Solution:

Gain = SP – CP = 500 – 450 = 50.

Gain% = (50/450)*100 = 100/9 %

Question 2: A man sold a fan for Rs. 465. Find the cost price if he incurred a loss of 7%.

Solution:

CP = [100 / (100 – Loss %)] * SP

Therefore, the cost price of the fan = (100/93)*465 = Rs. 500

Question 3: In a transaction, the profit percentage is 80% of the cost. If the cost further increases

by 20% but the selling price remains the same, how much is the decrease in profit percentage?

Solution:

Let us assume CP = Rs. 100.

Then Profit = Rs. 80 and selling price = Rs. 180.

The cost increases by 20% → New CP = Rs. 120, SP = Rs. 180.

Profit % = 60/120 * 100 = 50%.

Therefore, Profit decreases by 30%.

Question 4: A man bought some toys at the rate of 10 for Rs. 40 and sold them at 8 for Rs. 35.

Find his gain or loss percent.

Solution:

Cost price of 10 toys = Rs. 40 → CP of 1 toy = Rs. 4.

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Selling price of 8 toys = Rs. 35 → SP of 1 toy = Rs. 35/8

Therefore, Gain = 35/8 – 4 = 3/8.

Gain percent = (3/8)/4 * 100 = 9.375%

Question 5: The cost price of 10 pens is the same as the selling price of n pens. If there is a loss

of 40%, approximately what is the value of n?

Solution:

Let the price of each pen be Re. 1.

Then the cost price of n pens is Rs. n and

the selling price of n pens is Rs. 10.

Loss = n-10.

Loss of 40% → (loss/CP)*100 = 40

Therefore, [(n-10)/n]*100 = 40 → n = 17 (approx)

Question 6: A dishonest merchant sells his grocery using weights 15% less than the true weights

and makes a profit of 20%. Find his total gain percentage.

Solution:

Let us consider 1 kg of grocery bag. Its actual weight is 85% of 1000 gm = 850 gm.

Let the cost price of each gram be Re. 1. Then the CP of each bag = Rs. 850.

SP of 1 kg of bag = 120% of the true CP

Therefore, SP = 120/100 * 1000 = Rs. 1200

Gain = 1200 – 850 = 350

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Hence Gain % = 350/850 * 100 = 41.17%

Question 7: A man bought two bicycles for Rs. 2500 each. If he sells one at a profit of 5%, then

how much should he sell the other so that he makes a profit of 20% on the whole?

Solution:

Before we start, it’s important to note here that it is not 15% to be added to 5% to make it a total

of 20%.

Let the other profit percent be x.

Then, our equation looks like this.

105/100 * 2500 + [(100+x)/100] * 2500 = 120/100 * 5000 → x= 35.

Hence, if he makes a profit of 35% on the second, it comes to a total of 20% profit on the whole.

Question 8: A shopkeeper allows a discount of 10% on the marked price and still gains 17% on

the whole. Find at what percent above the cost price did he mark his goods.

Solution:

Let the cost price be 100. Then SP = 117.

Let the marked price be x.

So, 90% of x = 117 → x = 130.

Therefore, he marked his goods 30% above the cost price.

Question 9: A shopkeeper offers a discount of 20% on the selling price. On a special sale day, he

offers an extra 25% off coupon after the first discount. If the article was sold for Rs. 3600, find

1. The marked price of the article and

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2. The cost price if the shopkeeper still makes a profit of 80% on the whole after all discounts

are applied.

Solution:

Let the marked price of the article be x.

First a 20% discount was offered, on which another 25% discount was offered.

So, 75% of 80% of x = 3600

75/100 * 80/100 * x = 3600 → x = 6000.

So the article was marked at Rs. 6000.

Cost price of the article = [100/(100+80)]*3600 = Rs. 2000.

KMAT ENTRANCE

TIME AND WORK

001-0005-0001-01-03-00000028-02

1.Work from Days:

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If A can do a piece of work in n days, then A's 1 day's

work =

1 .

n

2.Days from Work:

If A's 1 day's work = 1 , then A can finish the work in n days.

n

3.Ratio:

If A is thrice as good a workman as B, then:

Ratio of work done by A and B = 3 : 1.

Ratio of times taken by A and B to finish a work = 1 : 3

Sample problems

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2.

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Concept #1. – Complete Job :

The total amount of a complete job = 1, always, unless otherwise specified.

Concept #2. – 0ne Day Work :

If a person ‘A’ can do a work in ‘n’ days, then A’s 1 day’s work will be = 1/n

Ex. If a person ‘A’ can do a work in 4 days, then A’s 1 day’s work = ¼

Hence, No. of days = total work / work done in 1 day

Concept #3. – Part of Work Done :

If A’s 1 day’s Work = 1/n, then after X days, A’s work = x (1/n)

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Ex – If A’s 1 day’s work = 1/6, then after 3 days, A’s work = 3(1/6)

Concept #4. – Combined 1 Days Work :

When more than one person are working on the same job, then their combined 1 day’s work =

sum of 1 day’s work for each person.

Ex.- If A can do a job in ‘n’ days and B can do it in ‘m’ days and both A and B together can do it

in ‘T’ days, then

A’s 1 day’s work = 1/n, B’s 1 days work = 1/m

(A+B)’s combined 1 day’s work = 1/T (concept -2) = A’s 1 day’s work + B’s 1 day’s work

Similarly, if A,B and C are working on a work, then (A+B+C)’s 1 day work = A’s 1 day’s work

+ B’s 1 day’s work + C’s 1 day’s work.

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⇒B’s 1 day’s work = (A+B+C)’s 1 day’s work – A’s 1 day’s work – C’s 1 day’s work.

Concept #5. – Comparison of Two Worker’s Rate:

If a person A is ‘n’ time as good workman as another person B, then Complete time by A/ = 1/n

And after any time, A’s work /B’s work = n

Concept #6. – Chain Rule:

Hence from the chain rule we can make the following relationship:

1. Relationship between Men and Work.

More men ==========⇒ can do ==========⇒ More work

Less men ===========⇒ can do =========⇒ Less work

2. Relationship between Work and Time

More work ==========⇒ takes ==========⇒ More Time

Less work =========⇒ takes ==========⇒ Less Time

3. Relationship between Men and Time

More men ========⇒ can do in =======⇒ Less Time

Less men ==========⇒ can do in =======⇒ More Time

Additional Concepts:

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1. If A is twice as good as worker B, then A’s 1 day’s work / B’s 1 day’s work = 2/1, A’s

time/B’s time = ½

2. If x men can do a job in t1 days and y man in t2 days, then (p men + q women) can do the

work in 1/(p/xt1 + q/yt2) days.

2. x men or y women can do a work in t days, then (p men + q women) can do the same work

in t/(p/x + q/y) days.

2. If a person A can do a work in ‘n’ days and A+B together can do it in ‘T’ days, then B alone

can finished the work = T * n / n-T days.

So let’s try few sample questions –

Q1. Dhoni and Raina can do a work in 12 days. Raina alone can do it in 28 days. In how many

days can Dhoni alone finish the work?

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(A). 16 days (B).21 days

(C). 18 days (D). 24 days

Q2. A can do a work in 12 days. B works 60% more than A, then in how many days B alone

would finish this work?

(A). 9 days (B) 8(1/2) days

(C). 7(1/2) days (D) 8 days

Q3. If 3 men or 4 women can complete a work in 43 days then in how many days 7 men and 5

women can complete the same work?

(A). 12 days (B) 18 days

(C). 16 days (D). 10 days

Q4. If 4 men reap 40 acres in 30 days, how many acres will 18 men reap in 12 days?

(A). 57 Acres (B).64 Acres

(C). 76 Acres (D). 72 Acres

Answer Key:

Explanation:

• Ans 1. If T = 12, n = 28, then Required Time = T*n /(n-T) = 28*12/(28-12) = 21 days.

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• Ans 2. A’s 1 day’s work = 1/12

B is 60% more fast than A, hence B’s 1 day’s work = 1.6 * 1/12 = 2/15

B can finish alone in = 1/(2/15) = 15/2 = 7.5 days.

• Ans 3. By formula T = t1/ (p/x + q/y)

T = 43/(7/3 + 5/4) = 12 days.

• Ans 4. By formula N1 * D1 / W1 = N2 * D2 / W2

⇒ 4*30 / 40 = 18*12 / W2 ⇒ W2 = 72 acres.

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KMAT ENTRANCE

TIME SPEED DISTANCE

001-0005-0001-01-03-00000028-03

Distance = Speed * Time

Which implies →

Speed = Distance / Time and

Time = Distance / Speed

Let us take a look at some simple examples of distance, time and speed problems.

http://www.mbacrystalball.com/blog/2015/08/14/time-distance-speed-problems/




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Example 1. A boy walks at a speed of 4 kmph. How much time does he take to walk

a distance of 20 km?

Solution

Time = Distance / speed = 20/4 = 5 hours.

Example 2. A cyclist covers a distance of 15 miles in 2 hours. Calculate his speed.

Solution

Speed = Distance/time = 15/2 = 7.5 miles per hour.

Example 3. A car takes 4 hours to cover a distance, if it travels at a speed of 40 mph. What

should be its speed to cover the same distance in 1.5 hours?

Solution

Distance covered = 4*40 = 160 miles








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Speed required to cover the same distance in 1.5 hours = 160/1.5 = 106.66 mph

Now, take a look at the following example:

Example 4. If a person walks at 4 mph, he covers a certain distance. If he walks at 9 mph, he

covers 7.5 miles more. How much distance did he actually cover?

Now we can see that the direct application of our usual formula Distance = Speed * Time or its

variations cannot be done in this case and we need to put in extra effort to calculate the given

parameters.

Let us see how this question can be solved.





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KMAT ENTRANCE

Simple and Compound interest

001-0005-0001-01-03-00000028-04

Here is a list of some basic definition and formulas to solve problems on Interest.

Principal: This is the sum of money lent or borrowed.

Interest: This is the extra money paid for taking the money as loan. This is often expressed as a

percentage.

Say, the interest is 10% on a loan of Rs. 100. Then the interest in amount is Rs. 10 and at the end

of the year, the amount to be paid is Rs. 110.

Time: This is the time period for which the money is lent or the time period in which the money

has to be returned with interest.

Simple Interest

As the name implies, the calculation of simple interest is pretty simple. Multiply the principal

amount with the number of years and the rate of interest.

Simple Interest Formula:

Simple Interest = Principal * Time * Rate of interest / 100

Abbreviated as SI = PTR/100

Compound Interest

In compound interest, the principal amount with interest after the first unit of time becomes the

principal for the next unit.

Say, when compounded annually for 2 years, the principal amount with interest accrued at the

end of first year becomes the principal for the second year.

Compound Interest Formula:

Amount = Principal * [1 + Rate of Interest/100]Time period

90

Abbreviated as Amount = P * [1 + R/100]t, when compounded annually.

Sometimes, the interest is also calculated half-yearly or quarterly.

When compounded semi-annually or half-yearly,

Amount = P[1 + (R/2)/100]2t

When compounded quarterly,

Amount = P[1 + (R/4)/100]4t

Present worth of Principal P due t years hence is given by:

P/[1+ R/100]t

91

92

Sample problems and solutions

Let us work on some examples to understand the concepts and the differences.

Problem 1. A sum of Rs. 25000 becomes Rs. 27250 at the end of 3 years when calculated at

simple interest. Find the rate of interest.

Solution:

Simple interest = 27250 – 25000 = 2250

Time = 3 years.

SI = PTR / 100 → R = SI * 100 / PT

R = 2250 * 100 / 25000 * 3 → R = 3%.

Problem 2. Find the present worth of Rs. 78000 due in 4 years at 5% interest per year.

93

Solution:

Amount with interest after 4 years = Rs. 78000

Therefore, simple interest = 78000 – Principal.

Let the principal amount be p.

78000 – p = p*4*5/100 → p=13000

Principal = 78000 – 13000 = Rs. 65000

Problem 3. A certain principal amounts to Rs. 15000 in 2.5 years and to Rs. 16500 in 4 years at

the same rate of interest. Find the rate of interest.

Solution:

Amount becomes 15000 in 2.5 years and 16500 in 4 years.

Simple interest for (4-2.5) years = 16500 – 15000

Therefore, SI for 1.5 years = Rs. 1500.

SI for 2.5 years = 1500/1.5 * 2.5 = 2500

Principal amount = 15000 – 2500 = Rs. 12500.

Rate of Interest = 2500 * 100 / 12500 * 2.5 → R = 8%.

Problem 4. Find the compound interest on Rs. 3000 at 5% for 2 years, compounded annually.

Solution:

Amount with CI = 3000 (1+ 5/100)2 = Rs. 3307.5

Therefore, CI = 3307.5 – 3000 = Rs. 307.5

Problem 5. Find the compound interest on Rs. 10000 at 12% rate of interest for 1 year,

compounded half-yearly.

Solution:

Amount with CI = 10000 [1+ (12/2 * 100)]2 = Rs. 11236

94

Therefore, CI = 11236 – 10000 = Rs. 1236

95

KMAT ENTRANCE

ALGEBRA

001-0005-0001-01-03-00000028-06

• 1.1. Polynomial Functions Definition:

• 001-0005-0001-01-03-00000028-01-01

• A function defined by

•

• If α is a complex number such that f(α)= 0, then α is called zero of the polynomial.

96

•

•

• 1.2. Relation between the Roots and Coefficients of a Polynomial Equation

• 001-0005-0001-01-03-00000028-01-02

97

• 1.3 Sequences and Series

• 001-0005-0001-01-03-00000028-01-03

98

• Sequence

• A sequence is a function with domain the natural numbers N = {1, 2, 3, . . .} or the non-

negative integers, Z ≥0 = {0, 1, 2, 3, . . .}. The range of the function is still allowed to be

the real numbers; in symbols, we say that a sequence is a function

f: N → R.

• A sequence {an} is an infinite list of numbersa1,a2,a3,…,

• where we have one number an for every positive integer n.

Defining sequences.

• We can specify a sequence in various ways.

Pattern. We can specify it by listing some elements and implying that the pattern shown

continues.

• For example 2,4,6,8,…

• would be the sequence consisting of the even positive integers.

• an=2n.

• Recursively. Finally, we can also provide a rule for producing the next term of a

sequence from the previous ones. This is called a recursively defined sequence.

• For example the sequence2,4,6,8,…

• can be specified by the rulea1=2 and an=an−1+2 for n≥2.

• This rule says that we get the next term by taking the previous term and adding 2. Since

we start at the number 2 we get all the even positive integers.

• 1.4 Arithmetic Sequences

• 001-0005-0001-01-03-00000028-01-04

The sequence we saw in the previous paragraph is an example of what's called

an arithmetic sequence: each term is obtained by adding a fixed number to the previous

term.

Alternatively, the difference between consecutive terms is always the same

99

• General Formula.

• If a sequence an is arithmetic, then there is a fixed number d so that an+1−an=d for

any n. The number d is usually called the step or difference. Let's try to find a formula for

the term an of an arithmetic sequence in terms of d and a1.

Let's start with an=an−1+d. Applying this again, we see that since an−1=an−2+d so we

get that an=an−2+d+d=an−2+2d.

• We can continue this way and get:

• an=an=an−1+d

• =an−2+d+d=an−2+2d

• =an−3+d+d =an−3+3d

• ⋮

• =a2+(n−2)d=a1+(n−1)d

• So we get that in an arithmetic sequence an with steps of size d, the formula for an is

given by:

• an=a1+(n−1)d

• Example. Consider the sequence 3,8,13,18,23,28,…. Is it arithmetic? If so, find a formula

for an, and use it to find a101, the 101st term in the sequence.

• Solution. This sequence is arithmetic, since the difference between each term is 5.

(8−3=13−8=18−13=⋯=5.) So this is an arithmetic sequence with step d=5 and first

term a1=3.

Our formula above gives an=a1+(n−1)d=3+(n−1)5.

For a101 we plug in n=101 into this formula to obtain a101=3+(100)5=503.

• 1.5 Geometric Sequences

• 001-0005-0001-01-03-00000028-01-05

• Consider the sequence 2,4,8,16,32,64,…. This sequence is not arithmetic, since the

difference between terms is not always the same. If we look closely, we will see that we

obtain the next term in the sequence by multiplying the previous term by the same

number. Equivalently, the ratio of consecutive terms is always the same (namely 2).

A sequence an where there is a fixed r so that

100

• for all n is called a geometric sequence. The number r is usually called the ratio.

General Formula.

• Let's try to find the formula for the term an of a geometric sequence in terms of r and the

first term.

Let's start with the relation

• Using this again, we get an=

• We can continuer this way and get:

101

• So we get that for a geometric sequence an with ratio r, the formula for an is given by:

• Example.

• Consider the geometric sequence 3,6,12,24,48,…. Find a formula for an and use it to

find a7.

• Solution. To find r, we should look at the ratio between successive terms: r=

102

• Then using the formula above we get

• To find a7 we set n=7 and get a7=

• 1.6 Recursive Sequences

• 001-0005-0001-01-03-00000028-01-06

• We have already briefly discussed this idea in the first paragraph. We shall now discuss

this in more detail, together with some extra examples.

As we saw in the section on geometric sequences, we can define a geometric sequence

either by the rule an=rn−1a, or by the rule that an=ran−1.

The latter rule is an example of a recursive rule. A recursively defined sequence, is one

where the rule for producing the next term in the sequence is written down explicitly in

terms of the previous terms.

• Example.

• Define a sequence an as follows:

• Let a1=1,a2=1, and an=an−1+an−2 for n≥2.

• This rule says that to get the next term in the sequence, you should add the previous two

terms. Since this rule requires two previous terms, we need to specify the first two terms

of the sequence a1,a2 to get us started. Using this we can start to list the terms in the

sequence, and get 1,1,2,3,5,8,13,21,34,…. (This is the well known Fibonacci sequence.)

• 1.7 Sequences via Lists

• 001-0005-0001-01-03-00000028-01-07

103

• The method of using a list to specify a sequence perhaps is the most tricky, since it

requires us to look at a short piece of a sequence, and guess at the pattern or rule that is

being used to produce the terms in the sequence.

• Example.

• When given a list, such as 1,3,9,27,81,… we can try to look for a pattern in a few ways.

Now that we have seen arithmetic, geometric and recursive sequences, one thing we can

do is try to check if the given sequence is one of these types.

Arithmetic? To check if a sequence is arithmetic, we check whether or not the difference

of consecutive terms is always the same. In this case, the difference

changes:a2−a1=3−1=2≠6=9−3=a3−a2.

• Geometric? To check if a sequence is geometric we check whether or not the ratio of

consecutive terms is always the same. In the case it is, so we conclude that the sequence

is geometric:

•

• This tells us that the sequence is geometric with ratio 3, and initial term 1, so we get that

the sequence is given by

• This sequence can also be defined recursively, by the formula

• a1=1, and

• an=3an−1

• for n≥2.

• 1.8 QUADRATIC EQUATIONS

• 001-0005-0001-01-03-00000028-01-08

• How many real solutions are there for the equation x^2 – 7|x| - 30 = 0?

3

104

1

2

none

• Case 1: x > 0

x^2 – 7x - 30 = 0

( x - 10 ) ( x - 3 ) = 0

X = 10, x = -3

• But x = -3 is not possible as we have considered x > 0, thus 1 solution for this case.

Case 2: x < 0

x^2 + 7x - 30 = 0

( x + 10 )( x - 3)=0

x = -10 and x = 3

Only x = -10 is permissible.

Thus this equation has 2 real solutions

• Alternatively, we can think of the above as a quadratic in |x|

x^2 – 7|x| - 30 = 0 can be factorized as

(|x| -10) ( |x| + 3) = 0

|x| cannot be -3, |x| can only be 10. X can take 2 real values.

• 1.9 COMBINATION FORMULA

• 001-0005-0001-01-03-00000028-01-09

• A combination formula is a way of selecting items from a collection, such that the order

of selection does not matter. The combination involves selection of objects or things out

of larger group where order doesn’t matter.

• The combination formula show the number of ways a sample of “r” elements can be

obtained from a larger set of “n” distinguishable objects.

105

• When not related to Permutation,

•

• Here,

n, r are non negative integers

r is the size of each permutation.

n is the size of the set from which elements are permuted.

• Question 1: Father asks his son to choose 4 items from the table. If the table has 18 items

to choose, how many different answers could the son give?

• Solution:

• Given,

r = 4 (item sub-set)

n = 18 (larger item)

Therefore, simply : find “18 Choose 4”

106

KMAT ENTRANCE

Series

001-0005-0001-01-03-00000028-07

• 2.1 Sum of the First n Terms of a Series

• 001-0005-0001-01-03-00000028-02-01

• The sum of the terms of a sequence is called a series .

• If a sequence is arithmetic or geometric there are formulas to find the sum of the

first nn terms, denoted SnSn , without actually adding all of the terms.

• (Note that a sequence can be neither arithmetic nor geometric, in which case you'll need

to add using brute force, or some other strategy.)

• Sum of the Terms of an Arithmetic Sequence (Arithmetic Series)

To find the sum of the first nn terms of an arithmetic sequence use the formula,

• where n is the number of terms, a1 is the first term and an is the last term.

Example 1:

• Find the sum of the first 2020 terms of the arithmetic series if a1=5 and a20=62 .

https://www.varsitytutors.com/hotmath/hotmath_help/topics/series.html

https://www.varsitytutors.com/hotmath/hotmath_help/topics/series.html

https://www.varsitytutors.com/hotmath/hotmath_help/topics/arithmetic-series.html

https://www.varsitytutors.com/hotmath/hotmath_help/topics/geometric-series.html

107

• example 2:

• Find the sum of the first 4040 terms of the arithmetic sequence

2,5,8,11,14,⋯2,5,8,11,14,⋯

• First find the 40 th term:

• a40=a1+(n−1)d

• =2+39(3)=119a40=

• a1+(n−1)d

• =2+39(3)=119

• Then find the sum:

• 2.2 Sum of the Terms of a Geometric Sequence (Geometric Series)

• 001-0005-0001-01-03-00000028-02-02

• To find the sum of the first nn terms of a geometric

108

sequence use the formula,

where n is the number of terms, a1 is the first term and r is the common ratio .

• Example 4:

• Find the sum of the first 8 terms of the geometric series if a1=1 and r=2.

• Example 5:

• Find S10 of the geometric series 24+12+6+⋯24+12+6+⋯ .

• First, find r .

•

https://www.varsitytutors.com/hotmath/hotmath_help/topics/common-ratio.html

109

• Arithmetic of Number Systems

• Arithmetic operations in number systems are usually done in binary because designing of

logic networks is much easier than decimal.

• 2.3 BINARY SYSTEM ARITHMETIC

• 001-0005-0001-01-03-00000028-02-03

• The basic arithmetic in binary number system is binary addition. Binary subtraction is

done by using 1’s or 2’s complements. Multiplication and division are discussed with

shift registers in the later section. The addition of numbers in any numbering system is

accomplished as in decimal system, that is, the addition starts in the least significant

position (rightmost position), and any carries are added in other positions to the left as it

is done in the decimal system.

• The binary number system has two bits 0 and 1 only, therefore, the possible binary

additions are:

• 0 + 0 = 0

• 0 + 1 = 1

• 1 + 0 = 1

• 1 + 1 = 0 with a carry of 1

110

• 2.4 HEXADECIMAL SYSTEM ARITHMETIC

• 001-0005-0001-01-03-00000028-02-04

•

• • Start with the least significant digit column in the example, add 2 with 9 and the Table

shows B as intersection point (number) with no carry.

• Now, add 5 with 2 and from the Table and the intersection point is 7 with no carry.

• • Add A with 6 and the intersection point is 0 with 1 carry.

• • The sum can also be checked for correctness by converting the numbers to their

equivalent decimal numbers.

• 2.5 COMPLEMENTS OF NUMBERS

• 001-0005-0001-01-03-00000028-02-05

• 10’s-Complement

• The 10’s-complement can be obtained by subtracting the least significant digit from 10

and all other digits from 9.

• Example

• Find the 10’s-complement of 55274.

111

• ANS:

•

• First subtract 4 (lsd) from 10 we obtain 6. The other digits of the given example, i.e. 7, 2,

5, and 5 will be subtracted from 9 and we obtain 2, 7, 4, and 4 respectively. Hence, the

10’s-complement of 25274 is 44726.


• The 9’s-complement of a number can be obtained by subtracting every digit of the given

number from 9.

• Example


• ANS:

•

• Subtract every digit of the given number from 9 and the 9’s-complement of 55274 is

44725. It is observed that this complement is one less than 44726 which was the 10’s-

complement of the same number. The 9’s-complement of any number is always one less

than the 10’s-complement. The 10’s-complement can also be obtained by adding 1 to the

9’s-complement of the given number.


112

• To find 1’s-complement of a number replace all 0’s with 1’s and all 1’s with 0’s. The 1’s

complement of a number is always 1 less than the 2’s-complement of a number.

• Example


• Solution :For the given example by replacing all 1’s with 0’s and all 0’s with 1’s, the 1’s-

complement of 1011010 is 0100101. It is also observed that 1’s-complement of the given

number is 1 less than 0100110 which was 2’s-complement of the same number in the

previous examples.

• 2.6 SUBTRACTION OF DIGITAL SYSTEMS

• 001-0005-0001-01-03-00000028-02-06

• Subtraction with 10’s-Complement and 2’s-Complement

• Example

• Find the subtraction (51346 – 06934)10 using the 10’s-complement method.

• Solution

• Minuend = 51346

• Subtrahend = 06938

•

• Here, an end carry occurs, hence discard it.

• The result of (51346 – 06938)10 is (44408)10

• Subtraction with 9’s-Complement and 1’s-Complement

• Example

• Find the subtraction (51346 – 06938)10 using the 9’s-complement method.

• Solution

• Minuend = 51346 Subtrahend = 06938

113

• Here an end around carry occurs, hence add 1 to the lsd of the result

•

• Hence, the result of subtraction of (51346 – 06938)10 is (44408)10.

• 2.7 HCF(Highest Common Factor)

• 001-0005-0001-01-03-00000028-02-07

• Highest common factor (H.C.F) of two or more numbers is the greatest number which

divides each of them exactly.

Now we will learn about the method of finding highest common factor (H.C.F).

Steps 1:

Find all the factors of each given number.

Step 2:

Find common factors of the given number.

• Step 3:

The greatest of all the factors obtained in Step 2, is the required highest common factor

(H.C.F).

• Q:Find the highest common factor (H.C.F) of 14 and 18.

Factors of 14 = 1, 2, 7 and 14.

114

Factors of 18 = 1, 2, 3, 6, 9 and 18.

Therefore, common factor of 14 and 18 = 1 and 2.

Highest common factor (H.C.F) of 14 and 18 = 2.

• Find the highest common factor (H.C.F) of 33 (Thirty three) and 55 (Fifty five).

Solution:

Factors of 33 (Thirty three) = 1, 3, 11 and 33.

Factors of 55 (Fifty five) = 1, 5, 11 and 55.

Therefore, common factor of 33 (Thirty three) and 55 (Fifty five) = 1 and 11.

Highest common factor (H.C.F) of 33 (Thirty three) and 55 (Fifty five) = 11.

• 2.8 LCM(Least Common Multiple)

001-0005-0001-01-03-00000028-02-08

• The smallest positive number that is a multiple of two or more numbers.

• Least Common Multiple of 3 and 5:

• List the Multiples of each number,

• The multiples of 3 are 3, 6, 9, 12, 15, 18, ... etc

The multiples of 5 are 5, 10, 15, 20, 25, ... etc

• Find the first Common (same) value:

• The Least Common Multiple of 3 and 5 is 15

• ( 15 is a common multiple of 3 and 5, and is the smallest, or least, common multiple )

115

• EXAMPLE

• Find the LCM of these sets of numbers.

• 3, 9, 21

Solution: List the prime factors of each.

3: 3

9: 3 × 3

21: 3 × 7

Multiply each factor the greatest number of times it occurs in any of the numbers. 9 has

two 3s, and 21 has one 7, so we multiply 3 two times, and 7 once. This gives us 63, the

smallest number that can be divided evenly by 3, 9, and 21. We check our work by

verifying that 63 can be divided evenly by 3, 9, and 21.

• 2.9 Ratio And Proportion

• 001-0005-0001-01-03-00000028-02-09

116

117

• Ratio and Proportion Word Problems

• The ratio of Alice's pay to Bob's pay is 5/4. The ratio of Bob's pay to Charlie's pay is

10:9 . If Alice is paid $75, how much is Charlie paid?

• Since the ratio of Alice's pay to Bob's pay is 5:4,

• Bob's pay must be b where 5/4=75/b.

• Cross-multiplying by the denominators, we get

• Continuing in the same way, we compare Bob to Charlie:

118

•

• Thus, Charlie is paid $54.

• 2.10 SIMPLIFICATION

• 001-0005-0001-01-03-00000028-02-10

• 12 men work 8 hours per day to complete the work in 10 days. To complete the same

work in 8 days, working 15 hours a day, the number of men required

• A.) 4 days

• B.) 5 days

• C.) 6 days

• D.) 8 days

• Answer: Option 'D'

• That is, 1 work done = 12 × 8 × 10

Then, 12 8 × 10 = ? × 15 × 8

? (i.e. No. of men required) = 12 × 8 × 10/15× 10 = 8 days.

• 30 labourers working 7 hours a day can finish a piece of work in 18 days. If the labourers

work 6 hours a day, then the number of labourers required to finish the same piece of

work in 30 days will be

• A.) 15 days

• B.) 21 days

• C.) 25 day

• D.) 22 day

• Answer: Option 'B'

• That is,

• 1 work done = 30 × 7 ×18 = ? × 6 × 30

? (No. of labourers) = 30 × 7 × 18/6 × 30 = 21

• 2.11 Percentages (%)

• 001-0005-0001-01-03-00000028-02-11

• When we say "Percent" we are really saying "per 100"

119

• One percent (1%) means 1 per 100.

• 100% means all.

• Example:

120

121

122

KMAT ENTRANCE

Pie Charts

001-0005-0001-01-03-00000028-08

• Pie Chart: a special chart that uses "pie slices" to show relative sizes of data.

• 3.1 Pie Charts introduction

• 001-0005-0001-01-03-00000028-03-01

• Perceptual theory suggests that pie charts are not a good way of presenting information

because they are based on angles or areas.

• • Often pie charts are presented with the values as part of or close to the pie slice labels.

This indicates that it is hard to decode the encoded values.

• • Pie charts are only useful for proportions. They can’t be used for other kinds of values.

• Imagine you survey your friends to find the kind of movie they like best:

•

• You can show the data by this Pie Chart:

• It is a really good way to show relative sizes: it is easy to see which movie types are most

liked, and which are least liked, at a glance.

• You can create graphs like that using our Data Graphs (Bar, Line and Pie) page.

https://www.mathsisfun.com/data/data-graph.php

123

•

• If Rs. 29,498 Crore was allocated for defence in 1996 - 97, what is the approximate

percentage increase in the allocation for defence in 1997 - 98?

• A) 21%

•

B) 15%

•

C) 25%

•

D) None of these

• Ans:Option A

124

•

• Direction to solve:

• 001-0005-0001-01-03-00000028-03-02

• The following pie-charts show the distribution of students of graduate and post-graduate

levels in seven different institutes — M,N,P, Q, R, S and T in p town.

• What is the ratio between the number of students studying at post-graduate level from

institute S and the number of students studying at graduate level from institute Q?

A) 13 : 19

B) 21 : 13

C) 13 : 8

D) 19 :13

• Ans:Option D

• Explanation:

• Required ratio = ( (21% of 24700) / (13% of 27300) ) = ( ( 21 X 24700 ) / ( 13 X 27300 )

)= 19/13

125

• What is the ratio between the number of students studying at post-grajduate and graduate

levels respectively from institute S ?

• A) 14 : 19

B) 19 : 21

C) 17 : 21

D) 19 : 14

Answer:Option D

• Explanation:

• Required Ratio= ( 21% of 24700/14% of 27300 ) = ( ( 21 X 24700 )/( 14 X 27300 ) ) =

19/14

• The total population of a city is 5000. The various section are indicated in the pie

diagram.

• The number of persons employed in both the public sector and corporate sector is

126

• A) 3750

B) 3000

C) 2500

D) 2200

• ans:Option B

• The number of unemployed person is

• A) 250

B) 150

C) 100

D) 50

• Answer:

• Option A

• Number of persons employed in the corporate sector is

• A) 250

B) 500

C) 750

D) 1500

• Answer:

• Option C

127

128

KMAT ENTRANCE

Bar Graphs

001-0005-0001-01-03-00000028-09

9.1 Bar Graphs introduction

001-0005-0001-01-03-00000028-04-01

A Bar Graph (also called Bar Chart) is a graphical display of data using bars of different

heights.

• A bar chart or bar graph is a chart or graph that presents categorical

data with rectangular bars with heights or lengths proportional to the values that they

represent. The bars can be plotted vertically or horizontally. A vertical bar chart is

sometimes called a line graph.

• A bar graph shows comparisons among discrete categories. One axis of the chart shows

the specific categories being compared, and the other axis represents a measured value.

Some bar graphs present bars clustered in groups of more than one, showing the values of

more than one measured variable.

• Grouped or stacked

• Bar graphs can also be used for more complex comparisons of data with grouped bar

charts and stacked bar charts. In a grouped bar chart, for each categorical group there are

two or more bars. These bars are color-coded to represent a particular grouping. For

example, a business owner with two stores might make a grouped bar chart with different

colored bars to represent each store: the horizontal axis would show the months of the

year and the vertical axis would show the revenue. Alternatively, a stacked bar

chart could be used. The stacked bar chart stacks bars that represent different groups on

top of each other.

https://en.wikipedia.org/wiki/Categorical_variable


https://en.wikipedia.org/wiki/Rectangle

https://en.wikipedia.org/wiki/Height

https://en.wikipedia.org/wiki/Length

https://en.wikipedia.org/wiki/Discrete_variable


129

• The height of the resulting bar shows the combined result of the groups. However,

stacked bar charts are not suited to datasets where some groups have negative values. In

such cases, grouped bar chart are preferable.

• Grouped bar graphs usually present the information in the same order in each grouping.

Stacked bar graphs present the information in the same sequence on each bar.

• Imagine you just did a survey of your friends to find which kind of movie they liked best:

•

• We can show that on a bar graph like this:

• It is a really good way to show relative sizes: we can see which types of movie are most

liked, and which are least liked, at a glance.

• We can use bar graphs to show the relative sizes of many things, such as what type of car

people have, how many customers a shop has on different days and so on.

130

• Example 1: A survey of students' favorite after-school activities was conducted at a

school. The table below shows the results of this survey.

131

• Note that since the data in this table is not changing over time, a line graph would not be

a good way to visually display this data. Each quantity listed in the table corresponds to a

particular category. Accordingly, the data from the table above has been displayed in the

bar graph below.

132

• A bar graph is useful for comparing facts. The bars provide a visual display for

comparing quantities in different categories. Bar graphs help us to see relationships

quickly. Another name for a bar graph is a bar chart. Each part of a bar graph has a

purpose.

133

• What is the title of this bar graph?

• Ans:Students' Favorite After-School Activities

• What is the range of values on the (horizontal) scale?

• Ans:0 to 100

• How many categories are in the graph?

• Ans:7

• Which after-school activity do students like most?

• Ans:Visit With Friends

• Which after-school activity do students like least?

• Ans:School Clubs

• How many students like to talk on the phone?

• Ans:53

• How many students like to earn money?

• 44

• Which two activities are liked almost equally?

• Ans:Play Sports and Earn Money

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• List the categories in the graph from greatest to least.

Ans:Visit With Friends, Online, Talk on Phone, Play Sports, Earn Money, Watch TV,

School Clubs.

• 4.2 Histograms vs Bar Graphs

• 001-0005-0001-01-03-00000028-04-02

• Bar Graphs are good when your data is in categories (such as "Comedy", "Drama", etc).

• But when you have continuous data

(such as a person's height) then use a Histogram.

• It is best to leave gaps between the bars of a Bar Graph, so it doesn't look like a

Histogram.

https://www.mathsisfun.com/data/data-discrete-continuous.html

https://www.mathsisfun.com/data/histograms.html

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• Histograms

• Histogram: a graphical display of data using bars of different heights.

• It is similar to a Bar Chart, but a histogram groups numbers into ranges

• Example: Height of Orange Trees

• You measure the height of every tree in the orchard in centimetres (cm)

• The heights vary from 100 cm to 340 cm

• You decide to put the results into groups of 50 cm:

• The 100 to just below 150 cm range,

• The 150 to just below 200 cm range,

• etc...

• So a tree that is 260 cm tall is added to the "250-300" range.

• And here is the result:

• The horizontal axis is continuous like a number line:

https://www.mathsisfun.com/data/bar-graphs.html

https://www.mathsisfun.com/number-line.html

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137

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KMAT E ENTRANCE

Data Interpretation

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5.1 Definition of Data Interpretation

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Data interpretation refers to the process of critiquing and determining the significance of

important information, such as survey results, experimental findings, observations or

narrative reports. Interpreting data is an important critical thinking skill that helps you

comprehend text books, graphs and tables. Researchers use a similar but more meticulous

process to gather, analyze and interpret data. Experimental scientists base their

interpretations largely on objective data and statistical calculations. Social scientists

interpret the results of written reports that are rich in descriptive detail but may be devoid

of mathematical calculations.

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5.2 Quantitative Interpretation

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Scientists interpret the results of rigorous experiments that are performed under specific

conditions. Quantifiable data are entered into spreadsheets and statistical software

programs, and then interpreted by researchers seeking to determine if the results they

achieved are statistically significant or more likely due to chance or error. The results

help prove or disprove hypotheses generated from an existing theory. By using scientific

methods, researchers can generalize about how their results might apply to a larger

population. For example, if data show that a small group of cancer patients in a voluntary

drug study went into remission after taking a new drug, other cancer patients might also

benefit from it.

5.3 Qualitative Interpretation

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Certain academic disciplines, such as sociology, anthropology and women’s studies, rely

heavily on the collection and interpretation of qualitative data. Researchers seek new

knowledge and insight into phenomena such as the stages of grief following a loss, for

example. Instead of controlled experiments, data is collected through techniques such as

field observations or personal interviews of research subjects that are recorded and

transcribed. Social scientists study field notes or look for themes in transcriptions to

make meaning out of the data.

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Primary school education is most often referred to as elementary school or grade school

and is usually composed of grades one through six. The main purpose of primary

education is to give children a strong foundation in the basics of a general curriculum,

with emphasis on reading and math.

What is data interpretation?

Typically, within the general business lingo, data interpretation refers to the implementation of

processes through which data is reviewed for the purpose of arriving at an informed conclusion.

Data is very likely to arrive from multiple sources and has a tendency to enter the analysis

process with haphazard ordering.

Data analysis tends to be extremely subjective. That is to say, the nature and goal of

interpretation will vary from business to business, likely correlating to the type of data being

analyzed. While there are several different types of processes that are implemented based on

individual data nature, the two broadest and most common categories are “quantitative analysis”

and “qualitative analysis.”

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Yet, before any serious data interpretation inquiry can begin, it should be understood that visual

presentations of data findings are irrelevant unless a sound decision is made regarding scales of

measurement. Before any serious data analysis can begin, the scale of measurement must be

decided for the data as this will have a long-term impact on data interpretation ROI. The varying

scales include:

• Nominal Scale: Non-numeric categories that cannot be ranked or compared quantitatively.

Variables are exclusive and exhaustive.

• Ordinal Scale: Exclusive categories that are exclusive and exhaustive but with a logical order.

Quality ratings and agreement ratings are examples of ordinal scales (i.e., good, very good, fair,

etc., OR agree, strongly agree, disagree, etc.).

• Interval: A measurement scale where data is grouped into categories with orderly and equal

distances between the categories. There is always an arbitrary zero point.

• Ratio: Contains features of all three.

For a more in-depth review of scales of measurement, click here. Once scales of measurement

have been selected, it is time to select which of the two broad interpretation processes will best

suit your data needs. Let’s take a look!

Qualitative Data Interpretation

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Qualitative data analysis can be summed up in one word – categorical. With qualitative analysis,

data is not described through numerical values or patterns, but through the use of descriptive

context (i.e., text). Typically, narrative data is gathered by employing a wide variety of person-

to-person techniques. These techniques include:

• Observations: Detailing behavioral patterns that occur within an observation group. These

patterns could be the amount of time spent in an activity, the type of activity and the method of

communication employed.

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• Documents: Much like how patterns of behavior can be observed, different types of

documentation resources can be coded and divided based on the type of material they contain.

• Interviews: One of the best collection methods for narrative data. Enquiry responses can be

grouped by theme, topic or category. The interview approach allows for highly-focused data

segmentation.

A key difference between qualitative and quantitative analysis is clearly noticeable in the

interpretation stage. Qualitative data, as it is widely open to interpretation, must be “coded” so as

to facilitate the grouping and labeling of data into identifiable themes. As person-to-person data

collection techniques can often result in disputes pertaining to proper analysis, qualitative data

analysis is often summarized through three basic principles:

• Notice things

• Collect things

• Think about things

ftp://ftp.qualisresearch.com/pub/qda.pdf

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Quantitative Data Interpretation

If quantitative data interpretation could be summed up in one word (and it really can’t) that word

would be “numerical.” There are few certainties when it comes to data analysis, but you can be

sure that if the research you are engaging in has no numbers involved, it is not quantitative

research. Quantitative analysis refers to a set of processes by which numerical data is analyzed.

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More often than not, it involves the use of statistical modeling such as standard deviation, mean

and median. Let’s quickly review the most common statistical terms:

• Mean: A mean represents a numerical average for a set of responses. When dealing with a data

set (or multiple data sets), a mean will represent a central value of a specific set of numbers. It is

the sum of the values divided by the number of values within the data set. Other terms that can

be used to describe the concept are arithmetic mean, average and mathematical expectation.

• Standard deviation: This is another statistical term commonly appearing in quantitative analysis.

Standard deviation reveals the distribution of the responses around the mean. It describes the

degree of consistency within the responses; together with the mean, it provides insight into data

sets.

• Frequency distribution: This is a measurement gauging the rate of a response appearance within

a data set. When using a survey, for example, frequency distribution has the capability of

determining the number of times a specific ordinal scale response appears (i.e., agree, strongly

agree, disagree, etc.). Frequency distribution is extremely keen in determining the degree of

consensus among data points.

Typically, quantitative data is measured by visually presenting correlation tests between two or

more variables of significance. Different processes can be used together or separately, and

comparisons can be made to ultimately arrive at a conclusion. Other signature interpretation

processes of quantitative data include:

• Regression analysis

• Cohort analysis

• Predictive and prescriptive analysis

5.4 “The Why” – The Benefits of Data Interpretation

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http://www.investopedia.com/articles/financial-theory/09/regression-analysis-basics-business.asp


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What are the benefits of data interpretation? Why do all industries engage in data research and

analysis? It is a basic question, but one that often doesn’t receive adequate attention.

The purpose of collection and interpretation is to acquire useful and usable information and to

make the most informed decisions possible. From businesses, to higher education, to newlyweds

researching their first home, data collection and interpretation can provide limitless benefits for a

wide range of institutions and individuals. Data analysis and interpretation, regardless of method

and qualitative/quantitative status, may include the following characteristics:

• Data identification and explanation

• Comparing and contrasting of data

• Identification of data outliers

• Future predictions

Data analysis and interpretation, in the end, helps improve processes and identify problems. It is

difficult to grow and make dependable improvements without, at the very least, minimal data

collection and interpretation. What is the key word? Dependable. Vague ideas regarding

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performance enhancement exist within all institutions and industries. Yet, without proper

research and analysis, an idea is likely to remain in a stagnant state forever (i.e., minimal

growth). So… what are a few of the business benefits of digital age data analysis and

interpretation? Let’s take a look!

1) Informed decision making: A decision is only as good as the knowledge that formed it.

Informed data decision making has the potential to set industry leaders apart from the rest of the

market pack. Studies have shown that companies in the top third of their industries are, on

average, 5% more productive and 6% more profitable when implementing informed data

decision-making processes. Most decisive actions will arise only after a problem has been

identified or a goal defined. Data analysis should include identification, thesis development and

data collection followed by data communication.

If institutions only follow that simple order, one that we should all be familiar with from grade

school science fairs, then they will be able to solve issues as they emerge in real time. Informed

decision making has a tendency to be cyclical. This means there is really no end, and eventually,

new questions and conditions arise within the process that need to be studied further. The

monitoring of data results will inevitably return the process to the start with new data and sights.

2) Recurring revenue streams / trend identification: Data insights provide knowledge, and

knowledge is power. The insights obtained from market and consumer data analyses have the

ability to set trends for peers within similar market segments. A perfect example of how data

analysis can impact trend prediction can be evidenced in the music identification

application, Shazam. The application allows users to upload an audio clip of a song they like, but

can’t seem to identify. Users make 15 million song identifications a day. With this data, Shazam

has been instrumental in predicting future popular artists.

When industry trends are identified, they can then serve a greater industry purpose. For example,

the insights from Shazam’s monitoring benefits not only Shazam in understanding how to meet

consumer needs, but it grants music executives and record label companies an insight into the

pop-culture scene of the day. Data gathering and interpretation processes can allow for industry-

wide climate prediction and result in greater revenue streams across the market. For this reason,

https://hbr.org/2012/10/big-data-the-management-revolution/ar

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all institutions should follow the basic data cycle of collection, interpretation, decision making

and monitoring.

3) Cost efficiency: Proper implementation of data analysis processes can provide businesses with

profound cost advantages within their industries. A recent data study performed

by Deloitte vividly demonstrates this in finding that data analysis ROI is driven by efficient cost

reductions. Often, this benefit is overlooked because making money is typically viewed as

“sexier” than saving money. Yet, sound data analyses have the ability to alert management to

cost-reduction opportunities without any significant exertion of effort on the part of human

capital.

A great example of the potential for cost efficiency through data analysis is Intel. Prior to 2012,

Intel would conduct over 19,000 manufacturing function tests on their chips before they could be

deemed acceptable for release. To cut costs and reduce test time, Intel implemented predictive

data analyses. By using historic and current data, Intel now avoids testing each chip 19,000 times

by focusing on specific and individual chip tests. After its implementation in 2012, Intel saved

over $3 million in manufacturing costs. Cost reduction may not be as “sexy” as data profit, but as

Intel proves, it is a benefit of data analysis that should not be neglected

“The Pitfalls” – Common Data Interpretation Problems that arise from Data Misinterpretation

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The oft-repeated mantra of those who fear data advancements in the digital age is “big data

equals big trouble.” While that statement is not accurate, it is safe to say that certain data

interpretation problems or “pitfalls” exist and can occur when analyzing data, especially at the

speed of thought. Let’s identify three of the most common data misinterpretation risks and shed

some light on how they can be avoided:

1) Correlation mistaken for causation: Our first misinterpretation of data refers to the tendency of

data analysts to mix the cause of a phenomenon with correlation. It is the assumption that

because two actions occurred together, one caused the other. This is not accurate as actions can

occur together absent a cause and effect relationship.

• Digital age example: Assuming that increased revenue is the result of increased social media

followers… there might a definitive correlation between the two, especially with today’s multi-

channel purchasing experiences. But, that does not mean an increase in followers is the direct

cause of increased revenue. There could be both a common cause or an indirect causality.

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• Remedy: Attempt to eliminate the variable you believe to be causing the phenomenon.

2) Confirmation bias: Our second data interpretation problem occurs when you have a theory or

hypothesis in mind, but are intent on only discovering data patterns that provide support, while

rejecting those that do not.

• Digital age example: Your boss asks you to analyze the success of a recent multi-platform social

media marketing campaign. While analyzing the potential data variables from the campaign (one

that you ran and believe performed well), you see that the share rate for Facebook posts were

great, while the share rate for Twitter Tweets were not. Using only the Facebook posts to prove

your hypothesis that the campaign was successful would be a perfect manifestation of

confirmation bias.

• Remedy: As this pitfall is often based on subjective desires, one remedy would be to analyze data

with a team of objective individuals. If this is not possible, another solution is to resist the urge to

make a conclusion before data exploration has been completed. Remember to always try to

disprove a hypothesis, not prove it.

3) Irrelevant data: The third and final data misinterpretation pitfall is especially important in the

digital age. As large data is no longer centrally stored, and as it continues to be analyzed at the

speed of thought, it is inevitable that analysts will focus on data that is irrelevant to the problem

they are trying to correct.

• Digital age example: In attempting to gauge the success of an email lead generation campaign,

you notice that the number of homepage views directly resulting from the campaign increased,

but the number of monthly newsletter subscribers did not. Based on the number of homepage

views, you decide the campaign was a success when really it generated zero leads.

• Remedy: Proactively and clearly frame any data analysis variables and KPIs prior to engaging in

a data review. If the metric you are using to measure the success of a lead generation campaign is

newsletter subscribers, there is no need to review the number of homepage visits. Be sure to

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focus on the data variable that answers your question or solves your problem and not on

irrelevant data.

5.5 Data Interpretation - Tricks and Techniques

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Data interpretation is the most scoring and time-consuming section in IBPS and other

competitive examinations. In quantitative aptitude section, you can see at least 2 data

interpretation sets each having 5 questions. In PO level there are 40-50 questions in Quantitative

aptitude section and the sectional cutoff remains 18-19. So if you solve those two sets corrected

you need to solve 10 questions out of remaining 40 questions. Here are three important

techniques to make Data Interpretation calculations fast

Visual Estimation

It is a well-known fact that it is near to impossible to solve 200 questions in 120 minutes

accurately. The term "Accurately" is important here because I have seen many candidates

attempting 190+ questions and fails to qualify. The reason behind the failure is low accuracy and

many times accuracy level falls below 40%. An important point to be noted down here is by

attempting 190+ with low accuracy you get less time for questions you are sure about and there

is negative marking in most of the competitive exams.

Now lets come to our topic. How to use visual estimation technique to solve Data Interpretation

questions. Let's take a visual example:-


http://www.bankexamstoday.com/p/data-interpretation-questions-sets.html

http://www.bankexamstoday.com/2013/07/quantitative-aptitude-preparation.html

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Example - Red bars states wheat production state and Green bars states rice production.

Question - In which year percentage increase Wheat production was highest?

As you can see there is an increase of 5 tonnes in production both wheat and rice production

every year.

10% of 50 = 5

10% of 70 = 7

So the answer should 2006.

Finding averages

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Many times in Data Interpretation, questions are asked to find the average of 5-6 big numbers.

As all these numbers are from the same graph, there is a high probability that these number will

be close to each other. Take a look to following visual example:-

In the above example, you can find average of above number in just 5 seconds:-

7800 ( 14 +29 + 108 + 22 + 120/5 ) = 7800 + 58.6 = 7858.6

I always try to find answers by approximation, in my mind, I calculated answer 7860. Try it

yourself.

Solve the fractions quickly

Learn the value of fractions in percentages. Please read Time and work chapter in my previous

post in which I explained via a table.

http://www.bankexamstoday.com/2013/04/time-and-work-shortcuts-and-tricks.html

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5.6 Faster calculations

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The only thing that you require to score well in data interpretation questions is the calculation

speed. Try to find tricks and shortcuts. You can find multiplication tricks from my previous post.

Let's take an example :- How much 468 of 21428 ?

Let me make this simple for you.

1% of 21428 = 214

2% of 21428 = 428

0.1% of 21428 = 21

For me, answer should be around 2.2%

1) Data Interpretation

This is the calculation intensive portion of the section. It consists of a myriad of graphs,

charts and tables from which you will have to glean and analyze data. However, the question

which often strikes Aspirants is Why you are tested in Data Interpretation?The key to

cracking this area is to quickly identify the key pieces of data that you will require to work

on the questions asked. It is not unknown for question-setters of the CAT to try and bewilder

students with a large amount of data, most of it unnecessary. As a rule, the more the data

presented, the easier the questions that follow, so don’t lose heart if you see a table with 10

columns occupying one whole page. On the other hand, several seemingly innocuous

questions may trip you up. Therefore, I would advise you to look at the questions first to get

an idea of what data you need to be searching for in the graphs/charts/tables in the main

question asked.

Another interesting feature of DI that you as a student can use to your advantage is that,

usually, not all questions in a set are of equal difficulty. Specifically, most sets have a

http://www.bankexamstoday.com/2013/08/reasoning-shortcuts.html

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‘counting’ type of question (How many companies have profits more than x%, how many

people have incomes less than Rs. Y etc.). Most of these questions can be solved without

calculation but by close inspection of the data presented. These I would categorize as ‘gift’

questions designed to test a student’s presence of mind, and should never be missed out on.

There are other similarly easy questions in most sets, and you should practice identifying the

level of difficulty of questions so you know immediately which ones to attempt and which to

avoid. There is no rule that states that you need to attempt all questions in a set, so it is a

perfectly valid strategy to attempt selected questions across your DI section, without perhaps

completely attempting even a single set.

An unusual source of practice questions that I would recommend for DI is a GRE preparation

textbook or software. These contain several graph and chart type questions, most of which

are near CAT level. You can utilize these questions in the initial source of preparation to

practice reading data off charts and tables, and then gradually move on to tougher questions

from CAT preparation material. GRE software comes with the added advantage of an inbuilt

timer that keeps you on your toes.

2) Data Sufficiency

This is the third portion of the section, and quite a few DS questions were asked in the last CAT

paper. Data Sufficiency problems usually take the form of a logical puzzle, and are in the form of

a question followed by two statements. You need to answer whether you can solve the problem

using the statements individually, or using both, or whether you cannot solve the problem using

the information provided. The key to answering such problems is to pretend like one statement

does not exist, try solving the problem, and then pretend like the other statement does not exist

and try solving the problem again. These problems are generally tricky, and I would recommend

lots of practice and perhaps solving them near the end of your section, after you have solved the

other problems.

The DI/LR section is one of the higher scoring sections on the CAT, so you can look to it for

help in improving your overall score as well, as long as you devote a good proportion of your

time to it. Although recent CATs have had 4-5 question sets, be prepared for 1-2 question

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sets as well. DS questions have never appeared in sets. Important things to remember while

attempting this section are that you need be quick in switching sets if you find a particular set

tough, and you need to have presence of mind while solving DI/LR questions. Both of these

things can be achieved with the help of practice.

Overview of the question types of the DI:

Observation based questions: These questions require simple and careful observation of the

data. Interpretation and Calculation (IC) based questions: These questions require basic

analysis and calculation with data. Explorative questions: These questions will pose a

hypothetical scenario, and may expect you to use, observation, interpretation and calculation.

Pre-requisites for the preparation of DI section

Improve your calculations

Improving your calculations is the first step to improve your Data Interpretation. You need to

work on both accuracy and speed to improve this section. Speed can be increased by

practicing regularly. Vedic mathematics can also help you to increase you speed. It is not

necessary to follow Vedic mathematics if you are not comfortable with it.

To improve your speed try doing calculations in your mind rather than using pencil/pen. In

the starting it would take some time to do calculations in mind, but slowly and gradually you

will see a mark difference in your speed.

Solve different type of Graphs and Case lets

Solve different type of case lets instead of sticking to one type. Develop your skills to solve

different case lets.

Practice regularly

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Data interpretation is not a subject to be learned instantly. It improves with

practice. Interpretation of data is a process. Regular practice can do wonders in your speed as

well as analyzing case lets.

Selecting the right set

Familiarity: The difficulty level amongst sets can be gauged in order to select the easier one.

For example, you have three sets. One question talks about four people playing four different

games and a few conditions follow. You can still plan it in a tabular form. The second

question talks about an entirely new card game. The moment we talk about a game, the

advantage is to the exam setter — he can frame any rules he wants to. Pick up the one with

which you have familiarity and try avoiding unseen situations.

Conditions: Very few conditions mean ambiguity and you have to work out lots of

possibilities. On the other hand too many conditions, say 10 to 12, mean reading a lot. Or

you read the set and every question has a new condition that virtually demands redoing the

entire arrangement because it adds a new condition. Or else there is a set with four straight

conditions — for example which boys sits on the right, or left etc. These are deterministic

conditions. You can just work on the arrangement and answer the questions. The more

standard a puzzle the more you can come up with the schemes to represent data. Each

question with new condition means doing everything with a new condition. You can also

monitor whether the set you have selected is right and till what level or time you should

spend time on that particular set.

Reasoning: Do not make a guess on selecting a set and taking a plunge that the set is going to

be easy without any reason. There should be a rationale behind selecting a set. Don’t try out

all the sets. One of the biggest problem areas is that students move in a sequential way in the

exam pressure type of situation. DI in most of the cases is attempted last and by that time all

your strategy and time scheme plans have gone for a toss. Don’t take a chance and don’t

think that the solution will be evident while trying the set. Before trying you should have a

clear idea about how to go about it.

Sequence of selection: There is no suggested plan of which section should be attempted first

and which should be attempted last. They should be attempted at your own competence level.

Don’t keep the most difficult section for the last because it is already difficult and keeping it

for the last would add to the pressure. Start with the easier section to score a few points and

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feel better, follow it up with the section, which you find the most difficult and then move on

to the next section.

Day-to-day preparation

For preparing for traditional DI, pick up any newspaper or business magazine. Some graphs

are usually given and the data is captured in those graphs. So you should do some mental

calculations based on that data. For example, while watching a cricket match, calculate the

run rate before it is flashed. We go to a petrol station and hardly check the right amount

supplied — calculate the prices and the quantity wherever you go. Such regular mental

calculations would start building up the base and looking at different forms of graphs will

build in understanding of the DI. Building logical ability is difficult in so far as preparation

for DI section of CAT is concerned. This is not to say that logic cannot be developed but the

fact is that only looking out for the solution in the puzzles will not work. If you are working

on the puzzles, you should spend time with the puzzle rather than looking for solution.

The average speed that the train maintained between New Delhi and Bhubaneswar was

nearly equal to

(a) 72 kmph (b) 74 kmph (c) 75 kmph (d) 82 kmph

Answer :

Explanation :

The average speed that the train maintained between New Delhi and Bhubaneswar = 1800

km/25 hrs and 25 min = 70.82 kmph.

4. If we consider a journey that begins in New Delhi and ends in Bhubaneswar, the train has

the longest halt at

(a) Kanpur Central (b) Mughal Sarai JN (c) Tatanagar JN (d) Kharagpur JN

Answer : Option d

The following pie-chart shows the percentage distribution of the expenditure incurred in

publishing a book. Study the pie-chart and the answer the questions based on it.

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Various Expenditures (in percentage) Incurred in Publishing a Book

1) If for a certain quantity of books, the publisher has to pay Rs. 30,600 as printing cost, then

what will be amount of royalty to be paid for these books?

A. Rs. 19,450 B. Rs. 21,200

C. Rs. 22,950 D. Rs. 26,150

Answer: Option C

Explanation:

Let the amount of Royalty to be paid for these books be Rs. r

Then, 20:15 = 30600:r

r = Rs. 30600 x 15 = Rs. 22,950.

20

2) What is the central angle of the sector corresponding to the expenditure incurred on

Royalty?

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A. 15º B. 24º

C. 54º D. 48º

Answer: Option C

Explanation:

Central angle corresponding to Royalty = 15% of 360º

= 15 x 360º

100

= 54º.

3) The price of the book is marked 20% above the C.P. If the marked price of the book is Rs.

180, then what is the cost of the paper used in a single copy of the book?

A. Rs. 36 B. Rs. 37.50

C. Rs. 42 D. Rs. 44.25

Answer: Option B

Explanation:

Clearly, marked price of the book = 120% of C.P.

Also, cost of paper = 25% of C.P

Let the cost of paper for a single book be Rs. n.

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Then, 120: 25 = 180: n

n = Rs. 25 x 180 = Rs. 37.50

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4) If 5500 copies are published and the transportation cost on them amounts to Rs. 82500,

then what should be the selling price of the book so that the publisher can earn a profit of

25%?

A. Rs. 187.50 B. Rs. 191.50

C. Rs. 175.00 D. Rs. 180.00

Answer: Option A

Explanation:

For the publisher to earn a profit of 25%, S.P. = 125% of C.P.

Also Transportation Cost = 10% of C.P.

Let the S.P. of 5500 books be Rs. x.

Then, 10 : 125 = 82500 : x

x = Rs. 125 x 82500 = Rs. 1031250.

10

S.P. of one book = Rs. 1031250 = Rs. 187.50

5500

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Study the following bar chart and answer the questions carefully.

Sales Turnover of 5 Companies (in Rs. crores)

1) What is the percentage change in the overall sales turnover of the five companies together

between 2001 - 2002 and 2002 - 2003 ?

A. 17.21 % B. 14.68 %

C. 12.67 % D. 21.24 %

Answer: Option B

Explanation:

The required answer is

100 - percentage value of the fraction (Absolute change/first year's value).

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2) What is the absolute change in overall sales turnover of the five companies together

between 2001 - 2002 and 2002 - 2003 ?

A. 712.43 B. 142.48

C. 683.53 D. None of these

Answer: Option A

Explanation:

Absolute value of the difference between the sum of the turnover of the five companies for 2001

- 2002 and 2002 – 2003

3) Which of the companies shows the maximum percentage difference in sales turnover

between the two years ?

A. Honda B. GM

C. Hyundai D. Maruti

Answer: Option C

Explanation:

Hyundai with 25.25 % is marginally higher than Honda with 24.5 %.

4) What should have been the sales turnover of GM in 2002 - 2003 to have shown an excess

of the same quantum over 2001 - 2002 as shown by the sales turnover of Maruti ?

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A. 953.76 B. 963.76

C. 952.76 D. 962.76

Answer: Option D

Explanation:

GM should have increased its sales turnover by Rs.49.13 crore.

Hence, the answer is 913.63 + 49.13 = 962.76.

5) What is the approximate difference between the average sales turnover of all the

companies put together between the years 2001 - 2002 and 2002 - 2003 ?

A. 133.45 B. 142.48

C. 117.6 D. None of these

Answer: Option B

Explanation:

Difference between the sum of the two years divided by 5.

VI.

Study the following line graph and answer the questions

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Exports from Three Companies Over the Years (in Rs. crore)

1) For which of the following pairs of years the total exports from the three Companies

together are equal?

A. 1995 and 1998 B. 1996 and 1998

C. 1997 and 1998 D. 1995 and 1996

Answer: Option D

Explanation:

Total exports of the three Companies X, Y and Z together, during various years are:

In 1993 = Rs. (30 + 80 + 60) crores = Rs. 170 crores.

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Clearly, the total exports of the three Companies X, Y and Z together are same during the

years 1995 and 1996.

2) Average annual exports during the given period for Company Y is approximately what

percent of the average annual exports for Company Z?

A. 87.12% B. 89.64%

C. 91.21% D. 93.33%

Answer: Option D

Explanation:

Analysis of the graph: From the graph it is clear that

1. The amount of exports of Company X (in crore Rs.) in the years 1993, 1994, 1995, 1996, 1997,

1998 and 1999 are 30, 60, 40, 70, 100, 50 and 120 respectively.

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2. The amount of exports of Company Y (in crore Rs.) in the years 1993, 1994, 1995, 1996, 1997,

1998 and 1999 are 80, 40, 60, 60, 80, 100 and 140 respectively.

3. The amount of exports of Company Z (in crore Rs.) in the years 1993, 1994, 1995, 1996, 1997,

1998 and 1999 are 60, 90,, 120, 90, 60, 80 and 100 respectively.

Average annual exports (in Rs. crore) of Company Y during the given period

5.7 What is data presentation and analysis?

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Data presentation and analysis forms an important part of all academic studies, commercial,

industrial and marketing activities as well as professional practices. It is necessary to make use of

collected data which is considered to be raw data which must be processed to put for any use.

Data analysis helps in interpretation of data and take a decision or answer the research question.

Data analysis starts with the collection of data followed by sorting and processing it. Processed

data helps in obtaining information from it as the raw data is non comprehensive in nature.

Presenting the data includes the pictorial representation of the data by using graphs, charts. maps

and other methods. These methods help in adding visual aspect to data which makes it much

easier and quick to understand.

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5.8 Significance of data presentation and analysis

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Data presentation and analysis plays an important role in every field. A great presentation can be

a deal maker or deal breaker. Some people make extremely effective presentation with the same

set of facts and figures which are available with others. At times people who did all the hard

work but failed to present it present it properly have lost important contracts, the work which

they did is unable to impress the decision makers. So in order to get the work done especially

while dealing with clients or higher authorities presentation matters! No one is willing to spend

hours in understanding what you have to show and this is exactly why presentation matters!

Data analysis helps people in understanding the results of surveys conducted, makes use of

already existing studies to obtain new results. Helps in validating the existing study or to

add/expand existing study.

5.9 Data presentation and analysis or data analysis and presentation?

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These two go hand in hand and it will be difficult to provide a complete differentiation between

the two. Adding visual aspect to data or sorting it by means of grouping and presenting it in form

of table is a part of presentation which further helps in analyzing data. During a study with an

aim and multiple objectives, data analysis will be required to complete the required objectives

and compiling or presenting the analysed data will help in overall analysis and concluding the

study.

• Time Series Data

• Bar Charts

• Combo Charts

• Pie Charts

• Tables

• Geo Map

• Scorecard

• Scatter Charts

• Bullet Charts

• Area Chart

• Text & Images

Some of these have been described in brief with example in the end of this article.

5.10 Steps for presenting and analysis data:

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1. Frame the objectives of the study and make a list of data to be collected and its format.

2. Collect/obtain data from primary or secondary sources.

3. Change the format of data i.e. table, maps, graphs etc in desired format

4. Sort data by means of grouping, discarding the extra data and deciding the required format to

make data comprehensible

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5. Make charts and graphs to help adding visual part and analyse trends.

6. Analyse trends and relate the information to fulfill the objectives.

5.11 Presenting the result:

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1. Presentation should have a predefined sequence of arguments being made to support the study.

Start with stating the Aim of study and the objectives required to reach the aim.

2. Break the objectives in multiple parts and make a list of data to be collected, the sources of data.

form in which data exist and needs to be obtained, conducting primary survey for information

which does not exist.

3. Form and explain the methodology adapted to carry out study.

4. Data collection by means of primary survey need to have well thought of sampling methods.

This will help in reducing the efforts and increasing efficiency.

5. Present only the required information and skip the background research to make your point more

clear.

6. Do not forget to give credits and references in the end and where ever required.

The presentation can be done by means of softwares such as Microsoft Powerpoint, Prezi,

Google Analytics and other analytic softwares. It can also be done by making models, presenting

on paper or sheets, on maps or by use of boards. The methods selected depends on the

requirement and the resources available.

5.12 How to present different type of data

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Secondary surveys forms major part of data research and primary means of data

collectionby conducting various surveys and making use of existing data from various sources.

The data thus obtained from various sources like Census department, Economics and Statistics

department, Election Commission, Water Board, Municipal Bodies, Economic surveys, Website

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feedbacks, scientific research etc. is compiled and analyzed. Data is also required to forecast and

estimate the change in requirement of various resources and thus provide them accordingly.

Phasing and prioritization forms another important part for effective implementation of the

proposals.

Different types of charts which can be used for data presentation and analysis.

Bar Charts/Bar Graphs: These are one of the most widely used charts for showing the grown of a

companies over a period of time. There are multiple options available like stacked bar graphs and

option of showing change in multiple entities. These look as shown in image below:

Pie Charts: These work best for representing the share of different components from a total

100%. For eg. contribution of different sectors to GDP, population of different states in a country

etc.

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Combo Chart: As the name suggest it is a combination of more than one chart type. The one

shown in the figure below is a combination of line and bar graph. These saves space and are at

times more effective then using 2 different charts. There can even be 3 or more charts depending

on the requirement.

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Line Chart: These are best for showing the change in population i.e for showing the trends.

These also work well for showing the growth of multiple areas at the same time.

5.13 Tabular Presentation

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A table is a set of data arranged in rows and columns and is one of the most common way of

putting information across to people. A table consists of several boxes with information inside.

The first row and the first column are generally used to denote the titles. While any type of data

can be presented in table form, that too in a very accurate manner, interpreting the data in table

form is more difficult and time consuming than the other modes, all of which are basically

pictorial or graphical in presentation.

2. Tips on Solving Table Chart Problems

A: Read the data very carefully, as the smallest detail may change the meaning of the question

completely. Similarly, the instructions have to be understood carefully to prevent wasting time in

calculating data that is not required, and also to find out exactly what is the answer that is sought.

B: Try to understand the data provided carefully, before jumping to answer the questions. The

questions are designed to be deceptive, and proper understanding of the requirements is a must.

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If the Data provided is of the combined variety or if there are more than one data

table/charts/graphs, try to understand the relation between the given tables.

For Example, one table may talk about absolute sales figures, while the other table may talk of

sales as a percentage of production. Hence, any question on excess production or Goods in stock,

will require data from both tables.

C: Be very careful of the units used in the tables, and the units in which the answers (options) are

provided. A mistake in the units may yield an entirely different answer. Also be careful of

whether the answer is required in decimal or percentage. Such errors are common and easily

avoidable.

Here is an example consisting tabular data:

The category receiving the least percentage help from the centre (in the entire data) is:

(A) Category B in 1995 (B) Category C in 1996

(C) Category B in 1996 (D) Category D in 1995

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Solution:

In this type of question, it is better to examine the alternatives given rather than trying to find the

least percentage from the table.

Let us now calculate the required percentage of the given alternatives:

(A) Category B in I995 =2.65.0×100=52%=2.65.0×100=52% (Even without calculation, you can

eliminate this choice.)

(B) Category C in 1996 was =10.059.4×100=16.8%=10.059.4×100=16.8%

(C) Category B in 1996 was =1.63.2×100=50%=1.63.2×100=50% (Even without calculation,

you can eliminate this choice.)

(D) Category D in 1995 =55.0216.6×100=25.4%=55.0216.6×100=25.4%

From this we arrive at the answer (B) since this is the least percentage.

Top

Example 1.2

The difference between the average costs paid by the Centre during 1995 and 1996 is

(A) Rs. 66 lakh (B) Rs. 13.2 crore

(C) Rs. 132 lalth (D) Rs. 13.2 lakh

Solution:

Adding all the cost figures in the 1995 column, i.e.

18.4+2.6+13.0+6.6+55.018.4+2.6+13.0+6.6+55.0, you get 95.6.

The average in 1995:

=95.6+Number of categories=95.6+5=95.6+Number of categories=95.6+5

= Rs. 19.12= Rs. 19.12 Crore

Similarly, the average in 1996:

=17.4+1.6+10.0+10.6+62.65=17.4+1.6+10.0+10.6+62.65

= Rs. 20.44= Rs. 20.44 Crore

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The difference = Rs. (20.44−19.12)= Rs. (20.44−19.12) Cr

= Rs. 1.32= Rs. 1.32 Cr

= Rs. 132 lakh= Rs. 132 lakh

The correct answer is (C).

(Note how the answer needed conversion from crores to lakhs).

5.14 Caselets - Introduction and Examples (with Solutions), Data Interpretation

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In caselets data are given in the form of paragraph. No charts/graphs are provided with the data.

Caselets vary considerably in length, in the amount of information contained, in different

sentences and paragraph. While reading a caselets it s always advisable to underline the

important fact and figures and if necessary make your own table/chart/graphs for solving the

questions.

In CAT Caselets can be asked either/both in Quants and Data Interpretation section and it s

similar to the Reading Comprehension part in English Usage section. The best way to mastery

caslets is to practice

EXAMPLE 1:

Directions for Q. 1 to 5: Refer to the following information and the answer the following

questions.

People Power Corporation presently employs three Managers (A, B and C) and five recruitment

agents (D, E, F, G and H). The company is planning to open a new office in San Jose to manage

placement of software professionals in the US. It is planning to relocate two of the three

managers and three of the five recruitment agents to the office at San Jose. As it is an

organization which is

highly people oriented the management wants to ensure that the individuals who do not function

well together should not be made as a part of the team going to the US.

The following information was available to the HR department of People Power Corporation.

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1. Managers A and C are at each others throat and therefore cannot be sent as a team to the

new office.

2. C and E are excellent performers in their own right. However, they do not function

together as a team. They should be separated.

3. D and G have had a major misunderstanding during the last office picnic. After the picnic

these two have not been in speaking terms and should therefore not be sent as a team.

4. D and F are competing for a promotion that is due in another 3 months. They should not

be a team

5. Q1. If D goes to the new office which of the following is (are) true?

I. C cannot go

6. II. A cannot go

7. III. H must also go

(a) I only

(b) II and III only

(c) I and III only

(d) I, II and III

8. 2. If A is to be moved as one of the Managers, which of the following cannot be a

possible working unit?

(a) ABDEH

(b) ABFGH

(c) ABEGH

(d) ABDGH

9. 3. If C and F are moved to the new office, how many combinations are possible?

(a) 4

(b) 1

(c) 3

(d) 5

10. 4. Given the group dynamics of the Managers and the recruitment agents, which of the

following is sure to find a berth in the San Jose office?

(a) B

(b) H

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(c) G

(d) E

11. 5. If C is sent to the San Jose office which member of the staff cannot go with C?

(a) B

(b) D

(c) G

(d) F

12. ANSWERS: 1. (c) 2. (d) 3. (b) 4. (a) 5. (b)

Data Interpretation section of CAT, as the name suggests is all about analyzing substantial data

and interpret meaningful or useful results from that huge pile of unessential data. With exploding

population, interlinked economies and the recent result of globalization companies are not just

dealing with the population of their city or countries but of hundreds of cities and many countries

and as a result we have this enormous data that doesn’t make much of sense. The data needs to

be categorized, simplified and summarized into numbers, numbers that make sense and form the

basis of rational decision making. And this is the reason why as future business managers or

entrepreneurs we need to understand and learn how to translate the huge data into quantifying

relevant facts and figures. And thus, DI section holds a lot of significance and have become a

https://www.handakafunda.com/blog/cat/

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part of CAT curriculum. In exam data will be given in organized and compressed forms using

pie charts, Bar graphs, case lets, scatter plots etc. and following which few questions will be

asked on that organized data. Today we will talk about one such important topic of Data

interpretation that consistently comes in exam i.e. Caselets. It is one of the most difficult

concepts in Data Interpretation. Since, in Caselet information is given in paragraph form, unlike

graphs, charts, and tables that make data easy to read and identify useful information from that.

Caselet is comparatively much more arduous and challenging task than pie charts or histograms.

Later in this blog, we will discuss how to simplify this burdensome task and interpret Caselet in a

time-saving manner.

Caselet can be of two forms:

1. Paragraph based on Reasoning.

2. Paragraph based on numerical Data.

Now to understand how to interpret the data we will use examples and try to find a step-wise

solution that may help to solve Caselet questions in the exam. Before hopping on to examples

keep in mind the following points that will assist you while devising a solution to the problem of

Caselet.

· Read the paragraph carefully and recognize the variables around which the whole paragraph

revolves and questions are asked. Note down all the important points.

· Try to formulate relationships between the variables pictographically using tables, symbols

or Venn diagrams. Tables help to define multivariate relationships more clearly so try using them

more often.

· Data interpretation usually requires numerical and arithmetic calculations such as averages,

ratios, percentages etc. Be thorough with their concepts and use shortcuts and tricks for faster

calculations, it will save you a lot of time.

· Do not assume information that is not given and use logic and reasoning to find out the

hidden information that is given in paragraph.

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· Do not indulge into troublesome lengthy calculations when approximations or relative

values are asked. Calculate only what is asked.

1. Paragraph based on Reasoning

Now let’s move on to an example first of paragraph based on reasoning. Consider this question

that came in CAT 2008.

In a sports event, six teams (A, B, C, D, E, and F) are competing against each other. Matches are

scheduled in two stages. Each team plays three matches in stage – I and two matches in Stage –

II. No team plays against the same team more than once in the event. No ties are permitted in any

of the matches. The observations after the completion of Stage – I and Stage – II are as given

below.

Stage-I:

• One team won all the three matches.

• Two teams lost all the matches.

• D lost to A but won against C and F.

• E lost to B but won against C and F.

• B lost at least one match.

• F did not play against the top team of Stage-I.

Stage-II:

• The leader of Stage-I lost the next two matches.

• Of the two teams at the bottom after Stage-I, one team won both matches, while the other lost

both

matches.

• One more team lost both matches in Stage-II.

1. The two teams that defeated the leader of Stage-I are:

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(1) F & D (2) E & F (3) B & D (4) E & D (5) F & D

2. The only team(s) that won both matches in Stage-II is (are)

(1) B (2) E & F (3) A, E & F (4) B, E & F (5) B & F

3. The teams that won exactly two matches in the event are:

(1) A, D & F (2) D & E (3) E & F (4) D, E & F (5) D & F

4. The team(s) with the most wins in the event is (are):

(1) A (2) A & C (3) F (4) E (5) B & E

Now let us devise a step-wise solution to above question. First, we will note down all key points

given in the question.

· There are 6 teams: A, B, C, D, E and F.

· There are 3 matches in stage 1 and 2 matches in stage 2.

· Each team plays against other once only.

· There are no ties in the game.

Keeping these points in mind and using the information given about stage 1 we will construct a

table for it.

One by one we will interpret all the points given in stage 1 and use x to denote no match between

two teams and won & loss for signifying winning and losing teams. The first statement is

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· One team won all 3 matches. But at this moment we have no other information about which

team has lost or won so we will get back to this point later.

· Two teams lost all matches. Though it is a useful piece of information as out of 6 teams 2

lost all but we have no further info about which team hence we will move on.

· Next is D lost to A. Thus, we will write lost in row 5 and column 1. Also, we will rule out D

as the team who won all matches. Also, it won against C and F.

Since no team can play against each other. Therefore, we have put x there. Also as all teams

play only 3 matches. There will be no match between D & B and D & E.

· Again, as given E lost to B but won against C & F. Therefore, E is also ruled out of the one

who won all matches or lost all matches. Thus, there would be no match of E & A and E & D.

Given B has lost at least one match. Therefore, B is not all winning team. And B will not be the

losing team too. Since, all B, C, D, E, and F has lost one match at least thus, A is the only team

left and hence became the all winning team.

· F doesn’t play against the winning team i.e. A.

· Thus, C and F becomes all losing team. And this will be the table formed.

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Now we will move on to stage 2 and move on to form a table.

• Given leader in stage 1 lost 2 matches. Since A is the leader. A will be the one who will have

lost all matches in next stage. Also, each team has a just single match against the other,

therefore, A will lose against E and F.

• Now out of the two, losing team one won next two matches and one lost all. Since F won

against A. Therefore, F will be the winning team and C, the losing team.

• Also given another team lost both matches and it can’t be E, again as it won against A and it

can neither be B as C to lose both matches require B to win against him. Therefore, D lost

both too.

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Now we are in position to answer any question regarding this problem. Hence, we can simply

look at these tables and answer the above question easily. Using similar approach, we can solve

many such Caselet reasoning questions.

2. Paragraph based on Numerical Data

To explain these type of Caselet once more we will make use of an example. Consider this

problem of CAT 2006:

Two traders, Chetan and Michael, were involved in the buying and selling of MCS shares over

five trading

days. At the beginning of the first day, the MCS share was priced at ₹100, while at the end of

the fifth day

it was priced at ₹110. At the end of each day, the MCS share price either went up by ₹10, or

else, it

came down by ₹10. Both Chetan and Michael took buying and selling decisions at the end of

each

trading day. The beginning price of MCS share on a given day was the same as the ending price

of the

previous day. Chetan and Michael started with the same number of shares and amount of cash,

and had

enough of both. Below are some additional facts about how Chetan and Michael traded over the

five trading

days.

· Each day if the price went up, Chetan sold 10 shares of MCS at the closing price. On the

other

hand, each day if the price went down, he bought 10 shares at the closing price.

· If on any day, the closing price was above ₹110, then Michael sold 10 shares of MCS,

while if it

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was below ₹90, he bought 10 shares, all at the closing price.

1. If Chetan sold 10 shares of MCS on three consecutive days, while Michael sold 10 shares

only once

during the five days, what was the price of MCS at the end of day 3?

(1) ₹ 90 (2) ₹100 (3) ₹110 (4) ₹120 (5) ₹130

2. If Chetan ended up with ₹1300 more cash than Michael at the end of day 5, what was the

price of

MCS share at the end of day 4?

(1) ₹90 (2) ₹100 (3) ₹110 (4) ₹120 (5) Not uniquely determinable

3. If Michael ended up with 20 more shares than Chetan at the end of day 5, what was the price

of the

share at the end of day 3?

(1)₹90 (2) ₹100 (3) ₹110 (4) ₹120 (5) ₹130

4. If Michael ended up with ₹100 less cash than Chetan at the end of day 5, what was the

difference

in the number of shares possessed by Michael and Chetan (at the end of day 5)?

(1)Michael had 10 less shares than Chetan.

(2) Michael had 10 more shares than Chetan.

(3) Chetan had 10 more shares than Michael,

(4) Chetan had 20 more shares than Michael.

(5) Both had the same number of shares.

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To solve the above caselet and questions on them we will keep all the above-mentioned points

and proceed similarly as in the previous example. Again, this time we will construct a table using

significant key points

3. In this case, there are two people Michael and Chetan.

4. The price at the beginning of the first day is ₹100 and end of the fifth day is ₹110.

5. Prices fluctuate every day either they went up by ₹10 or get down by ₹10. And the ending

price of that day becomes the beginning price of next day.

6. Using the above points there could be drawn 10 different cases and a table can be constructed

like this:

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SUBJECT: LOGICAL REASONING

KMAT

CODE: 001-0005-0001-01-01-00000013-02-01

PREPARED BY: SREELAKSHMI PARAMESWARAN

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PERFORMANCE TIPS:

Verbal Ability & Reading Comprehension: English language ability would be tested through

questions on Grammar, vocabulary, sentence completion, synonyms, antonyms, comprehension

of passages etc. There would be questions on understanding of the contents of the passages and

choice of appropriate words, phrases, expressions and similar language skills. This shall include

the passages with questions based on their contents to test comprehension.

Logical and Abstract Reasoning: This section shall include questions to measure how quickly

and accurately you can think. The section may have questions in sets as well individual ones

based on Verbal Reasoning, analogy among others.

Quantitative Ability: Matriculation standard questions can be found in this section. This shall

include questions to know how fast and accurate you can work with numbers, do numerical

calculations, understand various arithmetic problems involving ratio & proportion, percentage,

interest, time & speed etc. Apart from Arithmetic, the questions may also be based on Algebra,

Geometry, Trigonometry and parts of mathematics. This test also helps to measure your power of

quantitative reasoning, interpretation of tables, common graphs & charts.

General Awareness: KMAT 2016 proposes to test the General Awareness of the candidates as is

expected from an educated person living in the society. No specific syllabus can be defined for

General Awareness. However, it may contain questions on current and conventional General

Knowledge on various issues past and present.

KMAT Kerala Phase 2 was successfully conducted on April 02, 2017 by Mahatma Gandhi

University. The difficulty level of the paper was moderate to difficult. The state level paper was

held in offline mode. Candidates who appeared for KMAT Kerala 2017 MBA entrance exam are

informed that official KMAT Answer Keys are available at

http://www.asckerala.org/content/kmat-entrance-examination-2017. The paper consisted of 180

multiple choice questions from Quantitative Aptitude, Logical Reasoning, English Language and

General Knowledge. Candidates had to solve the paper in 2 hours 30 minutes only. Each

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question carries four marks and there is no negative marking for wrong answers. Check KMAT

Kerala 2017 Answer Key, Question Paper and Analysis in this article.

KMAT Kerala is conducted for admissions to MBA programs offered by various management

colleges and B-Schools in Kerala.

KMAT Kerala 2017 Answer Key and Question Paper

After the completion of entrance examination, candidates are looking for answer key. KMAT

Kerala Answer Key is now available. KMAT Kerala Question Paper is available here. With the

help of answer key, candidates can calculate the total marks and analyze their performance in the

exam. Some coaching institutes also provide the tentative answer key which is made by their

subject experts. Candidates can use answer keys for the following reasons:

To know the correct answer for the questions asked in the examination

It requires to know the solved steps and answers for the questions

To compare the candidate’s answers with the actual answer

Candidates can even challenge the answer key if they find any discrepancy. The challenges

against the answer key will be referred to the exam board committees constituted by MG

University.

Data Sufficiency and Logical Reasoning Section

This section consists of 27 Data Sufficiency questions and 13 Logical Reasoning questions. The

questions were based on Statement conclusion, Courses of action, Statement Arguments, Series,

Sentence Completion, Figure based questions, Pair Words etc. The level of difficulty of this

section was moderate. All the questions were tricky but easy to attempt.

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BLOOD RELATIONS

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Let us first look at basic relationships which often figure in the questions. If you are conversant

with the given items in the table below, half of your battle is already won. It is not required to

mug-up these names, but instead make a clear picture in your mind as you go through each one

of them. This will go a long way in retaining the details of these given shortcut tricks for solving

Blood relations problems for logical and analytical reasoning. Read the following thoroughly

before moving on:

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If you are able to comprehend the given information quickly in exams, then just pocket-solving

of the question will lead you to the answer. Generally, this method allows for quick solution of

the blood relation questions.

PROFILE I – SINGLE PERSON BASED BLOOD RELATIONS

QUESTIONS

If the question asks about Single person blood relation, then follow the following steps for

solving the question.

Step 1: Simplify the given blood relations as much as you can. For example, Father’s Son would

be me, etc.

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Step 2: Break the given sentence at “is/as/was” to reach the answer quickly.

Step 3: Check the answer by going backward in the given sentence.

Let us take an example, Questions says – Pointing to a photograph, a lady tells Pramila, “I am

the only daughter of the lady and her son is your maternal uncle.” How is the speaker related to

Pramila’s father?

SOLUTION – Now, ‘only daughter of the lady’ – refers to speaker’s mother (which is not

important for our question, so leave it there)

Speaker’s mother’s son = speaker’s brother = pramila’s uncle = speaker is pramila’s mother =

speaker is related to pramila’s father as Wife.

PROFILE II – MIXED BLOOD RELATIONS QUESTIONS

There is another type of profile based on which various questions are asked in different

competitive exams for testing the analytical skills of candidates. If the approach is right, one can

solve this type of questions accurately, thereby securing crucial marks. The questions on blood

relations sometimes have Chain Blood Relations Problems which are also referred to as Mixed

Blood Relations Problems.

In these problems, there are more than one persons mentioned. The mutual blood relations type

of problems can be solved with the help of diagrams and family trees. Sometimes, when there are

quite many characters in the problem, one should use symbols to mark the details to avoid

confusion.

GENERALLY THE FOLLOWING SYMBOLS ARE USED:

‘+’ denoting Male candidate

‘-‘denoting Female candidate

‘<=>’ denotes Couple

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‘——-‘denotes Same generation i.e. Brother –brother (or) sister-sister (or) sister – brother

‘_______’ denotes Different generations i.e. father-son (or) mother-son (or) father-daughter (or)

Mother – daughter

The following blood relations form part of different generations of a family tree diagram.

First generation: Grand father, Grand mother

Second generation: Father, Mother, Uncle, Aunt.

Third generation: Self, Sister, Brother, Brother in law, Sister in law

Fourth generation: Son, Daughter, Nephew, Niece.

LET US GIVE AN EXAMPLE TO HELP YOU UNDERSTAND THE

PROCESS.

Question – Anil and Bimal are brothers and Chandani and Damini are sisters. Anil’s son is

Damini’s brother. How is Bimal related to Chandani?

Solution:- The individuals in the given blood relations problem can be denoted by using just the

first letter of the name to further simplify. The blood relations tree of this question would look

like this;

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Now, you can see yourself that here, A and B have been denoted with ‘+’ while C and D are

denoted with a ‘-‘symbol with them. This process even when used for depicting larger trees

would keep it simple. Since the question says that Anil and Bimal are brothers, hence belong to

same generation, which is shown by the ‘- – – -‘symbol. Similarly Chandani and Damini are also

shown with the dotted line symbol to show their similar generation.

With the help of the above diagram it becomes clear that Bimal is UNCLE of Chandani. Hence,

the answer to the question How is Bimal related to Chandani? is – He is Chandani’s uncle.

DIRECTION SENSE

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The questions on direction sense typically involve a person moving certain distances in specified

directions. Then the student is asked to find out the distance between the initial and the final

points. The easiest way of solving these problems is to draw a diagram as you you read the

information given in the problem.

To solve these types of problems, the students should be aware of the directions. The students

should also recognize the left and right of the person walking in a particular direction. The

following diagram shows all the directions and left [L] and right [R] of a person walking in a

direction and the student should memories the diagram

• At the time of sunrise if a man stands facing the east, his shadow will be towards west.

• At the time of sunset the shadow of an object is always in the east.

• If a man stands facing the North, at the time of sunrise his shadow will be towards his left

and at the time of sunset it will be towards his right.

• At 12:00 noon, the rays of the sun are vertically downward hence there will be no

shadow.

MAIN TYPES OF QUESTIONS

TYPE 1:

Siva starting from his house, goes 5 km in the East, then he turns to his left and goes 4 km.

Finally he turns to his left and goes 5 km. Now how far is he from his house and in what

direction?

Solution:

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From third position it is clear he is 4 km from his house and is in North direction.

TYPE 2:

Suresh starting from his house goes 4 km in the East, then he turns to his right and goes 3 km.

What minimum distance will be covered by him to come back to his house?

TYPE 3:

One morning after sunrise Juhi while going to school met Lalli at Boring road crossing. Lalli's

shadow was exactly to the right of Juhi. If they were face to face, which direction was Juhi

facing?

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Solution: In the morning sunrises in the east.

So in morning the shadow falls towards the west.

Now Lalli's shadow falls to the right of the Juhi. Hence Juhi is facing south.

TYPE 4:

Hema starting from her house walked 5 km to reach the crossing of Palace. In which direction

she was going, a road opposite to this direction goes to Hospital. The road to the right goes to

station. If the road which goes to station is just opposite to the road which IT-Park, then in which

direction to Hema is the road which goes to IT-Park?

Solution:

From II it is clear that the road which goes to IT-Park is left to Hema.

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CODING AND DECODING

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Coding and decoding form an important part of the Analytical reasoning section in all the

aptitude related papers. Usually, three to five questions appear from this area in various entrance

exams.

In the alphabetic coding and decoding area, the majority of the questions are of the following

types:

PATTERN BASED CODING AND DECODING

To solve pattern based questions quickly, you should learn the positions of the letters in English

alphabet. For this, you should learn the basic five letters of the non-dictionary word E-J-O-T-Y

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which are respectively positioned at 5, 10, 15, 20 and 25th position. With these five 'landmarks',

the positions of all the other letters can be easily found.

Let us take the case of 'R'. Since R is two letters behind T, so its position will be 18.

Example 1: The questions covered in this type are like "If TEACHER is coded as VGCEJGT,

how will you code HUSBAND"?

Solution: Here, you need to check what logic of coding is applied between the letters of the given

word and that of the code. Here code for T is V i.e. 2 is added in the position of T to get its code.

The same thing happens for the other letters too. Now, to write the code of the word HUSBAND,

you need to add 2 in the positions of the letters of the HUSBAND and its code will be

JWUDCPF.

KEY LEARNING

You must keep one important point in mind- in many cases of pattern coding, the coding is

written in the reverse order i.e. the code of the first letter is written in the last, the code of the

second letter is written at the second last position and so on.

Example 2: The code of the word TEACHER is TGJECVG.

Solution: Here, the basic concept in coding is the same as the earlier one, the only difference is

that the code is written in the reverse order. Similarly, the difference in the letters of the word

and the code may vary. E.g. the code for the word TEACHER could have been UGDGMKY,

then the letters are moved + 1, + 2, + 3, + 4, + 5, + 6 positions.

RANDOM PATTERN CODING AND DECODING

In this type of questions, the code of the word is written randomly and the question asked

contains the same letters as given in the original word. In order to answer this, you just have to

check for the code of each letter from the given word and place the corresponding code for every

letter.

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Example 3: If the code of the word TEACHER is XHDIKHL, what will be the code of HEAT?

Solution: Observe the question closely and you should be able to conclude that there is no

relation between the letters of the word TEACHER and the letters of the given code, but the

letters of the word HEAT are already contained in the parent word TEACHER. So, picking the

corresponding code from the parent word, the code for HEAT will be KHDX.

CODING OF A WORD IN A SENTENCE:

In this type of coding questions, generally three or four sentences or words are given with

sentences or words containing codes. You just have to check for the common words/letters in the

sentences/words and corresponding common words/letters in the codes to get the answer e.g.

"Ram is Smart" is coded as LPG and "Smart means intelligent" is coded as SLY. From this, you

should analyze that the only common word is 'smart' and the only common letter is 'L', which

means that 'L' is the code for the word 'smart'. Do remember- in such cases, the codes are not

seen at the corresponding positions but for the common words.

Coding with Numbers: The principle of coding with numbers is similar to that of coding with

letters except the use of digits.

Example 3: If in a certain language, E is coded as 2, H is coded as 1, N is coded as 7, P is codec

as 5, A is coded as 0, T is coded as 8 and L is coded as 3, how is ELEPHANT coded in that

language ?

(a) 23251078

(b) 32210587

(c) 23527801

(d) 22315078

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Solution. (a) E = 2, L = 3, E = 2, P = 5, H = 1, A = 0, N = 7, T = 8 Hence, only (a) is valid

Example 4: In a certain language, 1 is coded as C, 6 is coded as E, 0 is coded as L, 2 is coded a;

G and 3 is coded as O. How is 1300626 coded in that language ?

(a) OLCGELE

(b) EGEOLEL

(c) COLLGEE

(d) COLLEGE

Coding with Alphabet Letters: In such questions, the letters do not stand for themselves but are

allotted some other values based on some logical patterns or analogies. By deciphering the

principles or pattern involved the candidates are required to decode the coded word.

Example l: As ‘COUNSEL’ is to BITIRAK’ So ‘GUIDANCE’ is to

(a) FOHYZJBB

(b) HOHYBJBA

(c) FPHZZKAB

(d) FORHYZJBB

Solution. (a) The pattern is

Example 2: In a certain code, TERMINAL is written as SDQLJOBM. How is CREDIBLI

written in that code?

(a) BQDCJCMF

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(b) BQDCHAKD

(c) DSFEJCMF

(d) DSFEHAKD

Solution. (a)

Mixed coding (Alphabets + Digits): In such questions, both letters and numbers are assigned as

code The candidates are required to identify the analogy given in the questions.

Example 5: If ‘INDIA’ stands for ‘I - 14 - D - 9 - A’ and NEPAL’ stands for N - 5 _ P _ 1 _ L,

then how will you code the GIRL ?

(a) G9R12

(b) G15R10

(c) G10R9

(d) G9R11

Solution. (a) Assign the alphabetical number to the letters.

Example 8: If A = Z, B = Y, C = X and so on, then what will be the code of BLACK?

(a) OYZXP

(b) YOZXP

(c) YOZPX

(d) YOXZP

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Solution. (b) Now, the code of BLACK is YOZXP.

Example 9: If FOOD is coded as ENNC, then decode the code of SPEED.

(a) RODDC

(b) RDOCC

(c) RODCD

(d) ROCDC

Solution. (a) Here, each letters is allotted the value of its preceding letter in the sequence. So the

code of SPEED is RODDC.

Example 10: If INLAND is coded as DNALNI, how will POSTED be coded?

(a) DESTOP

(b) DETOPS

(c) DETSPO

(d) DETSOP

Solution. (a) Now, reverse the letters of the word. So, the code of POSTED will be DETSOP.

Example 11: If EXPORT is coded as USPQYF, then how will CAPITAL be coded?

(a) MBJUQBD

(b) MBUJQBD

(c) BMUJQBD

(d) MBUJQDB

Solution. (b) Reverse the word and use next alphabet as code. So, the answer is MBUJQBD.

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ARRANGEMENTS

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LINEAR ARRANGEMENTS

Linear sequence is essentially arranging the items in a sequence [in a single line]. The questions

of this type are also reffered to as “Seating arrangement”. The word seating arrangement should

not be misconstrued it should not be treated as questions involving only persons sitting as per

specified conditions. Essentially, these questions involve arranging subjects (people or things)

according to the given conditions. The arrangements is done only one “axis” and hence the

position of the subjects assumes importance here in terms of order like first position, second

position etc.

Example

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Seven people Paul, Queen, Rax, Sam, Tom, Unif and Vali are sitting in arrow facing us. Rax and

Sam sit next to each other. There must be exactly four persons between queen and vali. Sam sits

to the immediate right of queen

• If Paul and tom are separated exactly by two persons, then who sits to the immediate left

of Vali ?

OPTIONS

A] Paul

B] Tom

C] Unif

D] Rax

Answer: D

• If Queen is not sitting at either extremes of the the row , then whon among the following

has as many persons on his left as on his right ?

OPTIONS

A] Sam

B] Unif

C] Rax

D] Vali

Answer: C

• If queen is not sitting at extremes of the row, then who is at the other extreme?

OPTIONS

A] Paul

B] Tom

C] Vali

D] Cannot be determined

Answer:D

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CLOCKS AND CALENDERS

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CLOCKS CONCEPTS :

The dial of the clock is circular in shape and was divided into 60 equal minute spaces

60 minute spaces traces an angle of 3600. Therefore, 1minute space traverses an angle of 60

In 1 hour, Minute hand traverses 60 minute space or 3600 ,Hour hand traverses 5 minute space

or 300

The hands of the clock are perpendicular in 15 minute spaces apart

The hands of the clock are in straight line and opposite to each other in 30 minute spaces apart.

The hands of the clock are in straight line when they coincide or opposite to each other.

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The hands of the clock are perpendicular to each other for 22 times in 12 hours and for 44 times

in a day.

The hands of the clock are opposite to each other for 11 times in 12 hours and 22 times in a day.

The hands of the clock coincides with each other for 11 times in 12 hours and 22 times per day

The hands of the clock are 44 times in a straight line per day

The minute hand gain 55 minutes over hour hand per hour.

Hence x minute space to be gained by minute hand over hour hand can be calculated as x.(60/55)

or x.(12/11)

Ex : At what time between 2'O clock and 3'O clock the hands of the clock

are opposite to each other.

1. 34( 6/11 ) past 2'Oclock 2. 43( 7/11 ) past 2'Oclock

3. 56( 8/11 ) past 2'Oclock 4. 64(9/11past 2'Oclock

Sol At 2'O clock the minute hand will be at 12 as shown below

The minutes hand to coincide with the hour hand it should trace at first 10 minute spaces

And then the hands of the clocks to be opposite to each other minute hand should trace 30 minute

spaces i.e. totally it should gain 10+30=40 minute spaces to be opposite to that of hour hand

We know that,

Minute hand gains 55 minute spaces over hour hand in 1 hour

Therefore, Minute hand gain 40 minute spaces over hour hand in 40 × (60/55) = 43(7/11)

Hence the hand of the clock will minutes be opposite to each at 43( 7/11 ) past 2'Oclock

Therefore, Correct option is 2'

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When clock is too fast, too slow

If a clock or watch indicates 6 hr 10 min when the correct time is 6, it is said that the clock is 10

min too fast

If it indicates 6. 40 when the correct time is 7, it is said to be

20 min too slow.

Now let us have an example based on this concept

Ex. My watch, which gains uniformly, is 2 min, & show at noon on Sunday, and is 4 min 48

seconds fast at 2 p.m on the following Sunday when was it correct ?

Sol: From Sunday noon to the following Sunday at 2 p.m. there are 7 days 2 hours or 170 hours.

The watch gains 2+4 4/5 min in 170 hrs.

Therefore, the watch gains 2 min in 2 *170 hrs. i.e., 50 hours

6 4/5

Now 50 hours = 2 days 2 hrs.

Therefore, 2 days 2 hours from Sunday noon = 2 p.m. on Tuesday.

CALENDARS CONCEPT:

The time in which the earth travels round the sun is a solar year and is equal to 365 days 5 hrs.

48 minutes and 47 1/2 seconds

Year is 365.2422 days approximately.

The common year consists of 365 days.

The difference between a common year and a solar year is therefore 0.2422 of a day and we

consider it by adding a whole day to every fourth year.

Consequently in every 4th year there are 366 days.

The years which have the extra day are called leap years. The day is inserted at the end of

February, The difference between 4 common years and 4 solar years is 0.969 of a day.

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If therefore, we add a whole day to every 4th year, we add too much by 0.0312 of a day. To take

account of this, we omit the extra day three times every 400 years,

The thing is to ensure that each season may fall at the same time of the year in all years. In

course of time, without these corrections, we should have winter in July and summer in January

also.

With the very small variation, the present divisions of the year are those given in B.C 46 by

Julius Caesar . The omission of the extra day three times in 400 years is called the Gregorian

Correction. This correction was adopted at once in 1582 in Roman Catholic Countries. but not in

England until, 1752.

The Gregorian mode of reckoning is called the New Style, the former, the Old Style.

The New Style has not yet been adopted in Russia, so that they are now 13 days behind us as an

Example What we call Oct. 26th they call 13th Oct . They have Christmas day on 7th of January

and we have on 25th December every year.

In an ordinary year there are 365 days i.e., 52 weeks + 1 day

Therefore an ordinary year contains 1 odd day.

A leap year contains 2 odd days.

100 year = 76 ordinary years + 24 leap years.

= 76 odd days + 48 odd days

= 124 odd days = 17 weeks + 5 days. (in the consideration of weeks)

Therefore, 100 years contain 5 odd days.

200 years contains 3 odd days.

300 years contain 1 odd day

Since there are 5 odd days in 100 years, there will be 20 days in 400 years. But every 4th century

is a leap year.

Therefore, 400 years contain 21 days. Here 400 years contain no odd days.

As First January 1 AD was Monday. We must count days from Sunday

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I.e. Sunday for 0 odd days, Monday for 1 odd day , Tuesday for 2 odd days and so on.

Last day of a century cannot be either Tuesday. Thursday or Saturday.

The first day of a century must either be Monday. Tuesday, Thursday or Saturday.

Now let us observe the Examples

• Example

How many times do the 29th days of the month occur in 400 consecutive years

1) 97 times 2) 4400 times 3) 4497 times 4) none

Sol: In 400 consecutive years there are 97 leap years. Hence in 400 consecutive years, February

has the 29th day 97 times, and the remaining 11 months have the 29th day 400 x 11 or 4400

times.

Therefore, 29th day of the month occurs (4400 + 97) or 4497 times

• Example

Given that on 10th November 1981 is Tuesday, what was the day on 10th November 1581

1) Monday 2) Thursday 3) Sunday 4) Tuesday

Sol: After every 400 years, the same day comes.

Thus if 10th November1981 was Tuesday, before 400 years i.e. on 10th November 1581, it has

to be Tuesday.

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PUZZLES

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A puzzle is a game, problem, or toy that tests a person's ingenuity or knowledge. In a puzzle, the

solver is expected to put pieces together in a logical way, in order to arrive at the correct solution

of the puzzle. There are different genres of puzzles, such as crossword puzzles, word-search

puzzles, number puzzles, or logic puzzles.

Puzzles are often created to be a form of entertainment but they can also arise from

serious mathematical or logistical problems. In such cases, their solution may be a significant

contribution to mathematical research.

Puzzles can be divided into categories. For example, a maze is a type of tour puzzle. Some other

categories are construction puzzles, stick puzzles, tiling puzzles, transport

puzzles, disentanglement puzzles, lock puzzles, folding puzzles, combination puzzles,

and mechanical puzzles.

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PUZZLE SOLVING

Solutions of puzzles often require the recognition of patterns and the adherence to a particular

kind of ordering. People with a high level of inductive reasoning aptitude may be better at

solving such puzzles than others. But puzzles based upon inquiry and discovery may be solved

more easily by those with good deduction skills. Deductive reasoning improves with practice.

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214

MODEL QUESTIONS

LOGICAL REASONING

Directions (Questions 101 —103): In each question below is given a statement followed by

two conclusions numbered I and II. You have to assume everything in the statement to be

true, then consider the two conclusions together and decide which of them logically follows

beyond a reasonable doubt from the information given in the statement. Give answer.

a) if only conclusion I follows

b) if only conclusion II follows

c) if either I or II follows

d) if neither I nor II follows,

101. Statement: “Electioneering has picked up in most of the electoral constituencies of

the state with both the major parties X and Y having taken a musical turn to catch the

attention of voters.”

Conclusion:

I. People in India love music.

II. Through songs and catchy slogans both the parties will be able to highlight the major

issues facing the common man.

102. Statement: “Men are never asked if they will continue working after marriage. Why

should women be treated differently”?

Conclusion:

I. Women are suppressed in our society

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II. Sex discrimination and feudal outlook are still prevalent in our society.

103. Statement: “Only shortlisted candidates will be called for an interview after written

examination and will be intimated separately and all those who do not receive call

letters, need not unnecessarily correspond”—An instruction to candidates applying for

main examinations by a Public Service Commission.

Conclusion:

I. If a candidate possesses the requisite qualities that are conducive to his/ her candidature,

then he/she must be sent a call letter for interview.

II. Recruitment cell will not correspond at all to those candidates who are not in receipt of

call letters.

Directions (Questions104-107): In each question below is given a statement followed by four

Courses of Action numbered I, II, III and IV. You have to assume everything in the statement

to be true, and then decide which of the four given suggested courses of action logically

follows for pursuing.

104. Statement: A large number of students studying in municipal school could not pass the Xth

standard Board examination causing frustration among the students and their parents.

Courses of Action:

I. The Municipal authority should immediately review the position and initiate measures to

improve the situation.

II. The Municipal authority should immediately fill up the teachers vacancies in the municipal

school.

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III. The municipal authority should close down some of their schools and concentrate their

attention on remaining schools to improve the conditions.

IV. The Municipal authority should not conduct exams and based upon the attendance grade

the students.

a) Only I & II follow

b) Only II & III follow

c) Only I follow

d) All follow

105. Statement: People in the locality were agitated as more than 50 people died in a building

collapse.

Courses of action:

I. Government should immediately announce compensations for the affected families.

II. Authorities should take a stringent action against builders tending to compromise over

quality of material used.

III. Government should provide government job to one of the family member of the people who

died in the accident.

IV. Government should immediately make laws which the building authorities should follow for

all future construction and those found guilty should be banned from all future construction

activities.

a) Only I and III follow

b) Only I and III or IV follow

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c) Only I, II and III follow

d) All follow

106. Statement: With the onset of monsoon all the hospitals are getting increased number of

patients due to various epidemics

Courses of action:

I. Civic authorities should educate the public the need for observing minimum required

hygiene.

II. Civic authorities should make arrangements to equip the hospitals with required medicines

and other facilities.

III. Civic authorities should ask the people to take self-medication and come to hospitals only in

case of an emergency.

IV. Civic authorities should ask all the doctors to work round the clock.

a) Only I and II follow

b) Only I, II and III follow

c) All follow

d) Only III and IV follow

107. Statement: The exodus from villages to cities is detrimental to both.

Courses of action:

I. Rural postings must be made mandatory.

II. There should be fewer trains linking cities to smaller places.

III. Employment generation schemes should be launched in rural areas.

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IV. All infrastructures should be provided in rural areas so that the rural people find no need to

come to cities.

a) Only II and III follow

b) Only III and IV follow

c) Only I, III and IV follow

d) All Follow

Directions (108-110) Questions given below is followed by two arguments numbered I and II.

You

have to decide which of the arguments is a ‘strong’ argument and which is a ‘weak’ argument.

Give

your answer as

a) if only argument I is strong;

b) if only argument II is strong;

c) if either I or II is strong;

d) if neither I nor II is strong;

108. Statement: Should parliamentary elections in India be held every three years as against five

years at present?

Arguments:

I. Yes; this will help the voters to change non-performing representatives without much delay.

II. No; the elected representatives will not have enough time to settle and concentrate on the

developmental activities.

109. Statement: Should all the farmers in India be provided free electricity for agricultural

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activities?

Arguments:

I. Yes; many developed countries in Western Europe provide subsidies to the farmers to

encourage them to remain engaged in agricultural activities.

II. No; many rich farmers will unduly be benefitted at the cost of the Government.

110. Statement: Should the government impose a blanket ban on the use of animals in

Entertainment industry.

Arguments:

I. No; instead the entertainment industry may be encouraged to use animals with proper care.

II. Yes; animals used in entertainment industry are treated badly and hence should be banned.

Directions(111-113)In each question below is given a statement followed by two assumptions

numbered I and II. Consider the statement and decide which of the given assumptions is implicit.

Give Answer:

a) If only assumption I is implicit

b) If only assumption II is implicit

c) If either I or II is implicit

d) If neither I nor II is implicit

111. Statement: It is desirable to put the child in school at the age of 5.

Assumptions :

I. At that age the child reaches appropriate level of development and is ready to learn.

II. The schools do not admit children after six years of age.

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112. Statement: Never before such a lucid book was available on this topic.

Assumptions:

I. Some other books were available on this topic.

II. You can write lucid books on very few topics.

113. Statement: Safety and health practices in many Indian companies are well below the

international standards.

Assumptions:

I. International standards of health and safety are ideal and unrealistic.

II. Indian organizations do not consider safety and health management as their prime social

responsibility.

Directions (114-116) Each of the following questions contains a small paragraph followed by a

question on it. Read each paragraph carefully and answer the question given below it.

114. The only true education comes through the stimulation of the child's power by the demands

of

the social situations in which he finds himself. Through these demands he is stimulated to act as

a

member of a unity, to emerge from his original narrowness of action and feeling, and to conceive

himself from the standpoint of the welfare of the group to which he belongs.

The passage best supports the statement that real education.

a) Will take place if the children imbibe action and feeling.

b) Will take place if the children are physically strong.

c) Is not provided in our schools today

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d) Comes through the interaction with social situations

115. It is up to our government and planners to devise ways and means for the mobilization of

about

ten crores workers whose families total up about forty crore men, women and children. Our

agriculture is over-manned. A lesser number of agriculturists would mean more purchasing or

spending power to every agriculturist. This will result in the shortage of man-power for many

commodities to be produced for which there will be a new demand from a prosperous agrarian

class. This shortage will be removed by surplus man-power released from agriculture as

suggested

above.

The passage best supports the statement that:

a) Employment in production is more fruitful than employment in agriculture.

b) Indian economy is in a poor shape basically due to improper mobilization of man-power.

c) A shift of labour from agricultural sector to the industrial sector would uplift the living

standard.

d) The industrial sector is labour-deficient while the agricultural sector is over-manned in our

country.

Directions(116-120) Each of the questions below consists of a question and two statements

numbered I and II given below it. You have to decide whether the data provided in the

statements

are sufficient to answer the question. Read both the statements and give answer

a) If the data in statement I alone are sufficient to answer the question.

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b) If the data in statement II alone are sufficient to answer the question.

c) If the data either in statement I alone or in statement II alone are sufficient to answer the

question

d) If the data given in both statements I and II together are not sufficient to answer the question

116. Question: The last Sunday of March, 2006 fell on which date?

Statements:

I. The first Sunday of that month fell on 5th.

II. The last day of that month was Friday.

117. Question: What is the code for 'sky' in the code language?

Statements:

I. In the code language, 'sky is clear' is written as 'de rafa'.

II. In the same code language, 'make it clear' is written as 'de gajo'.

118. Question: How is X related to Y ?

Statements:

I. Y and Z are children of D who is wife of X.

II. R's sister X is married to Y’s father.

119.Question: How many children are there in the row of children facing North?

Statements:

I. Vishakha who is fifth from the left end is eighth to the left of Ashish who is twelfth from the

right end.

II. Rohit is fifth to the left of Nisha who is seventh from the right end and eighteenth from the

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left end.

120. Question: Who among P, Q, R, S and T is the lightest?

Statements:

I. R is heavier than Q and T but lighter than S.

II. S is not the heaviest.

Directions(121-124) Complete the Series

121. J14, L16, __, P20, R22,

a) S24

b) N18

c) M18

d) T24

122. 42 40 38 35 33 31 28..?

a) 25 22

b) 26 23

c) 26 24

d) 25 23.

123. 664, 332, 340, 170, ____, 89, …?.

a) 85

b) 97

c) 109

d) 178

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124. 8, 43, 11, 41, __, 39, 17,

a) 8

b) 14

c) 43

d) 44

Directions (125-126) Each question has an underlined word. Choose the word that is a necessary

part of the underlined word.

125. desert

a) Cactus

b) Arid

c) Oasis

d) Flat

126. contract

a) Agreement

b) Document

c) Sequence

d) Attorney

Directions (127-130) Complete the sequence in the following questions

127. SCD, TEF, UGH, ____, WKL

a) CMN

b) UJI

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c) VIJ

d) IJT

128. P5QR, P4QS, P3QT, _____, P1QV

a) PQW

b) PQV2

c) P2QU

d) PQ3U

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131. Yard is to inch as quart is to

a. gallon b. ounce

c. milk d. Liquid

132. Elated is to despondent as enlightened is to

a. aware b. ignorant

c. miserable d. tolerant

133. Reptile is to lizard as flower is to

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a. petal b. stem

c. daisy d. alligator

Directions(134-136) In each of the following questions, two statements numbered I and II

are given. There may be cause and effect relationship between the two statements. These two

statements may be the effect of the same cause or independent causes. These statements may

be independent causes without having any relationship. Read both the statements in each

question and mark your answer as:

a) If statement I is the cause and statement II is its effect;

b) If statement II is the cause and statement I is its effect;

c) If both the statements I and II are independent causes;

d) If both the statements I and II are effects of independent causes;

134. Statements:

I. The Reserve Bank of India has recently put restrictions on few small banks in the

country.

II. The small banks in the private and co-operative sector in India are not in a position to

withstand the competitions of the bigger banks in the public sector.

135. Statements:

I. It is the aim of the city's civic authority to get the air pollution reduced by 20% in the

next two months.

II. The number of asthma cases in the city is constantly increasing.

136. Statements:

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I. The performance of most of the students in final exam of class X in the schools run by

the Government was excellent.

II. Many teachers of the Government schools left the school and joined private schools.

137. Which word does NOT belong with the others?

a) Peninsula

b) Island

c) Bay

d) Cape

138. If in certain language the following words mean as follows:

hapllesh means cloudburst

srenchoch means pinball

resbosrench means ninepin

Which word could mean "cloud nine"?

a) Leshsrench

b) Ochhapl

c) Haploch

d) Haplresbo

139. Here are some words translated from an artificial language

dionot means oak tree

blyonot means oak leaf

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blycrin means maple leaf

Which word could mean "maple syrup"?

a) blymuth

b) hupponot

c) patricrin

d) crinweel

140. All the trees in the park are flowering trees.

Some of the trees in the park are dogwoods.

All dogwoods in the park are flowering trees.

If the first two statements are true, the third statement is

a) true

b) false

c) uncertain

d) Can`t say

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