1

2
 3

Urgent
√3
Sinx /x prope

√-o
Complex number range domain
0/0
Synthetic method quadratic equation
Sum principal product principal it Logo ltne log total log
190 190. 190.00 190.001 190.0010
0
Real rational . we
0!
Learn how to find sqare root

Iota

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P1
P2
P3
P4
P5
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P7
P8
 4

P9 ratio and proportion

P9A boy girl age
P10 percentage
P11
P12
P13 Sequence and Series
P14
P15
P16
P17
P18
P19
P20

MATHS

()P1
Problem solving

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Mathnasium Blog
Tips and Techniques: Finding 100% of a Number
By Mathnasium | Added Apr 22, 2014
 5

Given a percentage of a number, how do you find 100%? We'll show

you different ways to find 100%.

First, remember that 100% means "all of it... the whole thing."

Example 1: 25% of what number is 5?

This question asks, "If 25% of a number is 5, then what is 100% of the
number (the whole thing)?"

The strategy here is to see how many times the "percent number" (in
this case, 25) goes into 100, and then count by that number until we
reach 100-the whole thing.
Here, we're told that 25% of a number is 5. So, to find 100% of the
number, we count by 25s up to 100: 25, 50, 75, 100.

25% is 5, so
50% is 10,
75% is 15, and
100% is 20.

Example 2: A man spent $10.00, which was 20% of his money. How
much money did he have to start?

If 20% of his money is $10.00, then 40% is $20.00. (20% + 20% =

40%)

Similarly, 60% is $30.00 (40% + 20% = 60%), 80% is $40.00, so

100% is $50.00-the amount of money the man had to start.

Here's an even faster way to approach this problem. There are 5 20%s
in 100%, so this problem calls for five sets of $10.00, which equals
 6

$50.00.

Example 3: 10 kids-5% of the kids enrolled at a particular school-are

out sick. How many kids are enrolled at the school?

Here, 5% is 10 kids. Since there are 20 5s in 100, we multiply 20 by 10

and get 200, the total number of students at the school.

Try these:

10% of what number is 8?

20% of what number is 4?
20% of what number is 6?
50% of what number is 28?
5% of what number is 11?
1% of what number is 2?

() P2
Quantitative Nat book

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Ask from sir zahid WTD DELETE all P2 COMPLETE keep for
refundable
7
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Ask from sir zahid

 10

Gallon water problem percentage capacity pool swimming

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Proper fraction improper fraction mixed fraction mcqs
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Ask from sir zahid

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Ask from sir zahid

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See the solution of rehmat
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Ask from sir zahid

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Wuth the exception of 2 two every prime number is odd
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Exterior angle is equal to the sum of opposite interior angle of a
triangle
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Absolute value will always be in a positive quantity

● O
Part/Whole= 7/10 = 7 parts out of 10 parts
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Proper fraction = 2 / 10 numerator less small denominator big large
Improper fraction = 20 / 10
Mixed fraction = 7* ( ⅖) = 7 Whole number ⅖ is a fraction
● O
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Important question numerator less denomerator big

● O

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For median of even numbers take the average of 2 mid value numbers
while arranging them in a sending all descending order
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A new way to solve ratio questions

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 35

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Remember this type of question

Continue of book

() P3

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Perimeter

Study done revise

http://www.analyzemath.com/Geometry/rectangle_problems.html
 36

Get from link

 37

Solved for a while

List of problem circle polygon
Di it after doing below other links
http://www.analyzemath.com/geometry.html

() P3 A
Midpoint : Analytical geometry

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Midpoint article
Study done revise
http://www.purplemath.com/modules/midpoint.htm
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Analytical geometry MCQs
Take out equations questions from this link and search
https://gotest.pk/punjab/12th/mathematics-12th/punjab-math-
online-test-12th-class-chapter-4-introduction-analytic-geometry/
● O
https://www.ilmkidunya.com/online-test/ecat-mathematics-chapter-
18-mcqs-with-answers
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Important website regarding to slope assurances triangle etc.
Study done revise http://www.math-only-math.com/problems-on-
distance-between-two-points.html
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Important website regarding to slope assurances triangle etc
Study done revise
Problem in question number 3 4 5
http://maths4iit-jee.blogspot.com/2010/09/straight-line.html?m=1
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 38

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Slope of y axis is undefined infinity
Slope of x axis is 0
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If m is slope passing from the origin then y=mx+c c not yes y= mx
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() P4

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If each of a man's three sons works 1/8 as fast as he does, and the man
does a job in 3 hours, how many hours does it take his sons working
together to do the job?

(A) 5
(B) 6
(C) 7
(D) 8
(E) 9

Show/Hide Answer
Answer:
Choice D
Level of Difficulty 1 2 3 4 5

This problem is best set up as a combined rates problem.

If the man does the whole job in 3 hours, we can express it as 3

hours/job. Let's invert that fraction (along with its units) and get that
the man works at a rate of 1/3 jobs/hour. Since we are told that the
sons work at a rate 1/8 as fast as the father, each son works at a rate of
 43

(1/8)(1/3) = 1/24 jobs/hour.

Let t be the number of hours it will take all three sons to do the job
together. Then (1/24 jobs/hour)(t hours) should give the fractional
part of the job that each son does in time t when they work together.
The sum of those fractions for all three sons should lead to a value of 1,
representing the whole job:

(1/24 jobs/hour)(t) + (1/24 jobs/hour)(t) + (1/24 jobs/hour)(t) = 1

If you solve this equation for t, you will find that t = 8 hours, or choice
D.
 44

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() P5
Freerice.com
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Misc mix questions of test similarity had
Has , comprehen ,
http://freerice.com/#/sat/1521402
Do it time to time
http://freerice.com/#/sat/1521562
Update # 01
http://freerice.com/#/english-vocabulary/1405

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Wtd delete ask sir zahid sir Adnan rehmat
How many integers are there greater than 40 and less than 50 that are
the product of exactly two distinct prime numbers? = two
 46

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 47

Correct! Raphael just bought a piece of furniture from a store that sells
only sofas and chairs. Which of the following must be true? = The
piece of furniture is not a wooden table.

Correct! There is enough candy in a bag to give 12 pieces of candy to

each of 20 children, with no candy left over. If 5 children do not want
any candy, how many pieces of candy can be given to each of the
others? = 16
 48

● O
 49

Correct! There are a small number of people in third world countries

who live _____ but most people have no hope of _______ even the
basic amenities of life. = lavishly . . attaining

Correct! Trying to _____about post-modern literature is not only

_____ but also foolish, because it is a movement that encompasses
many different styles and elements. = generalize . . difficult

Correct! The policeman _______ the law and read the arrested man
his Miranda rights, explaining that the robber has a right to an
attorney. = invoked

Correct! The author presumably believes that all businessmen are

_______, for her main characters, whatever qualities they may lack,
are virtual paragons of _______. = clever . . ingenuity

Wtd delete ask sir zahid Adnan rehmat

At a basketball tournament involving 8 teams, each team played 4
games with each of the other teams. How many games were played at
this tournament? The mark scheme says: since each team 4
games with other teams, 8*4= 32 games are played by each team. each
game involved two teams, hence 32*(8/2)=128 games were played.
 50

Misc mix questions of test similarity had

 51

Has , comprehen ,
http://freerice.com/#/sat/1521402
Do it time to time
http://freerice.com/#/sat/1521562
Update # 01
http://freerice.com/#/english-vocabulary/1405

6 March 2018
() P6

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https://gmatclub.com/forum/work-word-problems-made-easy-
87357.html
( below article taken from above link)

Work’ Word Problems Made Easy

This post is a part of [GMAT MATH BOOK]

created by: sriharimurthy

edited by: bb, walker, Bunuel

--------------------------------------------------------
 52

NOTE: In case you are not familiar with translating word problems
into equations please go through this post first : word-problems-
made-easy-87346.html

What is a ‘Work’ Word Problem?

It involves a number of people or machines working together to

complete a task.
We are usually given individual rates of completion.
We are asked to find out how long it would take if they work together.

Sounds simple enough doesn’t it? Well it is!

There is just one simple concept you need to understand in order to

solve any ‘work’ related word problem.

The ‘Work’ Problem Concept

TTR
STEP 1: Calculate how much work each person/machine does in one
unit of time (could be days, hours, minutes, etc).

How do we do this? Simple. If we are given that A completes a certain

amount of work in X hours, simply reciprocate the number of hours to
get the per hour work. Thus in one hour, A would complete 1X1X of
the work. But what is the logic behind this? Let me explain with the
help of an example.

Assume we are given that Jack paints a wall in 5 hours. This means
that in every hour, he completes a fraction of the work so that at the
end of 5 hours, the fraction of work he has completed will become 1
(that means he has completed the task).
 53

Thus, if in 5 hours the fraction of work completed is 1, then in 1 hour,

the fraction of work completed will be (1*1)/5

TTR
STEP 2: Add up the amount of work done by each person/machine in
that one unit of time.

This would give us the total amount of work completed by both of

them in one hour. For example, if A completes 1X1X of the work in one
hour and B completes 1Y1Y of the work in one hour, then TOGETHER,
they can complete 1X+1Y1X+1Y of the work in one hour.

TTR
STEP 3: Calculate total amount of time taken for work to be completed
when all persons/machines are working together.

The logic is similar to one we used in STEP 1, the only difference being
that we use it in reverse order. Suppose 1X+1Y=1Z1X+1Y=1Z. This
means that in one hour, A and B working together will complete 1Z1Z
of the work. Therefore, working together, they will complete the work
in Z hours.

Advice here would be: DON'T go about these problems trying to

remember some formula. Once you understand the logic underlying the
above steps, you will have all the information you need to solve any
‘work’ related word problem. (You will see that the formula you might
have come across can be very easily and logically deduced from this
concept).
 54

Now, lets go through a few problems so that the above-mentioned

concept becomes crystal clear. Lets start off with a simple one :

Example 1.
Jack can paint a wall in 3 hours. John can do the same job in 5 hours.
How long will it take if they work together?

Solution:
This is a simple straightforward question wherein we must just follow
steps 1 to 3 in order to obtain the answer.

STEP 1: Calculate how much work each person does in one hour.
Jack → (1/3) of the work
John → (1/5) of the work

STEP 2: Add up the amount of work done by each person in one hour.
Work done in one hour when both are working together =
13+15=81513+15=815

STEP 3: Calculate total amount of time taken when both work together.
If they complete 815815 of the work in 1 hour, then they would
complete 1 job in 158158 hours.
55
 56

Example 2.
Working, independently X takes 12 hours to finish a certain work. He
finishes 2/3 of the work. The rest of the work is finished by Y whose
rate is 1/10 of X. In how much time does Y finish his work?

Solution:
Now the only reason this is trickier than the first problem is because
the sequence of events are slightly more complicated. The concept
however is the same. So if our understanding of the concept is clear,
we should have no trouble at all dealing with this.

‘Working, independently X takes 12 hours to finish a certain work’

This statement tells us that in one hour, X will finish 112112 of the
work.

‘He finishes 2/3 of the work’ This tells us that 1313 of the work still
remains.

‘The rest of the work is finished by Y whose rate is (1/10) of X’ Y has to

complete 1313 of the work.

‘Y's rate is (1/10) that of X‘. We have already calculated rate at which X
works to be 112112. Therefore, rate at which Y works is
1/10∗ 1/12=1/120=1/120.

‘In how much time does Y finish his work?’ If Y completes 1/120 of the
work in 1 hour, then he will complete 1/3 of the work in 40 hours.
57
 58

So as you can see, even though the question might have been a little difficult
to follow at first reading, the solution was in fact quite simple. We didn’t use
any new concepts. All we did was apply our knowledge of the concept we
learnt earlier to the information in the question in order to answer what was
being asked.

Example 3.
Working together, printer A and printer B would finish a task in 24 minutes.
Printer A alone would finish the task in 60 minutes. How many pages does
the task contain if printer B prints 5 pages a minute more than printer A?

Solution:
This problem is interesting because it tests not only our knowledge of the
concept of word problems, but also our ability to ‘translate English to Math’

‘Working together, printer A and printer B would finish a task in 24 minutes’

This tells us that A and B combined would work at the rate of 1/24 per
minute.

‘Printer A alone would finish the task in 60 minutes’ This tells us that A
works at a rate of 1/60 per minute.

At this point, it should strike you that with just this much information, it is
possible to calculate the rate at which B works: Rate at which B works =
1/24−1/60=1/40

‘B prints 5 pages a minute more than printer A’ This means that the
difference between the amount of work B and A complete in one minute
corresponds to 5 pages. So, let us calculate that difference. It will be
1/40−1/60=1/120
 59

‘How many pages does the task contain?’ If 1/120 of the job consists of 5
pages, then the 1 job will consist of (1/120 of a job = 5 pages) then. (1 job
= 5* 120 = 600 pages)
 60

Continue
 61

Wtd delete get solution from Link

Example 4.
Machine A and Machine B are used to manufacture 660 sprockets. It takes
machine A ten hours longer to produce 660 sprockets than machine B.
Machine B produces 10% more sprockets per hour than machine A. How
many sprockets per hour does machine A produce?

Solution:
The rate of A is 660t+10660t+10 sprockets per hour;
The rate of B is 660t660t sprockets per hour.

We are told that B produces 10% more sprockets per hour than A, thus
660t+10∗ 1.1=660t660t+10∗ 1.1=660t --> t=100t=100 --> the rate of A is
660t+10=6660t+10=6 sprockets per hour.

As you can see, the main reason the 'tough' problems are 'tough' is because
they test a number of other concepts apart from just the ‘work’ concept.
However, once you manage to form the equations, they are really not all that
tough.

And as far as the concept of ‘work’ word problems is concerned – it is always

the same!

DS work problems to practice: search.php?search_id=tag&tag_id=46

PS work problems to practice: search.php?search_id=tag&tag_id=66
https://gmatclub.com/forum/work-word-problems-made-easy-
87357.html

() P6A
Hours
 62

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measurement-topic/cc-5th-unit-conversion/v/minutes-to-hours

https://youtu.be/-r7JwuSdj5M

https://youtu.be/gEStq1e1Qrc

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() P7

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https://gmatclub.com/forum/word-problems-made-easy-87346.html

Word Problems Made Easy

This post is a part of [GMAT MATH BOOK]

created by: sriharimurthy

edited by: bb, walker, Bunuel
 63

--------------------------------------------------------

This is an introductory post to word problems.

It deals primarily with the translation of word problems into
equations.
Discussions relating to specific types of word problems will be dealt
with separately (see end of post).

The Following Points Outline a General Approach to Word Problems:

1) Read the entire question carefully and get a feel for what is
happening. Identify what kind of word problem you're up against.

2) Make a note of exactly what is being asked.

3) Simplify the problem - this is what is usually meant by

'translating the English to Math'. Draw a figure or table. Sometimes a
simple illustration makes the problem much easier to approach.

4) It is not always necessary to start from the first line. Invariably,

you will find it easier to define what you have been asked for and then
work backwards to get the information that is needed to obtain the
answer.

5) Use variables (a, b, x, y, etc.) or numbers (100 in case of

percentages, any common multiple in case of fractions, etc.)
depending on the situation.

6) Use SMART values. Think for a moment and choose the best
possible value that would help you reach the solution in the quickest
possible time. DO NOT choose values that would serve only to confuse
you. Also, remember to make note of what the value you selected
 64

stands for.

7) Once you have the equations written down it's time to do the
math! This is usually quite simple. Be very careful so as not to make
any silly mistakes in calculations.

8) Lastly, after solving, cross check to see that the answer you have
obtained corresponds to what was asked. The makers of these GMAT
questions love to trick students who don’t pay careful attention to
what is being asked. For example, if the question asks you to find
‘what fraction of the remaining...’ you can be pretty sure one of the
answer choices will have a value corresponding to ‘what fraction of the
total…’

Translating Word Problems

These are a few common English to Math translations that will help
you break down word problems. My recommendation is to refer to
them only in the initial phases of study. With practice, decoding a
word problem should come naturally. If, on test day, you still have to
try and remember what the math translations to some English term is,
you haven’t practiced enough!
Yellow open mind go through

ADDITION: increased by ; more than ; combined ; together ; total of ;

sum ; added to ; and ; plus

SUBTRACTION: decreased by ; minus ; less ; difference between/of ;

less than ; fewer than ; minus ; subtracted from

MULTIPLICATION: of ; times ; multiplied by ; product of ;

increased/decreased by a factor of (this type can involve both addition
 65

or subtraction and multiplication!)

DIVISION: per ; out of ; ratio of ; quotient of ; percent (divide by 100)

; divided by ; each

EQUALS: is ; are ; was ; were ; will be ; gives ; yields ; sold for ; has ;
costs ; adds up to ; the same as ; as much as

VARIABLE or VALUE: a number ; how much ; how many ; what

Some Tricky Forms:

'per' means 'divided by'

Jack drove at a speed of 40 miles per hour OR 40 miles/hour.

'a' sometimes means 'divided by'

Jack bought twenty-four eggs for $3 a dozen.
TTR
'less than'
In English, the ‘less than’ construction is reverse of what it is
in math.
For example, ‘3 less than x’ means ‘x – 3’ NOT ‘3 – x’
Similarly, if the question says ‘Jack’s age is 3 less than that of Jill’, it
means that Jacks age is ‘Jill’s age – 3’.

The ‘how much is left’ construction

Sometimes, the question will give you a total amount that is made up
of a number of smaller amounts of unspecified sizes. In this case, just
assign a variable to the unknown amounts and the remaining amount
will be what is left after deducting this named amount from the total.
Consider the following:
 66

TTR
A hundred-pound order of animal feed was filled by mixing products
from Bins A, B and C, and that twice as much was added from Bin C
as from Bin A.
Let "a" stand for the amount from Bin A. Then the amount from Bin C
was "2a", and the amount taken from Bin B was the remaining
portion of the hundred pounds:
100 – a – 2a.

In the following cases, order is important:

‘quotient/ratio of’ construction

If a problems says ‘the ratio of x and y’, it means ‘x divided by y’ NOT
'y divided by x'
TTR
‘difference between/of’ construction
If the problem says ‘the difference of x and y’ it means ‘x – y’

Now that we have seen how it is possible, in theory, to break down

word problems, lets go through a few simple examples to see how we
can apply this knowledge.

Example 1.
The length of a rectangular garden is 2 meters more than its width.
Express its length in terms of its width.
TTR
Solution:
Key words: more than (implies addition); is (implies equal to)
Thus, the phrase ‘length is 2 more than width’ becomes:
Length = 2 + width

Example 2.
The length of a rectangular garden is 2 meters less than its width.
 67

Express its length in terms of its width.

TTR
Solution:
Key words: less than (implies subtraction but in reverse order); is
(implies equal to)
Thus, the phrase ‘length is 2 less than width’ becomes:
Length = width - 2

Example 3.
The length of a rectangular garden is 2 times its width. Express its length
in terms of its width.

Solution:
Key words: times (implies multiplication); is (implies equal to)
Thus, the phrase ‘length is 2 times width’ becomes:
Length = 2*width

Example 4.
The ratio of the length of a rectangular garden to its width is 2. Express
its length in terms of its width.

Solution:
Key words: ratio of (implies division); is (implies equal to)
Thus, the phrase ‘ratio of length to width is 2’ becomes:
Length/width = 2 → Length = 2*width

Example 5.
The length of a rectangular garden surrounded by a walkway is twice its
 68

width. If difference between the length and width of just the rectangular
garden is 10 meters, what will be the width of the walkway if just the
garden has width 6 meters?

Solution:
Ok this one has more words than the previous examples, but don’t worry,
lets break it down and see how simple it becomes.
Key words: and (implies addition); twice (implies multiplication);
difference between (implies subtraction where order is important); what
(implies variable); is, will be (imply equal to)

Since this is a slightly more complicated problem, let us first define what
we want.

'What will be the width of the walkway' implies that we should assign a
variable for width of the walkway and find its value.

Thus, let width of the walkway be ‘x’.

Now, in order to find the width of walkway, we need to have some

relation between the total length/width of the rectangular garden +
walkway and the length/width of just the garden.

Notice here that if we assign a variables to the width and length of either
garden+walkway or just garden, we can express every thing in terms of
just these variables.
 69

So, let length of the garden+walkway = L

And width of garden+walkway = W

Thus length of just garden = L – 2x

Width of just garden = W - 2x

Note: Remember that the walkway completely surrounds the garden.

Thus its width will have to be accounted for twice in both the total
length and total width.

Now let’s see what the question gives us.

‘Garden with width 6 meters’ translates to:

Width of garden = 6
W – 2x = 6
Thus, if we know W we can find x.

‘Length of a rectangular garden surrounded by walkway is twice its

width’ translates to:
Length of garden + length of walkway = 2*(width of garden + width of
walkway)
L = 2*W

‘Difference between the length and width of just the rectangular garden is
10 meters’ translates to:
 70

Length of garden – width of garden = 10

(L – 2x) – (W – 2x) = 10
L – W = 10

Now, since we have two equations and two variables (L and W), we can
find their values. Solving them we get: L = 20 and W = 10.

Thus, since we know the value of W, we can calculate ‘x’

10 – 2x = 6
2x = 4
x=2

Thus, the width of the walkway is 2 meters.

Easy wasn't it?

With practice, writing out word problems in the form of equations will
become second nature. How much you need to practice depends on your
own individual ability. It could be 10 questions or it could be 100. But
once you’re able to effortlessly translate word problems into equations,
more than half your battle will already be won.

Let us now move onto specific word problem topics:

 71

1) 'Work' Word Problems : work-word-problems-made-easy-

87357.html
2) 'Distance/Speed/Time' Word Problems : distance-speed-time-word-
problems-made-easy-87481.html

DONE on 6 March solve when free mind

() P8

WTD
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https://gmatclub.com/forum/distance-speed-time-word-problems-
made-easy-87481.html

'Distance/Speed/Time' Word Problems Made Easy

This post is a part of [GMAT MATH BOOK]

created by: sriharimurthy

edited by: bb, walker, Bunuel

--------------------------------------------------------

NOTE: In case you are not familiar with translating word problems
into equations please go through this post first : word-problems-
 72

made-easy-87346.html

What is a ‘D/S/T’ Word Problem?

Usually involve something/someone moving at a constant or average

speed.
Out of the three quantities (speed/distance/time), we are required to
find one.
Information regarding the other two will be provided in the question
stem.

The ‘D/S/T’ Formula: Distance = Speed x Time

I’m sure most of you are already familiar with the above formula (or
some variant of it). But how many of you truly understand what it
signifies?

When you see a ‘D/S/T’ question, do you blindly start plugging values
into the formula without really understanding the logic behind it? If
then answer to that question is yes, then you would probably have
noticed that your accuracy isn’t quite where you’d want it to be.

My advice here, as usual, is to make sure you understand the concept

behind the formula rather than just using it blindly.

So what’s the concept? Lets find out!

The Distance = Speed x Time formula is just a way of saying that the
distance you travel depends on the speed you go for any
length of time.

If you travel at 50 mph for one hour, then you would have traveled 50
miles. If you travel for 2 hours at that speed, you would have traveled
 73

100 miles. 3 hours would be 150 miles, etc.

If you were to double the speed, then you would have traveled 100
miles in the first hour and 200 miles at the end of the second hour.

We can figure out any one of the components by knowing the other
two.

For example, if you have to travel a distance of 100 miles, but can only
go at a speed of 50 mph, then you know that it will take you 2 hours to
get there. Similarly, if a friend visits you from 100 miles away and tells
you that it took him 4 hours to reach, you will know that he
AVERAGED 25 mph. Right?
YAD
All calculations depend on AVERAGE SPEED.

Supposing your friend told you that he was stuck in traffic along the
way and that he traveled at 50 mph whenever he could move.
Therefore, although practically he never really traveled at 25 mph, you
can see how the standstills due to traffic caused his average to reduce.
Now, if you think about it, from the information given, you can
actually tell how long he was driving and how long he was stuck due to
traffic (assuming; what is false but what they never worry about in
these problems; that he was either traveling at 50 mph or 0 mph). If
he was traveling constantly at 50 mph, he should have reached in 2
hours. However, since he took 4 hours, he must have spent the other 2
hours stuck in traffic!

Now lets see how we can represent this using the formula.

We know that the total distance is 100 miles and that the total time is
4 hours. BUT, his rates were different AND they were different at
 74

different times. However, can you see that no matter how many
different rates he drove for various different time periods, his TOTAL
distance depended simply on the SUM of each of the different
distances he drove during each time period?

E.g., if you drive a half hour at 60 mph, you will cover 30 miles. Then
if you speed up to 80 mph for another half hour, you will cover 40
miles, and then if you slow down to 30 mph, you will only cover 15
miles in the next half hour. But if you drove like this, you would have
covered a total of 85 miles (30 + 40 + 15). It is fairly easy to see this
looking at it this way, but it is more difficult to see it if we scramble it
up and leave out one of the amounts and you have to figure it out
going "backwards". That is what word problems do.

Further, what makes them difficult is that the components they give
you, or ask you to find can involve variable distances, variable times,
variable speeds, or any two or three of these. How you "reassemble" all
this in order to use the d = s*t formula takes some reflection that is
"outside" of the formula itself. You have to think about how to use the
formula.

So the trick is to be able to understand EXACTLY what they are giving

you and EXACTLY what it is that is missing, but you do that from
thinking, not from the formula, because the formula only works for the
COMPONENTS of any trip where you are going an average speed for a
certain amount of time. ONCE the conditions deal with different
speeds or different times, you have to look at each of those
components and how they go together. And that can be very difficult if
you are not methodical in how you think about the components and
how they go together. The formula doesn't tell you which components
you need to look at and how they go together. For that, you need to
think, and the thinking is not always as easy or straightforward as it
seems like it ought to be.
 75

In the case of your friend above, if we call the time he spent driving 50
mph, T1; then the time he spent standing still is (4 - T1) hours, since
the whole trip took 4 hours. So we have 100 miles = (50 mph x T1) +
(0 mph x [4 - T1]) 
 which is equivalent then to: 100 miles = 50 mph
x T1

So, T1 will equal 2 hours. And, since the time he spent going zero is (4
- 2), it also turns out to be 2 hours.

Sometimes the right answers will seem counter-intuitive, so it is really

important to think about the components methodically and
systematically.

There is a famous trick problem: To qualify for a race, you need to

average 60 mph driving two laps around a 1 mile long track. You have
some sort of engine difficulty the first lap so that you only average 30
mph during that lap; how fast do you have to drive the second lap to
average 60 for both of them?

I will go through THIS problem with you because, since it is SO tricky,

it will illustrate a way of looking at almost all the kinds of things you
have to think about when working any of these kinds of problems FOR
THE FIRST TIME (i.e., before you can do them mechanically because
you recognize the TYPE of problem it is). Intuitively it would seem you
need to drive 90, but this turns out to be wrong for reasons I will give
in a minute.

The answer is that NO MATTER HOW FAST you do the second lap,
you can't make it. And this SEEMS really odd and that it can't possibly
be right, but it is. The reason is that in order to average at least 60
mph over two one-mile laps, since 60 mph is one mile per minute, you
will need to do the whole two miles in two minutes or less. But if you
 76

drove the first mile at only 30, you used up the whole two minutes just
doing IT. So you have run out of time to qualify.

To see this with the d = s*t formula, you need to look at the overall trip
and break it into components, and that is the hardest part of doing this
(these) problem(s), because (often) the components are difficult to
figure out, and because it is hard to see which ones you need to put
together in which way.

In the next section we will learn how to do just that.

Resolving the Components

When you first start out with these problems, the best way to approach
them is by organizing the data in a tabular form.

Use a separate column each for distance, speed and time and a
separate row for the different components involved (2 parts of a
journey, different moving objects, etc.). The last row should represent
total distance, total time and average speed for these values (although
there might be no need to calculate these values if the question does
not require them).
General.png
General.png (17.44 KiB) Viewed 687244 times

Assign a variable for any unknown quantity.

If there is more than one unknown quantity, do not blindly assign

another variable to it. Look for ways in which you can express that
quantity in terms of the quantities already present. Assign another
variable to it only if this is not possible.

In each row, the quantities of distance, speed and time will always
 77

satisfy d = s*t.

The distance and time column can be added to give you the values of
total distance and total time but you CANNOT add the speeds.
Think about it: If you drive 20 mph on one street, and 40 mph on
another street, does that mean you averaged 60 mph?

Once the table is ready, form the equations and solve for what has
been asked!

Warning: Make sure that the units for time and distance agree with
the units for the rate. For instance, if they give you a rate of feet per
second, then your time must be in seconds and your distance must be
in feet. Sometimes they try to trick you by using the wrong units, and
you have to catch this and convert to the correct units.

A Few More Points to Note

Motion in Same Direction (Overtaking): The first thing that should

strike you here is that at the time of overtaking, the distances traveled
by both will be the same.

Motion in Opposite Direction (Meeting): The first thing that should

strike you here is that if they start at the same time (which they usually
do), then at the point at which they meet, the time will be the same. In
addition, the total distance traveled by the two objects under
consideration will be equal to the sum of their individual distances
traveled.

Round Trip: The key thing here is that the distance going and coming
back is the same.

Now that we know the concept in theory, let us see how it works
 78

practically, with the help of a few examples.

Note for tables : All values in black have been given in the question
stem. All values in blue have been calculated.

Example 1.
To qualify for a race, you need to average 60 mph driving two laps
around a 1-mile long track. You have some sort of engine difficulty the
first lap so that you only average 30 mph during that lap; how fast do
you have to drive the second lap to average 60 for both of them?

Solution:
Let us first start with a problem that has already been introduced. You
will see that by clearly listing out the given data in tabular form, we
eliminate any scope for confusion.

Eg.1.png
Eg.1.png (17.55 KiB) Viewed 687672 times

In the first row, we are given the distance and the speed. Thus it is
possible to calculate the time.

Time(1) = Distance(1)/Speed(1) = 1/30

In the second row, we are given just the distance. Since we have to
calculate speed, let us give it a variable 'x'. Now, by using the 'D/S/T'
relationship, time can also be expressed in terms of 'x'.

Time(2) = Distance(2)/Speed(2) = 1/x

In the third row, we know that the total distance is 2 miles (by taking
the sum of the distances in row 1 and 2) and that the average speed
 79

should be 60 mph. Thus we can calculate the total time that the two
laps should take.

Time(3) = Distance(3)/Speed(3) = 2/60 = 1/30

Now, we know that the total time should be the sum of the times in
row 1 and 2. Thus we can form the following equation :

Time(3) = Time(1) + Time(2) ---> 1/30 = 1/30 + 1/x

From this, it becomes clear that '1/x' must be 0.

Since 'x' is the reciprocal of 0, which does not exist, there can be no
speed for which the average can be made up in the second lap.

Example 2.
An executive drove from home at an average speed of 30 mph to an
airport where a helicopter was waiting. The executive boarded the
helicopter and flew to the corporate offices at an average speed of 60
mph. The entire distance was 150 miles; the entire trip took three
hours. Find the distance from the airport to the corporate offices.

Solution:
Let us see what the table looks like.

Image

Since we have been asked to find the distance from the airport to the
corporate office (that is the distance he spent flying), let us assign that
specific value as 'x'.

Thus, the distance he spent driving will be '150 - x'

 80

Now, in the first row, we have the distance in terms of 'x' and we have
been given the speed. Thus we can calculate the time he spent driving
in terms of 'x'.

Time(1) = Distance(1)/Speed(1) = (150 - x)/30

Similarly, in the second row, we again have the distance in terms of 'x'
and we have been given the speed. Thus we can calculate the time he
spent flying in terms of 'x'.

Time(2) = Distance(2)/Speed(2) = x/60

Now, notice that we have both the times in terms of 'x'. Also, we know
the total time for the trip. Thus, summing the individual times spent
driving and flying and equating it to the total time, we can solve for 'x'.

Time(1) + Time(2) = Time(3) --> (150 - x)/30 + x/60 = 3 --> x = 120

miles
Answer : 120 miles.
TTR
Note: In this problem, we did not calculate average speed for row 3
since we did not need it. Remember not to waste time in useless
calculations!

Example 3.
A passenger train leaves the train depot 2 hours after a freight train
left the same depot. The freight train is traveling 20 mph slower than
the passenger train. Find the speed of the passenger train, if it
overtakes the freight train in three hours.

Solution:
Let us look at the tabular representation of the data :

Image
 81

Since this is an 'overtaking' problem, the first thing that should strike
us is that the distance traveled by both trains is the same at the time of
overtaking.

Next we see that we have been asked to find the speed of the passenger
train at the time of overtaking. So let us represent it by 'x'.

Also, we are given that the freight train is 20 mph slower than the
passenger train. Hence its speed in terms of 'x' can be written as 'x -
20'.

Moving on to the time, we are told that it has taken the passenger train
3 hours to reach the freight train. This means that the passenger train
has been traveling for 3 hours.

We are also given that the passenger train left 2 hours after the freight
train. This means that the freight train has been traveling for 3 + 2 = 5
hours.

Now that we have all the data in place, we need to form an equation
that will help us solve for 'x'. Since we know that the distances are
equal, let us see how we can use this to our advantage.

From the first row, we can form the following equation :

Distance(1) = Speed(1) * Time(1) = x*3

From the second row, we can form the following equation :

Distance(2) = Speed(2) * Time(2) = (x - 20)*5

Now, equating the distances because they are equal we get the
following equation :

3*x = 5*(x - 20) --> x = 50 mph.

 82

Answer : 50 mph.

5 March 2018

Example 4.
Two cyclists start at the same time from opposite ends of a course that
is 45 miles long. One cyclist is riding at 14 mph and the second cyclist
is riding at 16 mph. How long after they begin will they meet?

Solution:
Let us see what the tabular representation look likes :

Image

Since this is a 'meeting' problem, there are two things that should
strike you. First, since they are starting at the same time, when they
meet, the time for which both will have been cycling will be the same.
Second, the total distance traveled by the will be equal to the sum of
their individual distances.

Since we are asked to find the time, let us assign it as a variable 't'.
(which is same for both cyclists)

In the first row, we know the speed and we have the time in terms of
't'. Thus we can get the following equation :

Distance(1) = Speed(1) * Time(1) = 14*t

In the second row, we know the speed and again we have the time in
terms of 't'. Thus we can get the following equation :

Distance(2) = Speed(2) * Time(2) = 16*t

Now we know that the total distance traveled is 45 miles and it is equal
 83

to the sum of the two distances. Thus we get the following equation to
solve for 't' :

Distance(3) = Distance(1) + Distance(2) --> 45 = 14*t + 16*t --> t = 1.5

hours
Answer : 1.5 hours.

Example 5.
A boat travels for three hours with a current of 3 mph and then returns
the same distance against the current in four hours. What is the boat's
speed in calm water?

Solution:
Let us see what the tabular representation looks like :

Image

Since this is a question on round trip, the first thing that should strike
us is that the distance going and coming back will be the same.

Now, we are required to find out the boats speed in calm water. So let
us assume it to be 'b'. Now if speed of the current is 3 mph, then the
speed of the boat while going downstream and upstream will be 'b + 3'
and 'b - 3' respectively.

In the first row, we have the speed of the boat in terms of 'b' and we
are given the time. Thus we can get the following equation :

Distance(1) = Speed(1) * Time(1) = (b + 3)*3

In the second row, we again have the speed in terms of 'b' and we are
given the time. Thus we can get the following equation :

Distance(2) = Speed(2) * Time(2) = (b - 3)*4

 84

Since the two distances are equal, we can equate them and solve for 'b'.

Distance(1) = Distance(2) --> (b + 3)*3 = (b - 3)*4 --> b = 21 mph.

Answer : 21 mph.

________________________________________________
__________
For more practice follow the below link
https://gmatclub.com/forum/search.php?search_id=tag&tag_id=44

n
() P9
Ratio and proportion
Ratio chapter proportion chapter

WTD
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TTR
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Double ratio Double proportion

 85

● O

Ratio of boys and girl

The ratio of the number of boys to the number of girls in a certain

school club is 3 to 4. if there are 5 more girls than boys in the club,
how many girls are in the club.

A. 7
B. 8
C. 12
 86

D. 15
E. 20

Ratio questions can be solved in a variety of different ways. Since the

'numbers' involved in this question are relatively simple, I'm going to
show you how to use "brute force" on this question....

We're told that the ratio of boys to girls in a club is 3 to 4. This means
that the number of boys MUST be a multiple of 3 and the number of
girls MUST be an equivalent multiple of 4.

So, we could have....

Boys:Girls
3 and 4
6 and 8
9 and 12
12 and 16
15 and 20
18 and 24
Etc.

Notice how the number of girls gets "farther and farther away" from
the number of boys as we go down the list. This pattern is important
because it lets us know that each "difference" only exists in one
specific example. The prompt then tells us that there are 5 MORE girls
than boys. We can now find that exact situation....

It must be when there are 15 boys and 20 girls.

The question asks for the number of girls in the club.

Boys:Girls
3 and 4
 87

6 and 8
9 and 12
12 and 16
15 and 20
18 and 24
Etc.

I like this approach, but it doesn't come natural to me.

Instead I would have done

34=xx+53x+15=4xx=1534=xx+53x+15=4xx=15

where x: number of boys

Girs: x+5=20

https://socratic.org/questions/if-the-ratio-of-boys-to-girls-is-3-2-
and-there-are-25-students-in-a-class-how-do
Description of above website is given below

If the ratio of boys to girls is 3:2 and there are 25 students in a class,
how do you make equal ratios to show how many students in the class
are boys and how many are girls?

The ratio of the number of boys and girls in a college is 7:8. If the
percentage increase in the number of boys and girls be 20% and 10%
respectively, what will be the new ratio?
YAD
● By Sunday in Queens will always be taken from the value of
hundred north from the value of salmon or and or otherwise as
 88

shown in the picture below

 89

Yes karlo kam ho gya

All questions in a list with explanation having a one page better than
clay6
study completed
https://www.google.com/amp/s/www.mastguru.com/in-a-college-
the-ratio-of-the-number-of-boys-to-girls-is-8-5-if-there-are-200-
girls-t/858/amp

1. Find the fourth proportion to 2,3,6

18
12
9
4
Answer: Option C

Explanation:

2:3 :: 6:x

=> 2/3 = 6/x

=> x = 18/2
=> x = 9

TTR YAD
2. If three numbers in the ratio 3 : 2: 5 be such that the sum of their
squares is 1862, the middle number will be
10
14
18
 90

22
Answer: Option B

Explanation:

Let the numbers be 3x, 2x and 5x.

Then,
9x + 4x + 25x =1862
⇒38x = 1862
⇒x = 49 ⇒x = 7.
middle number = 2x = 14
91
 92

3. If A:B = 2:3, B:C = 4:5 and C:D = 6:7, then find the value of A:B:C:D
Doit 3 april
( A ) 16:24:30:35
( B ) 18:24:30:35
( C ) 15:24:30:35
( D ) 17:24:30:35
93
 94

TTR YAD
Search 4.If a:b = 2:3 and b:c = 4:3, then find a:b:c
A---8:12:9
2:3:8
2:3:9
2:3:12
95
 96

https://clay6.com/qa/55425/the-ratio-of-the-number-of-boys-and-
girls-in-a-college-is-7-8-if-the-percen

In a college, the ratio of the number of boys to girls is 8 : 5. If there are

200 girls, the total number of students in the college is

( A ) 720
( B ) 420
( C ) 620
 97

( D ) 520
 98

. if x:y = 1:3, then find the value of

(7x+3y):(2x+y)
99
 100

TTR YAD
#6 code word ratio multiply ratio multiplication
Two numbers are in the ratio of 2:3 . if 4 is added in both numbers the
ratio becomes 5:7. Find the difference between numbers.

A. 8
B. 6
C. 4
D. 2
E. 10
101
102
103
 104

#7
TTR YAD
 105

Two numbers are in the ratio 3:4. If 4 is subtracted from each of them,
they will be in the ratio 5:7. What are the two numbers?

WTD
continue from question number 2 in the following link it contains ratio
problems with all explanation
https://www.google.com/amp/s/www.mastguru.com/in-a-college-
the-ratio-of-the-number-of-boys-to-girls-is-8-5-if-there-are-200-
girls-t/858/amp
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EXAMVEDA
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EXAMVEDA
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() P9A
boys and girl boy girl ages
Ages

WTD
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TTR
● O

SOLUTION: a boy is 5 years old, and his sister is twice as old. when
the boy is 8 years, what will be the age of his sister?
the boy is 5 years old.
the sister is twice that old, that is, 10 years old.
the boy will be 8 years in 8-5 years, or in three years.
After three years, the 10 year old sister will become 13 year old.
122
123
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126
127
128
129
 130

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() P10
percentage
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WTD
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TTR
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https://www.google.com.pk/amp/www.algebra.com/algebra/homework/percentage/percentage.faq.question.281034.amp

SOLUTION: If 40% of x is equal to 30% of y, what % is x of y? A. 50%

B. 75% C. 175% D. 20% E. 40% Hello and please I'm not looking for an
answer just a Helpful explanation how can
Algebra.Com

Question 281034: If 40% of x is equal to 30% of y, what % is x of y?

A. 50%
B. 75%
C. 175%
D. 20%
E. 40%

.4x=.3y
.4x/y=.3
x/y=.3./.4
x/y=.75
.75=75%

https://www.wyzant.com/resources/answers/29275/if_33_is_70_wh
at_is_100

1
ASK
If 33 is 70% what is 100%
 132

If 33=70%, what is 100%?

*** I am not going to give you the answer, so I am going to change 33
to 63. ***
Now, what is 70%? 70 per cent (per cent means roughly "for a
hundred" in Latin, or out of 100) is 70/100, or simplified, 7/10
So, 63 = 70% of how many total questions? "Of" in mathematics
means to multiply, so,
63 = 70% times y.
So,
63 = .7y
Then, divide each side by .7 to get the equation in shape to solve for y
y = 63 /.7
y = 90

You can check by then dividing 63 by y (the number of questions).

This way, you can see what percent of the total questions the student
got right).
63/90 = .7 = 7/10 = 70%
So, 100% would equal 90 questions.

Hi Peter;
If 33 is 70% what is 100%
70%=0.70
0.70x=33
Divide both sides by 0.70...
(0,70x)/0.70=33/0.70
x=47

Let's check our work...

33/47=0.70=70%

#q
 133

If y exceeds x by 30% then x is less than y by what percent?

Solution:

take “X” = 100, then “Y” will be 130 (since Y exceeds X by 30%).

“X” is less than “Y” by 23.07 %.

Explanation :

Meaning of 30% is, 30 per cent,

i.e. 30 for every 100.
X as base : Let's assume that “X” has 100 chocolates, then “Y” should
have 130( as Y has 30% more than X). Here we have taken “X” as base
or reference.

Y as base : Now “X” is having 30 chocolates less than “Y”. To represent

this “30” in %, we have to take “Y” as base or reference.

By how much % : That means for every 130 chocolates of “Y”, “X” has
30 less, then how many will “X” have if “Y” had 100 chocolates? (we
have taken “Y” as reference i.e. 100 ).

The answer would be 23.07 %.

Answer : That means, if “Y” has 100 chocolates then “X” will have
76.93(100–23.07).

YAD
Percentage increase or exceeds or less than is equal to the following
formulas
 134

-
Another method is x-y-xy/100 and 120 and 80-
-
Search Do a question of percentage increase
● O
Eggs cost percentage ratio
WTD DELETE 21 MARCH not understanding now do it when free
mind
Ask from sir zahid
135
 136

● O
Studied on 28 April 3 12 pm AC room
Continue
http://www.careerbless.com/aptitude/qa/home.php
-
 137

() P11
Range
WTD
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TTR
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https://www.tiger-algebra.com/drill/1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,3/

Statistical Measures

In this section we will consider the definition and calculation of various

statistical measures. We will use the following data set to perform the
indicated calculations.
 138

Data Set: (
1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,2
9,3 )

Sum
Measures of center
Arithmetic mean (Simple Average)
Median
Measures of variation
Range
Variance
Standard Deviation
Sum
Sum. The aggregate of a group of numbers. The formula is:Sum = , where the
symbol ∑ represents adding all the data values.

0+1=1
1+2=3
3+3=6
6+4=10
10+5=15
15+6=21
21+7=28
28+8=36
36+9=45
45+10=55
55+11=66
66+12=78
78+13=91
91+14=105
 139

105+15=120
120+16=136
136+17=153
153+18=171
171+19=190
190+20=210
210+21=231
231+22=253
253+23=276
276+24=300
300+25=325
325+26=351
351+27=378
378+28=406
406+29=435
435+3=438
Adding up the 30 numbers entered we arrive at a sum of 438 (In words:
four hundred thirty-eight )

Arithmetic mean (Simple Average)

Definition: the aggregate (sum) of all the data values divided by the number
of data points.

Where µ represents the mean of a population, and ∑ represents the sum of all
the data values, and N represents the number of data values. If the data set
refers to a sample (part of a population), the calculation remains the same but
the symbols are different. This is important because it indicates to anyone
whether we are dealing with a population or a sample. A data set always has
a mean and it is unique.

Find the Mean value

To find the Mean value, divide the Sum by the number of values.
 140

In our case, we found in the previous step that the sum is 438 and we can
count the 30 values so:

Mean = 438/30 = 14.6

Median
Definition: the middle (center) value of a data set after the data has been
arranged from low to high value. That is, 50% of the data values are below
the median value and 50% of the data values are above the median value. A
simple formula can be applied. The position (P) of the median is: P=. If n the
number of data points is odd, the median value is one of the data points. If n
is even, then the median is the average of the data values directly below and
above the position calculation. A data set always has a median and it is
unique.

Find the Median value

To find the Median value, we begin by sorting Or arranging our numbers In
ascending Or descending order.

1,2,3,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28
,29

Having an even (30) number of values, the median is the midway point
between the two middle numbers.
In our case the two middle numbers are 14 and 15
YAD
(14+15)/2
Median=14.5 (In words: fourteen && 50/100)

Range
The numerical difference between the maximum and minimum values of
 141

a data set.
R = maximum – minimum values

Find the Range

Using our sorted list of numbers
1,2,3,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,2
8,29
we subtract the first (smallest/min) from the last (biggest/max)
Range = 29-1 = 28

Variance
Definition: the average of the squared differences from the mean of a data
set. It is a measure of the spread of a data set from the mean.
In probability theory and statistics, variance measures how far a set of
numbers is spread out. A variance of zero indicates that all the values are
identical.

Find the Variance

To calculate the variance follow these steps:

Work out the Mean (the simple average of the numbers). We did this
above and found if to be 14.6
Now, for each number: subtract the Mean and square the result (the
squared difference).
(1-14.6)2=184.96
(2-14.6)2=158.76
(3-14.6)2=134.56
 142

(3-14.6)2=134.56
(4-14.6)2=112.36
(5-14.6)2=92.16
(6-14.6)2=73.96
(7-14.6)2=57.76
(8-14.6)2=43.56
(9-14.6)2=31.36
(10-14.6)2=21.16
(11-14.6)2=12.96
(12-14.6)2=6.76
(13-14.6)2=2.56
(14-14.6)2=0.36
(15-14.6)2=0.16
(16-14.6)2=1.96
(17-14.6)2=5.76
(18-14.6)2=11.56
(19-14.6)2=19.36
(20-14.6)2=29.16
(21-14.6)2=40.96
(22-14.6)2=54.76
(23-14.6)2=70.56
(24-14.6)2=88.36
(25-14.6)2=108.16
(26-14.6)2=129.96
(27-14.6)2=153.76
(28-14.6)2=179.56
(29-14.6)2=207.36
 143

Find the average of those squared differences.

0+184.96=184.96
184.96+158.76=343.72
343.72+134.56=478.28
478.28+134.56=612.84
612.84+112.36=725.2
725.2+92.16=817.36
817.36+73.96=891.32
891.32+57.76=949.08
949.08+43.56=992.64
992.64+31.36=1024
1024+21.16=1045.16
1045.16+12.96=1058.12
1058.12+6.76=1064.88
1064.88+2.56=1067.44
1067.44+0.36=1067.8
1067.8+0.16=1067.96
1067.96+1.96=1069.92
1069.92+5.76=1075.68
1075.68+11.56=1087.24
1087.24+19.36=1106.6
1106.6+29.16=1135.76
1135.76+40.96=1176.72
1176.72+54.76=1231.48
1231.48+70.56=1302.04
1302.04+88.36=1390.4
1390.4+108.16=1498.56
 144

1498.56+129.96=1628.52
1628.52+153.76=1782.28
1782.28+179.56=1961.84
1961.84+207.36=2169.2
The Sum of the 29 squared differences is 2169.2
We can now calculate the Variance as 2169.2/29 = 74.8

Standard Deviation
Definition: The square root of the variance. It measures the spread of the
data set from the mean. Note that the unit measure of the standard
deviation is the same as the data se. That is, if the data is in feet the
standard deviation is also in feet. This is not true for the variance.

In statistics, the standard deviation (SD, also represented by the Greek

letter sigma, σ) is a measure that is used to quantify the amount of
variation or dispersion of a set of data values.

Standard Deviation is the positive square root of the Variance

√(74.8)=8.65

Study done https://study.com/academy/lesson/data-analysis-mean-

median-mode-and-range.html
● O
Question are copied below https://gmatclub.com/forum/statistics-
made-easy-all-in-one-topic-203966.html#p1563196

Question 1: Which of the following cannot be the range of a set

 145

consisting of 5 odd multiples of 9?

(A) 72. 7+2. 9

(B) 144 1+4+4. 9
(C) 288. 2+8+8. 18
(D) 324. 3+ 2+4 9
(E) 436. 4+3+6 13 i

Solution:

There are infinite possibilities regarding the multiples of 9 that can be

included in the set. The set could be any one of the following (or any
one of the other infinite possibilities):

S = {9, 27, 45, 63, 81} or

S = {9, 63, 81, 99, 153} or

S = {99, 135, 153, 243, 1071}

The range in each case will be different. The question asks us for the
option that ‘cannot’ be the range. Let’s figure out the constraints on
the range.

A set consisting of only odd multiples of 9 will have a range that is an

even number (Odd Number – Odd Number = Even number)
Also, the range will be a multiple of 9 since both, the smallest and the
greatest numbers, will be multiples of 9. So their difference will also be
a multiple of 9.

Only one option will not satisfy these constraints. Do you remember
the divisibility rule of 9? The sum of the digits of the number should
be divisible by 9 for the number to be divisible by 9. The sum of the
 146

digits of 436 is 4 + 3 + 6 = 13 which is not divisible by 9. Hence 436

cannot be divisible by 9 and therefore, cannot be the range of the set.

Answer (E). This question is discussed HERE.

On to another one now:

Question 2: If the arithmetic mean of n consecutive odd integers is 20,

what is the greatest of the integers?

(1) The range of the n integers is 18.

(2) The least of the n integers is 11.

Solution: We have discussed mean in case of arithmetic progressions

in the previous posts. If mean of consecutive odd integers is 20, what
do you think the integers will look like?

19, 21 or
17, 19, 21, 23 or
15, 17, 19, 21, 23, 25 or
13, 15, 17, 19, 21, 23, 25, 27 or
11, 13, 15, 17, 19, 21, 23, 25, 27, 29
etc.
 147

Does it make sense that the required numbers will represent one such
 148

sequence? The numbers in the sequence will be equally distributed

around 20. Every time you add a number to the left, you need to add
one to the right to keep the mean 20. The smallest sequence will have
2 numbers 19 and 21, the largest will have infinite numbers. Did you
notice that each one of these sequences has a unique “range,” a unique
“least number” and a unique “greatest number?” So if you are given
any one statistic of the sequence, you will know the entire desired
sequence.

Statement 1: Only one possible sequence: 11, 13, 15, 17, 19, 21, 23, 25,
27, 29 will have the range 18. The greatest number here is 29. This
statement alone is sufficient.

Statement 2: Only one possible sequence: 11, 13, 15, 17, 19, 21, 23, 25,
27, 29 will have 11 as the least number. The greatest number here is
29. This statement alone is sufficient too.

Answer (D). This question is discussed HERE.

Note that you don’t actually have to find the exact sequence. All you
need to understand is that each sequence will have a unique “range”
and a unique “least number.”

() P12
Probablity commutation combination permutations

WTD
● O
in how many ways the word leader can be arranged
Doing
https://www.google.com/search?biw=360&bih=311&q=in+how+man
 149

y+ways+the+word+leader+can+be+arranged&oq=the+word+leader+
can+&aqs=mobile-gws-lite.0.0l1
● O
(Study done)(copy 3)study this website to complete the questions of
probability having how many ways word leader
http://www.careerbless.com/aptitude/qa/permutations_combination
s.php
● O
https://www.google.com/amp/www.algebra.com/algebra/homework/
Probability-and-statistics/Probability-and-
statistics.faq.question.778464.amp
● O

Copy 1
https://www.algebra.com/algebra/homework/equations/Equations.fa
q.question.469918.html
Copy 2
https://www.algebra.com/algebra/homework/Finance/Finance.faq.q
uestion.1046690.html

https://www.google.com/search?biw=360&bih=311&ei=MgtnWqH4B
YT-
swHNgqeoCw&q=a+coin+is+biased+so+that+the+probability+of+a+
head+is+2%2F3&oq=a+coin+is+biased+so+that+the+probability+&g
s_l=mobile-gws-
serp.1.1.0l3j0i22i30k1l2.2817.10284.0.14365.15.13.3.3.3.0.643.4341.4-
7j2.9.10296....0...1c.1j4j5.64.mobile-gws-
serp..4.11.2808.3..35i39k1j0i67k1j0i10k1.56._ITk1451cmU
● O
Probablity coin chapter
Study done
https://www.google.com/search?q=probability+of+coin+toss+chapte
 150

r&biw=360&bih=560&prmd=vni&source=lnms&sa=X&ved=0ahUKE
wjrmNC52-_YAhXJchQKHR53DoIQ_AUIDigA
● O
Very good chapter about probability
http://www.math-only-math.com/events-in-probability.html

TTR
● O
TTR YAD
Lograthim word arrangement without meaning use permutations 10 P
3
10 x 9 x 8
10 total words 3 without meaning
● O
Detail word arrangement odd come together DETAIL 1 3 5 EAI
DTL.
3P3 x 3P3
● O
Black ball selection problem probablity 3C3 other 3C2 6C1
● O
Ball red white blue
Random selection 4C1 5C1 C1
● O
In how many ways can the letters of the word 'LEADER' be arranged?

[A]. 72
[B]. 144
[C].
360 @
[D]. 720
[E]. None of these
Answer: Option C
 151

● O
In how many different ways can the letters of the word 'ORANGE' be
arranged so that the three vowels never come together ?

Answer :

The total number of ways of arranging ORANGE = 6!

The total number of ways o,a and e can be arranged = 3!
The total number of groups when the vowels are one group and the
rest are individuals= 4!
= 6! - 4! x 3!
= 576
● O

In how many different ways can the letters of the word 'EXTRA' be
arranged so that the two vowels never come together ?

Answer:

The total number of ways of arranging EXTRA = 5!

The total number of ways e and a can be arranged = 2!
The total number of groups when the vowels are one group and the
rest are individuals XTR(EA) = 4!
 152

= 5! - 4! x 2!
= 72
● O
● O

SOLUTION: A coin is biased so that a head is twice as likely to occur

as a tail. If the coin is tossed 4 times, what is the probability of getting
a. exactly 2 tails? b. at least 3 heads
Algebra.Com

Question 778464: A coin is biased so that a head is twice as likely to

occur as a tail. If the coin is tossed 4 times, what is the probability of
getting
a. exactly 2 tails?
b. at least 3 heads?
Answer by reviewermath(1014) (Show Source): You can put this
solution on YOUR website!
A coin is biased so that a head is twice as likely to occur as a tail. If the
coin is tossed 4 times, what is the probability of getting
P(H) = 2P(T)
P(H) + P(T) = 1
2P(T) + P(T) = 1
3P(T) = 1
P(T) = 1%2F3 and P(H) = 2%2F3
a. exactly 2 tails?
X~Binomial(4, 1/3)

69918: A coin is flipped twice. What is the probability that one head
and one tail will occur?
Answer by Edwin McCravy(16604) About Me (Show Source):
 153

You can put this solution on YOUR website!

A coin is flipped twice. What is the probability that one head and one
tail will occur?

Copy 1
https://www.algebra.com/algebra/homework/equations/Equations.fa
q.question.469918.html

P[(head 1st AND tail 2nd) OR (tail 1st AND head 2nd)]
AND means to multiply probabilities and OR means to ADD
probabilities
P(heads 1st)×P(tails 2nd) + P(tails 1st)×P(heads 2nd)
All the probabilities are 1%2F2, so
1%2F2×1%2F2 + 1%2F2×1%2F2 = 1%2F4 + 1%2F4 = 2%2F4 = 1%2F2

Copy 2
https://www.algebra.com/algebra/homework/Finance/Finance.faq.q
uestion.1046690.html
 154

Question 1046690: If a dice is rolled and a coin is tossed, answer the

following questions:
a. Provide the sample space of the above event
b. What is the probability that the dice shows odd number and the
coin shows head?
c. Now only a coin is tossed three times but it is biased to get 75%
head. What is the probability of getting one head and two tails in any
order?
Answer by stanbon(74838) About Me (Show Source):
You can put this solution on YOUR website!
If a dice is rolled and a coin is tossed, answer the following questions:
a. Provide the sample space of the above event
6 pairs with "head" and 1,2,3,4,5,6
6 pairs with "tail" and 1,2,3,4,5,6
------------------------------------------------
b. What is the probability that the dice shows odd number and the
coin shows head?
(head,1);(head,3);(head,5)
Ans:: 3/12 = ¼
1.3.5 = 3/6 * ½ = 3/12
------------------------------
c. Now a coin is tossed only three times but it is biased to get 75%
head. What is the probability of getting one head and two tails in any
order?
Patterns:: (h,t,t)(t,h,t)(t,t,h)
P(h,t,t) = 1/4*(3/4)^2 = 9/48
P(t,h,t) = (1/4)(3/4)^2 = 9/48
P(t,t,h) = (1/4)(3/4)^2 = 9/48
-----
● O
 155

The number of possible outcomes of each coin flip is 2 (either heads or

tails.) So the probability of either a heads or a tails is 1/2.
156
 157

As you can count for yourself, there are 10 possible ways to get 3
 158

heads. Thus, the probability of getting 3 heads from 5 coin flips is:
10/32, or 5/16.
● O
Shortcut to find out the probability of getting all heads and getting no
heads

● O
(Study done)()copy 3 study this website to complete the questions of
probability having how many ways word leader
http://www.careerbless.com/aptitude/qa/permutations_combination
s.php
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
 184

● O
Out of permutations
● O
 185

● O

() P12A
Permutation and combination

WTD
● O
● O
Permutations and combination difference
 186

● O
Continue from page 3
http://www.mcqslearn.com/math/mcq/permutations-combinations-
probability.php?page=2

● O
5 persons can be seated at a round table
https://gmatclub.com/forum/in-how-many-ways-can-6-people-be-
seated-at-a-round-table-if-36750.html

TTR
● O
TTR YAD
5 persons can be seated at a round table in
25 ways
24 ways
20 ways
None of Above
(5-1)! = 4! = 24
● O

● O

● Oo
If nC12 = nC6 value of n is
12
14
16
18
Answer D
 187

● O
TTR YAD
n! = n (n - 1 )!
● O
nP2 = 30→n =
6
4
5
720

● O
 188

1 Feb 2018

() P13
Sequence and series
Sequence series

WTD
● O
Do the article in one hour
https://www.google.com/amp/s/www.teachoo.com/amp/subjects/cb
se-maths/class-11th/ch9-11th-sequences-and-series/
Designated one hour
21 MARCH WTD DELETE search

● O
in sequence 5,7/2,2... then which term is -19
https://www.google.com/search?ei=VRtoWvzkNOiSgAajy7uoAw&q=i
n+sequence+5%2C7%2F2%2C2...+then+which+term+is+-
19&oq=in+sequence+5%2C7%2F2%2C2...+then+which+term+is+-
19&gs_l=mobile-gws-
serp.12...119210.174744.0.175472.77.66.11.1.1.0.836.22910.2j0j5j41j8j
3j3.62.123552....0...1c.1j4j5.64.mobile-gws-
serp..6.38.14017.3..0j35i39k1j0i131k1j0i67k1j0i131i67k1j0i22i30k1j33i
22i29i30k1j33i160k1j30i10k1j33i21k1.420.SHDW54pJtsI
● O
What is the 33rd term of this arithmetic sequence 12, 7, 2, -3, -8, …?
https://socratic.org/questions/what-is-the-33rd-term-of-this-
arithmetic-sequence-12-7-2-3-8
● O
Ask from sir zahid
 189

2¹ + 2² +2³ +….+2n =

2(2n - 1) A
2(2n-1 -1)
2(2n+1 -1)
None of Above AA

The real answer is 2n

● O

TTR
● O
What is the next number in the sequence 7, 3, 2, 2, 4?
https://www.quora.com/What-is-the-next-number-in-the-sequence-
7-3-2-2-4
 190

● O
 191

SOLUTION: What is the sequence to 2 7 22 67 202

https://www.google.com/amp/www.algebra.com/algebra/homework/
Sequences-and-series/Sequences-and-
series.faq.question.828588.amp
 192

● O
 193

What is the nth term of 1, 7, 17, 31...?

194
195
 196

● O
 197

TTR YAD
Common ratio of a geometric sequence cannot be 1
General term of sequence is denoted by a^n
● O
If A, G, H are arithmetic, geometric and harmonic means between a
and b respectively, then A,G,H are
in G.P
● O
198
 199

● O

● O

() P13A
Domain and range
WTD
● O
Article about domain and range with example and graph good one() Study done revise after sometime https://www.intmath.com/functions-and-graphs/2a-domain-and-
range.php

MCQs with graph and lecture () study done no rewise needed https://www.khanacademy.org/math/algebra/algebra-functions/domain-and-range/e/domain_and_range_0.5

from study.com https://study.com/academy/lesson/what-is-domain-and-range-in-a-function.html

● O
Quiz
Has practice graphs and explanation each individual page https://www.ixl.com/math/algebra-1/domain-and-range-of-absolute-value-functions-equations

Search for more after completing above links.

https://www.google.com.pk/search?ei=Z2mBWpftLOmLmgXRgaKoBA&q=domain+and+range+quiz&oq=domain+and+range+qui&gs_l=mobile-gws-
serp.1.0.35i39k1j0l2j0i20i263k1j0.292.1349.0.2332.4.4.0.0.0.0.946.3043.5-2j2.4.0....0...1.1j4.64.mobile-gws-serp..2.2.1514...0i67k1.0.pimlS4UXERI

http://www.mcqslearn.com/math/domains-and-ranges.php
http://www.mcqslearn.com/math/mcq/trigonometric-functions-graphs.php?page=2

TTR
● Oo
● O
● O
Study done revise after sometime
https://www.intmath.com/functions-and-graphs/2a-domain-and-
range.php
200
201
202
203
204
 205

● O
https://www.khanacademy.org/math/algebra/algebra-
functions/domain-and-range/e/domain_and_range_0.5
Notation
 206

Domain
 207

Range
 208

-
209
 210

-
 211

() P14
Product of roots : roots of equation quadratic equation

WTD
● O
 212

● O
roots of equation
https://www.google.com.pk/amp/s/m.wikihow.com/Find-the-Roots-of-a-Quadratic-Equation%3famp=1
http://www.sosmath.com/algebra/quadraticeq/root/root.html
http://www.biology.arizona.edu/biomath/tutorials/Quadratic/Roots.html
https://youtu.be/ROTzYjLcvE0
https://www.khanacademy.org/math/pre-algebra/pre-algebra-exponents-radicals/pre-algebra-
exponents/v/powers-of-zero
https://youtu.be/f9hvtx8k1Rk
https://youtu.be/YuDLPfkux3E

● O
roots of equation mcqs
(5 links
starting)https://www.google.com/search?oq=Roots+of+equation+MC
Qs&aqs=mobile-gws-lite..&q=Roots+of+equation+MCQs
https://www.tiger-algebra.com/drill/5x~2_9x-2=0/
https://www.mathsisfun.com/algebra/polynomials-sums-products-
roots.html
● O
Study done revise after sometime http://www.math-only-
math.com/examine-the-roots-of-a-quadratic-equation.html
● O
TTR YAD Square root function is defined by equation
y = √ x, x≥ 0
● O
TTR YAD
2sin(x+45°)sin(x-45°) =−cos2x
Sec²θ =1 + tan²θ
. Cosec^2$ = 1 + cot²θ
● O
2cosαsinβ = sin(α + β)- sin(α - β)
● O
Sin5θ+sin7θ =
sin6θcosθ
 213

cos6θsinθ
tan2θtanθ
2sin6θcosθ
Answer D
MCQ. Sin(-625) =
−cos5°
cos5°
sin5°
−sin5°
Answer B
WTD delete ask from sir Rao
● O
WTD delete search or ask for answer
If a > 0, then function ƒ(x) = ax² + bx + c has a minimum value at
ƒ(a/2b)
ƒ(-a/2b)
ƒ(-b/2a)
None of Above
● O
WTD delete search or ask for answer
If a < 0, then function ƒ(x) = ax² + bx + c has a maximum value value at
x = a/2b
x = -a/2b
x = -b/2a
None of Above
● O
WTD delete search or ask for answer
. If x² - 7x + a has a remainder 1 when divided by x + 1, then
a = -7
a=7
 214

a=0
a=1

● O ask from sir zahid

Cosθ + cosπ =
−2sin(θ + π/2)sin(θ-π/2)
2cos(θ + π/2)sin(θ-π/2)
C 2cos(θ + π/2)cos(θ-π/2)
None of Above
● O
ask from sir zahid WTD DELETE
If tanθ < 0, sinθ < 0, then terminal arm of angle lies in quadrant
1
2
3
4
Answer A
● O

TTR
● O
● O

TTR YAD If cosθ = 1/√2, then θ is equal to =45°

Sec²θ = 1 + tan²θ
● O
All Students Take Coffee
 215

● O
216
 217

● O
 218

● O
Roots of quadratic equation ax² + bx + c = 0 are rational and equal if
b² - 4ac = 0
● O
If the discriminant is a perfect square, the two roots are rational
numbers. If the discriminant is not a perfect square, the two roots are
irrational numbers containing a radical
● O
Roots of quadratic equation x² - 6x + 10 = 0 are
equal when b^2 - 4ac = 0
imaginary when b^2 - 4ac < 0
irrational when b^2 - 4ac = D not a perfect square
real when b^2 - 4ac > 0
Rational D = not perfect square
● O
roots of the equation ax22 + bx + c = 0 are real and equal if b22 – 4ac
= 0.
real and unequal (distinct) if b22 - 4ac > 0.

● O
TTR YAD
 219

Two square roots of unity are

1, -1
Omega properties
1+w+w2 = 0
(w2)2 = w
w3 = 1

● O
If one complex cube root of unity is w then the other is 1 / w
 220

● O
 221

● O
● O
222
223
224
 225

-
 226

Roots of equation

-
G3
 227

● O
https://youtu.be/vpKbKwT_S9M
TTR YAD
Cos3α =
4sinα - 3sin³
…B….....4cos³α 3cosα
3cos³α - 4cosα
3sinα - 4sin³α
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WTD delete search or ask for answer
Cos(-435°) =
cos15°
−cos15°
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−sin15°
sin15°
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Cos306 + Cos234 + Cos 162
WTD DELETE
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() P14A
MCQS find the closest value to the square root of ½

WTD
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Finding approximate square root
https://www.khanacademy.org/math/cc-eighth-grade-math/cc-8th-
numbers-operations/cc-8th-approximating-irrational-
numbers/v/approximating-square-roots-2

24 March
Below link Study done
https://www.khanacademy.org/math/cc-eighth-grade-math/cc-8th-
numbers-operations/cc-8th-approximating-irrational-
numbers/e/square_roots_2

TTR
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() P15
Slope

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Dekh Lena wese clear hai

https://www.google.com/search?ei=9iRoWrvMJeqHgAaCkpz4DA&q
=slope+chapter+maths&oq=slope+chapter+maths&gs_l=mobile-gws-
serp.12...10562.156574.0.159662.29.26.4.2.3.0.848.10881.2-
1j14j5j3j2.25.148896....0...1c.1j4j5.64.mobile-gws-
serp..11.15.4801.3..0j35i39k1j0i67k1j0i22i30k1j33i160k1.499.bp9_j7it
zek

() P16
Complex number : number system

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Wtd delete Complex number is rational irrational
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(Study done of examples)://www.teachoo.com/2322/596/Example-
16---Convert-z-=-(i---1)--cos-pi-3---i-sin-pi-3/category/Examples/
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Ask from sir zahid Atif WTD DELETE
If z1 = 2 + ι, z2 = 1 + 3ι, then ι Re ( z1 - z2 ) =
1
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ι
2ι
2
Answer B
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Ask from sir zahid Atif WTD DELETE
If G = { 1, -1, ι, - ι } is group under multiplication, then inverse of - ι is

1
−1
ι
None of Above
Answer C
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(Continue from page #6
)http://www.mcqslearn.com/math/mcq/number-system.php?page=5
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Difference of real numbers rational number imaginary number WTD
DELETE
Real number union of rational and irrational numbers
Integers +- no point or fraction

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Every real number is a complex number
5 to make it complex add 0!
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Every prime Number is also a rational number
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Z2 /Z+1 put z = i z= -i and get answer
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Integers are number in + and - 0 not in points and fraction
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0 is rational number
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If nC12 = nC6 value of n is
12
14
16
18
Answer D
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A function whose range consists of just one element is called is
constant function
WTD DELETE EXAMPLE
A function from A to B is called onto function if its range is B
WTD DELETE EXAMPLE
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TTR YAD
Every integer is also rational number not
An integer is a number that can be written without a fractional component.
For example, 21, 4, 0, and −2048 are integers, while 9.75, 5 ¹⁄₂, and √2 are
not.
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Iota
(O-i) ^ -19
WTD DELETE

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Every even integer is also Rational number not
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Below are the example of complex number questions taken from the
following website
https://www.teachoo.com/2322/596/Example-16---Convert-z-=-(i---
1)--cos-pi-3---i-sin-pi-3/category/Examples/
TTR YAD
Subtraction if two complex numbers Z1 Z2 is equal to product of these
two numbers
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To convert a real number into imaginary number simply Add iota
5 = 5 + 0i
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Above are the example of complex number questions taken from the
following website
https://www.teachoo.com/2322/596/Example-16---Convert-z-=-(i---
1)--cos-pi-3---i-sin-pi-3/category/Examples/
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() P17
Partial fraction

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Has pages http://www.mcqslearn.com/math/mcq/partial-
fractions.php

http://www.analyzemath.com/middle_school_math/grade_6/fractio
ns.html

http://www.careerride.com/mcq/fraction-quantitative-aptitude-mcq-
questions-15.aspx

http://www.analyzemath.com/primary_math/grade_5/fractions.html

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() P18
Set chapter
Function chapter
Set function chapter
Set and function
introduction to sets, functions & groups MCQs questions and answers

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After doing set function chapter do mcqs

Set and function chapter 9 and 10
https://youtu.be/QVCcTykfRIA
Study Done 23 March

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Has pages ((study done rewise revise after sometime 23 March)
http://www.mcqslearn.com/math/mcq/sets-functions-and-
groups.php?page=2

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Function chapter mcqs
((study done rewise revise after sometime 23 March)
https://www.ilmkidunya.com/online-test/fsc-part-2-mathematics-
chapter-1-test-preparation
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In a set union no two same values are repeated that usually becomes
intersection

() P18A
Function

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Do function chapter
https://schools.aglasem.com/cbse/notes/class-12-maths
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Study DONE good theory about types if function revise after sometime
23 March
https://schools.aglasem.com/45942

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Types of function (study done revise after sometime 23 March)
https://youtu.be/bp46gL3WcyQ
https://youtu.be/hRrTeoIbPks
https://youtu.be/147_tOEfrUg
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Doing above 2 common function implicit linesr function explicit
function and senior symbolic representation
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(study done revise after sometime 23 March)
(Material copied below code s1)
http://www.sanfoundry.com/discrete-mathematics-questions-
answers-mcqs/

(study done revise after sometime 23 March)

(Material copied below code S2)
http://www.sanfoundry.com/discrete-mathematics-mcqs-functions/

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not real if b22 - 4ac < 0.
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If y is expressed in terms of a variable x as Y = ƒ(x), then y is called explicit

function
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Types of function
Explicit
Implicit
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Code s1 copy section

Discrete Mathematics Questions and Answers – Domain and Range of

Functions
This set of Discrete Mathematics MCQs focuses on “Domain and Range of
Functions”.

1. Domain of a function is :
a) the maximal set of numbers for which a function is defined
b) the maximal set of numbers which a function can take values
 295

c) it is set of natural numbers for which a function is defined

d) none of the mentioned
View Answer

Answer: a
Explanation: Domain is the set of all the numbers on which a function is
defined.It may be real as well.
2. What is domain of function f(x)= x1/2 ?
a) (2, ∞)
b) (-∞, 1)
c) [0, ∞)
d) None of the mentioned
View Answer

Answer: c
Explanation: A square root function is not defined for negative real numbers.
3. Range of a function is :
a) the maximal set of numbers for which a function is defined
b) the maximal set of numbers which a function can take values
c) it is set of natural numbers for which a function is defined
d) none of the mentioned
View Answer

Answer: b
Explanation: Range is the set of all values which a function may take.
4. What is domain of function f(x) = x-1 for it to be defined everywhere on
domain?
a) (2, ∞)
b) (-∞, ∞) – {0}
c) [0, ∞)
d) None of the mentioned
View Answer
 296

Answer: b
Explanation: Function x-1 is not defined for x=0,otherwise it defined for
every real number.
5. State whether the given statement is true or false
The range of function f(x) = sin(x) is (-∞, ∞).
a) True
b) False
View Answer

Answer: b
Explanation: A sine function takes values between -1 and 1,thus range is [-1,
1].
6. State whether the given statement is true or false
Codomain is the subset of range.
a) True
b) False
View Answer

Answer: b
Explanation: Range is the subset of codomain, that is every value in range is
in codomain but vice-versa it is not true.
7. What is range of function f(x) = x-1 which is defined everywhere on its
domain?
a) (-∞, ∞)
b) (-∞, ∞) – {0}
c) [0, ∞)
d) None of the mentioned
View Answer

Answer: a
Explanation: Function x-1 may take any real number hence it’s range is all
 297

real numbers.
8. If f(x) = 2x then range of the function is :
a) (-∞, ∞)
b) (-∞, ∞) – {0}
c) (0, ∞)
d) None of the mentioned
View Answer

Answer: c
Explanation: The function cannot take negative values,hence range is (0, ∞).
9. If f(x) = x2 + 4 then range of f(x) is given by
a) [4, ∞)
b) (-∞, ∞) – {0}
c) (0, ∞)
d) None of the mentioned
View Answer

Answer: a
Explanation: Since minimum value of x2 is 0,thus x2 +4 may take any value
between [4,∞).
10. State True or False.
Let f(x)=sin2(x) + log(x) then domain of f(x) is (-∞, ∞).
a) True
b) False
View Answer

Answer: b
Explanation: Domain is (0, ∞) ,since log(x) is not defined for negative
numbers and zero.

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Code S2 copy section

Discrete Mathematics Questions and Answers – Functions

This set of Discrete Mathematics Multiple Choice Questions & Answers
(MCQs) focuses on “Functions”.

1. A function is said to be ______________ if and only if f(a) = f(b) implies

that a = b for all a and b in the domain of f.
a) One-to-many
b) One-to-one
c) Many-to-many
d) Many-to-one
View Answer

Answer: b
Explanation: A function is one-to-one if and only if f(a)≠f(b) whenever
a≠b.
2. The function f(x)=x+1 from the set of integers to itself is onto. Is it
True or False?
a) True
b) False
View Answer

Answer: a
Explanation: For every integer “y” there is an integer “x ” such that f(x) =
y.
 299

3. The value of ⌊1/2.⌊5/2⌋ ⌋ is ______________

a) 1
b) 2
c) 3
d) 0.5
View Answer

Answer: a
Explanation: The value of ⌊5/2⌋ is 2 so, the value of ⌊1/2.2⌋ is 1.
4. Which of the following function f: Z X Z → Z is not onto?
a) f(a, b) = a + b
b) f(a, b) = a
c) f(a, b) = |b|
d) f(a, b) = a – b
View Answer

Answer: c
Explanation: The function is not onto as f(a)≠b.
5. The domain of the function that assign to each pair of integers the
maximum of these two integers is ___________
a) N
b) Z
c) Z +
d) Z+ X Z+
View Answer

Answer: d
 300

Explanation: The domain of the integers is Z+ X Z+ .

6. Let f and g be the function from the set of integers to itself, defined by
f(x) = 2x + 1 and g(x) = 3x + 4. Then the composition of f and g is
____________
a) 6x + 9
b) 6x + 7
c) 6x + 6
d) 6x + 8
View Answer

Answer: a
Explanation: The composition of f and g is given by f(g(x)) which is equal
to 2(3x + 4) + 1.
7. __________ bytes are required to encode 2000 bits of data.
a) 1
b) 2
c) 3
d) 8
View Answer

Answer: b
Explanation: Two bytes are required to encode 2000 (actually with 2
bytes you can encode up to and including 65,535.
8. The inverse of function f(x) = x3 + 2 is ____________
a) f -1 (y) = (y – 2) 1/2
b) f -1 (y) = (y – 2) 1/3
c) f -1 (y) = (y) 1/3
 301

d) f -1 (y) = (y – 2)
View Answer

Answer: b
Explanation: To find the inverse of the function equate f(x) then find the
value of x in terms of y such that f -1 (y) = x.
9. The function f(x) = x3 is bijection from R to R. Is it True or False?
a) True
b) False
View Answer

Answer: a
Explanation: The function f(x) = x3 is one to one as no two values in
domain are assigned the same value of the function and it is onto as all R
of the co domain is images of elements in domain.
10. The g -1({0}) for the function g(x)= ⌊x⌋ is ___________
a) {x | 0 ≤ x < 1}
b) {x | 0 < x ≤ 1}
c) {x | 0 < x < 1}
d) {x | 0 ≤ x ≤ 1}
View Answer

Answer: d
Explanation: g({0}) for the function g(x) is {x | 0 ≤ x ≤ 1}. Put g(x) = y
and find the value of x in terms of y such that ⌊x⌋ = y.
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() P19
Theorems

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Add pic of triangle centre
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() P20
solution of triangle

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TTR YAD
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Circumcircle

TTR YAD Incentre

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TTR YAD Inscribed

TTR YAD Concentric

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TTR YAD Centroid

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TTR YAD Orthocenter

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() P20A
Circle chapter

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() P21
trigonometry

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Sine law cosine law
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Sin cos addition multiplication formulas

Sincos
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Sin cos sincos angle values
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LOGa 1 = 0
LOGa A = 1
G8
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() P23
Derivation derivative

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() P25
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Integration

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O

Chap # 02
Chapter straight line
-
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-
ax+by+c=o
Gives
X y when x=o y=o
-
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-
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-
TTR YAD

-
volume of parallelepiped
A.(BxC)
-
Simplify
 392

&&

&&
 393

&&

&&