Inserting the Missing Number
In this chapter questions contain a figure, a set of figures, an arrangement or a matrix, each of which bears certain characters, be it numbers, letters or group/combination of Setters numbers which follow a particular pattern. You are required to identify and decipher this pattern and accordingly find the missing character in the figure.
Example: No. (1 to 6)
Direction: Find the missing character from among the given alternatives.
1.
(a) 45 (b) 35
(c) 25 (d) 15
(e) None of these
Ans. (c)
Explanation: The pattern is \[\to \text{ }{{\left( 16\text{ }-\text{ }6 \right)}^{2}}+\text{ }{{\left( 5\text{ }-\text{ }2 \right)}^{2}}=\text{ }100\text{ }+\text{ }9\text{ }=\text{ }109\]
\[\to \,\,\,{{\left( 22\text{ }-\text{ }15 \right)}^{2}}+\text{ }{{\left( 21\text{ }-\text{ }19 \right)}^{2}}=\text{ }49\text{ }+\text{ }4\text{ }=\text{ }53\]
\[\to \,\,\,{{\left( 17\text{ }-\text{ }13 \right)}^{2}}+\text{ }{{\left( 51\text{ }-\text{ }48 \right)}^{2}}=\text{ }16\text{ }+\text{ }9\text{ }=\text{ }\]
2.
(a) 50 (b) 39
(c) 26 (d) 1
(e) None of these
Ans. (b)
Explanation: The pattern is: \[\to \,\,\,3\,\times \,2-1=5\]
\[\to \,\,5\,\,\times \,\,2\,\,-\,\,2\,\,=\,\,8\]
\[\to \,\,8\,\,\times \,\,2\,\,-\,\,3\,\,=\,\,13\]
\[\to 13\,\,\times \,\,2\,\,-\,\,4\,\,=\,\,22\]
So, \[So,\,\,\,\to \,\,\,22\,\,\times \,\,2\,\,-\,\,5\,\,=\,\,39\]
3.
(a) 18 (b) 36
(c) 135 (d) 175
(e) None of these
Ans. (c)
Explanation: The pattern is: \[15\times \,2=30\]
\[2\,\,\times \,\,7\,\,=\,\,63\]
So, the missing number is: \[9\times 15=135.\]
4.
(a) 860 (b) 1140
(c) 2880 (d) 3240
(e) None of these
Ans. (c)
Explanation: Clearly, moving clockwise, we observe the following pattern:
\[4\times 1=4;\text{ }4\times 2=8;\text{ }8\times 3=24;\text{ }24\times 4=96;\text{ }96\times 5=480\]
So required number = \[\left( 480\times 6 \right)=2880\]
Hence, the answer is (c).
5.
(a) 5 (b) 4
(c) 3 (d) 2
(e) None of these
Ans. (c)
Explanation: In the first column, \[12\,\,\times \,\,(18\,\,\div \,\,3)\,\,=\,\,72\]
In the third column, \[16\,\,\times \,\,(32\,\,\div \,\,4)\,\,=\,\,128\]
Let the missing number be x. Then, in the second column, we have
\[14\times \left( 24\text{ }\div \text{ }x \right)\text{ }=112\text{ }\Rightarrow \text{ }24\div x\,=8\text{ }\Rightarrow \,\text{ }x=3\]
Hence, the answer is (c).
6.
(a) P (b) R
(c) S (d) V
(e) None of these
Ans. (b).
Explanation: Putting \[A\,\,=\,\,1,\,\,B\,\,=\,\,2,\,\,C\,\,=\,\,3,\,\,........,\,\,M\,\,=\,\,13,.......,\,\,X\,\,=\,\,24,\,\,Y\,\,=\,\,25,\,\,Z\,\,=\,\,26,\]
we have:
In the first row, \[F\,\,+\,\,I\,\,=\,\,6\,\,+\,\,9\,\,=\,\,15\,\,=\,\,O\]
In the second row, \[A\,\,+\,\,J\,\,=\,\,1\,\,+\,\,10\,\,=\,\,11\,\,=\,\,K\]
So, in the third row, missing letter \[=E\,\,+\,\,M\,\,=\,\,5\,\,+\,\,13\,\,=\,\,18\,\,=\,\,R\]
Hence, the answer is (b)
So number of boys in the row \[=\text{ }\left( 15+1+3+1+4+1+15 \right)=40\]
Hence, the answer is (b).
Thus, trade, transport, communication and services are some of the tertiary activities discussed in this section. The chart provides the basis for classifying the tertiary activities.
TRADE AND COMMERCE
Trade is essentially buying and selling of items produced elsewhere. All the services in retail and wholesale trading or commerce are specifically intended for profit. All this work takes place in towns and cities also known as trading centres.
The rise of trading from barter at the local level to money-exchange of international scale has produced many centres and institutions such as trading centres or collection and distribution points.
Trading centres may be divided into rural and urban marketing centres.
Rural marketing centres cater to nearby settlements. These are quasi-urban centres. They serve as trading centres of the most rudimentary type. Here personal and professional services are
Fig. 9.1: Two women practising barter system in Jon Beel Mela
Every January after the harvest season Jon Beel Mela takes place in Jagirod, 35 km away from Guwahati and it is possibly the only fair In India, where barter system is still alive. A big market is organised during this fair and people from various tribes and communities exchange their products.
The difficulties of barter system were overcome by the introduction of money. In the olden times, before paper and coin currency 82 Fundamentals of Human Geography came into being, rare objects with very high intrinsic value served as money, like, flintstones, obsidian, cowrie shells, tiger’s paws, whale’s teeth, dogs teeth, skins, furs, cattle, rice, peppercorns, salt, small tools, copper, silver and gold.
Do You Know
The word salary comes from the Latin word Salarium which means payment by salt. As in those times producing salt from sea water was unknown and could only be made from rock salt which was rare and expensive. That is why it became a mode of payment.
HISTORY OF INTERNATIONAL TRADE
In ancient times, transporting goods over long distances was risky, hence trade was restricted to local markets. People then spent most of their resources on basic necessities - food and clothes. Only the rich people bought jewellery, costly dresses and this resulted in trade of luxury items.
The Silk Route is an early example of long distance trade connecting Rome to China – along the 6,000 km route. The traders transported Chinese silk, Roman wool and precious metals and many other high value commodities from intermediate points in India, Persia and Central Asia.
After the disintegration of the Roman Empire, European commerce grew during twelfth and thirteenth century with the development of ocean going warships trade between Europe and Asia grew and the Americas were discovered.
Fifteenth century onwards,
