8th Class Mathematics Related to Competitive Exam Question Bank

done Mathematical Operations Total Questions - 56

• question_answer1)
  In the following questions which one of the four interchanges in signs and numbers would make the given equation correct?                                \[\div \]                                    
  A)
   \[+\]and\[\div \], 2 and 3       done clear
  B)
   \[\times \]and\[\div \], 2 and 4       done clear
  C)
   \[-\]and\[\div \], 3 and 4     done clear
  D)
  No interchanges, 3 and 4 done clear
  View Solution play_arrow

• question_answer2)
  If A stands for +, B stands for\[-\], C stands for x, then what is the value of \[\times 8+4\div 6+2-3=?\]\[\ne \]B6?
  A)
  60                   done clear
  B)
  56 done clear
  C)
  50                                done clear
  D)
  20 done clear
  View Solution play_arrow

• question_answer3)
  DIRECTION: In each of the following questions, three statements of number following same rules are given. Find the rule and accordingly find the volume of the number? If \[>|\]\[\Rightarrow \]\[>\]then \[\times 8+4\div 6+2-3=?\]
  A)
  45                                done clear
  B)
  59 done clear
  C)
  56                    done clear
  D)
  65 done clear
  View Solution play_arrow

• question_answer4)
  DIRECTION: In each of the following questions, three statements of number following same rules are given. Find the rule and accordingly find the volume of the number? If \[\div \]\[+\]\[4\times 6=102\,,\] then \[2\times 5=?\]
  A)
  73                  done clear
  B)
  77 done clear
  C)
  37                                done clear
  D)
  97 done clear
  View Solution play_arrow

• question_answer5)
  If P denotes \[+\], Q denotes \[\div \], R denotes \[-\] and S denotes \[~15-5\div 5\times 20+10=6\], then the value of  when simplified gives
  A)
  36                                done clear
  B)
  53 done clear
  C)
  59                                done clear
  D)
  65 done clear
  View Solution play_arrow

• question_answer6)
  If \[8\div 10-3+5\times 6=8\] means \[6\times 2+3\div 12-3==15\] , \[3\div 7-5\times 10+3=10\]means \[=15\times 5+5-20+10\],  \[=15\times 5+5-2=75+5-2=78\]means \[=8+10\times 3\div 5-6\] and  \[=8+10\times 3\times \frac{1}{5}-6=8+6-6=8\] means \[(3\div 4)+2=2\], then 36 \[+\]
  A)
  2                                  done clear
  B)
  18 done clear
  C)
  43             done clear
  D)
   \[+\] done clear
  View Solution play_arrow

• question_answer7)
  It being given that\[+\] denotes \[(10C4)+\], \[(4C4)\]denotes \[84\oplus 72=45;\],  \[63\oplus 41=33,\] denotes \[25\oplus 52=33,\], \[94\oplus 82=?\] denotes \[5\times 9=144;\], \[7\times 8=151:\] denotes 'less than' and x denotes 'greater than', find which of the following is a correct statement:
  A)
   \[\div \] done clear
  B)
   \[\times \] done clear
  C)
   \[+\] done clear
  D)
   \[-\] done clear
  View Solution play_arrow

• question_answer8)
  If L denotes \[+\], M denotes\[\div \] ,P denotes \[-\] and Q denotes \[\times \], than  8 P 3 6 M 6 Q 6 M 2 L 3 = ?               
  A)
   \[\div \]                        done clear
  B)
   \[+\] done clear
  C)
   \[\times \]                                done clear
  D)
  5 done clear
  View Solution play_arrow

• question_answer9)
  If \[-\] stands for' addition', \[\times 8+4\div 6+2-3=?\] for 'subtraction', \[6\frac{1}{2}\] stands for  'division', \[\div \] for 'multiplication', \[\ne \], stands for 'equal to', \[\ne \] for 'greater than' and \[=14\times 10+42\div 2-8=14\times 10+21-8\] stands for 'less than', state which  of the following is true?                        
  A)
   \[=140+21-8=161-8=153.\] done clear
  B)
   \[6\times 4+2=16\] done clear
  C)
   \[\text{+ and  }\!\!\times\!\!\text{ ,2 and 4}\] done clear
  D)
   \[\text{+ and  }\!\!\times\!\!\text{ ,2 and 6}\] done clear
  View Solution play_arrow

• question_answer10)
  DIRECTIONS: In each of the following questions, different alphabets stand for various symbols as indicated below: Addition: O                  Subtraction: M Multiplication: A                      Division: Q Equal to: X                               Greater than: Y Less than: Z Out of the alternatives given in these question, only one is correct.
  A)
  1 O 1 Q 1 M 1 Y 3 Q 1 done clear
  B)
  2 Q 1 O 20 A 1 Z 6 A 4        done clear
  C)
  3 O 2 O 10 Q 2 X 10 A 2                        done clear
  D)
  5 Q 5 A 5 O 5 Y A 2 done clear
  View Solution play_arrow

• question_answer11)
  DIRECTIONS: In each of the following questions, different alphabets stand for various symbols as indicated below: Addition: O                  Subtraction: M Multiplication: A                      Division: Q Equal to: X                               Greater than: Y Less than: Z Out of the alternatives given in these question, only one is correct.
  A)
  32 X 8 Q 2 A 3 Q 1 A 2 done clear
  B)
  10 X 2 A 3 A 2 M 2 Q 1 done clear
  C)
  2 Y 1 A 1 Q 1 O 1 A 1 done clear
  D)
  16 Y 8 A 3 O 1 A 2 M 2 done clear
  View Solution play_arrow

• question_answer12)
  Find the correct inference according to given premises and symbols: A: Not greater than                  B: Greater than C: Equal to                  E: Not less than F: Less than                 Premise: (pCm) and (pAm)
  A)
  pAm                             done clear
  B)
  pDm done clear
  C)
  pEm                 done clear
  D)
  pFm done clear
  View Solution play_arrow

• question_answer13)
  If \[\text{+ and  }\!\!\times\!\!\text{ ,4 and 6}\]and\[\text{+ and  }\!\!\times\!\!\text{ ,4 and 6}\] it necessarily follows that
  A)
   \[4+12=16\]              done clear
  B)
   \[\text{a }\square \text{ c  }\!\!\theta\!\!\text{  b}\] done clear
  C)
   \[b\times \text{a}\square c\]    done clear
  D)
   \[b\times \text{a}\square c\] done clear
  View Solution play_arrow

• question_answer14)
  If \[\text{a o}|b\square c\] means \[\text{a }\square \text{ b  }\!\!\Delta\!\!\text{  c}\] . \[a+\,\square \,\,b\,\Delta \,c\] means \[a\times b-c\], \[a\,\Delta \,b\,\times c\] means \[a+b\times c\] and  \[a\,\Delta \,b\,\Delta \,c\], means \[b+a\,\Delta \,c\], then which of the following gives the result of \[b\,\Delta \,a\,\theta \,c\]
  A)
  77               done clear
  B)
  160 done clear
  C)
  240                              done clear
  D)
  2370 done clear
  View Solution play_arrow

• question_answer15)
  If 20 -10 means 200, \[a\,\phi \,b\,\theta \,c\] means 12,\[c+b\times a\]means 4 then   \[a\times b\,\theta \,c\]
  A)
  0                      done clear
  B)
  20 done clear
  C)
  1000                            done clear
  D)
  1900 done clear
  View Solution play_arrow

• question_answer16)
  Which of the following conclusions is correct according to the given expression and symbols? \[a\,\Delta \,b\,\phi \,c\]             \[a+b\,\theta \,c\]        \[a\,\phi \,b\,\theta \,c\] \[b\,\theta \,c\,\square \,a\]        \[c+b\times a\]             \[a\times b\,\theta \,c\]  Expression (qEq) and (qEr)
  A)
  pEr              done clear
  B)
  pFr done clear
  C)
  rBp                              done clear
  D)
  rBq done clear
  View Solution play_arrow

• question_answer17)
  If '\[c\,\Delta \,b\,\Delta \,a\]' means 'divided by', \[c\times b\times a\] means 'added to', 'x' means 'subtracted from' and \[b\,\theta \,c\,\Delta \,a\] means' multiplied by', then what is the value of \[{{L}_{1}},\]
  A)
   \[{{L}_{2}},\]                       done clear
  B)
   \[{{V}_{1}}\] done clear
  C)
   \[{{V}_{2}}\]                        done clear
  D)
   \[({{L}_{1}}''{{L}_{2}})*({{V}_{1}}''{{V}_{2}})\] done clear
  View Solution play_arrow

• question_answer18)
  If \[({{L}_{1}}''{{L}_{2}})({{V}_{1}}''{{V}_{2}})\] means \[[({{L}_{1}}''{{L}_{2}})({{V}_{1}}''{{V}_{2}})]*60\], \[({{L}_{1}}'{{L}_{2}})({{V}_{1}}'{{V}_{2}})\] means \[\bigcirc c\],\[\underset{\_\_}{\mathop{\bigcirc c}}\,\] means \[\underset{\_\_\_}{\mathop{*}}\,\] and \[\bigcirc c\] means \[\underset{\_\_}{\mathop{\bigcirc c}}\,\] then \[\underset{\_\_\_}{\mathop{*}}\,\]
  A)
   \[\bigcirc c\]                            done clear
  B)
  2 done clear
  C)
  4                                  done clear
  D)
  8 done clear
  View Solution play_arrow

• question_answer19)
  If \[\underline{*}\] means \[\bigcirc c\], \[\bigcirc c\] means \[\underset{\_\_}{\mathop{\bigcirc c}}\,\], \[\underline{*}\] means \[\underline{*}\]and  \[\underset{\_\_}{\mathop{\bigcirc c}}\,\] means \[\underset{\_\_}{\mathop{\bigcirc c}}\,\] then \[\bigcirc c\]
  A)
   \[\bigcirc c\]    done clear
  B)
   \[S|\] done clear
  C)
   \[S|\]                          done clear
  D)
   \[C|\] done clear
  View Solution play_arrow

• question_answer20)
  If P means ?division?, T means? additions?, M means? subtraction and D means multiplication?, then what will be the value of the expressions 12 M 12 D 28 P 7 T 15 ?
  A)
   \[S|\]                     done clear
  B)
   \[\Rightarrow \] done clear
  C)
   \[\Rightarrow \]                                   done clear
  D)
   \[\ge \] done clear
  View Solution play_arrow

• question_answer21)
  If A stands for\[\Rightarrow \], B stands for\[\Rightarrow \], C stands for\[\le \], then what is the value of (10 C 4) A (4 C 4) B 6?
  A)
   \[\Rightarrow \]                                   done clear
  B)
   \[\Rightarrow \] done clear
  C)
   \[-\]                 done clear
  D)
   \[\div \] done clear
  View Solution play_arrow

• question_answer22)
  If \[\frac{5}{9}\] stands for ?addition?; \[=15\div 3+24-12\times 2\] stands for ?subtraction?; \[=5+24-24=5\]stands for ?division?;\[\text{3  }\!\!\times\!\!\text{  2  4 O 6 + 3  2}\] stands for ?multiplication?; \[\text{3 + 2  4 O 6  3 }\times \text{ 2}\] stands for equal to?, then which of the following alternatives is correct?   
  A)
   \[\text{3  2  4 - 6 }\times \text{ 3 }\times \text{ 2}\] done clear
  B)
   \[3\downarrow 6\uparrow 2\to 3\leftarrow 6\nearrow 5\] done clear
  C)
   \[5\to 7\leftarrow 3\uparrow 2\nearrow 5\] done clear
  D)
   \[2\downarrow 5\leftarrow 6\to 2\nearrow 6\] done clear
  View Solution play_arrow

• question_answer23)
  Of ?x? Stands for ?addition ?z? for subtraction? \[3\times 2-4=6+3+2\]? for division? > for multiplication? \['-'\] for ?greater than? and \['='\] for ?less than? state which of the following is true?
  A)
   \[+\] done clear
  B)
   \[5\times 3<7\div 8+4\times 1\] done clear
  C)
   \[5>2+2=10<4\times 8\] done clear
  D)
   \[3\times 2<4\div 16>2+4\] done clear
  View Solution play_arrow

• question_answer24)
  If the given interchanges namely: signs + and \[~15-5\div 5\times 20+10=6\] and numbers 2 and 4 are made in sign and numbers, which one of the following four equations would be correct?
  A)
   \[8\div 10-3+5\times 6=8\]                done clear
  B)
   \[6\times 2+3\div 12-3==15\] done clear
  C)
   \[3\div 7-5\times 10+3=10\]              done clear
  D)
   \[=15\times 5+5-20+10\] done clear
  View Solution play_arrow

• question_answer25)
  It being that x denotes? greater than?, \[=15\times 5+5-2=75+5-2=78\]denote? equal to?, < denotes? not less than?, \[=8+10\times 3\div 5-6\] denotes? not equal to, \[=8+10\times 3\times \frac{1}{5}-6=8+6-6=8\]denotes ?less than? and + denotes? not greater than?, choose the correct statement from the following If a x b \[(3\div 4)+2=2\] c, it follows that
  A)
   \[+\]               done clear
  B)
   \[+\] done clear
  C)
   \[+\]               done clear
  D)
   \[(10C4)+\] done clear
  View Solution play_arrow

• question_answer26)
  If \[(4C4)\] and \[84\oplus 72=45;\] then which one of the following is definitely wrong>
  A)
   \[63\oplus 41=33,\]                done clear
  B)
   \[25\oplus 52=33,\] done clear
  C)
   \[94\oplus 82=?\]                   done clear
  D)
   \[5\times 9=144;\] done clear
  View Solution play_arrow

• question_answer27)
  Find the correct inference according to given premises and symbols. Not greater than Greater than Not equal to Equal to Not less than    Less than Premises: (1Cm) and (1Am)
  A)
  1Bm                             done clear
  B)
  1Dm done clear
  C)
  1Em                             done clear
  D)
  1Fm done clear
  View Solution play_arrow

• question_answer28)
  If \[7\times 8=151:\]\[\div \]\[\times \] then \[+\]
  A)
  56                                done clear
  B)
  48 done clear
  C)
  49                                done clear
  D)
  196 done clear
  View Solution play_arrow

• question_answer29)
  If \[-\]\[+\] \[\div \] then \[-\]
  A)
  5742                done clear
  B)
  5274 done clear
  C)
  7427                done clear
  D)
  5724 done clear
  View Solution play_arrow

• question_answer30)
  Which one of the four interchanges in signs and numbers would make the given equation correct? \[\times \]
  A)
  + and \[-\], 2 and 3     done clear
  B)
  + and \[-\], 2 and 5 done clear
  C)
  + and \[-\], 3 and 5 done clear
  D)
  None of these done clear
  View Solution play_arrow

• question_answer31)
  If \[\div \] and \[+\] then
  A)
   \[\times \] done clear
  B)
   \[-\] done clear
  C)
   \[\times 8+4\div 6+2-3=?\] done clear
  D)
   \[6\frac{1}{2}\] done clear
  View Solution play_arrow

• question_answer32)
  If \[\div \]\[\ne \] \[\ne \] then \[=14\times 10+42\div 2-8=14\times 10+21-8\]
  A)
  56                                done clear
  B)
  48 done clear
  C)
  49                    done clear
  D)
  196 done clear
  View Solution play_arrow

• question_answer33)
  DIRECTIONS: In each of the following questions, three statements of numbers following same rules are given. Find the rule and accordingly find the value of the number? If \[=140+21-8=161-8=153.\]\[6\times 4+2=16\]\[\text{+ and  }\!\!\times\!\!\text{ ,2 and 4}\]then \[\text{+ and  }\!\!\times\!\!\text{ ,2 and 6}\]
  A)
  94                    done clear
  B)
   \[\text{+ and  }\!\!\times\!\!\text{ ,4 and 6}\] done clear
  C)
  \[\text{+ and  }\!\!\times\!\!\text{ ,4 and 6}\]                           done clear
  D)
   \[4+12=16\] done clear
  View Solution play_arrow

• question_answer34)
  DIRECTIONS: In each of the following questions, three statements of numbers following same rules are given. Find the rule and accordingly find the value of the number? If \[16=16,\] \[4\times 6-2=14\]\[\times \text{to }\div ,2\text{and}4\] then \[\text{- to }\div ,2\text{and6}\]
  A)
  425                              done clear
  B)
  1625 done clear
  C)
  4125    done clear
  D)
  2541 done clear
  View Solution play_arrow

• question_answer35)
  DIRECTIONS: In each of the following questions, three statements of numbers following same rules are given. Find the rule and accordingly find the value of the number? If \[\text{- to +},2\text{and6}\]\[\times \text{to +},4\text{and6}\]\[4\times 2+6=14\] then \[8+6=14\]
  A)
  84                                done clear
  B)
  83 done clear
  C)
   \[14=14\]                               done clear
  D)
   \[(6\div 2)\times 3=0\] done clear
  View Solution play_arrow

• question_answer36)
  DIRECTIONS: In each of the following questions, three statements of numbers following same rules are given. Find the rule and accordingly find the value of the number? If \[\div and\times ,2and3\]\[\times to-,2and6\]\[\div and\times ,2and6\] then \[\times to-,2and3\]
  A)
  30                                done clear
  B)
  32 done clear
  C)
  40                                done clear
  D)
  57 done clear
  E)
  42 done clear
  View Solution play_arrow

• question_answer37)
  If\[(6\div 3)-2=0\]\[2-2=0\]\[0=0,\]then \[a\cancel{<}b\]
  A)
  62                                done clear
  B)
  56 done clear
  C)
  38                                done clear
  D)
  50 done clear
  View Solution play_arrow

• question_answer38)
  If\[a\ne b\]\[a\cancel{>}b\]\[a\ne b\]then\[a\cancel{>}b\]
  A)
  25                                done clear
  B)
  21 done clear
  C)
  \[a\cancel{<}b\]                                 done clear
  D)
   \[\phi =\] done clear
  View Solution play_arrow

• question_answer39)
  If  \[\Delta =\]\[p\square qOr,\]\[p\phi q\square r\] then\[p\phi q\times r\]
  A)
  12                                done clear
  B)
  18 done clear
  C)
  25                                done clear
  D)
  16 done clear
  View Solution play_arrow

• question_answer40)
  If\[p+q\times r\]\[2-5+3=0\]\[\div \]then\[-\]
  A)
  77                    done clear
  B)
  89 done clear
  C)
  98                                done clear
  D)
  79 done clear
  View Solution play_arrow

• question_answer41)
  If\[~15-5\div 5\times 20+10=6\]\[8\div 10-3+5\times 6=8\]\[6\times 2+3\div 12-3==15\]then\[3\div 7-5\times 10+3=10\]
  A)
  17                                done clear
  B)
  18 done clear
  C)
  15                                done clear
  D)
  16 done clear
  View Solution play_arrow

• question_answer42)
  DIRECTIONS: Below are given some symbols indicating some relations given against them. Read these symbols carefully and then answer the questions given below. There are four options to each question, of which only one is correct. Find the correct answer. \[=15\times 5+5-20+10\]= greater than;                  + = not greater than \[=15\times 5+5-2=75+5-2=78\] = equal to;                      \[=8+10\times 3\div 5-6\]= not equal to \[=8+10\times 3\times \frac{1}{5}-6=8+6-6=8\] less than,                        \[(3\div 4)+2=2\] not less than \[+\] implies that
  A)
   \[+\]               done clear
  B)
   \[+\] done clear
  C)
   \[c\,\square \,b+a\]                 done clear
  D)
   \[a\,\phi \,b\,\square \,c\] done clear
  View Solution play_arrow

• question_answer43)
  DIRECTIONS: Below are given some symbols indicating some relations given against them. Read these symbols carefully and then answer the questions given below. There are four options to each question, of which only one is correct. Find the correct answer. \[=15\times 5+5-20+10\]= greater than;                  + = not greater than \[=15\times 5+5-2=75+5-2=78\] = equal to;                      \[=8+10\times 3\div 5-6\]= not equal to \[=8+10\times 3\times \frac{1}{5}-6=8+6-6=8\] less than,                        \[(3\div 4)+2=2\] not less than \[84\oplus 72=45;\] implies that
  A)
   \[63\oplus 41=33,\]                done clear
  B)
   \[25\oplus 52=33,\] done clear
  C)
   \[94\oplus 82=?\]                   done clear
  D)
   \[5\times 9=144;\] done clear
  View Solution play_arrow

• question_answer44)
  DIRECTIONS: Below are given some symbols indicating some relations given against them. Read these symbols carefully and then answer the questions given below. There are four options to each question, of which only one is correct. Find the correct answer. \[=15\times 5+5-20+10\]= greater than;                  + = not greater than \[=15\times 5+5-2=75+5-2=78\] = equal to;                      \[=8+10\times 3\div 5-6\]= not equal to \[=8+10\times 3\times \frac{1}{5}-6=8+6-6=8\] less than,                        \[(3\div 4)+2=2\] not less than \[7\times 8=151:\]does not imply
  A)
   \[\div \]                        done clear
  B)
   \[\times \] done clear
  C)
   \[c+b\,\phi \,a\]                       done clear
  D)
   \[-\] done clear
  View Solution play_arrow

• question_answer45)
  DIRECTIONS: Below are given some symbols indicating some relations given against them. Read these symbols carefully and then answer the questions given below. There are four options to each question, of which only one is correct. Find the correct answer. \[=15\times 5+5-20+10\]= greater than;                  + = not greater than \[=15\times 5+5-2=75+5-2=78\] = equal to;                      \[=8+10\times 3\div 5-6\]= not equal to \[=8+10\times 3\times \frac{1}{5}-6=8+6-6=8\] less than,                        \[(3\div 4)+2=2\] not less than \[+\] does not mean
  A)
   \[\div \]            done clear
  B)
   \[-\] done clear
  C)
   \[\times \]                    done clear
  D)
   \[\div \] done clear
  View Solution play_arrow

• question_answer46)
  DIRECTIONS: Below are given some symbols indicating some relations given against them. Read these symbols carefully and then answer the questions given below. There are four options to each question, of which only one is correct. Find the correct answer. \[=15\times 5+5-20+10\]= greater than;                  + = not greater than \[=15\times 5+5-2=75+5-2=78\] = equal to;                      \[=8+10\times 3\div 5-6\]= not equal to \[=8+10\times 3\times \frac{1}{5}-6=8+6-6=8\] less than,                        \[(3\div 4)+2=2\] not less than \[+\] means
  A)
   \[\times \]                    done clear
  B)
   \[-\] done clear
  C)
   \[\times 8+4\div 6+2-3=?\]               done clear
  D)
   \[6\frac{1}{2}\] done clear
  View Solution play_arrow

• question_answer47)
  DIRECTIONS:  In the question given below, use the following notations: A??B means ?add B to A?. A?B means ?subtract B from A?. A @ B means ?divide A by B?. A*B means ?multiply A by B?. Now, answer the following question. The time taken by two running trains in crossing each other is calculated by dividing the sum of the lengths of two trains by the total speed of the two trains. If the length of the first train is \[\div \]the length of the second train is \[\ne \] the speed of the first train is \[\ne \] and the speed of the second trains is \[=14\times 10+42\div 2-8=14\times 10+21-8\], which of the following expressions would represent the time taken?
  A)
   \[=140+21-8=161-8=153.\] done clear
  B)
   \[6\times 4+2=16\] done clear
  C)
   \[\text{+ and  }\!\!\times\!\!\text{ ,2 and 4}\] done clear
  D)
   \[\text{+ and  }\!\!\times\!\!\text{ ,2 and 6}\] done clear
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• question_answer48)
  DIRECTIONS: In the following questions, the symbols, \[\text{+ and  }\!\!\times\!\!\text{ ,4 and 6}\], \[\text{+ and  }\!\!\times\!\!\text{ ,4 and 6}\], =, * and \[4+12=16\] are used with the following meanings ?A \[16=16,\] B? means ?A is greater than B?; ?A \[4\times 6-2=14\]B? means ?A greater than or equal to B?; ?A = B? means ?A is equal to B?; ?A * B? means ?A is smaller than B?; ?A \[\times \text{to }\div ,2\text{and}4\]B? means ?A is either smaller than or equal to B?; Now in each of the following questions, assuming the given statements to be true, find which of the two conclusions I and II given below them is/are definitely true. Statements: S \[\text{- to }\div ,2\text{and6}\]T, M \[\text{- to +},2\text{and6}\]K, T = K Conclusion: I. T \[\times \text{to +},4\text{and6}\]M II. T = M
  A)
  if only if conclusion I is true done clear
  B)
  if only conclusion II is true done clear
  C)
  if either I or II is true done clear
  D)
  if neither I nor II is true done clear
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• question_answer49)
  DIRECTIONS: In the following questions, the symbols, \[\text{+ and  }\!\!\times\!\!\text{ ,4 and 6}\], \[\text{+ and  }\!\!\times\!\!\text{ ,4 and 6}\], =, * and \[4+12=16\] are used with the following meanings ?A \[16=16,\] B? means ?A is greater than B?; ?A \[4\times 6-2=14\]B? means ?A greater than or equal to B?; ?A = B? means ?A is equal to B?; ?A * B? means ?A is smaller than B?; ?A \[\times \text{to }\div ,2\text{and}4\]B? means ?A is either smaller than or equal to B?; Now in each of the following questions, assuming the given statements to be true, find which of the two conclusions I and II given below them is/are definitely true. Statements:  S * M, M \[4\times 2+6=14\]L, L \[8+6=14\]P Conclusion:  I. S = P II. S \[14=14\] L
  A)
  if only if conclusion I is true done clear
  B)
  if only conclusion II is true done clear
  C)
  if either I or II is true done clear
  D)
  if neither I nor II is true done clear
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• question_answer50)
  DIRECTIONS: In the following questions, the symbols, \[\text{+ and  }\!\!\times\!\!\text{ ,4 and 6}\], \[\text{+ and  }\!\!\times\!\!\text{ ,4 and 6}\], =, * and \[4+12=16\] are used with the following meanings ?A \[16=16,\] B? means ?A is greater than B?; ?A \[4\times 6-2=14\]B? means ?A greater than or equal to B?; ?A = B? means ?A is equal to B?; ?A * B? means ?A is smaller than B?; ?A \[\times \text{to }\div ,2\text{and}4\]B? means ?A is either smaller than or equal to B?; Now in each of the following questions, assuming the given statements to be true, find which of the two conclusions I and II given below them is/are definitely true. Statements:  U = V, V * N, R \[(6\div 2)\times 3=0\] U Conclusion:  I. R * N II. U \[\div and\times ,2and3\]N
  A)
  if only if conclusion I is true done clear
  B)
  if only conclusion II is true done clear
  C)
  if either I or II is true done clear
  D)
  if neither I nor II is true done clear
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• question_answer51)
  DIRECTIONS: In the following questions, the symbols, \[\text{+ and  }\!\!\times\!\!\text{ ,4 and 6}\], \[\text{+ and  }\!\!\times\!\!\text{ ,4 and 6}\], =, * and \[4+12=16\] are used with the following meanings ?A \[16=16,\] B? means ?A is greater than B?; ?A \[4\times 6-2=14\]B? means ?A greater than or equal to B?; ?A = B? means ?A is equal to B?; ?A * B? means ?A is smaller than B?; ?A \[\times \text{to }\div ,2\text{and}4\]B? means ?A is either smaller than or equal to B?; Now in each of the following questions, assuming the given statements to be true, find which of the two conclusions I and II given below them is/are definitely true. Statement:    E \[\times to-,2and6\]U, C * E, C\[\div and\times ,2and6\]B Conclusion:  I. U = C II. E \[\times to-,2and3\] B
  A)
  if only if conclusion I is true done clear
  B)
  if only conclusion II is true done clear
  C)
  if either I or II is true done clear
  D)
  if neither I nor II is true done clear
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• question_answer52)
  DIRECTIONS: In the following questions, the symbols @ C \[(6\div 3)-2=0\]% and # are used with the following meanings as illustrated below: ?A \[2-2=0\] B? means ?A is not smaller than B? ?A # B? means ?A is not smaller than B? ?A @ B? means ?A is neither smaller than nor equal to B? ?A \[0=0,\]B? means ?A is equal to B? ?A % B? means ?A is neither greater than nor equal to B? Now in each of the following questions, assuming the given statement to be true, find which of the three conclusions. I, II, and III given below then is/are definitely true and give your answer accordingly. Clearly, we have \[a\cancel{<}b\] \[a\ne b\] \[a\cancel{>}b\] \[a\ne b\] Statements: H % J, J \[a\cancel{>}b\]N, N @ R Conclusion:  I. R% J II. H @ J III. N @ H
  A)
  Only I is true                done clear
  B)
  Only II is true done clear
  C)
  Only II and III are true done clear
  D)
  Only I and III are true done clear
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• question_answer53)
  DIRECTIONS: In the following questions, the symbols @ C \[(6\div 3)-2=0\]% and # are used with the following meanings as illustrated below: ?A \[2-2=0\] B? means ?A is not smaller than B? ?A # B? means ?A is not smaller than B? ?A @ B? means ?A is neither smaller than nor equal to B? ?A \[0=0,\]B? means ?A is equal to B? ?A % B? means ?A is neither greater than nor equal to B? Now in each of the following questions, assuming the given statement to be true, find which of the three conclusions. I, II, and III given below then is/are definitely true and give your answer accordingly. Clearly, we have \[a\cancel{<}b\] \[a\ne b\] \[a\cancel{>}b\] \[a\ne b\] Statements:  M @ J, J \[a\cancel{<}b\]T, T \[\phi =\]N Conclusion:  I. N # J II. T % M III. M @ N
  A)
  Only I and III are true done clear
  B)
  Only II is true done clear
  C)
  Only II and III are true done clear
  D)
  I, II and III all are true done clear
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• question_answer54)
  If\[\Delta =\]and \[p\square qOr,\]then
  A)
   \[p\phi q\square r\] done clear
  B)
   \[p\phi q\times r\] done clear
  C)
   \[p+q\times r\] done clear
  D)
   \[p\Delta q\phi r\] done clear
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• question_answer55)
  If P denotes +, Q denotes -, R denotes \[\Rightarrow \]and S denotes\[\Delta \], which of the following statements is correct?
  A)
  36 R 4 S 8 Q 7 P 4 = 10 done clear
  B)
  16 R 12 P 49 S 7 Q 9 = 200 done clear
  C)
  32 S 8 R 9 = 160 Q 12 R 12 done clear
  D)
  8 R 8 P 8 S 8 Q 8 = 57 done clear
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• question_answer56)
  The letters L, M, N, O, P, R, S and T in their order are substituted by nine integers 1 to 9 but not in that order. 4 is assigned to P. The difference between P and T is 5. The difference between N and T is 3. What is the integer assigned to N?
  A)
  4                                  done clear
  B)
  5 done clear
  C)
  6                      done clear
  D)
  7 done clear
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