teats a ‘S FOR ADDING AND IBTRACTING WELL is perhaps the most critical skill when it comes ping your calculations. As you would see through ssions in the remaining chapters of this section of Xk, if you have the ability to add well you would to handle all the other kinds of calculations with nate ease. lr addition: The ability to react with the addition numbers when you see them, first and foremost skill in the development of Kiition abilities is the ability to react to 2 two digit ‘when you come across them. You simply have to p the ability to react with their totals whenever you cross 2 two digit numbers, instance, suppose I were to give you two numbers at —5, 7 and ask you to STOP! STOP YOUR MIND. ORE IT GIVES YOU THE SUM OF THESE TWO, [BERS!! What happened? Were you able to stop your from saying 12? No! of course not you would say. GAIN: 12 + 7 STOP YOUR MIND!! You could not do it again!! AGAIN: 15+12 STOP! Could not? AGAIN: 88+ 73 = 2? STOP! If you belong to the normal category of what I call “addition disabled aspirants” you did not even start, did you? AGAIN: 57 + 95 AGAIN: 78+88 =2? hat went wrong? You are not used to such big numbers, ‘would say. Well, if you are serious about your ability to sk aptitude exams, you better make this start to happen jour mind. You would know what I mean if you just to look at a 5 year old child who has just leant to , struggle with a calculation like 12 + 7 on his fingers his abacus. HHis struggle with something like 12 +7 or even 15 + would be akin to the average aspirant’s ability to react Additions and Subtractions (As an Extension of Additions to 88+ 78. However, just as you know 15 + 12 is not a special skill so also 88+78 is not a special skill. It is just a function of how much you practice your calculations especially in the domain of 2 digit additions. So what am I trying to tell you here? All am trying to communicate to you is to tell you to work on developing your ability to react to 2 two digit numbers with their addition as soon as these numbers hit your mind. What I am trying to tell you that the moment you make your mind adept at saying something like 74 + 87 = 161 just the way you would do 9 + 6 =15 you ‘would have made a significant movement in your mind’s ability to crack aptitude exams. Why do I say that—you might be justified in asking me at this point of time? In order to answer your question I would like to present the following argument to you: In numerical questions, a normal student/aspirant would be roughly calculating for approximately 50% of the time that he/she takes to solve a question. This means that half the total time that you would spend in solving questions of ‘Quantitative Aptitude or data interpretation would essentially go into calculations, Thus, in the current pattern of the CAT, where you solve QA for 60 minutes and DI for 30 minutes approximately, out of the total 90 minutes solving numerical questions, you would use close to 40-45 minutes calculating—if your calculating ability is similar to most average CAT aspirants. So, the contention is this: If you can improve your calculation speed to 5 times your current calculation speed, the calculations you would be doing in 40 to 45 minutes currently, would get done in 8 to 9 minutes—giving you a whopping 32 to 36 minutes extra inside the exam. In an exam like the CAT (or for that matter any other parallel aptitude exam you might be preparing for), an extra 30 minutes converts straight to extra questions solved—and hence extra marks. On a conservative estimate, if you are in the category of students who are attempting 15-20 questions in one hour in the QA section, you are solving one question in 3-4 minutes. In this context, an extra 30 minutes available in the exam, would straight away convert to an extraHow to Prepare for Quantitative Aptitude for CAT the difference between an 85 and a 95 8-10 at percentile in the exam! smpts Addition being the mother of all calculations has the potential of giving you the extra edge you require to dominate this all important examination, Over the next few chapters in this section of the book, all | am going to show you is how knowing additions well would have an impact on each and every calculation type that you might encounter in this exam and indeed for all aptitude tests. However, before we go that far you need to develop your ability to add well, Let us look at the simple calculation of 78 + 88. For eternity you have been constrained to doing this as follows using the carry over method: a ‘The problem with this thought is that no matter how many times you practice this process you would still be required to write it down, The other option of doing this ‘same addition is to think on the number line as this: +86 ‘Step 4: move right by 6 ‘Step 2: move right by 89 c T 0 78 Reach 84 Reach 164= star ‘Ans from 8 78 + 86 — how fo think ofthis addition problem As you can see, the above thinking in an addition situation requires no carry over and after some practice ‘would require no writing at all. It is just an extension of how you are able to naturally react to $+11 so also you can train your mind to react to 58+63 and react with a two step ‘thought (as 61 > 121—with practice this can be done inside a fraction of a second. It is just a matter of how much you. ‘are willing to push your mind for this). Once you can do. that your next target is to be able to add multiple 2 digit numbers written randomly on a single page: Thy this: Add the following “ 2 e 18 6 In order to do this addition your thinking should 80 ike, Alternately you may also do this the other way result would be quite the same: Start While you are trying to work on this addition you realize the following about your abilities to add (if belong to the normal category of aspirants’) 1. Something like 121 + 68 would be easier than 189 $56 because the latter requires you to shift h something thatthe former does not require you to 2. Something like 48 + 27 would be easier for you to initially than 136 + 56; and 136 + 56 would be eas than 543 +48 because your mind would be more fortable with smaller numbers than you would be larger numbers. However as you start practicing your additions, ‘additions would become automatic for your mind—as would then fall into the range where your mind can ‘with the answers. That is the point to which we would ‘you to target your skill levels for additions. ‘To put tin other terms, you would need to work on additions in such a way that 10 numbers written around cirele (as shown above) should be done in around 10-1 seconds in your mind. Till the time your addition skill levels reach that point, ‘would want you to work aggressively on your addition ability The following 10 x 10 table done at least once daily ‘might be @ good way to work on your additions:48 34 a 89 56 B 88 24 47 96 TOTALS Inside the table you would broadly do two things: (a) For each cell you would add the values in the cor- responding row and the corresponding column in order to get the value inside the cell. Thus, the second row and 4* column intersection would give you 54+96=150, the sixth row and the sixth column would add to 73+32 = 105 as shown in the table. (b) Add the total of the 10 numbers seen in each row after you finish doing the values inside the cells in the total. This would give you the final total of the row. Repeat the same process for the addition of the 10 numbers in the columns. By this time, I guess you would have realized that we lare targeting two broad addition skills— (i) Your ability to react with the total when you see two 2 digit numbers (like 57+78=135) (ii) Your ability to add multiple 2 digit numbers if they are given to you consecutively (like 57+78+43+65 +91+38+44+18+64+72=570 in 8-10 seconds) You might require around 1-2 months of regular practice to get proficient at this. However once you acquire this skill, every conceivable calculation that any aptitude exam can throw at you (or indeed has thrown at you over the past 20 years) would be very much within your zone. How do you do larger additions? ‘One you have the skills to handle two digit additions as speci- fied above handling bigger additions should be a cakewalk Suppose you were adding 57436 + 64123 + 44586 + 78304 + 84653 + 5836. In order to do this, first add the thousands. 57 + 64 (=121) + 44 (165) + 78 (=243) + 84 (327) + 5 (332). Thus, you have an interim answer of 332 thousands. At this stage you know that your answer would be 332000 + a maximum of £6000 ( as there are 6 numbers whose last 3 digits you have neglected). Ifa range of 332000 to 338000 suffices for you in the addition based on the closeness of the options, you ‘would be through with your calculation at this point. In the event that you need to get to a closer answer than this, the next step Would involve taking the 100s digit into account. = 96 + 54 = 150 First Things First TR, 105 Thus for the above calculation: 57436+ 64123 +44586+78304+84653 +5836 when you add the hundreds, you get 4+1+5+3+6+8 = 27 hundreds. Your answer gets refined to 334700 and at this point you also know that the upper limit of the addition has to be a maximum of 600 more than 334700 ic. the answer lies between 334700 to 335300. In case this accuracy level is still not sufficient you may then look at the last 2 digits of the numbers. Our experience tells us that normally that would not be required However, in case you still need to add these digits-it ‘would amount to 2 digit additions again. So you would need to add 57436+64123+44586+78304+84653 +5836 > 36423 (=59) +86 (=145) + 4 (=149) + 53 (=202) +36 (238). Thus, the correct total would be 334700 + 238 = 334938 and while doing this entire calculation we have not gone above 2 digit additions anywhere. Apart from that, the biggest advantage of the process explained above is that in this process, you could stop the ‘moment you had an answer that was sufficient in the context of the provided options, SUBTRACTIONS—JUST AN EXTENSION OF ADDITIONS The better your additions are, the better you would be able to implement the process explained for subtractions. So, a piece of advice from me—make sure that you have worked (on your additions seriously for at least 15 days before you attempt to internalize the process for subtractions that is ‘explained in this chapter. ‘Throughout school you have always used the conventional carry over method of subtracting. But, I am here to show you that you have an option—something that would be ‘much faster and much more superior to the current process ‘you are using. What is it you would ask me? Well what ‘would you do in case you are trying to subtract 38 from 72?, , FTF.6 How to Prepare for Quantitative Aptitude for CAT ‘The conventional process tells us to do this as: (Pa Saeed, uae Well, the alternative and much faster way of thinking about subtractions is shown on the number line below: Diflerence between any 2 numbers is equal tothe distance between the numbers on the number line 38 44 42 +30 2 —— The principle used for doing subtractions this way is that the difference between any two numbers can be seen as the distance between them on the number line. Thus, imagine you are standing on the number 38 on the number line and you are looking towards 72. To make your calculation easy, your first target has to be to reach 4 number ending with 2. When you start to move to the right from 38, the first number you see that ends in 2 is the number 42. To move from 38 to 42 you need to cover a distance of +4 (as shown in the figure).Once you are at 42, your next target is to move from 42 to 72. The distance between 42 to 72 is 30, ‘Thus, the subtraction’s value for the numbers 72-38 would be 34. Consider, the following examples: Ilustration 1 95 — 39 95-39 + 39 a5 +0 5 poses ap +56 Ilustration 2 177 ~ 83 “4 +90 esha ” ee 477-83 =98 Alternately: “7 a77= 494 63°” 100 ” SSS 477-63 =94 Mustration 3. 738 - 211 tty to reach the fest number which ends in 38 738-211 = $27 In this case the first objective is to reach the first ending in 38 as you start moving to the right of 211. first such number to the right of 211 being 238, frst, 238 (by adding 27 to 211) and then move from 238 tg (adding 500 to 238 to reach 738) In case you need an intermediate number before 238 you can also think of doing the following: 47320 +500 2 218 238 738 tty to reach the frst number which ends in 38 738-211 =7 + 20+ 500=527 Wlustration 4 813 ~ 478 +35 +300 478 513 813 so SS tty o reach the fst number which ends in 13 ‘Thus, 813-478 = 35 + 300-335 Alternately, this thought can also be done as: 22-13 300 478 500 513, 813 tty to reach the first number which ends in 13 813-478 = 22+ 13 + 300= 335 Also, you could have done it as follows: +5 +30 +300 478 483 513 813 4 tty o reach the frst number wich ends in 13. 813-478 =5 + 30 + 300= 335 Even if we were to get 4 digit mumbers, you bbe able to use this process quite easly.tiplications are the next calculation which we need to at—these are obviously crucial because most questions athematics do involve multiplications, the fundamental view of multiplication is essentially ft when we need to add a certain number consecutively we want to add the number 17 seven times: 17 +17+17+17+17+ 17 +17 it can also be more wveniently done by using 17 x 7. Normally in aptitude exams like the CAT, multiplications Juld be restricted to 2 digits multiplied by 2 digits, 2 digits bltiplied by 3 digits and 3 digits multiplied by 3 digits, So what are the short cuts that are available in Multi- ations? Let us take a look at the various options you ¢ in order to multiply. “The straight line method of multiplying two numbers ‘om Vedie Mathematics and also from the Trachten- rg System of Speed Mathematics) tus take an example to explain this process: Suppose you were multiplying two 2 digit numbers like x 78. The multiplication would be done in the following nner: 43 x78 tep 1: Finding the Unit's digit ¢ first objective would be to get the unit's digit. In order do this we just need to multiply the units” digit of both numbers. Thus, 3 x 8 would give us 24. Hence, we jould write 4 in the units’ digit of the answer and carry rer the digit 2 to the tens place as follows: 43 x78 4 2 carry over to the tens place At this point we know that the units” digit is 4 and also pat there isa carry over of 2to the tens place of the answer, tep 2: Finding the tens’ place digit 43 * x 78 34 S carry over to hundreds place leas a4 Multiplications Fitst Things First FTR.7, Thought Process: Ax8+3x7=32+21=53 53 +2 (from carry over) = 55 ‘Thus we write 5 in the tens place and carry over 5 to the hundreds place In the above case, we have multiplied the units digit of the second number with the tens digit of the first number and added the multiplication of the units digit of the first number with the tens digit of the second number, Thus we would get: 8 (units digit of the second number) x 4 (tens digit of the first number) + 7 (tens digit of the second number) x 3 (units digit of the first number + 2 (carry over from the units’ digit calculation) =32+21+2=55. We write down 5 in the tens’ digit of the answer and carry over 5 to the hundreds digit of the answer. Step 3: Finding the hundreds’ place digit wx Thought Process: 4x7=28 28 +5=33 Since, 4 and 7 are the last digits on the left in both the ‘numbers this is the last calculation in this problem and hence we can write 33 for the remaining 2 digits in the answer ‘Thus, the answer to the question is 3354. With a little bit of practice you can do these kinds of calculations mentally without having to write the interme diate steps. Let us consider another example where the number of digits is larger: ‘Suppose you were trying to find the product of 43578 x 6921FTF.8 How to Prepare for Quantitative Aptitude for CAT Step 1: Finding the units digit Units digits 1x 8 = 6 43578 t x6921 8 Step 2: Finding the tens digit ‘Tens digit would come by multiplying tens with units and units with tens THI+2K8=7416=23 In order to think about this, we can think of the first Pair - by thinking about which number would multiply | (units digit of the second number) to make it into tens. Once, you have spotted the first pair the next pair would et spotted by moving right on the upper number (43578) and moving left on the lower number (6921) Step 3: Finding the hundreds digit ‘Let us look at the broken down thought process for this step: 43578 ~~ x692 38 Carry over 2 Thought Process: Locate the first pair that would give you your hundreds digit, For this first think of what you need to multiply the digit in the units place of the second number (digit 1) with to get the hundreds digit of the answer. 5 Vat Since: Units » Hundreds = Hundreds We need to pair 1 with Sin the upper number as shown in the figure, mn Onee you have identified 5 x 1 as the first pair of digits, identify the next pair, move 1 to the right of the upper ber and move 1 to the left of the lower number. ‘Thus, you should be able to get 7 x 2 as your next pair. For the last pai, you ean again repeat the above tp ‘move tothe right in the upper number and move gig in the lower number. ‘Thus, the final thought for this situation would ogg 43578 x6521 338 9 carry over to thousands place Thought Process: First pair: 5x 1 Second pair: 7 x 2 (move right on upper ‘move left on the lower number) ‘Third pair: 8 x 9 (move right on upper move left on the lower number) Thus, $x 1+7%2+8x9=91 0 © ‘91 + 2 (carry over) = 93 = Hundreds place digit would be 3 and carry thousands place would be9 Step 4: Finding the thousands digit We would follow the same process as above, For dg the same first identify the first pair as 3x 1 (tho from the first number multiplied by units from the sy ‘number) and then start moving right and moving ten both the numbers to find the other pairs. 44g7 x 69T1 araiaey 13 carry over to ten thousands place 3x1+5%2+7x9+8x6= 124 thousands X units + hundreds x tens + ‘units thousands 124 +9 (from the carry over) = 133 pput down 3 as the thousands place digit 13 to the ten thousands place a ‘Step 5: Finding the ten thousands digit 4 x 1 would be the first pair here followed by 3x2; 9 and 7 x 6 as shown below: cart x 6971 03338 M carry over to the lacs placeH_ Process: VHINDHSNON TNO OOP 1 (hom the carry over of the previous step) ® 10, 0 bocomes the digit which would come into the ot and 11 Would be earried over 6: Finding the digit in the lakhs’ place 4Qgs7e x6dot oovaa8 Tearry over to th ton lakhs place might Process: co We have already used! up 4 ¥¢1 (the left most digit the first number multiplied with the right most digit the second number, itis no longer possible to use the this as a sigwal to fix the ner and start to write down the pairs by pairing digit 4 (ten thousands” digit of the first number) th the corresponding digit of the second number t0 n the lacs digit is evident that ten thousands x tens = lacs, us, the frst pair is 4 2, fe that you could also think of the first pair as 4 x 2 realising that since we have used 4 x 1 as the first ir for the previous digit we can use the number to left of 1 to form 4x 2, Ibsequent pairs would be 3x 9 and 5 x 6, us, 4X2+3X9+SX6=8427 +30 = 65 +11 (carry over) = 76, 1s, 6 becomes the lacs digit and we get a carry over 1. -p T: Finding the ten lakh’s digit 43578 x 6921 T603338 6 carry over to the next place rst pair: 4x 9 ext pair: 3X 6 thus, 4x9 +3 x 6= 54 | $4 +7 (from the carry over) = 61 becomes the next digit in the answer and we earry 23921 301603338 Things Firs) FTE.9 Thought Process: Ax6e m4 24 + 6 (irom the carry over * 30) ‘This is the last stop because we have multiplied the Jef most two digits in the number The above process of multiptication- although it looks Jy attractive and magical ~ especially for larger usage in the examination context might low. This is because there are better ways jon of 2 to 3 digits and larger multipli- exam, extron numbers, its actually be quit of doing multipl ‘ations might not be required to be executed in like the CAT However, in order to solve questions where you might be asked to find the hundreds or even the thousands’ digit of «big multiplication like the one showed above, this might be your only option Let us look at a few more alternative approaches in order to calculate multiplication problems, 2, Using squares to multiply two numbers In this approach the usage of the mathematical result ? ~ b? = (ab) (a + b) helps us to find the result of a multiplication. For instance 18 x 22 ean be done using 20? ~ 2 = 400 — 4 = 396, taking a = 20 and b = 2 Similarly, 22 x 28 = 25? - # = 625 - 9 = 616 35 x 47 = 41? — 6 = 1681 ~ 36 = 1645 In case the difference between the two numbers is not ‘even, we can still use this process by modifying it thus: 24x33 = 24x 32+ 24 = 28-4? +24 = 784-16 + 24 = 792 However, obviously this process might be ineffective in the following cases: (i) If the values of the squares required to calculate an ‘multiplication are difficult to ascertain (For two digit numbers, we can bypass this by knowing the short cut to calculate the squares of 2 digit numbers- You may ‘want to look at the methods given in Chapter 4 of this part to find out the squares of 2 digit numbers in order to be more effective with these kinds of calculations.) (i) When one is trying to multiply two numbers which are -very far from each other, there might be other processes for multiplying them that might be better than this process. For instance, if you are trying to multiply 24 X92 trying to do itas 58°34 obviously would not be ‘avery convenient process. (iii) Also, in case one moves into trying to multiply larger ‘numbers, obviously this process would fail, For instance 283 x305 would defintely not be a convenient calcula- tion if we use this process. 3. Multiplying numbers close to 100 and 1000 A specific method exists for multiplying two numbers which are both close to 100 or 1000 or 10000.For us, the most important would be to multiply 2 numbers which are close to 100. ; "The following example will detail this process for you: Let us say you are trying to multiply 94 x 96. Step 1: Calculate the difference from 100 for both num- bers and write them down (or visualize them) as follows: Difference from 100 94 -6 x96 -4 Step 2: The answer would be calculated in two steps- (a) The last two digits of the answer would be calculated by multiplying -6 x 4 to get 24. 94 6 x x96 -4 initial digits of the multiplication last2 digits would be got by multiplying -6x—4 Note here that we divide the answer into two parts: Last 2 digits and initial digits (In case the numbers were close to 1000 we would divide the calculation into the last three digits and the initial digits) When we multiply -6 x —4 we get 24 and hence we ‘would write that as our last 2 digits in the answer. We would then reach the following stage of the multiplication: mast initial digit ofthe ‘multiplication ‘The next task is to find the initial digits of the answer: This can be done by cross adding 94 + (-4) or 96 + (6) to get the digits as 90 as shown in the figure below: Difference from 100 94 6 x96 -4 90/24 jonal connecting line shown in value of the initial digits of the 94 + (4) = 90 ligits of the answer are 90. Let us take another examplc © © suane @ Tew; ‘oints which might arise in such a calculation: Let us say, you were doing 102 x 103. Pe 102 +2 103 +3 10 5/0 6 Initial digits Last 2 digits Thought Process: In this case, the second part of the answer digits) tums out to be 2 x 3 = 6. In such a ‘we know that the second part of the answer ‘compulsorily in 2 digits, we would take it as 06. ® The initial digits of the answer would be got addition: 102 +3 = 103 +2 = 105 Consider: 84 x 88 84 -16 88 -12 7392is the answer Thought Process: vay In this case, the difference from 100 for the bers are ~12 and —16 respectively. ‘We multiply them to get the last 2 digits However, -12 x -16 = 192 which is a 3 digit Hence, retain 92 as the last 2 digits and to the initial digits. ‘Then while finding the initial digits you add this carry over when you are writing the ‘Thus, initial digits: 2 84+ (-12) +I (from the carry over) = 72 Alternately: " 88 + (16) + 1 (from the carry over) = ‘Now consider the situation where one number is 100 and the other below 100. For instance: 92 x 104 ‘The following figure would show you what to do i this case:Initial | Last2 digits | digits zht Process: blem in this calculation is that +4 x (-8)=~32 digits: +(-8)=96=92 +4 n you write 96 having kept the last 2 digits of number as 00, the meaning of the number's value Id be 9600. , from this subtract = 4 x (8 Fas 9600 — 32 = 9568, -32.to get the ‘or a multiplication like 994 x 996 the only adjustment ‘would need to do would be to look at the second part ¢ answer as a 3- digit number: he following would make the process clear to you for Thitial digits | digits iemately, 996 + (-6) = 990 us, the answer would be 990024. te: i) The above process for multiplication is extremely good in cases when the two numbers are close to any power ‘of 10 (like 100,1000,10000 etc) However, when the numbers are far away from a power 10, the process becomes infeasible. Thus, this process would not be effective at all in the se of 62 x 34. (ii) For finding squares of numbers between 80 to 120, this process is extremely good and hence you should use Things First! FTF.AL this whenever you are faced with the task of finding, the square of a number in this range. For instance, if you are multiplying 91 x 91 you can easily see the answer as $281 4. Using additions to multiply Consider the following view of an option for multiplying Let us say we are trying to multiply 83 x 32 ‘This can be converted most conveniently into 80 x 30 + 3x30 + 2 x 83 = 2400 +90 + 166 = 2656 ‘This could also have been done as: 83 x 30 +2 x 83 = 2490 + 166 = 2656 However in the case of 77 x 48 the second conversion shown above might not be so easy to execute- while the first one would be much easier: 70 x 40 + 7x 40 + 8x77 = 70 x 40 + 7x 40 +8 x 70 + 8x 7= 2800 + 280 + 560 + 56 = 3696. The advantage of this type of conversion is that at no point of time in the above calculation are you doing anything more than single digit x single digit multiplication 5. Use of percentages to multiply ‘Another option that you have can be explained as below: Let us say you are trying to find 43 x 78. In order to calculate 43 x 78 first calculate 43% of 78 as follows: 43% of 78 = 10% of 78 + 10% of 78 +10% of 78 +10% of 78 + 1% of 78 + 1% of 78 + 1% of 78 = 7.8 + 7.8 + 78 +78 + 0.78 + 0.78 + 0.78 = 33.34 This can be done 8 as the integer part For adding the decimals, consider all the decimals as two digit numbers. In the addition if your total is a 2 digit number, write that down in the decimals place of the answer. If the number is a 3 digit number, carry over the hundreds” digit to the integer part of the answer. Thus, in this ease you would get: 80 + 80 + 80 + 80+ 78 + 78 + 78 = 554, This 554 actually means 5.54 in the context that we have written down 0.80 as 80. Thus, the total is 33.54. We have found that 43% of 78 is 33.54 and our entire addition has been done in single and 2 digits. We of course realize that 43% of 78 being the same as 0.43 x 78 the digits for 43 x 78 would be the same as the digits for what we have calculated. ‘Now, the only thing that remains is to put the decimals back where they belong, ‘There are many ways to think about this- perhaps the casiest being that 43 78 should have 4 as it’s units digit and hence the correct answer is 3354, Of course, this could also have been done by calculating 78% of 43 as 21.5 + 10.75 + 0.43 + 0.43 + 0.43 = 31 + 2.54 = 33.54 — Hence, the answer is 3354. You can even handle 2 digit x 3 digit multiplication through the same process:FTF.12 How to Prepare for Quantitative Aptitude for CAT the multiplication as given, find 324 % of 82. Suppose you were multiplying 324% 82, instead of doing e question conver 10:324X82= 82X3+82+82 spec Om O82 + 087 + 08D = 246 +16 + 3.68 = 265068 Heenoe, the answer is 26568 We would encourage you to try to multiply 2 digits x 2 digits and 2 digits % 3 digits and 3 digits x 3 digits by the methods you find most suitable amongst those given above In my view, the use of percentages to multiply is the most powerful tool for carrying out the kinds of ‘multiplications you would come across in Aptitude exams, Once you can master how to think about the decimals digits in these caleulations it has the potential to give you a significant time saving in your examination, @ CALCULATING DECIMAL VALUES FOR DIVISION QUESTIONS USING PERCENTAGE CALCULATIONS ‘have chosen to club these two together because they are actually parallel to each other—in the sense that for any Tatio we ean calculate two values—the percentage value and the decimal value. The digits in the decimal value and the Percentage value of any ratio would always be the same. Hence, calculating the percentage value of a ratio and the ‘cimal value of the ratio would be the same thing How do you caleulate the percentage value of a ratio? PERCENTAGE RULE FOR CALCULATING ENTAGE VALUES THROUGH HONS 's a powerful method of caleulating per- ‘pinion, the ability to calculate percentage ethod depends on your ability to handle Unless you develop the skill to add 2 {n your mind, you are always likely to face jealculating percentage through the method low. Infact, trying this method without being ligt additions/subtractions (including 2 digits al point) would prove to be a disadvantage in smpt at calculating percentages fast, Is process, essentially being a commonsense process, st illustrated through a few examples: Obviously, when you convert a addition using any of the two proc largely on your ability to add wel are good (or if you have made numbers good by using the proc on additions) you would find the here the best. The simple reason is because tl advantage of being the most versai is not dependant on particular types 2 digits x 2 digits and 2 digits x 3 digits orally, CHAPTER 3 Divisions, Percentage Calculations and Ratio Comparisons Multiplication SSCS ven culation would ge I your 2 digit agg our additions of y ess given in the g Aktion process, ‘d and efficiency of your cal this process lint ‘of numbers, 14 would be able digits and 3 qi Besides, afler enough practice yor Example | Whatis the percentage value ofthe ratio Solution ‘The process involves removing all the 109 80%, 10%, 1%, 0.1% and so forth of the denominator, the numerator. Thus, 53/81 can be rewriten as: (40.5 + 12.5)8) 405/81 + 12.5081 = 50% + 125/81 = 50% + (81+ 4481 = 50% + 10% + 448 = 60% + 4.481 At this stage you know that the answer to the questi lies between 60 — 70% (Since 4.4 is less than 10% of i At this stage, you know that the answer tothe calcul will be in the form: 6a.bede ... All you need to do is find out the value ofthe m digits 4 In order to do this, calculate the percentage value 44/81 through the normal process of multiplying ‘numerator by 100. 44 _ 44x10 440 Thus the % vale of $= 448100. 20 (Note: Use the multiplication by 100, once you have th 10% range. This step reduces the decimal calculations) Thus SP — 596 with remainder of 35 ‘Our answer is now refined to 65.bede. (1% Range) Newt. in otder to find the next digit (fist one after decimal) add a zero to the remainder, ence, the value of °5* will be the quotient of350/81 = 4 Remainder 26 Answer: 65.Aede (0.1% Range) 3 Remainder 17, Answer: 65:43 (0.01% Range) 260/81 forth, Advantages of this process are two fol ou only calculate as long as you need to in order climinate the options, Thus, in case there was nily a single option between 60-70% in the above uestion, you could have stopped your calculations is allows you to go through with the eal- ulations as long as you need to. ever, remember what I had advised you right at the trong Addition skills are a primary requirement for this method properly. strate another example: is the percentage value of the ratio 2 m2 ence 309 ~ 310%, Remainder 52 10/72 + 7. Hence, 309.7, Remainder 16 72. + 2. Hence, 309.72 Remainder 16 , 309.7222 (2 recurs since we enter an infinite ‘of 160/72 calculations). my view, percentage rule (as I call it) is one of the to calculate percentages since it gives you the lity to calculate the percentage value up to as many after decimals as you are required to and at the same allows you to stop the moment you attain the required racy range. Mf course I hope you realize that when you get 53/81 43% the decimal value of the same would be 0.6543 for 223/72, the decimal value would be 3.097222. fhe kind of exam that the CAT is, I do not think you Id not need to calculate ratios beyond 2 digits divided digits. In other words, if you are trying to calculate ‘$164, you can take an approximation of this ratio 3/81 and calculate the percentage value as. shown \e process above, The accuracy in the calculation of 1 instead of 5372/8164 would be quite sufficient to fer questions on ratio values that the CAT may throw dn Quantitative Aptitude or even in Data Interpretation tions, RATIO COMPARISONS \LCULATION METHODS related to RATIOS Calculation methods for Ratio comparisons: fe could be four broad cases when you might be re- ited to do ratio comparisons: The table below clearly illustrates these: Deere Coxe 2 Increases Tnereases May Increase Requited or Dec Decreases Case 3 Decreases Increases Not required Case 4 Decreases Decreases May Increase Required or Decrease In cases 2 and 4 in the table, calculations will be necessitated. In such a situati can be used for ratio comparisons, 1. The Cross Multiplication Method ‘Two ratios can be compared using the cross multiplication method as follows. Suppose you have to compare 12/17 with 15/19 ‘Then, to test which ratio is higher cross multiply and compare 12 x 19 and 15 x 17. If 12 x 19 is bigger the Ratio 12/17 will be bigger. If 15 x 17 is higher, the ratio 15/19 will be higher. In this case, 15 x 17 being higher, the Ratio 15/19 is higher. the following processes Note: In real time usage (esp. in D.L,) this method is highly impractical and calculating the product might be ‘more cumbersome than calculating the percentage values. ‘Thus, this method will not be able to tell you the answer 3743 yy 3821 if you have to compare <7 with 2. Percentage Value Comparison Method 173 |, 181 Suppose you have to compare: >with 537 In such a case just by estimating the 10% ranges for each ratio you can clearly see that — the first ratio is > 80% while the second ratio is < 80% Hence, the first ratio is obviously greater. ‘This method is extremely convenient if the two ratios have their values in different 10% ranges. However, this problem will become slightly more difficult, if the two ratios fall in the same 10% range. Thus, if you had to compare '”/,, with 'Y,,., both the values would give values between 80 — 90%. The next step would be to calculate the 1% range. ‘The first ratio here is 81 ~ 82% while the second ratio lies between 80 ~ 81% Hence the first ratio is the larger of the two. Note: For this method to be effective for you, you will first need to master the percentage rule method for calculating the percentage value of a ratio. Hence if you cannot see that 169.6 is 80% of 212 or for that matter that 81% of 212 is, 171.72 and 82% is 173.84 you will not be able to use this method effectively. (This is also true for the next method.)FTF.14 How to Prepore for Quantitative Aptitude for CAT However, once you can calculate percentage values of 3 digit ratios to 19% range, there is not much that can stop you in comparing ratios. The CAT and all other aptitude exams normally do not challenge you to calculate further than the 1% ra when you are looking at ratio comparisons Numerator Denominator Percentage Change Method. There is another way in which you can compare close ra- tios like 173/212 and 181/225. For this method, you need to calculate the percentage changes in the numerator and the denominator. Thus: 173 — 181 is a % increase of 4 — 5% While 212 > 225 is a % increase of 6 — Im this case, since the denominator is increasing more than the numerator, the second ratio is smaller. This method is the most powerful method for comparing close ratios—provided you are good with your percentage rule calculations, (8) Method for calculating the value of a pere, change in the ratio: PCG (Percentage Change Graphic) gives us a ¢on method to calculate the value of the percentage gp a ratio. Suppose, you have to calculate the between 2 ratios. This has to be done in two stages Ess of Est of Original Ratio ===", Intermediate Ratio SS Final Ratio Thus if 20/40 becomes 22/50 Effect of numerator Effect of denominator = 50 — 40(20% decrease fashion) Overall effect on the ratio: ot 100 —Jemene eae 20 22(10% 110 increase) Hence, overall effect = 12% decrease. teas ey Squares and Cubes of Numbers SQUARES AND SQUARE ROOTS en any number is multiplied by itself, it is called as the juare of the number, Thus, 3x3=3=9 Squares have a very important role to play in ‘mathematics. In the context of preparing for CAT and other similar aptitude exams, it might be a good idea to be able to recollect the squares of 2 digit numbers. Let us now go through the following table carefully: Table 4.1 ‘Number Square Number Square Number — Square 1 Das 3 529 i a To 3 141962598. 4 15 2aSH8 aS onETS 5 16256278 6 1) dT 7 IRs 94 doni29) ST BALE 3 1936130900 5 2040031961 i. 21 a8 fi 2 aes 331089 Contd 34 35 36 37 38 39 41 2 8 45 47 48 9 31 32 3 3S 56 1156, 1225, 1296, 1369, 1444 1521 1600, 1681 1764 1849, 1936 2025 2116 2209 2308 2401 2500 2601 2708 2809 2916 3025 3136 37 5 9 61 a 3 5 Gl 68 70. 7 2 a 74. 75 76. 7 78 3249 3368 3481 3600 3721 3844 3969 4205 4356 4489 4628 4761 4900 S081 S184 3329 5476 5625 5776 3929 e241 esas | S/sleislelstels|sis|s|es|z|ss|eslee|aehow does one get these numbers onto one’s finger nes one memorize these values or is there a simpler {ndleed! There is a very convenient process when it to memorising the squares of the first 100 numbers, {1 of all, you are expected to memorise the squares: ist 30 numbers, In my experience, I have normally iit most students already know this, The problem With numbers after 30, You do not need to worry that, Just follow the following processes and you VOW all squares upto 100. J: For squares from $1 to 80 — (Note: This method Is on your memory of the frst thirty squares.) process is best explained through an example, ose, you have to get an answer for the value of ok at 67 as (50+ 17), The 4 digit answer will have sas follows: es Last2 digits Nee First 2 digits ‘wo digits will be the same as the last two digits square of the number 17. (The value 17 is derived ing at the difference of 67 with respect to 50.) ce, 17? = 289, you can say that the last two digits of ill be 89. (ie. the last 2 digits of 289.) Also, you will to carry over the 2” in the hundreds place of 289 to rst part of the number. ¢ frst two digits of the answer will be got by adding, hich is got from 67 ~ 50) and adding the carry over this case) to the number 25. (Standard number to be in all cases.) Hence, the first two digits of the answer Ibe given by 25 +17 +2 = 44, the answer is 67? 4489, suppose you have to find 76%, 16 = 50 + 26. 2: 267 is 676, Hence, the last 2 digits of the answer tbe 76 and we will carry over 6. 3: The first two digits of the answer will be 25 + 6=57. jence, the answer is $776, his technique will take care of squares from 51 to 80 (if remember the squares from 1 to 30). You are advised this process and see the answers for yourself. SQUARES FOR NUMBERS FROM 31 TO 50 h numbers can be treated in the form (50 — x) and the .¢ process modified to get the values of squares from 10 50. Again, to explain we will use an example. Sup- you have to find the square of 41 First Things First PTF. Step 1: Look at 41 as (50 ~ 9). ‘Again, similar to what we did above, realise that the ‘answer has two parts—the first two and the last two digits. Step 2 ‘The last two digits are got by the last two di in the value of (- 9) = 81. Hence, 81 will represent the last two digits of 41° Step 3: The first two digits are derived by 25 —9 = 16 (where 25 is a standard number to be used in all cases and ~ 9 comes from the fact that (50 ~ 9) = 41). Hence, the answer is 1681 Note: In case there had been a carry over from the last two digits it would have been added to 16 to get the answer. For example, in finding the value of 36? we look at 36 = (50 — 14) ‘Now, (-14)? = 196. Hence, the last 2 digits of the answer will be 96. The number “1” in the hundreds place will have to be carried over to the first 2 digits of the answer. The, first two digits will be 25 — 14 + 1 = 12 Hence, 36° = 1296. With this process, you are equipped to find the squares of numbers from 31 to 50. fm FINDING SQUARES OF NUMBERS BETWEEN 81 TO 100 Suppose you have to find the value of 82. The following process will give you the answers. Step 1: Look at 82 as (100 — 18). The answer will have 4 digits whose values will be got by focusing on getting the ‘value of the last two digits and that of the first two digits. Step 2: The value of the last two digits will be equal to the last two digits of (~ 18). Since, ( ~ 18) = 324, the last two digits of 82* will be 24. The ‘3° in the hundreds place of (— 18) will be carried over to the other part of the answer (ie. the first two digits). Step 3: The first two digits will be got by: 82 + (- 18) +3 Where 82 is the original number; (— 18) is the number obtained by looking at 82 as (100 ~ x); and 3 is the carry over from (~ 18). Thus, the answer is 6724. ‘Similarly, 87° will give you the following thought pro- cess: 87 = 100 - 13 + (13) = 169. Hence, 69 are the last two digits ofthe answer -> Carry over I. Consequently, 87 + 13) + 1 = 75 will be the first 2 digits of the answer. Hence, 87? = 7569. With these three processes you will be able to derive the square of any number up to 100. Properties of squares: 1. When a perfect square is written as a product of its prime factors each prime factor will appear an even number of times.FTF.16 How to Prepare for Quantitative Aptitude for CAT 2. The difference between the squares of two consecu- tive natural numbers is always equal to the sum of the natural numbers. Thus, 41? ~ 40% = (40+ 41) = 81 This property is very useful when used in the opposite direction—ie. Given that the difference between the squares of two consecutive integers is 81, you should immediately realise that the numbers should be 40 and 41 ‘The square of a number ending in 1, 5 or 6 also ends in 1, 5 or 6 respectively. 4, The square of any number ending in 5: The last two digits will always be 25. The digits before that in the answer will be got by multiplying the digits leading up to the digit 5 in the number by 1 more than itself, Mustration: 85= 25, ‘The missing digits in the above answer will be got by 8x (8 + 1)=8 x 9 = 72. Hence, the square of 85 is given by 7225, Similarly, 135*= __25. The missing digits are 13 x 14 = 182. Hence, 135? = 18225, ‘The value of a perfect square has to end in 1, 4, 5, 6, 9 or an even number of zeros. In other words, a Perfect square cannot end in 2, 3, 7, or 8 or an odd ‘number of zeros If the units digit of the square of a number is 1, then the number should end in 1 or 9. - Ifthe units digit of the square of a number is 4, then the units digit of the number is 2 or 8 If the units digit of the square of a number is 9, then the units digit of the number is 3 or 7. If the units of the square of a number is 6, then the unit’s digit of the number is 4 or 6, ‘The sum of the squares of the first ‘n’ natural num- bers is given by [@) (n+ 1) Qn+ D6. |. The square of a number is always non-negative Normally, by squaring any number we increase the value of the number. The only integers for which this is not true are 0 and 1. (In these cases squaring the number has no effect on the value of the number), Further, for values between 0 to 1, squaring the number reduces the value of the number. For ex- ample 0.5* < 05. , you have to Find the Square Root of jiven Number ry 7056 Step 1: Write down the number 7056 as a product of its Prime factors. 7056 = 2x 2x2x2x 21x21 21 Step 2: The required square root is obtained by halving the values of the powers. 7056 = Hence, el CUBES AND CUBE ROOTS When a number is multiplied with itself two fi the cube of the number. “a Thus, xxx xx =x Method to find out the cubes of 2 digit numbers ‘answer has to consist of 4 parts, each of which has calculated separately. ‘ The first part of the answer will be given of the ten’s digit. se Suppose you have to find the cube of 28, The first step isto find the cube of 2 and write it P=8, The next three parts of the number will follows, Derive the values 32, 128 and 512. (by creating a G. P. of 4 terms with the first tem in case as 8, and a common ratio got by calculating the of the unit’s digit of the number with its tens digit, In case the ratio is 8/2 = 4.) ‘Now, write the 4 terms in a straight line as below. to the middle two terms add double the value, be derived 8 32 128512 + 64 256 a9 5 2 a \ me over SI) (8+ 13) 2464+ 43 =139) (128 + 256+ 51=. Carry over 13 (Carry over 43) Hence, 28° = 21952 Properties of Cubes # 1. When a perfect cube is written in its standard the values of the powers on each prime factor: bbe a multiple of 3, 2. In order to find the cube root of a number, fst it in its standard form and then divide all by3 Thus, the cube root of 3° x 5° x 17? x 2s sven by 3? x 5! x 17 x 2? 3. The cubes of all numbers (integers and freater than 1 are greater than the number 4, 0 =0, P= 1 and — 1° =—1, These are the only! instances where the cube of the number is the number itself. : 5. The value of the cubes of a number between 1 is lower than the number itself. Thus, 0.5? <05. 6. ‘The cube of a number between 0 and -1 is than the number itself. (-0.2)’ > -0.2. 7. The cube of any mumber less than —I, is always than the number. Thus, (-1.5)'< 1.5).