1) White: Snow

A) Dark: night

B) Fries: potato

C) Funny: foolish

D) Storm: thunder

2) Flower: petal

A) Car: engine

B) Door: window

C) Mind: brain

D) Roof: ceiling

3) Tortoise: shell

A) Camel: hump

B) Cat: milk

C) Monkey: ape

D) Snake: hiss

4) Long: short

A) Happy: pleased

B) Lean: thin

C) Sun: moon

D) Work: play

5) Sword: weapon

A) Fruit: vegetable

B) Indigo: color

C) Voice: music

D) White: black

6,7,8,9
10) The instruction ___________ you to switch off electric equipment before you go out.

A) Tell B) Tells

C) To tell D) Told

11) Yesterday I went to party. Now I am going to tell what I ______________when I arrived.

A) Saw B) see

C) Seeing D) Seen

12) We were late and ______________managed to catch the train.

A) Fast B) Hardly

C) Hurriedly D) Scarcely

13) The goods were never delivered ___________________the promise we had received.

A) Although B) Because

C) In spite Of D) Yet

For many years afterwards Lagos was always associated with electric lights and motor cars
in Obi’s mind. Even after he had at last visited the city and spent few days there before flying
to the United Kingdom his views did not change very much. Of course he did not see much of
Lagos then. His mind was, as it were on higher things. He spent the few days with his
“countryman “Joseph Okeke,a clerk in the survey Department Obi and Joseph had been
class mates at the umoufia C.M.S Central School but Joseph did not go on the secondary

school because he was too old and his parents were poor (14-18)

19,20
21) The graph of equation x^2 +2x+3=4y is The graph of the equation x2+2x+3=4yx^2 + 2x + 3 =
4yx2+2x+3=4y pertains to the topic of Functions and Graphs, specifically focusing on the
graph of a quadratic equation.

Explanation:

21)The graph of equation x^2 +2x+3=4y is "it is from which topic given above

The graph of the equation x2+2x+3=4yx^2 + 2x + 3 = 4yx2+2x+3=4y falls under the topic of
Coordinate Geometry within the broader category of Geometry. Specifically, it involves:
Coordinate Geometry

 Plotting Points and Graphing Equations: Understanding how to graph equations on the
coordinate plane.
 Quadratic Functions: Recognizing and graphing parabolas, which are the graphs of
quadratic equations.

Thus, the topic of graphing the equation x2+2x+3=4yx^2 + 2x + 3 = 4yx2+2x+3=4y lies within
Coordinate Geometry, focusing on Quadratic Functions and Graphing Equations on the
coordinate plane.

1. Quadratic Equation Form: x^2 + 2x + 3 = 4y

2. Graphical Representation:
o This equation represents a parabola in the Cartesian plane.
o The general form of a vertical parabola (opening either up or down) is
y=ax2+bx+cy where a determines whether the parabola opens upwards (a>0) or
downwards (a<0).
3. Determining the Direction:
o To determine the direction in which the graph moves based on the given options:
 A) Down
 B) Left
 C) Right
 D) Up
4. Analysis:
o The given equation x2+2x+3=4y suggests a standard upward opening parabola
because the coefficient of x2x^2x2 (which is 1) is positive.
5. Conclusion:
o Since the parabola opens upwards (as a>0), the correct answer regarding the
direction of the graph is:

D) Up

Therefore, the graph of the equation x2+2x+3=4y moves upward in the Cartesian plane.

A) Down B) Left \

C) Right D) Up

22) Two lighthouses flash their lights every 20second and 30 seconds respectively. If they flash
together at they will flash together again at:

A) 09:00:50 B) 09:01:00

C) 09:10:00 D) 09:15:45
23)Ahmad can do a work in 4 days whereas Umar can do same work in 5 days and Ahsan can do it in
20days.They can do work in _________days if all of them work together.

A) 1 B) 2

C) 3 D) 20

24) Which of the following is whole number

A)-2 B) 2/5

C) 5/3 D) 5

25) If tan=5/4 then cot is

A) 4/5 B) 5/4

C) 5 D) 4

25) If tan=5/4 then cot is

A) 4/5 B) 5/4 C) 5 D) 4 it is from which topic then
The question about finding cot⁡\cotcot given tan⁡=54\tan = \frac{5}{4}tan=45 falls under the topic
of Trigonometry within the broader category of Geometry. Specifically, it involves:

Trigonometry

 Trigonometric Ratios: Understanding and using the fundamental trigonometric ratios

(sine, cosine, tangent, cotangent, secant, and cosecant).
 Reciprocal Identities: Knowing the relationships between the trigonometric functions,
such as cotθ={1}/{tanθ}.

Let's solve the problem:

Given:

tanθ ={5}/{4}

To find cotθ, we use the reciprocal identity:

cotθ={1}/{tanθ}

Substitute tanθ with {5}/{4}:

cotθ=1/5/4=4/5

So, the correct answer is: A) 4/5

Thus, the problem of finding cotθ given tanθ is a part of Trigonometry, focusing on
Trigonometric Ratios and Reciprocal Identities

26) Which of the following is perfect number

A) 24 B) 26

C) 28 D) 32

27)The mean of 2,2,2,2,2,2,2,2,2,2,2,2 is

A) 0 B) 02

C) 10 D) 20

28) The graph of function Y=3x-9 has its wedge at

A)-9 B)-3

C) 03 D) 07

28)The graph of function Y=3x-9 has its wedge at

A)-9 B)-3 C) 03 D) 07 it is from which above topics
ChatGPT

The question about the graph of the function y=3x−9y = 3x - 9y=3x−9 and identifying its
"wedge" (which likely refers to the y-intercept in this context) falls under the topic of
Coordinate Geometry within the broader category of Geometry. Specifically, it involves:

Coordinate Geometry

 Linear Functions: Understanding the form and characteristics of linear equations.

 Graphing Linear Equations: Plotting linear equations on the coordinate plane and
identifying key features such as the slope and y-intercept.

Let's solve the problem:

The given function is:

y=3x−9y = 3x - 9y=3x−9

In the equation y=mx+by = mx + by=mx+b, mmm is the slope and b is the y-intercept. Here,
m=3 b=−9

The y-intercept (where the graph crosses the y-axis) occurs when x=0:
y=3(0)−9=−9

So, the correct answer is: A) -9

Thus, the problem of finding the y-intercept of the linear function y=3x−9y = 3x - 9y=3x−9 is a
part of Coordinate Geometry, focusing on Linear Functions and Graphing Linear Equations

29) Which of the following is an irrational number

A) 1.345345345……. B) ^^5

C) 18.333333333 D) 35

30) The sale price of T shirt is RS.660 with a profit of 10%. The Cost Price of T shirt is RS.__________

A) 550 B) 600

C) 620 D) 700

31) The age of father is 12times of his son after 5 years the age of father is 6times the age of his son.
The age of father after 3 years is:

A) 40years B) 47years

C) 50years D) 53 years

32) The average of first ten whole number is

A) 3.5 B) 4.0

C) 4.5 D) 5.5

33)The mode in data 3,6,9,5,6,9,9,5,16,5,8,12,9,10 is

A) 5 B) 6

C) 8 D) 9

34) Sum of external angles of 5 sided polygon is ___________.

A) 90(2n-4) B) 180(n-2)

C) 360 D) cannot be determined

35) A man covers some distance in 2 hours. Had he move slower by 4km/h he will cover same distance
in 6 hours? Find the speed of the man?
A) 4.5 km/h B) 6km/h

C) 9km/h D) 13.5km/h

36) The height of the tree was 4.5 m after two years the age of tree was increased
by 12.5% .the new height of the tree after one year is _________if the height
increased by Same ratio

A) 0.6

B) 5.1

C) 5.4

D) 6.0

36) The height of the tree was 4.5 m after two years the age of tree was
increased by 12.5% .the new height of the tree after one year is _________if
the height increased by Same ratio
A) 0.6 B) 5.1 C) 5.4 D) 6.0 it is from which topic

This question involves the concept of Percentage Increase and its application, which falls under
the topic of Arithmetic and Word Problems.

Explanation:

Given:

 Initially, the height of the tree is 4.54.54.5 meters.

 After two years, the age of the tree increases by 12.5%12.5\%12.5%.

Calculating the New Height:

1. Calculate the Increase in Height:

o Increase in height =12.5%= 12.5\%=12.5% of 4.54.54.5 meters.

Increase=0.125×4.5=0.5625 meters\text{Increase} = 0.125 \times 4.5 = 0.5625 \

text{ meters}Increase=0.125×4.5=0.5625 meters

2. Calculate the New Height:

o New height after one year =4.5+0.5625= 4.5 + 0.5625=4.5+0.5625

New height=5.0625 meters\text{New height} = 5.0625 \

text{ meters}New height=5.0625 meters

Conclusion:
Therefore, if the height of the tree increases by the same ratio ( 12.5%12.5\%12.5% of 4.54.54.5
meters), the new height after one year will be approximately 5.06255.06255.0625 meters.

Among the given options:

 A) 0.6
 B) 5.1
 C) 5.4
 D) 6.0

The closest option to 5.06255.06255.0625 meters is:

B) 5.1

So, the correct answer regarding the new height of the tree after one year, given the increase by
the same ratio, is option B

37)2*16+2^7-2^8=

A)-2^6 B)-3*2^5

C) 3*2^5 D) 7*2^6

2*16+2^7-2^8=
A)-2^6 B)-3*2^5 C) 3*2^5 D) 7*2^6 it is from which topic
This question involves arithmetic operations with exponents and falls under the topic of
Arithmetic and Exponents.

Explanation:

1. Performing the Calculations:

o Calculate 2⋅16

2⋅16=32

o Calculate 2^7

2^7 = 128

o Calculate 2^8

2^8 =256

2. Substitute back into the Expression:

 32+128−256

3. Perform the Addition and Subtraction:

32+128=160 , 160−256=−96

Conclusion:

Among the given options:

 A) -2^6
 B) -3.2^5
 C) 3⋅ 2^5
 D) 7⋅ 2^67

The correct answer that matches −96is:

A) -2^6

So, this question involves basic arithmetic calculations with exponents, focusing on evaluating
expressions accurately

38) The sum of angles of 6 sided figure is

A) 360 B) 600

C) 720 D) 1080

39) The amplitude of function 6sin (3x+5) is

A)-5/3 B)-05

C) 06 D) 2n

39) The amplitude of function 6sin (3x+5) is

A)-5/3 B)-05 C) 06 D) 2n it is from which topic

The question about the amplitude of the function 6sin⁡(3x+5)6\sin(3x + 5)6sin(3x+5) falls under
the topic of Trigonometry, specifically dealing with the properties of trigonometric functions.

Explanation:

The general form of a sinusoidal function is:

y=Asin(Bx+C)+D
Where:

 A is the amplitude.
 B affects the period of the function.
 C is the phase shift.
 D is the vertical shift.

In the function 6sin(3x+5)

 The coefficient 6 in front of the sine function is the amplitude.

Amplitude:

 The amplitude of a sine function Asin⁡(Bx+C)A\sin(Bx + C)Asin(Bx+C) is the absolute

value of AAA.

Calculation:

For the function 6sin(3x+5):

 The amplitude is the coefficient of the sine function, which is ∣6∣=6

Conclusion:

Thus, the amplitude of the function 6sin(3x+5) is 6.

The correct answer is not listed in the given options. However, based on the standard properties
of trigonometric functions, the amplitude is 6.

40) If x^2-2x^2-5x+16 is divided by 2x-6 then remainder is ___________.

A)-14 B) 0

C) 10 D) 15

41) The sum of place and face value of 6 in number 54689 is__________.

A) 0 B) 594

C) 600 D) 606

41) The sum of place and face value of 6 in number 54689 is__________.
A) 0 B) 594 C) 600 D) 606 it is from which topic
This question is related to the topic of Number Theory, specifically focusing on the concepts of
place value and face value of digits in a number.
Explanation:

In the number 54689:

 The place value of the digit 6 is determined by its position in the number:
o 6 is in the hundreds place, so its place value is 6×100=600.
 The face value of the digit 6 is simply the value of the digit itself:
o Face value of 6 = 6.

Calculation:

To find the sum of the place and face value of the digit 6 in 54689:

Sum=Place Value + Face Value

Sum=600+6=606

Therefore, the correct answer that corresponds to the sum of the place and face value of 6 in
54689 is:

D) 606

This question involves basic arithmetic and understanding of number properties related to place
value and face value, which are key concepts in Number Theory.

42)2x+5y=-kx if x=2 and y=-1 then value of k is:

A)-2 B) 1/2

C) 2 D) 3

43) The range of data 3, 5,4,6,9,17,12,15 is

A) 3 B) 5

C) 14 D) 20

44) Write the statement in the form of equation “Subtract 8 from 4 times a number to get -6.

A)-4x+8=6 B) 4x-8=6

C)-4x+8=-6 D) 4x-6=-8

45) The range of f(x) =x^2_5/x+^^5 is

A) (^^8) B) Real numbers-(-2^^5)

C) Real numbers-(^^5) D) Real number- (^^4)

1. Function Definition:

{x^2 - 5}/{x + \sqrt{5}

2. Vertical Asymptote:
o Determine where the function is undefined by setting the denominator equal to
zero:
o x + \sqrt{5} = 0
o Solving for x:
o x=−sqrt5x
o At x=-\sqrt{5}x=−5, the denominator x+sqrt{5} equals zero, indicating a vertical
asymptote for the function f(x).
3. Behavior at Infinity:
o As x→∞x or x→−∞x \to f(x) behaves like x2/x={x^2}/{x}.
o Thus, f(x)→∞ as x→∞andf(x)→−∞ as x→−∞
4. Critical Points and Analysis:
o The function f(x) has a vertical asymptote at x=-sqrt{5}.
5. Range Analysis:
o The range of a function is the set of all possible output values (y-values) it can
take for all input values (x-values).
o For f(x) = {x^2 - 5}/{x + sqrt{5}:
 As x approaches -sqrt{5}−5 from the left (x→−sqrt{5}^- f(x) tends to
+∞.
 As x approaches- sqrt{5}from the right (x→ -sqrt{5}^+,
 F(x) tends to −∞.
 As x moves away from -sqrt{5}−5 and towards ±∞
 f(x) takes on all real values except where it is undefined (at x= -sqrt{5}).
6. Conclusion:
o The vertical asymptote at x= -sqrt{5} restricts f(x) from taking the value sqrt{5}.
o Therefore, the range of f(x), considering all real numbers except sqrt{5}, is:
Range=R - {\sqrt{5}

Applying to the Given Options:

Given the options:

 A) sqrt{8})
 B) Real numbers - (-2/sqrt{5})
 C) Real numbers - (sqrt{5})
 D) Real numbers - (sqrt{0})

The correct answer that describes the range of f(x)=x2−sqrt{5}/x+sqrt{5}is:

C) Real numbers - (\sqrt{5})

This means f(x))can take on any real value except sqrt{5}, due to the vertical asymptote at x= -
sqrt{5}x=−5. Therefore, option C is the correct answer for the range of the function f(x).

3.5
ok if any question of this type is in paper we shouid make denominator 0

Yes, exactly! When dealing with rational functions like f(x)= {x^2 -5}/{x + \sqrt{5}, it's crucial
to check where the denominator equals zero because:

 The function is undefined at these points.

 These points may indicate the presence of vertical asymptotes.

So, in the case of f(x):

 Set x+5=0x + \sqrt{5} = 0x+5=0 to find where the denominator equals zero.
 Solve for x to determine any vertical asymptotes.

This approach helps in understanding where the function may have restrictions or asymptotic
behavior that affects its domain and range. It's a fundamental step in analyzing rational functions,
especially when determining their range or behavior at specific points

Certainly! Based on your previous questions, here's how they align with the topics and subtopics
of quantitative reasoning:

1. Graph of Equation x^2 + 2x + 3 = 4y:

o Algebra: Dealing with quadratic equations and their graphical representations.
2. Question about tan⁡\tantan and cot⁡\cotcot:
o Trigonometry: Specifically, understanding trigonometric functions and their
relationships.
3. Graph of Function y=3x−9y = 3x - 9y=3x−9:
o Functions and Graphs: Graphing linear functions and understanding their
properties.
4. Range of Function f(x) = {x^2 - 5}/{x + sqrt{5}}:
o Algebra: Rational functions, including their domain and range considerations.
5. Understanding Vertex of y=3x−9y :
o Functions and Graphs: Identifying specific points on linear function graphs,
such as vertices.
o Each of these questions touches upon different aspects of quantitative reasoning,
focusing on algebra, functions, graphs, and trigonometry. These topics are
fundamental in developing quantitative skills that are essential for problem-
solving in mathematics and related fields.
Please tell me in detail that Quantitative reasoning includes which topics and subtopics

Quantitative reasoning is a critical skill assessed in various standardized tests and academic
contexts. It involves the application of mathematical concepts to solve problems and make
decisions. The topics and subtopics within quantitative reasoning generally include the
following:

1. Arithmetic

 Basic Operations: Addition, subtraction, multiplication, division

 Fractions and Decimals: Simplifying, comparing, converting between fractions and
decimals
 Percentages: Calculations, percentage increase/decrease, applications in problems
 Ratios and Proportions: Solving problems involving ratios, proportions, and rates
 Number Properties: Factors, multiples, primes, divisibility rules, and odd/even
properties
 Exponents and Roots: Calculations and properties of exponents and roots

2. Algebra

 Expressions: Simplifying, factoring, and evaluating algebraic expressions

 Equations: Linear equations, quadratic equations, systems of equations
 Inequalities: Solving and graphing inequalities, systems of inequalities
 Functions: Understanding and interpreting functions, function notation
 Polynomials: Operations with polynomials, factoring, polynomial equations
 Word Problems: Translating verbal descriptions into algebraic expressions and
equations

3. Geometry

 Basic Shapes: Properties of triangles, quadrilaterals, polygons, and circles

 Perimeter, Area, and Volume: Calculations for various shapes and solids
 Coordinate Geometry: Plotting points, lines, and shapes on the coordinate plane, slope,
distance between points
 Transformations: Translations, rotations, reflections, and dilations
 Angles: Types of angles, angle relationships, and calculations involving angles
 Geometric Proofs: Understanding and constructing geometric proofs

4. Data Analysis and Statistics

 Descriptive Statistics: Mean, median, mode, range, standard deviation

 Data Representation: Interpreting and constructing bar graphs, histograms, pie charts,
scatter plots, and box plots
 Probability: Basic probability concepts, compound events, independent and dependent
events
 Distributions: Understanding normal distribution, z-scores, percentiles
  Regression Analysis: Linear regression, correlation coefficients

5. Word Problems and Applied Mathematics

 Real-World Applications: Problems involving finance (interest, loans, investments),

work-rate problems, mixture problems
 Estimation and Approximation: Approximating values, rounding, significant figures
 Logical Reasoning: Deductive and inductive reasoning, pattern recognition

6. Advanced Topics (if applicable)

 Calculus (sometimes included in higher-level assessments): Limits, derivatives,

integrals, applications of calculus
 Discrete Mathematics: Set theory, combinatorics, graph theory

Each of these areas contains numerous subtopics and specific skills that are essential for
developing strong quantitative reasoning abilities. Mastery of these topics often requires both
theoretical understanding and practical problem-solving experience.