Faculty Manual

FACULTY MANUAL
GCET / GU (B. Tech. 4th Sem.)

NOTE - (Duration 50 Mins / Lecture)
Unit I: Numbers and Arithmetic Basics

Objectives:
Help students to discover what makes the Numbers important in almost all the tests.
Help students to learn how to use the basic properties of the numbers in solving the questions.
Help students to understand how to go about the study material and what to do before coming to the next
lecture.
LECTURE - 1
Introduction (10 Mins)
Faculty is supposed to introduce him/herself if he has not done it ever before in the very batch.
Talk something over the importance of numbers (some very easy questions from last few years
actual test papers can be used as examples)
Make them aware of the importance of answer options.
Tell them that their first aim will be to be thorough with the basic concepts and to develop a habit
of getting right answers in the first attempt only (Talk about the importance of a good accuracy
rate)
Tell them that speed is a thing that is achieved very slowly with constant efforts.
Vedic Math (30 Mins)

Introduction - Present the three areas that are important for succeeding in any of the entrance
exams that the students may choose to write. The three areas are
(i)
Knowledge: This is nothing but the awareness of the various topics and concepts
required.
(ii)
Speed : which is the ability to answer the questions in the minimum possible time, and
(iii)
Approach: which is the ability to perform to ones best by managing the first two aspects
in the most productive way and score maximum marks in the given time. Now the faculty
member must mention that this module on speed math will deal exclusively with the
second area. He should mention that the speed that is being talked about is, in
particular, the speed of calculations that one will be required to perform during the exam.
Ask the students the following questions:

1.
What do you understand about Speed Math? To enhance the speed of

calculations.
2.
What is the use of Speed Math?
Pre-requisites for Speed Math

A primary condition to enhance ones speed of calculation is to stop using calculators and make it a
habit to do calculations mentally.
After the introduction, list the basic requirements for Speed Math and ask a few questions in each of
them.
1. Students should learn by heart, multiplication tables up to 10 20.
2. Squares up to 25.
3. Cubes up to 12.
4. Powers of 2 up to 212.
5. Powers of 3 up to 37.
6. 100s Complements of numbers below 100.

7. Reciprocals and their multiples.
The faculty member can mention that the students will benefit from referring to books on speed math,
where they can find several other techniques on improving their speed of calculation.
They are:
1)
Trachtenberg system of speed mathematics
2)
Vedic Mathematics.
Explain the squares, cubes, multiplication techniques and tell them to practice it daily and bring it
in practice also, so that it comes into their habit. Tell them strictly, if not practiced its of no use at
all.
Squares
Cubes
Multiplications
1.
Multiplication with 11 19
Multiplication with 11:
If 64 are multiplied by 11, then we can do the calculation as 640 + 64 = 704. i.e., we can
do this calculation mentally. But to find the product of a larger number, say, 6847 and 11,
calculating it mentally may not be possible. The product of 6847 and 11 can be calculated
easily with a simple approach which gives the answer in a few steps. Explain the steps
step by step as given below.
First prefix a leading zero and suffix a zero to 6847 to obtain 068470. Then, starting from
the units digit of the given number, (i.e.,7) add the digit to the right of it and write down
the units digit of the addition obtained and any carry forward should be written on the top
of the digit to the left of the units digit of the given number. The same procedure is
followed for all the digits of the number. The following diagram and the steps described
explain the method.
Step 1: 7 + 0 i.e., 7 should be written. Also as the sum is less

than ten, no carry forward is there.
Step 2: 4 + 7, i.e.,11. Here the units digit 1 will be written and 1
(carry forward) is written as shown.
Step 3: 8 + 4 + 1 (carry forward from step 2) i.e. 13. Here 3 is
written and a carry forward of 1 is written as shown.
Step 4: 6 + 8 + 1 (carry forward from step 3). I.e. 1. Here 5 is
written and a carry forward of 1 is written as shown.
Step 5: 0 + 6 + 1 (carry forward from step 4) i.e., 7. Finally, 7 is
written.
The above process can be summarized shortly in the following way:

Starting from the units digit, to each digit, add the digit on the right hand side of it.
Give 3 or 4 more examples like 823 x 11, 4685 x 11; 52386 x 11, etc.
Multiplication with 12:

For example 5436 x 12
Prefix a leading zero and suffix a zero to 5436 to obtain 054360. Then starting from the
units digit of the given number, double each digit and add the digit to the right and write
down the units digit of the addition obtained below the digit which was to the right and
any carry forward should be written on the top of the digit to the left of the units digit of
the given number. The same procedure is followed for all the digits of the number.
Step 1: Double of 6 + 0, i.e., 12. Here 2 is written and 1 (carry
forward) as shown.
Step 2: Double of 3 + 6 + 1 (carry forward of step 1) i.e. 13. Here
3 is written and a carry forward of 1 as shown.
Step 3: Double of 4 + 3 + 1 i.e. 12. Here 2 is written and a carry

forward of 1 as shown.
Step 4: Double of 5 + 4 + 1 i.e. 15. Here 5 is written and a carry
forward of 1 as shown.
Step 5: Double of zero + 5 + 1 i.e., 6 is written.
Give 3-4 examples as in the previous case.
Note:
As observed in the methods of 11 and 12, each digit of the given number should
be multiplied by the units digit in the multiplier (i.e., 1 in 11, 2 in 12). Hence, to multiply
by 13, or 14 or 15, 19 we should multiply each digit with either 3 or 4 or 5 or .9 and
add the corresponding digit on the right.
Even though the above mentioned methods are applicable for multiplication by numbers
from 11 to 19, in case of multiplication by 19, it is preferable to first multiply the number
with 20 and then, from the result, subtract the original number.
For example 3486 19 = 3486(20 1) = 69720 3486 = 66234
2.
Multiplication of numbers close to powers of 10:
To multiply the numbers which are closer to 100, explain the following easier approach.
(1)
To multiply 97 and 92, please explain the steps as mentioned below.
Step 1: Write the two numbers with the difference from the base i.e. 100 including the sign
as shown below.
97
(because 97 is obtained as 100 3)
92
(because 92 is obtained as 100 8)
Step 2: Take the sum of the two numbers (considering their signs also) along either of the
two diagonals (which will be the same in both the cases). In this example, diagonal sum
is 97 8 = 92 3 = 89. This will form the first part of the product.
Step 3: The second part of the product is the product (taken along with the sign) of the
difference from the power of 10 written for the two numbers, in this example it is the
product of 3 and 8 which is 24.
Putting these two parts 89 and 24 together one next to the other, the answer is 8924,
i.e., the product of 97 and 92 is 8924.
(2)
98 x 97
Step 1: 98
97
Step 2: 98 3 = 97 2 = 95, which is the first part of the answer.

Step 3: (2) x (3) i.e. 6 is the second part of the answer. If we put the result of the
multiplication, the answer would be 956. Ask the students whether it is correct??? Tell them
why it is wrong i.e. the product of 98 and 97 should give a four-digit number. As 956 is not a
four-digit number it will be wrong. Ask the students that, to make it a four-digit number what
modification is needed i.e. 6 should be written as 06 (not 60 because the value of the second
part should not change. So, by writing 6 as 06, the value of the second part is same). Now,
putting the first part and the second part together in that order will give the product as 9506.
Now, please explain that the second part of product should contain only two digits as the base
i.e.100 has two zeros. The number of digits in the second part of the product should be same
as the number of zeros in the base number.
Now we take an example where the second part of the product will be a three-digit number.
(3)
91 x 88
Step 1: 91
88
12
Step 2: 91 12 = 88 9 = 79 which is the first part of the answer.

Step 3: (9) x (12) = 108. The product is a three-digit number. The digit in the hundreds
place of the second part (in this case 1) should be carried forward and added to the result
obtained from step 2 (i.e. 79 + 1 = 80). Now, putting the first part and the second part together
in that order, will give the product as 8008.
We have seen how to find the product of numbers that are less than 100. Now, we will
consider the case of numbers that are greater than 100.
(4)
104 x 107
Step 1: 104
+4
107
+7
Step 2: 104 + 7 = 107 + 4 = 111 which is the first part of the answer.
Step 3: (+4) x (+7) = 28 (second part of the product). Putting these two parts together the
answer is 11128.
(5)
101 x 104
Step 1: 101
+1
104
+4
Step 2: 101 + 4 = 105 (the first part of the product)

Step 3: 1 x 4 = 4. As this is a single digit number, convert it into a two-digit number by
prefixing zero. (i.e.04). Now, putting the first part and the second part together in that order,
will give the product as 10504.
(6)
112 x 113
Step 1: 112
+12
113
+13
Step 2: 112 + 13 = 125 (the first part of the product.)

Step 3: 12 x 13 = 156. As this is a three-digit number, carry over the digit in the hundreds
place and add it to the first part of the product (i.e. 125 + 1 = 126). Now, putting the first
part and the second part together in that order, will give the product as 12656.
Now, consider a case where one number is greater than 100 and the other is less than 100.
(7)
109 x 93
Here one number greater than 100 and the other is less than 100. Write the differences
from 100 (the closest power of 10) along with the sign of the deviation.
Step 1: 109
93
+9
The first part of the answer is the cross-total (of 109 and 7 or of 93 and +9) 102.
Step 2: The second part of the answer is the product of +9 and 7 which is 63. Since we
cannot have a negative figure as a part of the answer, we need to convert this to a positive
number. For this purpose, we borrow the necessary figure from the first part of the
answer. Each unit borrowed from the first part of the answer, when it is brought to the
second part, becomes equal in value to the base used. If we borrow 1 from the first part
(102 here), we are left with 101 for the first part and the 1 that is borrowed becomes 100
for the second part. The second part now is 100 (borrowed) plus 63 (originally there)
which is equal to 37.
Step 3: The final result is obtained by putting the first and the second part together.
Hence, the product of 109 and 93 is 10137.
(8)
117 x 88.
Step 1: 117
88
+17
12
The first part of the answer is the cross-total (of 117 and 12 or of 88 and +17) 105.
Step 2: The second part of the answer is the product of +17 and 12 which is 204.
Please note that to take care of 204 of the second part, borrowing 1 from the first part is
not sufficient (because the 100 it becomes when it comes to the second part is not
numerically greater than 204). So, we should borrow 3 from 105 (leaving 102 as the
first part) which become 300 in the second part to which 204 should be added give us
96.
Step 3: The final result is obtained by putting the first and the second parts together.
Hence, the product of 109 and 93 is 10137.
Now take an example where the numbers are close to 1000. i.e. 103.
(9)
992 x 996
Step 1: 992
996
Step 2: 992 4 = 996 8 = 988. (The first part of the product.)
Step 3: (8) x (4) = 032 (the second part of the product). Putting these two parts together,
the answer is 998032.
(10)
1004 x 1007
Step 1: 1004
+4
1007
+7
Step 2: 1004 + 7 = 1007 + 4 = 1011. (The first part of the product.)

Step 3: (+4) x (+7) = 028 (the second part of the product). Putting these parts together, the
answer is 1011028.
(11)
1007 x 1024
Step 1: 1007
+7
1024
+24
Step 2: 1007 + 24 = 1024 + 7 = 1031. (The first part of the product.)

Step 3: (+7) x (+24) = +168 (the second part of the product). Putting these parts together
the answer is 1031168.
Please emphasize that the product of 7 and 24 is important as it represents the number of
hours in a week).
NOTE: It will be useful if the following products are memorized.
12 x 15 = 180; 12 x 121/2 = 150; 5 x 24 = 120; 4 x 24 = 96; 3 x 24 = 72; 25 x 12 =
300; 25 x 16 = 400; 4 x 75 = 300.
These products can be useful in quickening calculations like 12 x 17 =? Or say 14 x 24
=? etc.
Since 12 x 17 = 12 x 15 + 12 x 2 = 180 + 24 = 204 and 24 x 14 = 24 x 10 + 24 x 4 = 240 + 96
= 336.
(12)
1017 x 987
Step 1: 1017
+17
987
13
Step 2: 1017 13 = 987 + 17 = 1004. (The first part of the product.)

Step 3: (+17) x (13) = 221. The sum is negative, we should borrow 1 from the
thousands place of step 2 i.e. 1000 221 = 779 which will be the second part of the
answer. Now, the first becomes 1004 1 = 1003. Putting these two parts together, the
answer is 103779.
We can also extend this method to find the product of two numbers which may not be
close to a power of 10 but both of which are close to a multiple of a power of 10. This
requires a little bit of modification to the method as discussed in the examples below.
(13)
Find the product of 297 and 292.
Here, the numbers are not close to any power of 10 but are close to 300 which is a
multiple of 100 which itself is a power of 10. So, we adopt 300 as a "temporary base".
This temporary base is a multiple (or a sub-multiple) of the main base 100. Here, the
temporary base 300 = 3 x 100. Then, the procedure of finding out the deviation from the
base, getting the cross-totals and the product of the deviations should be done in a manner
similar to the previous cases except that the deviations will be taken from the temporary
base.
297
292
-----
------
289
+24
(289 x 3 = 867)
Ans.86724
We have got the first part of the answer as 289 and the second part of the answer as 24.
But before we put these two parts together to get the final result, one more step is
involved. The first part of the answer is not the final figure this is an intermediate stage
of the first part. This first part should be multiplied by the same figure with which the
power of 10 is multiplied to get the temporary base. In this case, we multiplied 100
(which is the power of 10) by 3 to get the temporary base 300. So, the intermediate stage
figure of the first part (289) will also have to be multiplied by 3 to get the final figure for
the first part. Hence the first part will be 867 (=3 x 289). Now, putting the first and the
second parts together, the product of 297 and 292 is 86724 (Please note that the product
of the deviations should still have as many digits as the number of zeroes in the base in
this case two because 100 has two zeroes).
(14)
Find the product of 192 and 207.
In the above example, one number is more than 200 and one number is less than 200, so
we take 200 as the temporary base.
Step 1: 192
207
+7
Step 2: The first part of the product is 192 + 7 = 199. As the number (192 and 207) are
close
to
200
(2 x 100), multiply the first part of the product (i.e.199) with 2, resulting
in 2 x 199 = 398.
Step 3: The second part of the product i.e. 8 x 7 = 56 is negative, so borrow 1 from
398. When 1 is brought to the second part, that 1 will become in value equal to the base
i.e.100. We are left with 398 1 = 397 as the first part of the product and 100 56 = 44
as the second part of the product.
Now, putting the two parts together we get 39744 as the result.
NOTE: Please take some more examples of this type (examples 13 and 14)
You can extend this logic to the multiplication of two numbers with different bases.
For example:
(15)
979 x 92
979
21
920
----899
80
(by adding 0 to the number 92, it becomes 920)
-------+1680
Ans.900680
Here, 979 is close to 1000 and 92 is close to 100. For finding the product, we force 92
also close to 1000 by taking it as 920.Then applies our regular method and find the
product of 979 and 920. From the resulting product drop the zero in the units place to
give the correct result for the product of 979 and 92.
So drop the 0 in units place. Hence the product of 979 and 92 is 90068.
3.
Finding the squares of numbers:
The squares of natural numbers up to 25 should be memorized by the students. Further

the students should become conversant with methods of calculating the squares of certain
types of numbers like those ending in 5.
(1)
To find the squares of numbers ending is 5:
Give an example to explain the method.

Say 752
Step 1: The last 2 digits of the number will be 25 (i.e. 52)
Step 2: The other digits will be the product of the other digits (i.e. 7 is this case) and its
next higher number i.e. 8.
The square of 752 is 5625. Take as many examples as possible.
Note:
To find the square of 1752, some of the students may find it difficult in finding
the
product
17 18. Please explain how to find the product i.e. 18 can be written as 17 + 1.
The product of 17 and 18 is 17(17 + 1) i.e. 289 + 17 = 306.
Take more examples of this type.
of
(2)
To find the squares of numbers other than those ending in 5:
We know the squares of numbers 25, 30, 35, 40, 45, 50, 55, 60, 65, etc. If we want to find
the squares of any other number, we find it using these squares which we already know.
For 26 we will go from 25, for 32 we go from 30 and so on.
One way is writing 26 = (25 + 1). But we need not even calculate (a + b) by adopting
the following method.
26 = 25 + 26th odd number i.e. 625 + 51 = 676
But we will look at a different method which will enable the student to perform the
calculations for squares mentally.
1 = 1 = 1
2 = 4 = 1 + 3
3 = 9 = 1 + 3 + 5
4 = 16 = 1 + 3 + 5 + 7
5 = 25 = 1 + 3 + 5 + 7 + 9
i.e., to get n, we add up the FIRST n odd numbers. If we want 13, it will be the sum of
the FIRST 13 odd numbers.
We also know that nth odd number is equal to (2n 1).
Suppose we want to find out 6 knowing what 5 is, we can move from 5 to 6.
62 will be the sum of 1 st 6 odd numbers. But the sum of the first 6 odd numbers can be
written as "sum of the first 5 odd numbers" + "sixth odd number". Since we already know
that the sum of the FIRST 5 odd numbers is 5, i.e., 25, we need to add the sixth odd
number i.e., (2 x 6 1 =) 11 to 25 to give us 6 = 36.
Similarly
31 = 900 (the sum of first 30 odd number which is 30 2) + 31st odd number = 900 + 61=
961
36 = 1225 + 36th odd number = 1225 + 71

= 1296 (please remember that 35 = 1225)
41 = 1600 + 81 = 1681
46 = 2025 + 91 = 2116
126 = 15625 + 251 = 15876
196 = 38025 + 391 = 38416
216 = 46225 + 431 = 46656
We have now seen how to find the squares of numbers which are one more than those
whose squares we already know (eg. 25, 30, 35, etc.)
Similarly, we can find the squares of numbers which are one less than the numbers whose
squares are already known to you. For example,
29 = 30 30th odd number = 900 59 = 841
39 = 40 40th odd number = 1600 79 = 1521
34 = 1225 69 = 1156
54 = 3025 109 = 2916
74 = 5625 149 = 5476
94 = 9025 189 = 8836
214 = 46225 429 = 45796
Thus, we have seen how to get the squares of numbers which are one more or one less
than the numbers whose squares we already know (i.e., 25, 30, 35, 40, 45, 50, 55, etc.)
Now, we will see how to get the squares of numbers which are 2 more (or less) than the
numbers whose squares we already know.
27 = 26 + 27th odd number = 25 + 26th odd number + 27th odd number.
The sum of the 26th odd number and 27th odd number is the same as 4 times 26. Hence
27 = 25 + 4 26 = 625 + 104 = 729

57 = 3025 + 224 (4 times 56) = 3249
77 = 5625 + 304 (4 times 76) = 5929
97 = 9025 + 384 (4 times 96) = 9409
Similarly, we can find out the squares of numbers
which are 2 less than the numbers whose squares we know.
28 = (30 4 times 29) = 900 116 = 784
53 = (55 4 times 54) = 3025 216 = 2809
93 = 9025 376 = 8649
243 = 60025 976 = 59049
143 =(145 4 144) = 21025 576 = 20449
(The important point to note here is that all the above calculations, after one or two
examples each, should be done orally and hence the students also should practice
accordingly. Only when large numbers are dealt with should the student put part of the
figures on paper.)
Exercise (10 Mins)

LECTURE - 2
(Please check if they are already aware of identities, ways to operate with fractions etc)
Classification of the numbers
Number Tree (10 Mins) Start with counting numbers i.e. Natural numbers. Next, state
that with the addition of zero this becomes the set of Whole Numbers. The positive and negatives
of Whole numbers form the set of Integers. Zero is neither a positive nor a negative number. Thus
set of Natural numbers is set of positive Integers and set of Whole Numbers is set of non-negative
Integers. Integers and fractions together form rational numbers.(Make it clear that 10/2 is an
integer and not a fraction) Rational numbers are those that can be represented in p/q form where
p, q are integers and q is not equal to zero. Just by mere observations any terminating and nonterminating but recurring numbers are Rational Numbers. The counterpart of Rational Numbers is
Irrational Numbers and thus any non-terminating and nonrecurring numbers are Irrational
numbers. Spend not more than a minute stating that pi is an Irrational number and not the 22/7 is
an approximation of it. Just this fact of pi is enough and do not go into the history of pi.
Denominators containing only 3, 7, 11 or higher prime numbers as factor and not even a single 2
or 5 give recurring decimal. Rational and Irrational together form Real Numbers. The counterpart
of real numbers is Imaginary numbers i.e. which include i which is root of -1. DO NOT discuss
any further aspect of i i.e. how it was introduced, conjugate pairs, etc.
Note : Tell them to refer to few text books like Quantitative by M Tyra, Quantitative by R.S
Agrawal, Abhijeet Guha etc.
Odd and Even Numbers - (5 Mins) Do not spend time in explaining what even and
odd numbers are. Students know this. Just explain odd + odd = even, even + even = even, odd +
even = odd, If we add even numbers any number of time, the result will be even. If we add odd
numbers odd number of times, result will be odd, otherwise it will be even. Product of odd
numbers is odd, If product of numbers is odd then all numbers are odd, product of an even
number with any numbers will be even and If product of numbers is even then at least one of
them has to be even.
Prime and Composite Numbers - (5 Mins) Again no need of explaining the terms.
Just cover two things viz. 2 is the only even prime number and that prime numbers greater than 3
are of the form 6k1 (reverse is not necessarily true). DO NOT do any other aspect related to
prime numbers except the following problems.
Conversion of Recurring number to p/q form - (10 Mins) Start directly with a
general example like 0.12454545 Explain the conversion to p/q form. Once the general case is
done any specific case is done automatically. Quickly ask students to find p/q form of 0.4444,
0.272727, 0.0555.
Divisibility rules - (10 Mins) First discuss the rules of 2, 3, 4, 5 ,7, 8, 9, 11, 25 13, with
examples on them. The student is expected to study these at home and come. Just discuss the
rules for 6. Since 6 is the LCM (and not because 6 is the product) of 2 & 3, any number divisible
by 2 & 3 is also divisible by 6. Thus to check divisibility by 24, we do not use 4 & 6 (product = 6
but LCM = 12). Rather we use 3 and 8.
Exercise (10 Mins)

LECTURE - 3
HCF & LCM
Understanding Factors (5 Mins)
Understanding Multiples (5 Mins)
Understanding HCF & LCM (25 Mins)
HCF and LCM are not to be explained by the factorization method. Just explain the underlying
meaning of HCF and LCM as it is necessary for applications of LCM and HCF.
Factors
Number
Multiples
1, 2, 3, 4, 6, 12
12
12, 24, 36, 48, 60, 72, 84, 96, 108
1, 2, 4, 8, 16
16
16, 32, 48, 64, 80, 96, 112
Common Factors
Common Multiples
1, 2, 4
48, 96, 144
HCF
LCM
48
Thus, make sure that everyone understands that HCF is the highest number that can divide each
of the given numbers and that LCM is the least number that can be divided by each of the given
numbers. DO NOT spend any time in discussing the factorization method to find HCF & LCM.
At best just pick three numbers (say 48, 60, 84) and explain how it is evident that 4 is surely
common and that from the quotients (12, 15, 21) there is further 3 common and hence HCF is 12
and LCM is 12 4 5 7.
Exercise (15 Mins)
LECTURE 4
Applications of HCF & LCM (30 Mins)
Of the types clocks striking together or people starting a circular race simultaneously meeting at
the starting point for the first time.
The series of numbers which leaves a common remainder of 4 when divided by 6, 7, and 9
The series of numbers which leaves a remainder of 4, 5 and 7 when divided by 6, 7, and 9
respectively.
A general case viz. series of numbers which leaves remainder of 4, 6 when divided by 6, 7
respectively.
The least number of equal pieces that the three cakes of weight 18 kg, 45 kgs and 36 kgs can be
cut so that no cake is wasted.
Exercise (20 Mins)

LECTURE - 5
Remainders (35 Mins)
Start explaining with the simple problem that if x and y when divided by 7 leaves remainders 3
and 2 respectively, what will the following expressions leave a remainder if divided by 7?
a. x + y
b. x y
c. x * y
d. x / y
e. y x,
Explain the funda of negative remainders.
Find the remainder if 430 is divided by 13?
Find the remainder if 433 is divided by 13?
Note - Preferably dont discuss binomial theorem here even if students ask for that as it takes a lot
of time and anyways we are going to deal with that in algebra lectures.
Exercise (15 Mins)

LECTURE - 6
Cyclicity (35 Mins)
Explain concept of cyclicity taking unit digit as 2 or 3. Explain procedure after making the
process very clear.
Exercise (15 Mins)

LECTURE - 7
Surds (10 Mins)
Base System (25 mins)
Explain the way base system works, using the analogy of an odometer (that which
measures cumulative mileage in the speedometer). Just mention the most common bases
used 2, 8 and 16. In hexadecimal system explain A, B, C, D, E and F as 10, 11, 12, 13, 14
and 15.
Convert from other base to base 10 : Start with decimal system and explain the position
value. Use position value to convert a number in any base to base 10. Explain the position
value of decimals also. Also while explaining this do point out that in base b, 10 (in base
b) will represent b (in decimal system), 100 (in base b)will represent b2 (in decimal
system), and so on.
Next, explain the conversion from base 10 to any other base. If time permits, also do
addition, subtraction in other bases. No need to do any multiplication as it is just an
extension of addition.
Excessive (15 Mins)
LECTURE - 8
Indices (15 Mins)
Log (20 Mins)
Exercise (15 Mins)
LECTURE 9
Percentage
Change of base (25 Mins)

Start with the simplest problem: If A is 20% more than B, by what percent is B less than
A? Do the same problem if A was 37.5% more than B. Explain why it is important to
work with fraction equivalents to save time & calculations.
Explain that the above simple concept is used extensively even in other topics as follows:
a. If speed increases by 10% over the same distance, by what percent does time decrease?
b.
If length of a rectangle decreases by 12.5%, by what percent should its breadth be increased
to maintain the same area?
c. If the volume of a milk and water solution is increased by 25% by pouring just water, by what
percentage does the concentration of milk reduce?
d.
If prices decrease by 16.666%, how much percentage can a consumer consume more for the
same amount?
Note - Explain that the above can be used in any relation where M N = constant.
If prices of apples increase by 25%, I am able to purchase 4 apples less in Rs.80. What
was the original price of one apple? Explain this question orally in the following two
methods: Since prices increased by 25%, I am able to consume 20% less. Thus 20% of
original consumption = 4 apples.
Alternately, to maintain consumption i.e. to purchase 4 more apples, I would need 25% of
80 = 16 Rs more. Thus increased price of apple = Rs. 4 per apple. Now find original
price.
Successive Percent changes (10 mins)
Take a simple case of two successive increases say 10% and 20% and then explain why the total
increase is 32%. State that the net increase of an (a%) and a (b%) change is a (a + b + ab/100%)
change. Do mention that the formula works fine with any changes viz. increase or decreases. Ask
student to find the net percentage change of a x% increase and a x% decrease and also for a 10%
increase and a 9.0909% decrease. Probably the last example can be more easily solved with
multiplying factors. Thus one can use Multiplying factors or a + b + ab/100 interchangeably.
Successive percentage change is also useful in any relation of the type C = A B. If there is a (a
%) change in A and a (b%) change in B, then C changes by (a + b + ab/100%). This has also
applications in Data Interpretation. Thus if market share grows by 20% and even if the total
market size declines by 10%, the sales grows by 1.2 0.9 = 1.08 i.e. 8% as Sales = Market size
Market Share.
The same relation appears many times in geometry. Thus if any quadrilateral has all its sides
increasing by 10%, the area increases by 21% as area is proportional to square of linear
dimensions. If sides of a cuboid increase by 20%, volume increases by 72.8% and surface area
increases by 44%.
Excersice (15 Mins)
LECTURE 10
Percentage Continued
Approximation (15 Mins)

To find the square of any number (upto 125) we divide them into different ranges.
a.
For squares in the range 26-50.
Step 1 : Find the positive deviation from 25.
Eg
(i)
26 is 1 more than 25.
(ii)
28 is 3 more than 25.
Step 2: Subtract the deviation from 25 and find the square of the resultant number.
Eg
(i)
for 26, deviation is 1 and 25 1 = 24. On squaring 24, we get 576.
(ii)
for 28, deviation is 3 and 25 3 = 22, on squaring 22, we get 484.
Step 3: Multiply the deviation by 100 and add the square to the result obtained in step 2.
Eg
b.
(i)
262 = 1 100 + 576 = 676
(ii)
282 = 3 100 + 484 = 78
For squares in the range 51 to 75:
Step 1: Find the positive deviation from 50.

Eg
(i)
for 54 it is 4
(ii)
for 61 it is 11
Step 2 : Find the square of deviation. In case, it is a 3-digit number, take the hundred digit
and carry it.
Eg
(i)
for 4 it is 16, carry is 0.
(ii)
for 11 it is 121, carry is 1.
Step 3 : Add the deviation to 25 and also add the number carried in the previous step.
Eg
(i)
for 4 it is 25 + 4 + 0 = 29
(ii)
for 11 it is 25 + 11 + 1 = 37
Step 4 : Write the square obtained in step 2 after the result obtained in step 3.
Eg
(i)
for 54 it is 2916
(ii)
for 61 it is 3721
c.
For squares in the range of 75 to 100
Step 1: Find the negative deviation from 100.

Eg
(i)
96 it is 4
(ii)
for 88 it is 12.
Step 2 : Find the square of the deviation and carry the hundredth digit.
Eg
(i)
Square of 4 is 16, and carry the hundredth digit is 0.
(ii)
Square of 12 is 144 and carry the hundredth digit i.e. 1.
Step 3 : Subtract the deviation from the number and add the number carried in Step 2
from
Eg
(i)
From 96, subtract 4, resulting 92
(ii)
From 88, subtract 12 and 1 resulting 77.
Step 4 : The square of the required number is

Eg
d.
(i)
962 = 96 4142 = 9216
(ii)
882 = 88 12/122 = 76/144 = 7744
For squares in the range of 101 to 125:

Step 1: Find the positive deviation from 100.
Eg
(i)
for 104 it is 4
(ii)
for 112 it is 12
Step 2 : Find the square of the deviation form 100 and carry the hundredth digit.
Eg
(i)
Square of 4 is 16 and carry the hundredth digit i.e. 0.
(ii)
Square of 12 is 144 and carry the hundredth digit i.e. 1
Step 3: Add the deviation to the number and also add the number carried in step 2.
Eg
(i)
To 104, add 4 resulting 108.
(ii)
To 112, add 12 and 1 resulting 125.
Step 4 : The square of the required number is

Eg (i) 1042 = 104 + 4/42 = 10816
1122 = 112 + 12/122
= 144/124 = 12544
Cubes
The following method is useful for 2 digit numbers
Ex: 123
Explain the procedure step by step as follows:
Step1 : Cube the left most digit i.e. 2 in this case and write it down 8 on the extreme
right 8.
Step2 : Write the tens digit of the number to the extreme left and write two more numbers
to its right such that the ratio of successive pairs of numbers (1 : 2 = 2 : 4 = 4 : 8) is same
as the ratio of digits (1 : 2). We get 1248.
Step 3: Double the second and third digit of the above number and write them under the
corresponding digits number. Add the numbers after proper alignment.
1248
48
---------------1728
Take 3-4 examples.
Use of powers of 2 and 3:

Ex: A man had 40kg weight, which had fallen and broken into four pieces. With the help of
the four pieces the man can weigh any integral weight, using one or both the pans from 1kg
to 40 kg. Find the weights of the four pieces.
Ans: 30, 31, 32, 33

Last digit of any number can be
0
Square 0
Cubes
Point out and dictate the following observations.

1. The square of no number can end with 2,3,7,8
2. Any power of any number ending with 0,1,5 or 6 ends with 0, 1, 5, 6 respectively.
3. We cannot uniquely determine the last digit given the square of a number, for Ex: (..) 2 = 4 the
units digit can end with 8, or 4.
4. We can uniquely determine the last digit given the cube of a number, for Ex: () 3 = 3, the
number can only end with 7.
5. If the last digits of two numbers are 10s complements then the last digits of their squares will
be equal.
6. If the last digits of two numbers are 10s complements then last digits of cubes will be 10s
complements.
Sum of Consecutive Powers of 2
20 + 21 = 3 ( = 22 1)
20 + 21 + 22 = 7 (= 23 1)
20 + 21 + 22 + 23 = 15 (= 24 1)
20 + 21+ 2n = 2n+1 1
The last two digits of any power of the number ending in 25 and 76 always end in 25 and
76 respectively.
Please explain the square of a number with only 1s will be a palindrome. Take a few
examples
112 = 121; 1112 = 12321; 11112 = 1234321 to explain.
When the last digit of square of any number is 6 then the tens digit of the square will be
an odd number. Explain this with a few examples.
When the last digit of the square of any number is 9 then the tens digit of the square will
be an even number. Explain this with a few example. Similarly, explain what will the
tens digit of the square of any number will be when the last digit of the number is 1, 4, 5
Excersice (15 Mins)
LECTURE 11
Profit & Loss (35 Mins)
The students would be knowing the terms and all you have to emphasize on is that profit % is a
percentage of the CP and never of the SP (unless of course of the question mentions it so). When
the profit is expressed as a percentage of the SP, it is called as margin. One should be very
flexible in changing profit % to margin. Ask students to orally answer : What margin is equivalent
to a profit % of 12.5%? A margin of 16.66% is equivalent to a profit % of? Emphasize that this is
nothing but change of base and once should have just thought in their minds (8, 1, 9) and (5, 1, 6)
for the above two questions.
Explain to students that the formula
P% = ((SP CP) / CP) * 100
Thus in many cases just by taking take the ratio of SP and CP and one can find the profit or loss
percentage. Also this ratio is nothing but the Multiplying factor corresponding to the profit or
loss. Thus if SP = 400 and profit percentage is 20%, one should mentally realise that 120% of CP
= 400 and thus CP = 400/1.2 = 333.33
A) If SP of 8 = CP of 9, what is the profit or loss percentage? In this problem please do not leave it
just by saying that on every 8, profit of 1 is made and hence profit percentage is 12.5%. First
explain it using CP and SP being k/9 and k/8 and ratio of SP to CP is 9/8 or 1.125. After this,
explain the concept on every 8, profit of 1 is made and detail this out as many students are
genuinely confused or not crystal clear about this.
B) If by selling 8 items, one makes a loss equivalent to CP of 2 items, what is the loss %?
C) How many oranges should be sold for Re. 1 if they were purchased at a rate of 6 per Re. and a
profit % of 20% is desired?
Lay emphasis on students solving each of the above orally.
Do cover the following problem : If equal number were purchased of two lots of oranges, one at Rs. 12
per dozen and other at Rs. 18 per dozen and all the oranges were sold at Rs. 15 per dozen, what is the
profit or loss percentage?
In the above case if equal amount of Rs. were spent on the two lots, what would have been the profit%?
Last do the problem : Because the CP increase by 20%, a shop-keeper increased the SP by Rs. 340. Due
to these changes the profit percentage decreased from 15% to 10%. What was the original CP of the item?
Marked Price and Discount
Explain the phenomena of how the list price is usually marked up over the CP and this is called as markup percentage. Make it clear that mark-up percentage is a percentage of CP. When a customer asks for
discount the Discount is given as a percentage of Marked Price. Thus make it very clear that Mark-up and
Discount are nothing but two successive percentage changes. Even though a discount is given, the trader
does not necessarily make a loss because of the marking-up done earlier. The profit percentage is the net
percentage change of two successive percentage changes viz. m% and d% and thus is equal to m-dmd/100.
Faulty Balances
Unscrupulous traders may sell their wares at the rate at which they bought it and yet make a profit by
cheating on volume. What is the profit % made by a trader who sells goods at the rate of CP but with a
balance which reads 900 for 1000 gms? Many will answer 10% or 11.11%. Tell them that in such cases
pay a lot of importance to reads 900 for 1000 gms. The reading is that what is charged for and the other
value is the actual amount given. Thus in this case SP = 900x and CP = 1000x (CP will be related to what
is actually given). Thus in this case the shop-keeper makes a loss of 10%. Dont assume that a shopkeeper
will always make a profit, he might be an idiot.
Take few more examples with mark-up% as well as faulty balances. Finally tell them the following
situations are also related to faulty balances though may not be apparent by the wordings.
a. A milkman mixes 100 lts of water with every 800 lts of milk and sells at a mark-up of 11.11%.
What is the profit%? (same as reading 900 for 800)
b. The morning stores offers 2 items free with every 5 purchased. If it marks up items at 16.66%,
what is the profit/loss % when a customer purchases 5 items?
c. A meter scale is rigged to measure 90 cms. However in summers it expands by 20% of its actual
length. The trader sells goods at a mark-up of 10% but he does not know that the wholesaler from
were the trader buys goods uses a meter scale which measures 80 cms. What profit or loss
percentage does the trader make?
This problem is simply taken to emphasize students to use multiplying factor and need not be taken with
any slow batch. In any problem of percentages, one just needs to identify the multiplying factor and then
either multiply or divide with it based on whether you want an increase or decrease. Its that simple, just
keep your brains away and solve mechanically and you will never ever make a mistake.
Multiplying factor corresponding to rigging the meter scale to read 90 cms = 0.9 or 9/10
Multiplying factor corresponding to 20% expanding = 1.2 or 12/10
Multiplying factor corresponding to 10% mark-up = 1.1 or 11/10
Multiplying factor corresponding to meter scale reading 80 cms = 0.8 or 8/10

Now use common sense to see what results in a profit and what results in a loss for the trader.
The trader makes a net profit of =
10 *10 *11* 8
=22
9 *12 *10 *10
27
i.e.
a net loss 5/27 i.e. 5 3.7% = 18.5% loss
Excersice (15 Mins)
LECTURE 12
Ratio & Proportion
Objectives:
Help students to discover what makes the Ratios important in almost all the tests.
Help students to learn how to use ratios and proportions in solving the questions.
Help students to discover the importance of assuming convenient values and avoiding fractions.
Help students to understand how to go about the study material and what to do before coming to
the next lecture.
Step1: Introduction
Faculty is supposed to introduce him/herself if he/she has not done it ever before in the very batch.
Talk something over the importance of ratios (some very easy questions from last few years actual test
papers can be used as examples)
Tell them that their first aim will be to be thorough with the basic concepts and to develop a habit of
getting right answers in the first attempt only (Talk about the importance of a good accuracy rate)
Step 2: Fundamentals - 1
1. Basics of ratios
2. Partnership
3. Proportions
4. Chain Rule
Give them sufficient time and if possible discuss few problems from class exercise at the end of the
lecture. Tell them to get the doubts solved with the faculty available at the center before the next lecture.
NOTE: Make necessary announcements.
Basics of ratios (15 mins)
Explain how a ratio does not give us actual values but gives us the relative sizes. Take a simple
problem on ages to explain the usage of ratio : If the ratio of ages of father and son is 4 : 1, what
will be the ratio of their ages after 5 years if the difference between their ages after 5 years will be
30 years?
Do take the example of savings and expenditure: If the ratio of incomes of A and B is in the
ratio of 3 : 4 and the ratio of the expenditures is in ratio of 2 : 3, what is the ratio of their savings.
What will be the answer if the ratio of the expenditures was also 3 : 4 in this example?
Partnership (10 mins)
Explain how profit is divided in the ratio of product of capital invested and time invested for. Do some
simple problems on this. Finish it off fast and do not spend too much time on this simple topic
Proportions (35 mins)
Take the following three cases with an example of each :
a. Direct Proportion (10 mins)
Make sure that in addition to increase in one causing an increase in other you also mention that the
increases are proportional. Thus if one variable becomes 7/5 times or increases by 15%, the other variable
will also become 7/5 times or increase by 15%. E.g. Cost of picnic is directly proportional to number of
people going on the picnic. If 10 people go, the cost per head is Rs. 250.
What will be the cost per head if 15 people go? Remind them that SI was directly proportional to P, r, n,
i.e. if principal doubled, so would SI, if rate of interest became 1/3rd so would SI, etc.
Solve the question of diamond falling and breaking into pieces with the value of a diamond being directly
proportional to the square of its weight. The problem is there in your exercise. Solve the problem now
itself.
b. Direct Relation (20 mins)
In this case also an increase in one causes the other to increase but the increase is not proportional. E.g.
Amount at SI is directly related to P, r, n. If Rs. 1000 is kept at 10% SI, the interest in 3 years is Rs. 300
and the interest in 6 years is Rs. 600 i.e. years have doubled and SI has also doubled SI has a direct
proportion. But the Amount after 3 years would be 1300 and after 6 years would be 1600, i.e. amount has
increased but not doubled. This is a relation of corresponding change but not proportionality is called
Direct Relation. Do mention that in this case the equation becomes y = k1x + k2 E.g. Cost of a picnic is
directly related to number of people going on the picnic. If 10 people go, the cost per head is Rs. 250 and
if 15 people go the cost per head is Rs. 200. What is the cost per head if 20 people go? Emphasise that
since there are two unknowns (k1 and k2) direct relation needs two equations to be solved. For a good
batch it would be worthwhile even to mention that in this same example it could also have been stated
that the decrease in cost per head is directly proportional to number of people. This example is same as
that of fixed price and variable price per unit. Thus Total Cost = Variable cost # of units + Fixed Cost is
a example of Direct Relation.
Another difference between Direct proportion and Direct relation is that in Direct proportion when one
variable is zero the other variable is also zero (y = kx) but in Direct Relation even when one variable is
zero, the other need not be (y = k1x + k2)
Solve the problem of the exercise maximum number of bogies that can be attached so that train moves
given that reduction in speed is directly proportional to square of number of bogies attached (observe the
similarity reduction in speed is directly proportional with reduction in cost per head is directly
proportional. Since total cost was directly related, in this case speed is going to be directly related). Solve
the problem now itself rather than at the end of class.
Inverse Proportion (5 mins)
Quickly explain that Inverse proportion boils down to xy = constant. Apart from examples of speed do
cover the following two examples as well. The number of days taken to complete a job is inversely
proportional to the number of workers. And so also when the amount of a milk and water solution is
increased by pouring just water, the concentration of milk is inversely
proportional to the amount of solution i.e. C1 V1 = C2 V2.
Chain Rule (15 mins)
These are problems of the types If 10 hens lay 10 eggs in 10 days, how many eggs will 1 hen lay in 1
day. These types of problems are a direct application of direct and inverse proportion. All one needs to
identify is the relation (direct or inverse) between the variables. But there is a common-sense way to
tackle these problems without explicitly using any formula. Explain the working of this type of problems
with an example : If 15 carpenters can make 10 chairs in 5 days working 8 hours per day, how many
chairs can 12 carpenters make in 15 days working 6 hours per day. It is ok if you explain the manhoursdays approach but a better way would be to find the answer directly as
=10*(12/15)*(15/5)*(6/8) = 18
In this you have to find number of chairs made and hence start with number of chairs that could be made
i.e. 10. Now multiply this 10 with ratios of corresponding variables. Mentally just get the idea if more
chairs or less chairs can be made because of the changes. If more chairs can be made, the ratio has to be
taken such that it is greater than 1 and if less chairs can be made the ratio has to be less than 1. e.g. since
carpenters have decreased from 15 to 12, less number of chairs can be made and hence multiply with
12/15. Since more days are available now (15 compared to earlier 5), more chairs can be made and hence
multiply with 15/5 and so on.
LECTURE 13
Variations
LECTURE 14
Introduction to DI
Learning Objectives:
To make students understand various conventional and unconventional data representation
formats
(table, line, bar, pie, doughnut etc.)
To ensure students are able to convert one form of data representation into other.
Student should be shown the LRDI fundabook. Check out a Strategy / Planner for solving LRDI
fundabook.
Time Manager:
Importance of Data Analysis 3 5 minutes
Understanding different graphs 15 minutes
Exercise driven discussion 80 minutes
Introspection and Learnings: 10 minutes
Previous puzzle discussion and new puzzle 5 10 minutes
Importance of Data Analysis:
What is data analysis?
Data analysis is a process of collation, presentation and interpretation of the information
contained in the
data to aid decision making. Data analysis has multiple facets and approaches, encompassing
diverse
techniques under a variety of names, in different business, science, and social science domains.
There are
mathematical techniques that are usually adopted in aiding data analysis.
Ask the students:
Why are profit and loss accounts of a company represented in a tabular format and why not in
textual
bookish form?
Why do we have periodic table for elements in Chemistry?
Why do we have maps? Why dont we write India to the north of Sri Lanka and to the south-east
of
Pakistan instead?
Argue that visual representation is the best representation because the comprehension and
analysis of the
data becomes easier and facilitated in a visual format. Across the corporate world data
comprehension,
analysis and presentations form the basis on which management takes the decisions on future
course of
action.
For instance, financial reports of a company indicate its wealth (as well as health). You may take
an
example of sales graph of any car manufacturing company (Maruti Udyog) indicating the number
of car
units sold in various years. Based on this, management arrives at the projected sales of the next
year
etc
LECTURE 15
Comprehensive Practice Test on Number system
LECTURE 16
Unit II:
Comprehensive Practice Test on percentage and Calculations

Simple Arithmetic
LECTURE - 1
Simple Interest & Compound Interest

Simple and Compound Interest (10 mins)
Quickly ask students for the basic difference between SI and CI i.e. the amount at end of year acts
as
principal for next year in CI. Explain this difference using the following table :
For P = 1000 and r = 10%,
(draw this table such that you still have additional space on the board to write)
Year
1st
2nd
3rd
Simple Interest
Compound Interest
Principal Interest Amount Principal Interest Amount
1000
100
1100
1000
100
1100
1000
100
1200
1100
110
1210
1000
100
1300
1210
121
1331
Points to be highlighted in this table:

a. Simple Interest earned in any year is always the same
b. The amount with SI increases in a linear fashion i.e. by a fixed amount every year. Thus the
graph of
amount and years will be a straight line.
c. The SI and CI is same for the first year
d. CI earned in a year keeps increasing every year.
Formulae for SI and CI (10 mins)
Explain the formulae :
Pxrxn
SI =
100
At CI, A = P(1 + (r/100))n

Explain that for CI, the formula is of Amount and for SI the formula is of Interest.
In the formulae of SI, make sure to highlight the fact that SI is directly proportional to P, r and n. Thus
if an amount becomes 3 times in 7 years, in how many years will it become 9 times? Please explain
to all students who have answered 21 years that the Amount is not directly proportional to the number
of years but the Simple Interest is. In this case the SI earned is 2P in 7 years and hence to earn a SI
of 8P it will take 28 years. However had it been the case of CI, the amount would have become 9 times
in 14 years itself because in every 7 years the amount triples, thus in next 7 years 3P will become 9P.
Also spend some time explaining that for a r% increase the Multiplying factor is (1 + r/100). Thus for 2
years at CI, the amount is nothing but P M
F MF and thus CI is in essence a case of successive
percentage changes.
LECTURE - 2
Averages
Averages (10 mins)
Directly start with an example as all students are well aware of what average is. If a person with
age 65 joins a group of 5 persons with an average age of 62, what will the new average age of the
group be?
While all students will be able to solve this, tell the students that (62 5 + 65)/6 is not the most
efficient way. The problem should be solved as follows : The new person is 3 more than the
average and hence this extra 3 has to be divided now among the six members (so that all are
equal) and hence the average will be 62 + 3/6 = 62.5
What is the person joining was 60 years old? If the group also had an average age of 60, the new
person joining would not make any difference to the average. Now the extra with the group i.e. 2
5 = 10 has to be divided among the six person and hence new average will be 60 + 10/6 =
61.666
Two persons with weights 50 and 54 leave a group and hence the average of the group falls from
48 to 46. How many persons were there in the group originally? The two persons are taking away
with them 2 + 6 = 8 and each of the remaining persons is giving 2. Thus number of remaining
persons is 4 and originally the group had 6 members.
Tell the students that questions on averages should be done orally.
The average of x successive natural numbers is n. If the next natural number is included in the
group, the average increases by
a. depends on x
b. depends on starting number of series
c. both a and b
d.1/2
LECTURE - 3
Alligations & Mixtures 1
Objectives:
Help students to discover what makes the Mixtures and Solutions important in almost all the
tests.
Help students to learn how to deal with questions based on Mixtures and Solutions.
Help students to understand how to go about the study material and what to do before coming
to the next lecture.
Help students to make use of LOGIC in place of conventional methods.
Step1: Revision
Make sure that the students are well aware of whatever they were taught in the last lecture of
ratios.
To check there progress as well as to be assured of the above stated fact you must throw some
questions and discuss with them.
Revision always helps in assessing the level of the class and to identify whether they (or some
of them) need extra sessions (Doubt solving).
1. Averages
2. Weighted average
3. Alligation (Simple Examples)
3. Alligation (Tougher Examples)

4. Mixing a pure component to a solution
5. Removal and replacement
6. Average Speed and other unusual mixtures
Step 4: Class Exercise
lecture. Tell them to get the doubts solved with the faculty available at the center before the next
lecture.
Weighted Average (10 mins)
Start the class by explaining what weighted average is. If one group has an average age of 16 years
and another group has an average age of 20 years, would the average age of both the groups combined
be 18 years? If the first group had 6 members and the second group had 2 members, the average age
of both the groups combined could be found out by
16 6 20 2
17
8
+
= This is nothing but the weighted
average formula. The group of 16 pulls the average towards itself as it exerts (influences) a greater
weight because it has more members.
Take another example: If a trader mixes 42 kgs of wheat costing Rs. 12 per kg with 18 kgs of wheat
costing Rs. 17 per kg, what is the average cost price of the mixture. In this example explain that
instead of using 42 kgs and 18 kgs, we could just use 7 and 3 to reduce our calculations as 42 : 18 is
same as 7 : 3. Thus average cost per kg will be
12 7 17 3
13.5.
73
+
=
+
Ask students to solve all examples of the exercise based on weighted averages right now. Give them
the problem numbers they have to solve and clear any doubts if they have.
Alligation (20 mins)
Take the following problem: If 10 lts of 40% milk solution is mixed with 15 lts of 55 % milk solution,
what is the concentration of milk in the mixture? Its a straight forward example of weighted average
and the answer can be found directly as (80 + 165)/5 i.e. 16 + 33 = 49% without introducing any
variable. But if the data in the problem is slightly changed as : If 10 lts of 40% milk solution is mixed
with x lts of 75% milk solution and the resultant mixture is of 50% milk concentration, what is x? If we
follow the above approach of weighted average we will have to write the equation on paper, transpose
and then calculate :
40% 10 75% x
50%.
10 x
+
=
+
Alternately, to avoid calculation or use of pencil, we can use Alligation. Explain the process of Alligation.
PLEASE MAKE SURE that students dont go back with the idea that Alligation is a cure-all solution for
mixtures. Alligation would not be of any help in finding the weighted average of 10 and 15 with weights
in ratio of 2 : 3. In this case simple formula of weighted average can give the answer much faster than
Alligation. Thus ENSURE that the students understand that Weighted Average and Alligation is the
same. Any problem that can be done by weighted average can be done by Alligation and vice-versa.
Alligation is helpful when the resultant average is given and Weighted Average is helpful when resultant
average is asked.
Ask students to solve all examples of the exercise based on Alligation right now. Give them the
problem numbers they have to solve and clear any doubts if they have.
LECTURE 4
Alligations & Mixtures 2
Mixing a pure component to a solution (20 mins)

How many litres of water needs to be added to 30 lts of 3: 1 milk and water solution such that the
mixture has milk and water ratio of 2 : 3?
Write this problem on the top of the board and keep the board clean, you have to solve the above
problem in 5 different methods and all of them have to be on the board simultaneously, so use the
board effectively.
Method 1: Equation Method :
22.5 2
7.5 x 3
=
+
Method 2: Alligation with concentration of milk as 0% in water. Thus
75% 40% x
40% 0% 30
Method 3: No Change component : Amount of milk is not changing. Thus milk i.e. 22.5 lts will be 2/5
th
of the solution after mixing. Thus solution will become 5/2 times of 22.5 i.e. 56.25 meaning that 26.25
lts is added
Method 4: Inverse proportion :
C1 V1 = C2 V2 Thus 2
75% 15 450
V 30 30 56.25
Method 5: Unitary method : Initial Milk & Water is 3k & 1k. Since milk has not changed, make the
value of milk in the second ratio also as 3k. Thus final Milk & Water is 3k & 4.5k. Thus 3.5k litres of
water was mixed. Since initial solution (4k) is 30 lts, 3.5k is
3.5
30 =26.25
4
While the student may get a little overwhelmed, ask them to study all these processes as different
approaches can be useful in different problems. Tell them that they should be sure of methods 3, 4 and
5 as these are shortcuts and will be useful later on. E.g. In what ratio must 3 : 2 milk water solution be
mixed with water to result in a 2 : 3 milk water solution. Using method 4, the ratio V
final
:V
initial
is directly
given by 3/5 : 2/5 i.e. 3 : 2. Thus ratio of mixing has to be 2 : (3-2) i.e. 2 : 1. This was simple because
the ratios just got inverted.
Removal and Replacement (25 mins with exercise problems)

Directly start with a problem. From 40 lts of milk and water solution with concentration of milk being
90%, 4 litres of solution is removed and replaced with water. If this operation is done once more, what
is the amount of milk in the resultant solution and also the concentration of milk in the resultant
solution?
Point to be highlighted in the begining : When we remove a part of any solution, we are not changing
the concentration.
Approach 1: Thus when 4 litres are removed, concentration of milk remains 90% and the only change
is that the amount of solution becomes 36 lts.

When water is added (it is adding a pure component to a mixture) and hence concentration of milk is
inversely proportional to the volume and the concentration of milk becomes
36
90% .
40
Again when 4 litres of solution is removed, the concentration of milk remains at

36
90%
40
and the
volume becomes 36.
Lastly when 4 lts of water is added back, volume increases from 36 to 40 and since concentration is
inversely proportional to volume, the concentration becomes
36 36
90% .
40 40
Thus final concentration is 72.9%

The fraction 36/40 is nothing but 9/10 and could also have been thought as the fraction of the solution
left after 4 lts is removed.
Approach 2: When x% of a fraction is removed, x% of each of the constituents is also removed.

Thus when 10% (4 out of 40) of the solution is removed, 10% of milk is also removed and thus 90% of
milk remains. Originally 36 lts of milk was there in the solution and now only 90% of it remains. When
water is added back, amount of milk does not increase and it remains at 90% of 36. Again when the
solution is being removed 4 lts out of 40 are being removed and thus 10% of milk will again be removed
and 90% of it will be left. When water is added, amount of milk does not increase and remains same.
Thus after two full operations, 90% of 90% of 36 lts of milk remains. Since volume of solution is back
to the original 40 lts when we divide this by 40 we get the concentration.
Ensure the students go back clearly understanding that Final concentration (or volume) = Initial
concentration (or volume) (Fraction left)
n
where the operation is done n times. And that the concentration
or volume should be of that component which is not replaced.
10 lts of 27 : 8 milk and water solution is removed and replaced with water. This operation is done thrice
and the solution now has milk and water in ration 8 : 27. What is the total volume of the original
solution? Initial concentration of milk is 27/35 and final concentration of milk is 8/35. Thus (fraction
left)
3
= 8/27 and fraction left = 2/3 which means that 1/3
rd
was removed and since 1/3
rd
= 10 lts, total
solution is 30 lts.
Ask students to solve all problems of the exercise which are based on removal and replacement. Give
them the question number they have to solve and then clear any doubts that they have.
LECTURE - 5
Number Series
LECTURE 6
Coding & Decoding
LECTURE 7
Analogies
LECTURE - 8
Direction Test
LECTURE 9
Blood Relations
LECTURE 10
Letter Series
LECTURE 11
Misc LR
LECTURE 12
Revision on Numbers
LECTURE 13
Comprehensive Practice test -1( Cumulative)
LECTURE 14
LECTURE 15
LECTURE 16
Unit III :
Time and Work, Data Interpretation
LECTURE - 1
Time & Work
Concept of per days work (10 mins)

Directly start with an example. If A can build a wall independently in 10 days and if B can build the
same wall independently in 12 days, in how many days can they build the wall if they work
simultaneously? Explain to them that if A can build a wall in 10 days, in 1 day he builds 1/10
th
of the
wall. Please explain to the students that the work done is additive and not the number of days.
Similarly if a person can do 1/x
th
part of a work in 1 day, he will complete the full work (whole part) in 1/
(1/x) = x days.
LCM approach (15 mins)
Take the same problem again and explain it the LCM way. The LCM way does not reduce any amount
of calculations, each and every calculation of per days work approach is also done in the LCM
approach, however fractions are eliminated.
5. Problems of simultaneous working (15 mins)
Take just one or two problems of simultaneous working : A, B and C can independently finish a work in
10, 12 and 15 days respectively. A starts the work and is joined by B after 2 days and then the two are
joined by C again after 3 more days. The work got over in x days. However 6 days before the actual
completion of the work A had left the group and 2 days before completion of work B left C. What is the
value of x? Explain to them that any story can be build but essentially the format remains the same.
Thus, A, B, C work for x-6, x-2-2, x-5 days respectively. Thus
x6x4x5
1.
10 12 15
+ + = Explain why the

RHS is 1 if any one is not clear. Also solve it using LCM approach.
If A is twice as fast as B is and if B is twice as fast as C is and if they all together can finish a work in
10 days, in how many days will A complete the work independently? In problems of this type, explain
to students that C can be substituted by B and that B can be substituted by A. Thus A & B and
C is nothing but
11
1
24
++
A i.e. 7/4 A. Thus 7/4 A can finish work in 10 days and A can finish it in 7/
4 10 = 17.5 days.
Working on alternate days (10 mins)
A can build an entire wall in 30 days and B can demolish and entire wall in 40 days. If they work on
alternate days with A starting on the first day, after how many days will the wall be built for the first
time? It would be obvious to students that in 2 days 1/30 1/40 = 1/120
th
of the wall will be built.
Explain to the students why 120 2 = 240 will not be the answer. Just leave it by saying that on the
120
th
day, B will be working which means that he breaks the wall and it gets completed! Ask the
students that if in 2 days 1/120thof the wall is built, in 116/120
th
of the wall will be built in how many
days? (232 days). Now on 233

rd
day 116/120 + 1/30 = 1 i.e. full wall is built. This explains why the
question had built for the first time. What is crucial is for you to explain to students how to arrive at
the nearest day before completion without any iterations. All one has to do is to subtract from 1 the
work done by A in one day i.e. 1 1/30 = 29/30 = 116/120 because we have to express it with
denominator as 120. Now whenever 116/120
th
of work is done, it will just take 1 more day. If things are not clear give the example of a frog climbing a
pole of 20 mts. In one minute he climbs up
by 3 mts and in next minute, slips down by 2 mts. In how many minutes will the frog reach the top?
Ask students to solve the problem on alternate working in the exercise.
Negative work (5 mins)
There is a pole whose height is 100 metres. A monkey is trying to climb up the pole. But it so happens
that in the first minute the monkey climbs up by 5 metres but in next minute slips back by 3 metres
and so on. In how much time the monkey will be at the top of the pole for the first time?
LECTURE - 2
Pipes & Cisterns
LECTURE 3
Objectives:
Help students to discover what makes the Time, Speed & Distance important in almost all the
tests.
Help students to learn how to use ratios, proportions and percentages in solving the questions.
Help students to discover the importance of assuming convenient values and avoiding fractions.
Step1: Introduction
Faculty is supposed to introduce him/herself if he/she has not done it ever before in the very
batch.
Talk something over the importance of TSD (some very easy questions from last few years
actual test papers can be used as examples)
Tell them that their first aim will be to be thorough with the basic concepts and to develop a habit
of getting right answers in the first attempt only (Talk about the importance of a good accuracy
rate)
1. Proportionality between Time, Speed and Distance
2. Relative Speed
3. Trains crossing
4. Boats and Streams
5. Average Speed
6. Games and Races
lecture.
NOTE: Make necessary announcements..
Time, Speed & Distance 1 = Average & Relative Speed
Proportionality between T, S, and D (20 mins)

Start by stating that speed is the rate at which distance is covered i.e. S = D/T and thus units of speed
is kmph or m/s. Without wasting much time explain the conversion between the units.
Immediately move on to the proportionality relation between T, S and D. Tell them that the
proportionality
will be very helpful in solving problems orally.
A train leaves Calcutta for Mumbai, a distance of 1600 kms and at the same time a train leaves
Mumbai to Calcutta. The trains meet at Nagpur which is at a distance of 700 kms from Mumbai. What
is the ratio of the speeds of the train from Calcutta and from Mumbai?
Point out that if two persons leave at the same time and meet, the time they have been travelling till the
meeting is same for both and hence distance is directly proportional to speed or vice-versa.
Speed is inversely proportional to time over same distance. Thus if I travel at 5/6
th
of my speed and am
late by 8 minutes, what is the original and new time taken? Explain using equations and then make
sure you explain how to solve this orally. The ratio of speeds is 5 : 6 and of times will be 6 : 5 and
difference give is 8. Thus time has to be 48 and 40 minutes. Give the students a couple of more such
oral problems. Also take the following problem after a couple of examples : If I go to office at 30 kmph,
I am late by 10 minutes and if I go at 40 kmph, I am early by 5 minutes. At what speed should I go to

the reach on time. The first thing to identify in this problem is that speeds are given and hence I know
the ratio of speeds. Thus the problem boils down to, travelling at 4/3
rd
of my speed, I save 15 minutes.
Thus ratio of original and new time is 4 : 3 and since difference is 15 minutes, they are 60 minutes and
45 minutes. At 60 minutes I am late by 10 minutes so I should take 50 minutes to reach on time and
again since ratio of times is 60 : 50 : i.e. 6 : 5, speed should be 6/5 of 30 kmph to reach on time.
Take the problem of train meeting with an accident and hence arriving late by 15 mins. Had the
accident occurred 30 kms further, the train would have been late by just 7 minutes. What is the
distance between the site of accident and the destination? This problem boils down to over 30 kms,
travelling at 5/6
th
, I am late by 8 minutes. Thus time taken at original speed is 40 minutes to cover 30
kms and original speed is 45 kmph. Next from site of accident to destination, travelling at 5/6
th
speed,
train is late by 15 minutes. Thus time taken at original speed from site of accident to destination is 75
minutes. Since we know original speed and time taken we can calculate the distance.
Relative Speed (25 mins)
Its not worthwhile to waste a lot of time in going deep in relative speed and simply taking the following
example to elucidate why one adds speed when travelling in opposite direction and subtracts speed
when travelling in same direction is enough : Consider two friends A and B separated by 100 kms. If
they start walking towards each other, A @3 kmph and B @ kmph, in each hour A would travel 3 kms
and B would travel 2 km and with respect to each other in each hour the distance between them will
diminish by 5 km i.e. a relative speed of 5 kmph. Thus to meet they would take 100/5 = 20 hours. Now
after meeting if they continue walking, every hour they would introduce a distance of 5 kms between
them. Thus in opposite direction (whether towards each other or away from each other) their relative
speed will be 5 kmph i.e. addition of speeds.
Explain the same that if A starts chasing B, every hour though he covers a distance of 3 kms, he would
be able to catch up just 1 kmph with B as B would also move away by 2 kms. Thus with respect to
B, A speed is just 1 kmph i.e. difference of speeds.
LECTURE 4
Time, Speed & Distance 2 = Linear & Circular Races
Objectives:
Help students to discover what makes the Time, Speed and Distance important in almost all
the tests.
Help students to learn how to deal with questions based on Circular motion, clocks, time and
work etc..
Help students to make use of LOGIC in place of conventional methods.
Step1: Revision
Make sure that the students are well aware of whatever they were taught in the last lecture of
time, speed and distance.
To check there progress as well as to be assured of the above stated fact you must throw some
questions and discuss with them.
Revision always helps in assessing the level of the class and to identify whether they (or some
of them) need extra sessions (Doubt solving).
1. Circular motion
2. Clocks
3. Concept of per days work
4. LCM approach
5. Problems of simultaneous working
6. Working on alternate days
7. Negative Work
lecture.
Games and Races: (10 mins)
Do the problems related to games and races, the ones involving in a game of 500, A can give B 50
and B can give C 50, so how many points can A give C?
Circular Motion (25 mins with exercise problems)

Start with an example: Two persons A and B are a the same point on a circular track of length 500
mts. They start moving in the same direction A @ 20 m/s and B @ 50 m/s. Ask the students how long
will each take to complete a round. 25 seconds & 10 seconds. Ask when next will the two guys meet
at the starting point again. Remind them that this is a problem on LCM. So the guys will meet after 50
secs. Now ask them when would they meet for the first time? As soon as the race starts, B starts
gaining some distance over A and as soon as the distance gained is 1 round, he has met A. For B to
meet A for the second time, B has to gain one full round again. The first time that they meet is also
given by
track length
.
relative speed
Next try to make them understand what is going on in a circular motion. With the same values as
above, they meet at the starting point for the first time in 50 sec. How many rounds would each have
run in 50 sec? A would have run 2 rounds and B would have run 5 rounds. Now explain to the students
that when A runs 2 rounds, he is at the starting point and B is 3 rounds ahead of him. So three rounds
ahead of him is back to the starting point itself and hence they are together. All this is common sense.
Since ratio of speeds are 2 : 5, ratio of rounds covered is also 2 : 5 which explains when A ran 2 rounds,
B ran 5 rounds. Now consider when A runs 2/3 rounds, B would have run 5/3 rounds. How far ahead
would B be with respect to A? (5/3 2/3 rounds = 1 round) i.e. wherever A is, B is one round ahead than
him and thus B is along with A i.e. they have met. This is the first time they have met. This all should
be clear from the following :
A runs 2 rounds, in same time B runs 5 rounds i.e. 3 rounds more. They meet for 3
rd
time.
Multiplying everything by 2/3,
A runs 4/3 rounds (1.33 rounds), in same time B runs 10/3 rounds (3.33 rounds) i.e. 2 rounds more.
They meet for 2
nd
time.
Multiplying original values by 1/3
A runs 2/3
rd
round (0.66 rounds), in same time B runs 5/3 rounds (1.66 rounds) i.e. 1 round more. They
meet for 1
st
time.
Thus points to be noted :
1. When running in same direction on a circular track, the faster one meets the slower one whenever he
gains one full round over the slower one
2. If the faster one has gained n rounds over the slower one, they have met n times. Hence if faster one
has run x rounds and slower one has run y rounds, they have met [x-y] times where [ ] refers to the
integral part.
Now that students are clear about what is happening in a circular motion, When running in opposite
direction matters are more easy. For them to meet together they must cover one round. Thus if faster
one covers x rounds and in same time slower one covers y rounds, they have met [x + y] times.
Ask the students to solve all problems of circular motion that appears in the exercise. Tell them the
question numbers and then clear any doubt if they have.
Clocks (20 mins)
DO NOT mention that you are going to do clocks. Just keep going with circular motion. If on a circular
track of length 360 mts there are two runners who start from the same place in same direction but one
with a speed of 6 mts/min and other with a speed of 0.5 mts/min. After how much time will they meet
again? After circular motion this should be very easy
360
5.5
=
5
65
11
min. If initially they dont start from
same position but faster one is 120 mts behind the slower one, when would they meet? When the
faster one gains 120 mts over the slower one, they would meet and thus they will meet in 120/5.5 i.e.
in
9
21
11
minutes.
Now mention to them that this is exactly what happens in a clock. The track length is of 360 and the
speed of the minute hand is 6/min and that of hour hand is 0.5/min. At 12 Oclock they are together
and after this they will be together every
5
65
11
minutes. Also the second problem we did was after 4
pm, in how much time will the hour hand and minute hand be together and the answer is after
9
21
11
minutes.
IN 12 hours how many times will the hour and minute hand be opposite to each other? Consider the
start at 12 Oclock. The hands are together. They will be 180 apart after 180/5.5 = 360/11 minutes.
Now onwards they will be opposite to each other only when minutes hands gains 360 over hour hand
i.e. in 720/11 minutes. From now in 12 hours this would happen (12 60)/(720/11) times i.e. 11 times.
Thus in any interval of 12 hours the hour hand and minute hand will be opposite to each other 11 times.
DO NOT do any tougher problem of clocks. Do not spend a lot of time on Clocks. In CAT rarely has a
problem related to clocks come.
LECTURE - 5
Time, Speed & Distance 3 = Trains & Boats and Stream
Trains crossing (15 mins)

Again, a topic where you should not spend too much time. DO NOT start with train crossing pole and
other types. Directly start with train crossing a platform. Explain to them that to find the time taken to
cross a platform, the time starts when the engine just enters the platform. The engine (& the train)
covers the entire length of platform. But the time des not end when engine reaches the other end of the
platform. The train has to further travel such that the guard crosses the platform. For this train will have
to travel a distance equal to its length. Thus the time taken for anything crossing any other thing is
12
LL
.
Relative Speed
+
Thus if it were not a platform but another moving train, we would take relative speed. In case of platform
speed of platform is 0 and hence just speed of train will be taken. If instead of a platform, it were a pole
or a man, its length would be negligible and would be taken as 0.
Ask students to solve the problems of trains crossing from the exercise of TSD. Give them the problem
numbers to solve and clear any doubts if any. Not worthwhile to take any problem from your end.
Boats and Streams (15 mins)
In such problems explain what downstream and what upstream means. Give D = B + S and
U = B S and also that B = (D + U)/2 and S = (D U)/2.
Problem 1: A man travels downstream for 5 hours and again upstream for 5 hours. Yet it is at a
distance of 2 kms from the place it started. What is the speed of stream? Explain the solution using an
equation but make sure you explain the following : Think of this problem as a person in a moving train.
If he walks for five minutes in the direction the train is moving and then reverses direction and again
walks for 5 minutes, he would come back to his original position in the train. However if he (and the
train) was at New Delhi when he started to walk, and now he is at Faridabad (10 kms away from Delhi),
is it not obvious that in the 10 minutes the train has taken him from New Delhi to Faridabad and speed
of train is 1 km/min. Thus in the above problem also had the stream been stationary, after rowing 5
hours in either direction he would have come back to the original spot. But he is away from the original
spot by 2 kms means the stream is moving and has taken him 2 kms downstream in 10 hours.
Problem 2: Two men are at the same point in a stream and start rowing (at different speeds) away
from each other, one upstream and other downstream. They row for 4 hours and then reverse their
direction. Now how long will it take for them to meet? Same as the above problem, as both of them are
in the stream, we could consider the stream to be our reference point and it would take them 4 hours
to meet.
Ask the students to solve the problems on Boats and Streams from the exercise. Give them the
problem numbers and solve any doubts if they have.
LECTURE 6
Data Interpretaion 1 = Tables

What is tabular representation?
A table is both a mode of visual communication and a means of arranging data. The use of tables
is
pervasive throughout all communication, research and data analysis. Tables appear in print media,
handwritten notes, computer software, architectural ornamentation, traffic signs and many other
places.
The precise conventions and terminology for describing tables varies depending on the context.
Moreover,
tables differ significantly in variety, structure, flexibility, notation, representation and use.
Advantages
Huge amount of data can be put in a tabular format. As exact values are given there is no need to
approximate
values.
Disadvantages
Finding percentage growth relationship is difficult, as we are supposed to calculate values.
Mopeds
Scooters
Motorcycles
Total
Number of vehicles sold in year

2000
2001
2002
2003
580
490
450
380
520
640
720
680
460
540
750
840
1560
1670
1920
1900
2004
330
830
930
2090
LECTURE 7
Data Interpretaion 2 = Line Graphs

What is line graph?
Line graph is used to represent the data like sales, profits, population etc. over different domains
(for
example, time periods), such that value in each time period can be determined from the line
graph. The
advantage with the line graph is that it gives an idea about the quantity expressed in the graph
between the
given time periods as well.
In the process of representing the data in the line graph the accuracy to determine the exact value
gets
lost, as one has to determine the values by looking at the scale on the axis. However the values
can be
expressed in the graph only but then graph becomes more cluttered.
Advantages
Very good representation of change. We can easily compare the percentage change of different
categories.
Disadvantages
Need to approximate values.
LECTURE - 8
Data Interpretaion 3 = Bar Graphs
What is a bar graph?

A bar chart or bar graph is a chart with rectangular bars with lengths proportional to the values that they
represent. Bar charts are used for comparing two or more values. The bars can be horizontally or
vertically
oriented. Sometimes a stretched graphic is used instead of a solid bar. It is a Visual Display used to
compare the amount or frequency of occurrence of different Characteristics of Data, it is use to compare
Groups of data.
Advantages
We can directly compare between two three different companies or entity.
Disadvantages
Need to approximate values and the percentage change is difficult to compare without comparison.
Cumulative bar graph is used to express the sales of different products of a company across different
product groups. It is formed by stacking the bars of individual categories one over the other. A cumulative
bar graph can also be used to represent the percentage share of each product in a product group.
Advantages
Can relate many different categories or varieties.
Disadvantages
Not useful in finding trends.
LECTURE 9
Data Interpretaion 4 = Pie Graphs
What is a pie chart?

A pie chart (or a circle graph) is a circular chart divided into sectors, illustrating relative magnitudes or
frequencies or percents. In a pie chart, the arc length of each sector (and consequently its central angle
and area), is proportional to the quantity it represents. Together, the sectors create a full disk. It is named
for its resemblance to a pie which has been sliced.
While the pie chart is perhaps the most ubiquitous statistical chart in the business world and the mass
media, it is rarely used in scientific or technical publications. It is one of the most widely criticized charts,
and many statisticians recommend to avoid its use altogether, pointing out in particular that it is difficult
to
compare different sections of a given pie chart, or to compare data across different pie charts. Pie charts
can be an effective way of displaying information in some cases, in particular if the intent is to compare
the
size of a slice with the whole pie, rather than comparing the slices among them. Pie charts work
particularly
well when the slices represent 25 or 50% of the data, but in general, other plots such as the bar chart or
the
dot plot, or non-graphical methods such as tables, may be more adapted for representing information.
LECTURE 10
Cubes / Dice (Problems related to reasoning)
LECTURE 11
Calendars
Calendar (20 mins)
Explain the importance of reference day (1st January of the first year was a Monday is taken as
universal reference, if reference is not given in the question). Explain how the day changes after 7
complete days, 70 complete days, 100 complete days, 1 year, 2 years, 20 years, 100 years and so
on. Also explain if 1st January of a year is Monday then 31st January of the same year will be
Wednesday and 31st December of the same year will be either Tuesday (non-leap year) or
Wednesday (leap year).
LECTURE 12
Revision on Arithmetic
LECTURE 13
LECTURE 14
LECTURE 15
LECTURE 16
Class Exercise
lecture. Tell them to get the doubts solved with the faculty available at the center before the next lecture.
All the things that are to be discussed in the lecture have been summarized in the following
few pages. Read them carefully and dont miss anything.

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GCET / GU (B. Tech. 4th Sem.)

Unit I: Numbers and Arithmetic Basics

Vedic Math (30 Mins)

Ask the students the following questions:

What do you understand about Speed Math? To enhance the speed of

What is the use of Speed Math?

Pre-requisites for Speed Math

6. 100s Complements of numbers below 100.

Trachtenberg system of speed mathematics

Step 1: 7 + 0 i.e., 7 should be written. Also as the sum is less

The above process can be summarized shortly in the following way:

Multiplication with 12:

Step 3: Double of 4 + 3 + 1 i.e. 12. Here 2 is written and a carry

Step 5: Double of zero + 5 + 1 i.e., 6 is written.

Give 3-4 examples as in the previous case.

Multiplication of numbers close to powers of 10:

To multiply 97 and 92, please explain the steps as mentioned below.

(because 97 is obtained as 100 3)

(because 92 is obtained as 100 8)

Step 2: 98 3 = 97 2 = 95, which is the first part of the answer.

Step 2: 91 12 = 88 9 = 79 which is the first part of the answer.

Step 2: 101 + 4 = 105 (the first part of the product)

Step 2: 112 + 13 = 125 (the first part of the product.)

Step 2: 992 4 = 996 8 = 988. (The first part of the product.)

Step 2: 1004 + 7 = 1007 + 4 = 1011. (The first part of the product.)

Step 2: 1007 + 24 = 1024 + 7 = 1031. (The first part of the product.)

Step 2: 1017 13 = 987 + 17 = 1004. (The first part of the product.)

Find the product of 297 and 292.

Find the product of 192 and 207.

(by adding 0 to the number 92, it becomes 920)

Finding the squares of numbers:

The squares of natural numbers up to 25 should be memorized by the students. Further

To find the squares of numbers ending is 5:

Give an example to explain the method.

To find the squares of numbers other than those ending in 5:

36 = 1225 + 36th odd number = 1225 + 71

27 = 25 + 4 26 = 625 + 104 = 729

Exercise (10 Mins)

Classification of the numbers

Exercise (10 Mins)

Understanding Factors (5 Mins)

Understanding Multiples (5 Mins)

Understanding HCF & LCM (25 Mins)

12, 24, 36, 48, 60, 72, 84, 96, 108

16, 32, 48, 64, 80, 96, 112

48, 96, 144

Exercise (15 Mins)

Exercise (20 Mins)

Exercise (15 Mins)

Exercise (15 Mins)

Excessive (15 Mins)

Change of base (25 Mins)

Successive Percent changes (10 mins)

Excersice (15 Mins)

Approximation (15 Mins)

For squares in the range 26-50.

Step 1 : Find the positive deviation from 25.

26 is 1 more than 25.

28 is 3 more than 25.

for 26, deviation is 1 and 25 1 = 24. On squaring 24, we get 576.

for 28, deviation is 3 and 25 3 = 22, on squaring 22, we get 484.

9 12 10 *10