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It is important to know the relationship among words and their particular order as shown in the next example.
petal : flower
A. hands: nail
B. car: road
C. monitor: computer
D. daughter: mother
The relationship above is an example of a part to whole relationship. In the question, petal is a part of a flower.
Petal is also a vital part of a flower. Among the choices, we can see that only hands and nail have the same
relationship. However, the order is reversed. In hands and nail, the relationship is now whole to part. Remember,
order is important. If the question is part is to whole, the answer should also be part to whole.
Below are some of the common relationships used in word analogy questions.
Here, the relationship is part to whole. Water is part of an
Cause and effect
rain : flood
virus : flu
Association:
addition : addend
chef : toque
Degree:
hut : mansion
glance : stare
Sequence:
preschool : grade school
engagment : marriage
Function:
net : fishing
scissors : cutting
Characteristics:
cheetah : fast
snow : cold
Synonym:
benevolent : kind
courage : bravery
Antonym:
hot : cold
loose : tight
VERBAL (READING COMPREHENSION)
1. Instead of reading the entire passage, read critically the first and last paragraph. Generally, what the
author is saying can be identified in the first few lines of the passage •1 which in case of longer passages
becomes roughly 113rd of the passage. For the rest passage, examine hastily, what the author has said
about the subject.
Also for longer passages, try to put down in 10‐15 words, for each paragraph, what you fee, are the central
points of the passage.
2. The next thing in this approach is to identify the structural words that tell you the important Ideas or
Transitions in a passage. These structural words play a specific role in a sentence and paragraph. The most
common structural words are given below:
These three kinds of words describe three roles that words can play in a paragraph.
For example:
Continuity words: The author would support his point of view further.
Contrast words: The author would introduce a contrarian point of view.
Conclusion words: The author would sum up his argument so far.
3. Furthermore, try to recognize the words that represent positive and negative role in the passage. These
words will let you decide whether the author is for or against the subject. A few examples of such words
are given below :
Thus, these words help you establish the motive of the author.
4. Whenever a quest ion is asked on a phrase given in the passage, just read the three lines above and below
that phrase to have an idea of what is implicit from that phrase.
5. There are around 4‐6 questions based on Synonyms and Antonyms, these questions can be answered if
you have good vocabulary and if your vocabulary is not good, then read the sentence in which the word
is used to get a rough idea of the meaning of the word.
Now let's discuss how one should attempt RC questions in the Exam. Generally, there are 2 ways in which a
RC can be attempted which are given below:
1. PQ Approach (passage first, then the questions)
• Read the entire passage thoroughly first and then read the questions
• Skim & Scan through the passage and keep going back and forth with questions and passage
• Read the first 2 paragraphs, scan all the questions and see what you can answer, then read Para 3 &
4, scan the questions and see what you can answer, then read Para 5& 6.
2. QP approach (questions first, then the passage)
• Read all the questions with their answer options first and then the passage
• Read question 1 with all the options, and then go through the entire passage to answer it. Then
read question 2, go through the entire passage. Then, question 3.
• Just read all the question stems, without reading the answer options. Then read the passage
and try answering the questions by reading them with the options.
After practicing all above strategy and approach, here is a list of tips you must follow while doing
a RC.
1. Eliminate and not select: In most cases, elimination of choices work better than selection of
choices. Here is an approach to eliminate which is 'BANE' . Eliminate choices that are too broad,
too narrow, that are alien (Strange) and too extreme.
2. Never apply your own knowledge to the given passage. Confine your understanding to
the given passage only.
INDUCTIVE REASONING (FIGURE SERIES)
How to answer questions like these:
1. MOVEMENT ‐ Always remember that these are in a series meaning that there are steps. My technique here is
imagine the figure moving. e.g. for the example above, the first figure moved clockwise to the next figure and
so on.
2. QUANTITY ‐ always look for something that has been added or subtracted in each figures elements.
The steps are:
1. Look for the movement ‐ you now have a general idea that the dissected diamond should be vertical and
the shaded portion should be at the left.
2. Now cross out all of the other choices that does not exhibit the initial answer characteristic.
3. Then look for elements that have been added or subtracted.
3. SIZE ‐ in some questions there is the gradual growth or shrinkage of objects in the series. Take note of this
because it’s easy not to see the difference in size if the figure has too much details
SUMMARY: Look for MOVEMENT, QUANTITY, SIZE
INDUCTIVE REASONING (FIGURE GROUPING)
How to answer these type of questions:
Answer: CORRELATION ‐ Practice your eagle eye in looking for the difference as much as possible.
1. MOVEMENT ‐ turn it 360 degrees if you have too. If you don’t see any FLIPPING move to the next category.
2. MODIFICATION ‐ in this image, we see a static image and only one image has a difference which is letter C in
which the checkered rectangle is placed wrong.
3. LENGTH/SIZE ‐ although this is the hardest to spot, always look for it if you can't find anymore clues.
PERCEPTUAL ACUITY (HIDDEN FIGURES)
1. MEASUREMENT ‐ use the END OF YOUR PENCIL to measure a part of the image to be found. Then just look
for the closest image in each choices and measure. Usually it is the one with the same measurements.
2. ANGLE ‐ always check if it’s too sharp or too extended
3. DELETE THE LINES ‐ some images may have lines crossing them in the choices making it harder to see the
hidden figure. Try to look for the general form rather than looking for the exact shapes in the choices.
PERCEPTUAL ACUITY ( MIRROR IMAGE)
1. DO THE GRID ‐ try to look at one portion at a time and cancel those pictures that immediately are different.
Be methodological. A common mistake would be trying to soak up the initial image and trying to look for the
difference in each choice. This will make you return to the original image again and again.
However if you use the grid method, only one part of the image being concentrated at and it would be easier
to spot the difference because you would be looking for it in a smaller area.
PERCEPTUAL ACUITY (IDENTICAL INFORMATION)
1. EXPLOIT THE FLAW ‐ The flaw in this exam is that in every choice there is ALWAYS only ONE word that
makes it the wrong choice.
So how do we exploit this you ask? Well, by having the knowledge that there is only one flaw in each choice,
you can just compare two choices between each other rather than comparing them at the statement above. It
is easier to compare the choices because their indention is similar, and the spacing. So, it would be easier to
compare word by word just by glancing.
This technique requires practice.
QUANTITATIVE (PROBLEM SOLVING)
1. Tough, is it?
The first tip is to help students embrace the idea of word problems. It’s important to understand that word
problems, as challenging as they may seem at times, are still the easiest and most convenient way of presenting
data.
In school math classes, the idea of word problems is important because it teaches kids how to put raw
data into context.
If you give your child in grade 3 a problem where “A has 6 apples and B has 3 apples. If A takes 3 from B,
how many does B have remaining?”, it’s much easier for them to imagine and visualize the concept.
Once they visualize the idea, they can decide what to do with the data and solve the math sum.
2. Read it.
Tip number two is to read the problem aloud with your students/kids and help them identify “keywords” in the
problem. These are the common terms in math. Learn more about math vocabulary for kids to help them build a
strong foundation before skipping to difficult word problems.
Solving a word problem is about extracting the data from the question and finding the right operation
to use on the data.
Key words help to identify which is the correct operation. Encourage your kids to read the problem aloud
so that they can understand what the problem is asking.
Is “takes away” a key word in the problem? Then it is probably asking you to find what is left after
subtraction. If the key word is “between” then it might be asking you to divide.
3. Between the lines
Reading aloud also helps to understand the data better. Once you have decided which operation is going to be
needed, it’s time to list down the data. Who are the people in this word problem, what do they each have?
4. Diagrams
I can’t stress how important diagrams are. If the problem is about geometry or mensuration, draw a diagram so that
it is easier to visualize! Geometry is all about shapes, sizes, angles, and visual representation. As a visual learner,
diagrams have been the most helpful way of doing math and science for me since I was in grade 4!
5. The x and y
Now you have the three things you need: key words, data, diagrams. The next step is to use this to set up a formula.
This is a very important step, the conversion of words into mathematical language.
A formula gives you the initial state of the word problem: A and B have 6 and 3 apples respectively.
It adds the operation: A ‘takes’ 3 from B (subtraction).
And then asks you to find the final state of the problem: How many apples do A and B have remaining.
6. Word‐Play
The last tip. This is always the final tip in any math topic. You guessed it. PRACTICE!
Our brains get better at doing something the more we do it. The more we practice addition, the faster
we can mentally add numbers. The same goes for any arithmetic operation.
In case of word problems, not only does one need to practice arithmetic, but they also should practice
setting up simple equations.
Getting the hang of interpreting data from graphs, diagrams, sentences, pictures and then putting it in
a formula. That’s the key and it only comes with practice.