IBPS PO flashcards
361 cards from 39 fact-checked topic notes · English
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Reading Comprehension — English Language · 8 cards
- Main Idea vs. Supporting Details
- The main idea is the central argument or purpose of the passage. Supporting details are facts, examples, or data that back the main idea. Questions often test whether you can distinguish the two.
- Inference
- Drawing a logical conclusion from information implied but not directly stated. Valid inferences stay close to the passage; wild guesses are wrong answers.
- Tone and Attitude
- The author's emotional stance — critical, optimistic, neutral, cautionary, appreciative. Identified through word choice (adjectives, adverbs) rather than explicit statements.
- Vocabulary in Context
- A word's meaning as used in the passage, not its dictionary default. "Bank" in a river context differs from "bank" in a finance context.
- Fact vs. Opinion
- Facts are verifiable statements; opinions express judgement. Questions may ask what the author "believes" versus what the passage "states."
- Paraphrasing Trap
- Correct answers often rephrase passage content using synonyms. Incorrect options may use exact passage words in a misleading context.
- Negative/Exception Questions
- "Which of the following is NOT mentioned?" or "All are true EXCEPT..." require checking every option against the passage.
- Title-based Questions
- The best title captures the central theme without being too narrow (one detail) or too broad (generic topic).
Cloze Test — English Language · 12 cards
- Context is king
- The correct answer must fit the sentence's meaning AND the passage's overall theme. A grammatically correct word can still be wrong if it contradicts the passage's direction.
- Part-of-speech identification
- Before looking at options, identify what the blank needs—noun, verb, adjective, adverb, or preposition. This instantly eliminates 2–3 wrong options.
- Collocations matter
- English has fixed word partnerships (e.g., "impose restrictions," "pose a threat," "address concerns"). The correct answer often completes a standard collocation.
- Sentence connectors signal logic
- Words before/after the blank (however, therefore, despite, although) indicate whether the blank continues the idea or contrasts it.
- Tone consistency
- If the passage discusses a "crisis" or "challenge," the blank likely needs a word with negative connotation. Positive passages need positive-toned words.
- Eliminate the absurd first
- Cross out options that create nonsensical or contradictory meanings. Often 2–3 options are clearly wrong, leaving a 50-50 choice.
- Double-fill variant
- Some questions offer pairs of words for two blanks in one sentence. Both words must fit; if one fails, the entire pair is wrong.
- Economic growth
- surge, decline, slump, bolster, propel, stagnant
- Policy/Reform
- implement, enforce, mandate, comply, regulate, amend
- Positive impact
- enhance, boost, foster, facilitate, augment, stimulate
- Negative impact
- hamper, hinder, impede, undermine, curtail, deteriorate
- Comparison
- whereas, contrary, unlike, conversely, likewise, similarly
Error Spotting — English Language · 12 cards
- Subject-Verb Agreement
- Singular subjects take singular verbs; plural subjects take plural verbs. Watch for tricky subjects like "each," "everyone," "neither," and collective nouns.
- Tense Consistency
- A sentence should maintain the same tense throughout unless there's a logical reason to shift. Past actions need past verbs; present habits need present verbs.
- Pronoun-Antecedent Agreement
- Pronouns must match their antecedents in number and gender. "Everyone" is singular, so it takes "his/her," not "their" (in formal grammar).
- Parallelism
- Items in a list or comparison must follow the same grammatical structure. "He likes reading, writing, and to swim" breaks parallelism.
- Article Usage
- "A" before consonant sounds, "an" before vowel sounds. Uncountable nouns don't take "a/an." Specific references need "the."
- Preposition Errors
- Certain verbs and adjectives pair with specific prepositions. "Interested in" (not "interested for"), "consist of" (not "consist with").
- Modifier Placement
- Adjectives and adverbs must be placed near the words they modify. Misplaced modifiers create absurd meanings.
- Comparative and Superlative Forms
- Use comparative (-er/more) for two items, superlative (-est/most) for three or more. Never double up: "more better" is wrong.
- Each/Every/Neither/Either + singular verb
- Correct Form: Each of the boys was present · Common Error: Each of the boys were present
- One of the + plural noun + singular verb
- Correct Form: One of the students has failed · Common Error: One of the students have failed
- Neither...nor / Either...or
- Correct Form: Verb agrees with nearer subject · Common Error: Verb agrees with first subject
- Collective noun (team, committee)
- Correct Form: Singular verb when acting as unit · Common Error: Plural verb without reason
Sentence Improvement — English Language · 12 cards
- Subject-Verb Agreement
- The verb must match the subject in number (singular/plural). Intervening phrases between subject and verb often create confusion.
- Tense Consistency
- A sentence should maintain logical tense flow. Random shifts between past, present, and future tenses are incorrect unless the meaning demands it.
- Correct Use of Modifiers
- Modifiers (adjectives, adverbs, phrases) must clearly relate to the word they modify. Misplaced or dangling modifiers create ambiguity or absurdity.
- Parallel Structure
- Items in a list or comparison must follow the same grammatical form (all nouns, all gerunds, all infinitives).
- Correct Preposition with Verbs/Adjectives
- Many verbs and adjectives take specific prepositions. "Interested in" not "interested for"; "comply with" not "comply to."
- Idiomatic Expressions
- English has fixed phrases that must be used exactly. "Not only...but also," "hardly...when," "no sooner...than" are examples.
- Pronoun Reference and Agreement
- Pronouns must agree with their antecedents in number and gender, and the reference must be clear.
- Redundancy and Wordiness
- Good English avoids unnecessary repetition. "Return back," "revert back," "free gift" contain redundant words.
- Subject-Verb
- Wrong Usage: The list of items are ready · Correct Usage: The list of items is ready
- Tense
- Wrong Usage: He went to market and buys vegetables · Correct Usage: He went to market and bought vegetables
- Preposition
- Wrong Usage: She is good in dancing · Correct Usage: She is good at dancing
- Parallelism
- Wrong Usage: I like reading, writing and to swim · Correct Usage: I like reading, writing and swimming
Para Jumbles — English Language · 12 cards
- Opening sentence characteristics
- Introduces a new topic, defines a term, makes a general statement, or sets context. Never begins with "This," "That," "Such," "These," or other backward-pointing words.
- Closing sentence characteristics
- Summarizes, concludes with a result, offers a future implication, or provides a final opinion. Often contains words like "therefore," "thus," "hence," "finally," or "in conclusion."
- Mandatory pairs
- Some sentences must come together because one defines a term and the next uses it, or one raises a question and the next answers it. Find these pairs first—they reduce possibilities dramatically.
- Pronoun-antecedent rule
- A pronoun (he, she, it, they, this, these, such) must follow the noun it refers to. If sentence C says "This policy," some earlier sentence must have introduced a specific policy.
- Transition words as sequence markers
- Words like "however," "moreover," "consequently," "on the other hand," "for instance," and "in addition" signal relationship to a previous sentence.
- Chronological and logical flow
- Events follow time order; arguments follow cause-effect order. "First... then... finally" or "The problem... the cause... the solution" patterns.
- Article usage (a/an vs. the)
- "A bank" introduces a new bank; "the bank" refers to one already mentioned. This helps sequence sentences.
- Elimination over construction
- Instead of building the paragraph from scratch, eliminate impossible options by checking what cannot be the opening or closing sentence.
- Demonstratives
- What to Look For: This, That, These, Such, The said · Sequencing Rule: Must follow the noun they point to
- Pronouns
- What to Look For: He, She, It, They, Him, Her · Sequencing Rule: Must follow the person/thing named
- Contrast words
- What to Look For: However, But, On the contrary · Sequencing Rule: Must follow a contrasting idea
- Additives
- What to Look For: Moreover, Furthermore, Also, Besides · Sequencing Rule: Must follow a related point
Fill in the Blanks — English Language · 7 cards
- Context is king
- The surrounding words provide clues about the required word's meaning, tone, and part of speech. Never choose based on the blank alone.
- Tone and sentiment
- Identify whether the sentence has a positive, negative, or neutral tone. The blank must maintain this consistency. A sentence about "economic crisis" won't have words like "flourishing" in the blank.
- Grammatical fit
- The word must agree with the subject in number, match the required tense, and function as the correct part of speech (noun, verb, adjective, adverb).
- Collocations matter
- Certain words naturally pair together. "Make a decision" not "do a decision"; "heavy rain" not "strong rain". Exam setters exploit unfamiliarity with collocations.
- Elimination strategy for double blanks
- If even one word of a pair doesn't fit, eliminate the entire option. Both words must work perfectly.
- Preposition and article clues
- Words immediately before or after the blank often signal what type of word is needed. "A ___" needs a singular noun; "has been ___" likely needs a past participle.
- Parallel structure
- In sentences with lists or comparisons, the blank often needs a word that matches the form of other elements. "He was intelligent, hardworking, and ___" needs an adjective.
Word Swap / Word Usage — English Language · 7 cards
- Contextual Fit
- Every word must make logical sense in its position. A word that is grammatically correct may still be contextually wrong (e.g., "The patient showed rapid deterioration in health" vs. "rapid *improvement*" changes meaning entirely).
- Subject-Verb-Object Alignment
- Verbs must align with their subjects, and objects must logically receive the action. Swapped words often break this alignment.
- Collocation Awareness
- Certain words naturally pair together (e.g., "make a decision" not "do a decision"). Swapped words disrupt these natural pairings.
- Adjective-Noun Agreement
- Adjectives must logically describe the nouns they modify. "Economic growth" makes sense; "economical growth" does not.
- Preposition Dependencies
- Some words require specific prepositions. If the preposition seems odd, check if a nearby word has been swapped.
- Parallel Structure
- In sentences with lists or comparisons, swapped words break the parallel pattern.
- Meaning Reversal Detection
- Sometimes swapped words create sentences that are grammatically fine but logically absurd or opposite to the intended meaning.
Synonyms and Antonyms — English Language · 12 cards
- Synonym
- = a word with the same or nearly the same meaning as another word in a given context. Example: begin and commence are synonyms.
- Antonym
- = a word with the opposite meaning. Example: expand and contract are antonyms.
- Context determines meaning
- Many words have multiple meanings. "Bright" can mean intelligent (synonym: smart) or luminous (synonym: radiant). Always check the sentence context before choosing.
- Degree matters
- Synonyms are rarely perfect substitutes. "Angry" and "furious" are synonyms, but "furious" is stronger. Questions may test whether you can pick the closest match in degree.
- Word roots help
- Knowing Latin/Greek roots lets you decode unfamiliar words. For example, bene- means good (benefactor, benevolent), mal- means bad (malicious, malfunction).
- Prefixes create antonyms
- Adding prefixes like un-, in-, dis-, non- often reverses meaning (mis- means "wrongly" or "badly", e.g. misplace). Happy → Unhappy, Adequate → Inadequate.
- Positive/Negative tone
- Quickly classify words as positive, negative, or neutral. This helps eliminate wrong options even when you don't know the exact meaning.
- Augment
- Synonym: Increase, Enhance · Antonym: Diminish, Reduce
- Prudent
- Synonym: Cautious, Wise · Antonym: Reckless, Careless
- Obscure
- Synonym: Unclear, Vague · Antonym: Clear, Obvious
- Stringent
- Synonym: Strict, Rigorous · Antonym: Lenient, Lax
- Volatile
- Synonym: Unstable, Fluctuating · Antonym: Stable, Steady
Idioms and Phrases — English Language · 6 cards
- Idiom vs. Phrase
- An idiom has a figurative meaning different from its literal words ("break the ice" = start conversation, not shatter frozen water). A phrase is any meaningful word group, which may or may not be idiomatic.
- Phrasal Verbs
- Verbs combined with prepositions/adverbs that create new meanings. "Look after" (care for) differs entirely from "look" alone.
- Context determines correctness
- Many idioms sound similar but mean opposite things. "In the red" (debt) vs. "in the black" (profit). Always check surrounding sentence tone.
- Fixed structure
- Idioms rarely allow word changes. "A piece of cake" cannot become "a slice of cake" and retain meaning. Spotting wrong variations is a test strategy.
- Formal vs. informal register
- Banking exams prefer idioms suitable for professional writing. "Beat around the bush" is acceptable; slang idioms rarely appear.
- Negative idioms often confuse
- "Leave no stone unturned" (try everything) sounds negative but is positive. Read carefully.
Percentage — Quantitative Aptitude · 12 cards
- Percentage means "per hundred"
- x% = x/100. This simple conversion is the basis of every calculation.
- Percentage-to-fraction shortcuts save time
- Knowing that 25% = 1/4, 12.5% = 1/8, 33.33% = 1/3 lets you calculate mentally instead of on paper.
- Percentage change has a direction
- Increase means adding to the base; decrease means subtracting. The formula always uses the original value as the base, not the new value.
- Successive percentage changes don't simply add
- A 10% increase followed by a 10% decrease does NOT return you to the original—it results in a 1% net decrease.
- "Of" means multiplication
- "What is 20% of 450?" translates to (20/100) × 450.
- Percentage points vs. percentage change
- Going from 40% to 50% is a 10 percentage-point increase but a 25% relative increase.
- Reverse percentage (finding the original)
- If a value after x% increase is A, then original = A × 100/(100 + x).
- 1/2
- 50%
- 1/3
- 33.33%
- 1/4
- 25%
- 1/5
- 20%
- 1/6
- 16.67%
Tabular DI — Quantitative Aptitude · 6 cards
- Row-Column Mapping
- Always identify what the rows represent (usually entities like companies, years, or products) and what columns represent (metrics like sales, cost, profit). Misreading this mapping is the fastest way to lose marks.
- Base Value Identification
- Many questions ask for percentage change or ratio. Before calculating, clearly identify which value is the base (denominator) and which is the value being compared (numerator).
- Calculated vs Given Data
- Some tables have missing cells that require calculation using other values in the same row or column. Read the table header notes carefully—they often specify relationships like "Profit = Revenue − Cost."
- Approximation Mindset
- When options are well-separated (e.g., 23%, 31%, 42%, 56%), you don't need exact answers—calculate to one decimal place and pick the closest option.
- Data Sufficiency within Tables
- Some questions ask "which company had the highest growth rate?" You must compare across all relevant rows, not just calculate one value and stop.
- Unit Awareness
- Tables may present data in lakhs, crores, thousands, or percentages. All calculations must respect the units; mixing them guarantees wrong answers.
Ratio and Proportion — Quantitative Aptitude · 12 cards
- Ratio basics
- A ratio a:b means for every 'a' parts of one quantity, there are 'b' parts of another. Always express in lowest terms by dividing by HCF.
- Proportion
- When two ratios are equal (a:b = c:d), they form a proportion. Cross-multiplication gives ad = bc.
- Componendo-Dividendo
- If a/b = c/d, then (a+b)/(a−b) = (c+d)/(c−d). Useful for quick solving when sums and differences are given.
- Compound ratio
- When combining multiple ratios, multiply corresponding terms. Compound of a:b and c:d is ac:bd.
- Duplicate and triplicate ratios
- Duplicate of a:b is a²:b². Triplicate is a³:b³. Sub-duplicate is √a:√b.
- Distribution in a ratio
- If total T is divided in ratio a:b:c, first part = T × a/(a+b+c).
- Ratio of increments
- If A:B = 3:4 and both increase by same amount x, new ratio changes. Set up equation with (A+x):(B+x) = new ratio.
- Mean proportional
- Between a and b is √(ab). Third proportional to a,b is b²/a.
- Ratio to fraction
- a:b means first quantity = a/(a+b) of total
- Cross multiplication
- If a:b = c:d, then a×d = b×c
- Duplicate ratio
- Of a:b is a² : b²
- Sub-duplicate ratio
- Of a:b is √a : √b
Bar Graph DI — Quantitative Aptitude · 7 cards
- Reading bar values accurately
- The y-axis typically has a scale (e.g., 0, 100, 200...). Bars rarely land exactly on gridlines—estimate carefully when a bar falls between two values.
- Single bar vs. double bar
- Single bars test simple trends and calculations on one variable. Double bars test comparisons, combined totals, and ratio between two variables.
- Percentage change formula
- When asked "by what percent did X increase/decrease from Year A to Year B," apply the standard formula with the base year in the denominator.
- Ratio extraction
- Many questions ask for the ratio between two values—always simplify to the lowest terms.
- Average across categories
- Sum all bar values and divide by the number of bars. Watch for questions that exclude certain years or categories.
- Combined totals in double bars
- For questions like "total production in 2018," add the heights of both bars for that year.
- Approximation is your friend
- Prelims is speed-based. Round values intelligently (e.g., 247 ≈ 250) to match answer options without full calculation.
Average — Quantitative Aptitude · 7 cards
- Simple Average
- = Sum of observations ÷ Number of observations. This is the arithmetic mean.
- Weighted Average
- When groups have different sizes, multiply each group's average by its weight (count), sum them, then divide by total weight. You cannot simply average the averages.
- Deviation Method
- Instead of calculating full sums, assume an approximate average, find deviations from it, and adjust. This is faster for large numbers.
- Effect of Adding/Removing Elements
- When a new value is added, the average changes by (new value − old average) ÷ (new count). Similarly, removing a value shifts the average based on how far that value was from the old average.
- Age-Based Averages
- The average age of a group increases by 1 for every year that passes (assuming no one joins or leaves). When someone joins or leaves, recalculate using the total age concept.
- Sum = Average × Count
- This relationship is the backbone. Most problems become easier when you work with totals rather than averages directly.
- Replacement Problems
- When one element replaces another, the change in sum = (new element − replaced element). The average changes by this difference ÷ count.
Line Graph DI — Quantitative Aptitude · 12 cards
- Data Point Reading
- Each point on the line corresponds to a specific value at a specific time. The y-axis gives the value; the x-axis gives the time period. Always check the scale carefully — a small visual difference can mean a large numerical difference.
- Trend Identification
- The slope of the line tells the story. Upward slope = increase, downward slope = decrease, flat line = constant. Steeper slopes indicate faster rates of change.
- Percentage Change Formula
- When comparing two consecutive periods, use: Change% = [(New - Old) / Old] × 100.
- Multi-Line Comparison
- When two or more lines are plotted, questions often ask about differences, ratios, or which entity showed maximum/minimum growth.
- Average Across Periods
- Sum all values on a line and divide by the number of periods. Watch for questions asking average of a subset (e.g., "first three years only").
- Peak and Trough Identification
- The highest and lowest points on a line. Questions may ask which year had maximum production or minimum sales.
- Rate of Change vs Absolute Change
- Absolute change = New - Old. Rate of change involves percentage. A line may show higher absolute increase but lower percentage increase — understand the difference.
- Percentage Increase
- [(Final - Initial) / Initial] × 100
- Percentage Decrease
- [(Initial - Final) / Initial] × 100
- Average Value
- Sum of all values / Number of data points
- Ratio of A to B
- Value of A / Value of B (simplify if needed)
- Difference
- Higher value - Lower value
Profit, Loss and Discount — Quantitative Aptitude · 7 cards
- Cost Price (CP)
- is the amount paid to acquire goods. Selling Price (SP) is the amount received when selling. The difference determines profit or loss.
- Profit occurs when SP > CP
- ; Loss occurs when SP < CP. Both are always calculated as a percentage of CP, not SP.
- Marked Price (MP)
- is the listed/sticker price before any discount. The relationship flows as: CP → MP (markup applied) → SP (discount applied).
- Discount is always calculated on MP
- , while profit/loss is calculated on CP. Confusing these bases is a common error.
- Successive discounts
- are applied one after another on the reduced price, not on the original MP. Two discounts of 20% and 10% are NOT equal to 30%.
- False weight problems
- involve dealers who claim to sell at CP but cheat on quantity. The effective profit comes from the quantity shortfall.
- Break-even
- occurs when total revenue equals total cost (SP = CP), meaning zero profit and zero loss.
Data Interpretation — Quantitative Aptitude · 12 cards
- Data Extraction First
- Before calculating, spend 15–20 seconds understanding what the table/chart represents—units, time periods, categories.
- Percentage Change Formula
- (New − Old) / Old × 100. Use it when comparing years, products, or regions.
- Ratio Interpretation
- When a pie chart shows percentages, the actual value = (percentage/100) × total. For comparing two slices, you can directly compare percentages without calculating absolute values.
- Approximation is Your Friend
- When options are spread apart, such as 234, 267, 298, 342, you don't need exact calculation—round intelligently and eliminate.
- Caselet DI Requires Note-Making
- Word-based DI gives data in sentences. Jot down a mini-table before attempting questions—this prevents re-reading the paragraph five times.
- Missing DI Logic
- When values are missing, set up equations. Often the question itself provides enough constraints to solve for missing cells.
- Work Backwards from Options
- For complex calculations, plug in options to verify rather than solving from scratch.
- Unit Consistency
- Watch for mixing up lakhs/crores, kg/tonnes, or months/years.
- Percentage
- Value = (Percentage/100) × Total
- Percentage Change
- [(New − Old) / Old] × 100
- Ratio to Value
- If A:B = 3:5 and total = 800, then A = (3/8) × 800 = 300
- Average
- Sum of values / Number of values
Arithmetic — Quantitative Aptitude · 8 cards
- Percentage is a ratio out of 100.
- Every percentage problem converts to a fraction or decimal for calculation. Know fraction equivalents cold: 25% = 1/4, 33.33% = 1/3, 12.5% = 1/8.
- Ratio compares quantities; proportion equates two ratios.
- When a ratio is given as a : b, actual values are ax and bx where x is the multiplier you must find.
- Average = Sum ÷ Count.
- Weighted average applies when groups have different sizes. The average of an arithmetic progression equals the middle term (or the mean of the two middle terms when the number of terms is even).
- Profit and Loss are always calculated on Cost Price (CP).
- Discount is always on Marked Price (MP). Mixing these up is a common error.
- Simple Interest grows linearly; Compound Interest grows exponentially.
- For 2-year problems, CI − SI = P × (R/100)².
- Work problems are rate problems.
- If A completes work in 10 days, A's rate = 1/10 work per day. Add rates when working together.
- Speed = Distance ÷ Time.
- Relative speed adds when objects move toward each other, subtracts when moving in the same direction.
- Alligation links the mean price to component prices.
- The criss-cross rule gives the ratio of quantities directly.
Simple and Compound Interest — Quantitative Aptitude · 7 cards
- Simple Interest (SI)
- calculates interest only on the original principal throughout the entire period. The interest remains constant each year.
- Compound Interest (CI)
- calculates interest on the principal plus all previously accumulated interest. Each year's interest is higher than the previous year.
- Compounding frequency matters
- Annual compounding means interest is added once per year; half-yearly means twice per year (divide rate by 2, multiply time by 2); quarterly means four times per year.
- For the same principal, rate, and time, CI is always greater than or equal to SI
- . They are equal only when time = 1 year with annual compounding.
- The difference between CI and SI for 2 years
- equals one year's interest on one year's SI—this creates the shortcut formula.
- Effective rate
- When compounding is more frequent than annual, the effective annual rate exceeds the nominal rate.
- Amount = Principal + Interest
- for both SI and CI; this relationship drives most formula manipulations.
Caselet DI — Quantitative Aptitude · 11 cards
- Data extraction is the real problem.
- The math is secondary. Spend 2–3 minutes reading carefully and building your table before touching any question.
- Identify the base variable first.
- Most caselets define everything in terms of one unknown (like total employees, total production, or a person's income). Find it and assign it a variable.
- Percentages and ratios are the two common formats.
- Caselets express relationships as "A is 20% more than B" or "A and B are in the ratio 3:4." Convert these into equations immediately.
- Watch for nested relationships.
- "A is 25% of total, and B is 40% of A" means you must compute A first, then B. Don't jump steps.
- Caselets often have multiple categories.
- Example: five employees, three departments, two years. Build a multi-row, multi-column table to capture all dimensions.
- Assume total = 100 or use LCM when percentages dominate.
- This simplifies arithmetic and avoids fractions.
- Not all information appears in order.
- The paragraph might mention C before defining A and B. Read the entire passage before writing anything.
- Income-Expenditure-Savings
- Table with rows for each person, columns for income, expenditure, savings
- Production across years
- Table with rows for products, columns for years
- Department-wise employees
- Table with departments as rows, categories (male/female, permanent/contract) as columns
- Sales-Profit across branches
- Table with branches as rows, sales and profit as columns
Time and Work — Quantitative Aptitude · 12 cards
- Work-Efficiency Relationship
- If A completes a job in 'n' days, A's one-day work (efficiency) = 1/n of the total work. More days means lower efficiency.
- LCM Method
- Assume total work = LCM of all given times. This converts fractional efficiencies into whole numbers, making addition and comparison instant.
- Combined Work
- When A and B work together, their combined efficiency = sum of individual efficiencies. Combined time = Total Work ÷ Combined Efficiency.
- Work Equivalence
- Work = Efficiency × Time. If one person's efficiency is double another's, they complete the same work in half the time.
- Pipes and Cisterns Analogy
- An inlet pipe "does positive work" (fills), an outlet pipe/leak "does negative work" (empties). Net effect = Inlet efficiency − Outlet efficiency.
- Alternate Day / Part-Work Problems
- Track work done in cycles. If A works on odd days and B on even days, calculate work done per 2-day cycle, then handle the remainder.
- Wages Distribution
- Wages are divided in the ratio of total work done (Efficiency × Days worked), not just in ratio of efficiencies or days alone.
- A's 1-day work
- 1/A (if A finishes in A days)
- A and B together
- 1/A + 1/B = (A+B)/(A×B); Combined time = (A×B)/(A+B)
- LCM-based efficiency
- Total Work = LCM; Efficiency of A = LCM/A
- Time when working together
- Total Work ÷ Sum of Efficiencies
- Pipes: Net filling rate
- (1/Inlet) − (1/Outlet)
Missing DI — Quantitative Aptitude · 12 cards
- Row and Column Totals
- Most missing DI tables provide totals. If a row has 4 values and a total, any one missing value equals Total minus the sum of known values.
- Percentage Relationships
- Missing values are often described as "X is 20% more than Y" or "A constitutes 25% of total B." Convert these to equations immediately.
- Ratio Clues
- Statements like "Male to Female ratio is 3:2" let you split a known total into parts. If total is 500, males = 300, females = 200.
- Difference Clues
- "Production in March exceeds February by 150 units" gives you a direct equation: March = February + 150.
- Dependent Cells
- Sometimes one missing value depends on another. Solve sequentially—find the independent variable first, then substitute.
- Cross-Verification
- After filling all values, quickly check if row totals and column totals match the given figures. This catches calculation errors before you attempt questions.
- Read All Clues First
- Before calculating anything, read every clue. Some clues only become usable after you've computed an intermediate value.
- X is P% more than Y
- X = Y × (1 + P/100)
- X is P% less than Y
- X = Y × (1 − P/100)
- X is P% of Y
- X = Y × P/100
- Ratio a:b with total T
- First part = T × a/(a+b), Second part = T × b/(a+b)
- Average of n values = A
- Sum of values = n × A
Time, Speed and Distance — Quantitative Aptitude · 12 cards
- Basic Relationship
- Distance = Speed × Time. Rearrange as needed: Speed = Distance/Time, Time = Distance/Speed.
- Unit Conversion
- To convert km/hr to m/s, multiply by 5/18. To convert m/s to km/hr, multiply by 18/5. This conversion appears in almost every train problem.
- Relative Speed (Same Direction)
- When two objects move in the same direction, relative speed = difference of their speeds. The faster object "catches up" at this rate.
- Relative Speed (Opposite Direction)
- When two objects move toward each other, relative speed = sum of their speeds. They approach each other at this combined rate.
- Trains Crossing
- When a train crosses a stationary object (pole, person), distance covered = length of train. When crossing a platform or another train, distance = sum of both lengths.
- Boats and Streams
- Downstream speed = boat speed + stream speed. Upstream speed = boat speed − stream speed. Still water speed and stream speed can be derived from these two.
- Average Speed
- For equal distances at two different speeds, average speed = 2ab/(a+b), not the simple arithmetic mean.
- Inverse Proportionality
- When distance is constant, speed and time are inversely proportional. If speed doubles, time halves.
- Basic relation
- D = S × T
- km/hr to m/s
- Multiply by 5/18
- m/s to km/hr
- Multiply by 18/5
- Train crossing pole
- Time = Length of train / Speed of train
Mixture and Alligation — Quantitative Aptitude · 6 cards
- Mixture
- A combination of two or more ingredients mixed together. Each ingredient has a characteristic value (price, concentration, percentage, etc.).
- Alligation Rule
- When two ingredients at different values are mixed, the ratio of their quantities is inversely proportional to the difference of their values from the mean value.
- Mean Price/Value
- The weighted average characteristic of the final mixture. It always lies between the values of the two ingredients.
- Cheaper and Dearer
- In alligation problems, the ingredient with lower value is "cheaper" and the one with higher value is "dearer." The mean always falls between these two.
- Replacement Problems
- When part of a mixture is removed and replaced with a pure ingredient, the concentration of the other ingredient decreases progressively with each operation.
- Three-Component Mixtures
- Solve by applying alligation twice—first between two components, then combining with the third using the intermediate result.
Puzzles — Reasoning Ability · 7 cards
- Variable identification
- Every puzzle has entities (persons, items, floors, days) and attributes (profession, colour, age, position). Identify all variables before solving.
- Definite vs. conditional clues
- Definite clues give fixed placements ("A lives on floor 5"). Conditional clues depend on others ("B is above C"). Always process definite clues first.
- Negative information is powerful
- "A does not live on floor 3" eliminates one cell. Multiple negatives often pinpoint the correct answer through elimination.
- Linking clues
- Some clues connect two people without fixing either ("A is two floors above B"). Mark both possibilities and resolve when other clues narrow options.
- Case-making
- When multiple arrangements are possible, create Case 1 and Case 2. Proceed with both until one contradicts a clue—then eliminate it.
- Cross-verification
- After completing the arrangement, re-read every clue to confirm consistency. One misplaced detail ruins all the answers in the set.
- Time allocation
- Spend 6–8 minutes per puzzle set. If stuck beyond 3 minutes with no progress, skip and return.
Floor / Building Puzzle — Reasoning Ability · 7 cards
- Floor numbering convention
- Unless stated otherwise, Floor 1 is the ground floor (bottom), and floor numbers increase upward. Always confirm this from the question.
- Definite vs. relative clues
- Definite clues directly state a position ("P lives on Floor 4"). Relative clues compare positions ("Q lives above R" or "S is two floors below T").
- "Above" and "below" interpretation
- "A lives above B" means A's floor number > B's floor number. It does not mean immediately above unless the word "just" or "immediately" is used.
- Gap-based clues
- "There are two floors between X and Y" means exactly two floors separate them (e.g., floors 2 and 5, or 3 and 6).
- Negative clues
- "P does not live on the topmost floor" eliminates one possibility—use these after positive placements narrow options.
- Multiple variables
- Advanced puzzles add a second attribute (profession, colour, department). Solve the floor arrangement first, then map the second variable.
- Case-splitting
- When two equally valid arrangements exist after initial clues, maintain both cases until a later clue eliminates one.
Box-based Puzzle — Reasoning Ability · 12 cards
- Vertical stacking
- Boxes are numbered from bottom to top (Box 1 at bottom, Box 7 at top) or top to bottom—always clarify the numbering convention first.
- "Immediately above/below"
- means adjacent positions with no box in between, while "above/below" means anywhere higher or lower, not necessarily adjacent.
- Multiple attributes
- Each box typically has 2–3 properties (colour, size, owner, content). Track all attributes in separate columns of your diagram.
- Definite vs. conditional clues
- Start with clues that give fixed positions ("Box P is at the top") before tackling relative clues ("Q is somewhere above R").
- Elimination method
- When a clue says "not immediately above," mark that specific adjacency as impossible and revisit when other positions are fixed.
- Gap-based clues
- "Two boxes between A and B" means exactly two boxes separate them—A could be above or below B, giving two possible scenarios.
- Negative information is valuable
- "P is not red" eliminates one option; track these in your rough work to avoid repetition.
- Size constraints often link to position
- "The largest box is above all others" directly fixes it at the top; use size-position correlations early.
- "A is immediately above B"
- A and B are adjacent; A is exactly one position higher than B
- "A is above B"
- A is anywhere higher than B (not necessarily adjacent)
- "Two boxes between A and B"
- Exactly 2 boxes separate them; total gap = 3 positions
- "A is three places above B"
- A's position = B's position + 3
Seating Arrangement — Reasoning Ability · 12 cards
- Definite vs Conditional Information
- Always start with conditions that give fixed positions (e.g., "A sits at the left end"). Process conditional clues ("B sits to the left of C") only after anchoring definite positions.
- Facing Direction Matters
- In circular and linear arrangements, "left of A" changes meaning based on whether A faces north, south, centre, or outside. Always mark facing direction with arrows in your diagram.
- Immediate vs Non-Immediate Neighbours
- "A sits next to B" means they are adjacent (immediate neighbours). "A sits to the left of B" without "immediately" means A is anywhere to B's left, not necessarily adjacent.
- Negative Conditions are Placeholders
- Conditions like "C does not sit at any end" or "D is not an immediate neighbour of E" help eliminate positions during solving—note them separately and check repeatedly.
- Double-Row Logic
- When two rows face each other, the person "opposite" to A is directly across. "Left" and "right" are from each person's own perspective, which reverses between rows facing each other.
- Circular Table Conventions
- In a circular arrangement facing centre, moving clockwise from A gives you A's left-side neighbours. If facing outside, clockwise from A gives right-side neighbours.
- Case Branching
- When a condition allows two possibilities, create Case 1 and Case 2. Continue solving each branch until one contradicts a given condition—then eliminate it.
- Linear single row facing North
- Left = West side, Right = East side
- Linear single row facing South
- Left = East side, Right = West side
- Circular facing centre
- Clockwise = Left of any person
- Circular facing outside
- Clockwise = Right of any person
- "Immediately left"
- Exactly one position to the left, adjacent
Circular Arrangement — Reasoning Ability · 7 cards
- Facing centre vs facing outside
- When facing the centre, the person's left is your clockwise direction; when facing outside, the person's left is your anticlockwise direction.
- Immediate neighbour
- The two persons sitting directly adjacent (one on each side) to a given person.
- Opposite position
- In an 8-person circle, the person sitting 4 places away (half the total) is directly opposite. For 6 persons, it's 3 places away.
- Counting positions
- "A sits second to the left of B" means starting from B, count 2 positions in the direction of B's left hand (depends on facing direction).
- Definite vs conditional clues
- Start solving with clues that fix exact positions or relationships, not with "either/or" clues.
- Two possible cases
- Most puzzles yield 2 possible arrangements initially; additional clues eliminate one case.
- Clockwise and anticlockwise are constant
- These directions never change regardless of facing direction—only "left" and "right" interpretation changes.
Day / Month Scheduling — Reasoning Ability · 12 cards
- Fixed Reference Points
- Always start with clues that give absolute positions (e.g., "P has an interview on Wednesday" or "Q was born in March"). These anchor your solution.
- Sequential Nature
- Days follow Monday→Sunday; months follow January→December. "Before" means earlier in sequence, "after" means later. "Immediately before" means directly adjacent.
- Gap-Based Clues
- Statements like "Two persons are scheduled between A and B" mean exactly two slots exist between them, not including A and B themselves.
- Negative Clues
- "R does not have a meeting on Monday or Tuesday" eliminates options. Track these separately—they become useful for final slot-filling.
- Either-Or Conditions
- "A is scheduled either on Monday or Friday" creates two parallel scenarios. Test both until one leads to contradiction.
- Relative Positioning
- "C is scheduled before D but after E" establishes E → C → D order without fixing exact positions.
- Multi-Variable Linking
- When days combine with another attribute (e.g., subjects, cities), solve the day sequence first, then map the second variable.
- Week has 7 days: Mon, Tue, Wed, Thu, Fri, Sat, Sun
- Standard scheduling; some puzzles use only weekdays (5 days)
- "Between A and B" excludes A and B
- 3 persons between = positions 4 apart (3 slots in the gap)
- "Immediately before/after" = adjacent
- No gap; consecutive slots
- Months: Jan(1), Feb(2)... Dec(12)
- Convert to numbers for gap calculations
- Gap of n persons = n+1 positions apart
- A_gap2_B means positions differ by 3
Square / Rectangular Arrangement — Reasoning Ability · 8 cards
- Square table
- 8 persons — 4 at corners, 4 at middles. Corners and middles alternate around the table.
- Rectangular table
- 8 persons — 4 at corners (one at each corner), 4 at middles (2 on longer sides, 2 on shorter sides). Some variations use only 6 persons.
- Facing centre
- The person looks toward the centre of the table (standard default unless stated otherwise).
- Facing outside
- The person looks away from the centre — their left-right orientation reverses compared to facing-centre persons.
- Immediate neighbours
- The two persons sitting adjacent (one on each side). At corners, neighbours are always middle-seated persons and vice versa.
- Opposite position
- The person sitting directly across the table. In a square, corner is opposite to corner; middle is opposite to middle.
- Diagonally opposite
- Relevant only for corners — the corner across the diagonal (not the same as "opposite" in rectangular setups).
- Mixed facing
- When some face centre and others face outside, carefully track each person's left and right independently.
Syllogism — Reasoning Ability · 11 cards
- Universal Affirmative (A-type): "All A are B"
- Every member of A belongs to B. A is completely inside B, but B may extend beyond A.
- Universal Negative (E-type): "No A is B"
- There is zero overlap between A and B. The two circles never touch.
- Particular Affirmative (I-type): "Some A are B"
- At least one A is B. There is partial overlap; could also mean all A are B (some includes all as a possibility).
- Particular Negative (O-type): "Some A are not B"
- At least one A exists outside B. Part of A does not overlap with B.
- "Only A are B" = "All B are A"
- This reversal is a common trap. "Only teachers are graduates" means all graduates are teachers, not the other way around.
- Complementary Pairs
- "All A are B" and "Some A are not B" cannot both be true simultaneously. Similarly, "No A is B" and "Some A are B" are contradictory.
- Possibility Conclusions
- When a definite conclusion doesn't follow, check if "Some A may be B" or "All A being B is a possibility" can be true based on open regions in your Venn diagram.
- All A are B
- Notation: A-type · Conversion Rule: Converts to "Some B are A" (I-type)
- No A is B
- Notation: E-type · Conversion Rule: Converts to "No B is A" (E-type)
- Some A are B
- Notation: I-type · Conversion Rule: Converts to "Some B are A" (I-type)
- Some A are not B
- Notation: O-type · Conversion Rule: No valid conversion possible
Inequalities — Reasoning Ability · 12 cards
- The Six Symbols
- The relationships are > (greater than), < (less than), = (equal to), ≥ (greater than or equal), ≤ (less than or equal), and ≠ (not equal). Every question tests your ability to chain these.
- Chaining Rule
- You can only chain relationships when the connecting variable sits at opposite ends. A > B and B > C chains to A > B > C. A > B and C > B does NOT chain—rewriting C > B as B < C gives A > B < C, where the directions are opposite, so nothing follows about A and C.
- Definite vs. Indefinite
- A conclusion is definite only if ALL elements in the chain point the same direction (all > or all <, with = allowed in between). If directions conflict or "either-or" is needed, the relationship is indefinite.
- Equal Sign Behavior
- The = sign acts as a "pass-through." A ≥ B = C means A ≥ C. The equal sign doesn't block the relationship—it transfers it.
- Complementary Pairs (Either-Or)
- When neither X > Y nor X < Y is individually true, but together they cover all possibilities, "either (i) or (ii)" becomes the answer. This happens when the chain shows X and Y are definitely not equal, but direction is unclear.
- Coded Inequalities
- The symbols are replaced with arbitrary codes. Your first job is to decode and write down the symbol meanings. Then solve exactly as direct inequalities.
- Negation Trap
- "A is not greater than B" means A ≤ B. "A is neither greater than nor equal to B" means A < B. Read negations carefully.
- > with >
- Can Chain?: Yes · Result: >
- < with <
- Can Chain?: Yes · Result: <
- > with ≥
- Can Chain?: Yes · Result: >
- ≥ with ≥
- Can Chain?: Yes · Result: ≥
- < with ≤
- Can Chain?: Yes · Result: <
Classification-based Puzzle — Reasoning Ability · 7 cards
- Multi-variable tracking
- Each person has 2-4 attributes. Create a table with persons as rows and attributes as columns before reading clues.
- Definite vs. conditional clues
- Definite clues ("A is a Doctor") go straight into the table. Conditional clues ("If A is a Doctor, then B lives in Delhi") require you to test scenarios.
- Elimination principle
- When a person is assigned an attribute, cross out that attribute for all other persons AND cross out all other attributes in that category for that person.
- Linked deductions
- If A is paired with Profession-X and Profession-X is paired with City-Y (from separate clues), then A lives in City-Y. Watch for these indirect connections.
- Negative information is valuable
- "A is not a Teacher" eliminates one cell. After enough eliminations, only one option remains—this is how most cells get filled.
- Minimum-option forcing
- When only one person can have a particular attribute (all others eliminated), assign it immediately.
- Either-or scenarios
- When stuck, identify a binary choice, assume one option, and check for contradictions. If contradicted, the other option must be true.
Direction and Distance — Reasoning Ability · 7 cards
- The 8-Point Compass
- North (N), South (S), East (E), West (W) are the four cardinal directions. Between them lie Northeast (NE), Northwest (NW), Southeast (SE), and Southwest (SW). North is always drawn pointing upward on your rough sheet.
- Opposite Directions
- N↔S and E↔W are opposite pairs. Moving North then South cancels out; same for East-West movements.
- Left and Right Turns
- These depend on which direction you're currently facing. Facing North and turning right means you now face East. Facing South and turning left also means East.
- Shortest Distance
- The straight-line distance between start and end points—calculated using the Pythagorean theorem when movements form a right-angled path.
- Shadow-Based Direction
- At sunrise, shadows fall towards West (sun in East). At sunset, shadows fall towards East (sun in West). If your shadow falls to your right at sunrise, you're facing South.
- Clockwise Rotation
- N → E → S → W → N. A 90° clockwise turn from North leads to East; 180° leads to South.
- Displacement vs Distance Traveled
- Total distance walked is the sum of all segments. Displacement is the shortest straight-line distance from start to finish.
Order and Ranking — Reasoning Ability · 7 cards
- Position from opposite ends
- If you know a person's rank from one end, you can find their rank from the other using the total count. This relationship is the backbone of almost every question.
- Total count determination
- When two different positions of the same person are given (from top and bottom, or left and right), add them and subtract 1 to get the total.
- Positions between two people
- The number of persons between two ranks equals the difference of their positions minus 1. For one person ranked from both ends, Total = Sum of positions from opposite ends − 1.
- Position after interchange
- When two people exchange positions, their ranks swap but the total remains unchanged. Track carefully whose position is asked after the swap.
- Age-based ranking
- Age ordering follows the same logic—oldest = rank 1 from top, youngest = rank 1 from bottom. Convert age comparisons to position comparisons.
- Same vs. different direction positions
- "5th from left" and "5th from right" refer to different people unless total = 9. Always check if positions refer to the same or different individuals.
- Minimum vs. exact total
- When only partial information is given, calculate minimum possible total. If positions overlap or gap is unknown, the answer may be "cannot be determined" or "minimum N persons."
Data Sufficiency — Reasoning Ability · 7 cards
- Sufficiency ≠ Solving
- You don't need the final numerical answer. You need to know whether the answer is determinable with given data.
- Test Each Statement Independently First
- Before combining statements, check if Statement I alone or Statement II alone can answer the question. This prevents overlooking simpler solutions.
- Unique Answer Requirement
- Data is sufficient only if it leads to ONE definite answer. If multiple possibilities exist, the data is insufficient.
- Common Question Categories
- Data sufficiency covers coding-decoding, blood relations, direction-distance, ranking, and sometimes basic arithmetic reasoning.
- Answer Option Patterns
- Standard options typically are:
- Negative Information Matters
- Statements telling you what something is NOT can be as useful as positive information.
- Hidden Assumptions Trap
- Never assume information not explicitly stated. If a question says "A is older than B," don't assume A is the oldest overall.
Machine Input-Output — Reasoning Ability · 7 cards
- The machine follows a consistent rule at every step.
- Whatever operation happens in Step 1 repeats in the same logical manner in Step 2, Step 3, and so on.
- Elements are typically rearranged, not removed or added.
- The same words and numbers from the input appear in the output—only their positions change.
- Common operations involve sorting
- arranging words alphabetically (A→Z or Z→A) or numbers in ascending/descending order, one element per step.
- Position matters
- Elements may be picked from the left end, right end, or based on a specific property (smallest number, first word alphabetically).
- Dual-end movement is common
- One word may move to the left while one number moves to the right in the same step, or vice versa.
- The final output is the stopping point
- When no further rearrangement is needed (fully sorted), the machine halts.
- Counting steps from input
- Input is Step 0. The first rearrangement is Step 1. Questions often ask about Step 3 or Step 4, so track carefully.
Statement and Assumption / Conclusion — Reasoning Ability · 7 cards
- Statement
- A sentence presenting a fact, opinion, or directive. Treat it as absolutely true regardless of real-world accuracy.
- Assumption
- Something the speaker takes for granted for the statement to be valid. It is unstated but necessary—if the assumption is false, the statement loses its logical foundation.
- Conclusion
- A logical outcome or inference that can be drawn from the statement. It must follow directly without requiring additional information.
- Implicit vs Explicit
- Assumptions are always implicit (hidden). Conclusions can be implicit (inferred) or sometimes restatements. Never choose an option that merely repeats the statement.
- Scope Rule
- Valid assumptions and conclusions stay within the scope of the statement. If an option introduces new categories, comparisons, or absolutes not present in the statement, it is likely invalid.
- Necessity Test for Assumptions
- Ask yourself—"If this assumption were false, would the statement still make sense?" If the statement collapses without the assumption, it is implicit.
- Sufficient Evidence Test for Conclusions
- Ask—"Does the statement alone guarantee this conclusion?" If you need external facts, the conclusion does not follow.