Question : Directions: Select the set in which the numbers are related in the same way as the numbers of the given set. (NOTE: Operations should be performed on the whole numbers, without breaking down the numbers into their constituent digits. E.g. 13 - operations on 13 such as adding/subtracting/multiplying etc. to 13 can be performed. Breaking down 13 into 1 and 3 and then performing mathematical operations on 1 and 3 is not allowed.) (4, 81, 5) (3, 144, 9)
Option 1: (2, 100, 8)
Option 2: (2, 80, 8)
Option 3: (2, 256, 8)
Option 4: (2, 64, 8)
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Correct Answer: (2, 100, 8)
Solution : Given: (4, 81, 5); (3, 144, 9)
The pattern is as follows – (4, 81, 5)→(4 + 5) 2 = 9 2 = 81 (3, 144, 9)→(3 + 9) 2 = 12 2 = 144 Let's check the options – First option: (2, 100, 8)→(2 + 8) 2 = 10 2 = 100 Second option: (2, 80, 8)→(2 + 8) 2 = 10 2 = 100 ≠ 80 Third option: (2, 256, 8)→(2 + 8) 2 = 10 2 = 100 ≠ 256 Fourth option: (2, 64, 8)→(2 + 8) 2 = 10 2 = 100 ≠ 64
So, only the first option follows the same pattern as followed by the given set of numbers. Hence, the first option is correct.
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Question : Directions: Select the set in which the numbers are related in the same way as the numbers of the following sets. (NOTE: Operations should be performed on the whole numbers, without breaking down the numbers into their constituent digits. E.g. 13
Question : Directions: Select the set in which the numbers are related in the same way as the numbers of the following sets. (NOTE: Operations should be performed on the whole numbers, without breaking down the numbers into their constituent digits. E.g. 13 –
Question : Directions: Select the set in which the numbers are related in the same way as the numbers of the following set. (NOTE: Operations should be performed on the whole numbers, without breaking down the numbers into their constituent digits. E.g., 13 -
Question : Directions: Select the set in which the numbers are related similarly to the numbers of the following set. (NOTE: Operations should be performed on the whole numbers, without breaking down the numbers into their constituent digits. E.g. 13 –
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