TOLC

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Bachelor’s Study in Italy 2025/26

Mastering Math and

Logic for the TOLC: A
Question Bank for the TOLC-I , E, F
Ba
ch 300 + Key Mathematical and Logical (100 +)
elo Challenges with hints and explanation
r'

Mizanur Rahman
2

Copyright © 2024 by Mizanur Rahman

All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in
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Email: [email protected]

Figure 1: TOLC Prep Hub YT Figure 2: Email Us Figure 3: Feedback Us

 3

About the Author

Mizanur Rahman brings a wealth of knowledge and expertise to the fore-

front, rooted in a profound academic journey. Hailing from the vibrant
educational backdrop of Bangladesh, Mizan has traversed the globe in pur-
suit of academic excellence. With a Master’s degree in Advanced Energy
and System Engineering from South Korea, and currently deepening his
expertise through a Ph.D. in Sustainable Energy Transition in Italy, his
educational path embodies a commitment to addressing the complexities
of energy systems and sustainability. His Bachelor’s degree in Indus-
trial and Production Engineering from Khulna University of Engineering
and Technology laid the foundation for his innovative research, notably
in hydrogen energy research at the prestigious Korea Institute of Energy
Research(KIER).

Acknowledgments
I am thrilled to share my first book with the world, Mastering Math and Logic for the TOLC:
A question bank for the TOLC-I, E, F. Writing this book was a journey filled with challenges,
especially since I was navigating the technology needed for publishing on my own for the first time.
Despite the hurdles, this experience has been incredibly rewarding and educational, paving the way
for my future projects.
I owe a debt of gratitude to the Almighty for the strength and perseverance throughout this
process. My journey would have been much harder without the support and assistance from some
special people.
A special thanks to Eakub Ali Sajib for his meticulous proofreading and corrections of the
mathematical problems, errors, and typos. His keen eye for detail has been invaluable.
I also want to express my heartfelt gratitude to Suraiya,and Rubaiya. Their unwavering support
and encouragement have been crucial in bringing this project to fruition. They made the difficult
moments easier and the entire process a lot smoother.
To everyone who played a part in this journey, your role has been fundamental. I am grateful for
every bit of guidance, support, and encouragement I received. Thank you for being a part of this
significant milestone in my life.
4

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Contents

0.1 Instruction to study this book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

0.2 TOLC Exam Structure and Time allocation . . . . . . . . . . . . . . . . . . . . . 7
0.3 Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
0.4 Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
0.4.1 Numeric Expression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
0.4.2 Set and Function . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
0.4.3 Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
0.4.4 Fundamental Algebra: Uninominal and Polynomials . . . . . . . . . . . . 25
0.4.5 Equations and Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . 28
0.4.6 Logarithms and Exponential . . . . . . . . . . . . . . . . . . . . . . . . . 31
0.4.7 Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
0.4.8 Coordinate Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
0.4.9 Euclidean Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
0.4.10 Trigonometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
0.4.11 Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
0.4.12 Percentage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
0.5 Logical Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
0.5.1 Logical Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
0.5.2 Logical Problem Explanation and Answer . . . . . . . . . . . . . . . . . . 64
0.6 End Remarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

5
6 CONTENTS

0.1 Instruction to study this book

TOLC-I: The TOLC-I exam, particularly the math section, is known to be more challenging than
the TOLC-E and TOLC-F exams. This book covers a wide range of math problems from simple
to tough. If you’re aiming for the TOLC-I, you should study this book in detail and try to solve
every problem it contains. Keep in mind, calculators are not permitted during the test. While some
problems in this book are also found for the TOLC-E and F exams, practicing them will help you
get better at doing math by hand.

TOLC-E: The math problems in the TOLC-E are not as difficult as those in the TOLC-I.
However, it’s still a good idea to work through all the problems in this book to prepare well.

TOLC-F: The math questions on the TOLC-F are generally straightforward and easier than the
other tests. You might decide to skip some of the tougher problems if you find them too hard

Logic problems are standard for the TOLC-I and E exams. In comparison, the logic
sections in the TOLC-F exam tend to be simpler. However, it is recommended to practice
solving these problems as well for thorough preparation.
0.2. TOLC EXAM STRUCTURE AND TIME ALLOCATION 7

0.2 TOLC Exam Structure and Time allocation

Table 1: TOLC-I Question Structure

SECTIONS NUMBER OF QUESTIONS TIME ALLOTTED
MATHEMATICS 20 QUESTIONS 50 MINUTES
LOGIC 10 QUESTIONS 20 MINUTES
SCIENCES 10 QUESTIONS 20 MINUTES
READING COMPREHENSION 10 QUESTIONS 20 MINUTES
TOTAL 50 QUESTIONS 110 MINUTES

Table 2: TOLC-E Questions Structure

SECTIONS NUMBER OF QUESTIONS TIME ALLOTTED
LOGIC 13 QUESTIONS 30 MINUTES
READING COMPREHENSION 10 QUESTIONS 30 MINUTES
MATHEMATICS 13 QUESTIONS 30 MINUTES
TOTAL 36 QUESTIONS 90 MINUTES

Table 3: TOLC-F Questions Structure

SECTIONS NUMBER OF QUESTIONS TIME ALLOTTED
BIOLOGY 15 QUESTIONS 20 MINUTES
CHEMISTRY 15 QUESTIONS 20 MINUTES
MATHEMATICS 7 QUESTIONS 12 MINUTES
PHYSICS 7 QUESTIONS 12 MINUTES
LOGIC 6 QUESTIONS 8 MINUTES
TOTAL 50 QUESTIONS 72 MINUTES
8 CONTENTS

0.3 Syllabus

Table 4: Syllabus for TOLC-I

Subject Content Description
Logic and Reading Focuses on assessing the candidate’s natural aptitude with questions
Comprehension designed to test logical and reading comprehension abilities. These
questions are intended to gauge innate skills rather than knowledge
acquired in secondary education, and thus, do not require specialized
preparation.
Mathematics, Arith- Covers a wide range of mathematical concepts including number prop-
metic and Algebra erties and operations (covering integers, rationals, and real numbers),
absolute value, exponentials, logarithms, and the basics of symbolic
mathematics. Additionally, it includes polynomials, algebraic equations
and inequalities of the first and second degree, and systems of equations.
Geometry topics include lines, planes, significant loci, and properties of
geometric figures and their calculations.
Analytic Geometry and Encompasses Cartesian coordinates, understanding of functions, and
Numeric Functions the equations and graphs of basic loci and elementary functions (such
as powers, logarithms, exponentials). Also covers calculations involv-
ing logarithms, and equations and inequalities featuring logarithms or
exponentials.
Trigonometry Introduces trigonometry through graphs and properties of basic trigono-
metric functions (sine, cosine, tangent), key formulas (including those
for addition, subtraction, duplication, bisection), and trigonometric
equations and inequalities. It also explores the relationships between
triangle elements.
Statistics Requires a foundational understanding of statistical concepts including
permutations, combinations, mean, variance, and frequency. Empha-
sizes the ability to interpret frequency diagrams and histograms.
0.3. SYLLABUS 9

Table 5: Syllabus for TOLC-E

Area Description
Logic and Reading Focuses on evaluating the candidate’s innate aptitude with an emphasis
Comprehension on logic and comprehension, rather than knowledge from secondary
education. No special preparation required.
Mathematics Encompasses a broad range of topics including the properties and op-
erations of different types of numbers (such as integers, rationals, and
reals), absolute value, and polynomials. Covers algebraic equations and
inequalities up to the second degree, alongside powers, square roots,
exponentials, and logarithms. Includes practical applications like the
solving of simple linear systems, understanding Cartesian coordinates,
and the study of basic geometric shapes and functions.
10 CONTENTS

Table 6: Syllabus for TOLC-F

Topic Description
Numerical Sets Covers numerical sets and their properties, including simple operations,
sorting, and comparison. Also includes concepts like absolute value,
prime numbers, decomposition into prime factors, greatest common
divisor, least common multiple, integer division with remainder, ratios,
proportions, percentages, powers, and roots.
Algebraic Expressions Encompasses basic algebra, operations with monomials and polynomi-
als, remarkable products, decomposition of polynomials into factors,
and division with polynomials using Ruffini’s theorem.
Equations and Inequali- Addresses first and second-degree algebraic equations and inequalities,
ties absolute value, exponential and logarithmic equations and inequalities,
and systems of linear and second-degree equations.
Trigonometry Covers measurements in degrees and radians, basic trigonometric func-
tions (sine, cosine, tangent, cotangent), and fundamental trigonometric
relationships.
Functions Includes the definition of functions, domain, image, and counter-image
of an element, fundamental properties of functions (monotone, limited,
periodic), function composition, invertible functions, reverse function,
and qualitative graphs of elementary functions.
Plane Geometry Discusses common plane figures and their properties, the Pythagorean
theorem, properties of similar triangles, criteria for triangle congruence,
and perimeter and area calculations for various plane figures (triangles,
quadrilaterals, regular polygons, and circles).
Solid Geometry Addresses the characteristics of main solid figures (parallelepipeds,
prisms, pyramids, cylinders, cones, and spheres).
Analytical Geometry Includes Cartesian coordinates in the plane, distance between two points,
midpoint of a segment, equation of a straight line, angular coefficient,
conditions of parallelism and perpendicularity, intersection point of two
incident lines, parabola with axis of symmetry parallel to the y-axis, and
properties of circumferences.
Combinatorial, Proba- Discusses factorial of a number, binomial coefficient, variation, combi-
bility, and Statistics nation, permutation, probability of events, arithmetic mean, and statis-
tical concepts.
0.4. MATHEMATICS 11

Figure 4: Scan for theory and fundamental concept

0.4 Mathematics
0.4.1 Numeric Expression
Questions
1. Which of the following numbers is irrational?
√︃ √
A) 34 B) 16 49 C) 5 D) 8.8888 E) 100
25

Hint: “Irrational numbers cannot be expressed as a fraction of two integers and have non-
repeating, non-terminating decimal expansions; check for square roots of non-perfect squares
and non-repeating decimals.”
2. Which of these numbers cannot be represented by a fraction?
√ √ 5
A) 0.25 B) 121 C) 11 D) 2.020202 E) 2

• Understanding Rational and Irrational Numbers: A rational number can be expressed

as a fraction with integers in the numerator and denominator. In contrast, an irrational
number cannot be expressed as such a fraction.
• Recognizing Fractions and Decimals: Numbers like 0.25 and 2.020202 are examples of
rational numbers because they can be represented by fractions (0.25 = 41 , 2.020202 = 200
99 ).
√
• Evaluating Square Roots: Square roots of perfect squares (e.g., 121 =√11) are rational.
However, the square root of a number that is not a perfect square (like 11) is irrational
and cannot be accurately represented by a fraction.
• Assessing Given Options: To find the number that cannot be represented by a fraction, look
for the option that is an irrational number, which includes non-repeating, non-terminating
decimals and square roots of non-perfect squares.

3. Identify the number that is irrational in the list below:

12 CONTENTS
√ 1
A) 64 B) ln(1) C) 𝑒 𝜋 − 𝜋 D) 1.75 E) 2

Hint 1: Irrational numbers cannot be exactly expressed as a simple fraction or a terminat-

ing/repeating decimal. Hint 2: Among the options, look for a number involving 𝑒 or 𝜋 that does
not simplify to a rational number.

4. Given the function 𝑓 (𝑥) = log10 (𝑥), which of the following values of 𝑓 (𝑥) will not produce a
rational output?
√ 1
A) 𝑥 = 100 B) 𝑥 = 10 C) 𝑥 = 10 D) 𝑥 = 10 E) 𝑥 = 𝜋

Hint 1: The logarithm of a number in its base’s power results in a rational number. Hint 2: Look
for 𝑥 that is not a power of 10, as it will lead to an irrational logarithmic value.

5. Which of the following options represents a real number?

1 1 1 1 1
A) (−27) 3 B) (−27) 2 C) (−27) 4 D) (−27) 8 E) (−27) 6

Hint 1: Real numbers include all the rational and irrational numbers but not the complex
numbers. Hint 2: Even roots of negative numbers are not real, but odd roots of negative numbers
are real.

6. If 𝑓 (𝑥) = log2 (𝑥 2 − 3𝑥), for which of the following values of 𝑥 is 𝑓 (𝑥) defined and results in a
rational number?
3
A) 𝑥 = 4 B) 𝑥 = 2 C) 𝑥 = 0 D) 𝑥 = 2 E) 𝑥 = 1

Hint 1: The argument of a logarithmic function must be positive, so find the values of 𝑥 for
which 𝑥 2 − 3𝑥 > 0. Hint 2: For the result to be a rational number, 𝑥 2 − 3𝑥 should be a power of
2.

7. Which option is the rational fraction of 5.235?

5230 5235 5235 5230 523
A) 999 B) 1000 C) 999 D) 100 E) 999

Hint 1: A repeating decimal can be converted to a fraction by expressing the decimal as 𝑥, then
finding an equation that eliminates the repeating part by subtraction. Hint 2: For 5.235, multiply
𝑥 by a power of 10 that aligns the repeating digits, then subtract to solve for 𝑥 as a fraction.

8. Which option is the rational fraction of 0.025?

25 27886 27664 26 8
A) 999 B) 1109889 C) 1109889 D) 999 E) 333

9. Choose the correct ascending sequence from the options below:

 0.4. MATHEMATICS 13

√ √︃ √ √ √︃ √
A) − 8, − 94 , 0.45, 6, 2𝜋, √28 , 51 C) 51, − 94 , − 8, 0.45, 6, 2𝜋, √27
17 19
√︃ √ √ √︃ √ √
B) − 94 , − 8, 6, 0.45, 2𝜋, 51, √27 D) − 94 , − 8, 0.45, 6, 2𝜋, 51, √27
19 19

Hint 1: First, evaluate each expression to a decimal or compare them by understanding their
values. Remember, square roots and fractions can be converted to decimals for easier comparison.
Hint 2: Arrange the numbers by considering their positions relative to each other on the number
line, starting from the most negative to the most positive.

10. Which of the following statements is an incorrect representation?

A) Repeated decimal is an irrational number.

𝜋
B) 2 is an irrational number.
C) 𝜋 − 𝑒 is not a rational number.
D) Negative logarithm is an irrational number.
E) Whole number is a subset of the rational numbers.

Hint: Consider the definitions and properties of repeated decimals, 𝜋, 𝑒, logarithms, and whole
numbers about rational and irrational numbers.

You can find the rest of the problems of this chapter on the following link: here.
14 CONTENTS

Table 7: Numeric Expression

Q No. Ans. Q No. Ans. Q No. Ans.
1 C 16 E 31 E
2 C 17 B 32 A
3 C 18 B 33 E
4 E 19 E 34 D
5 A 20 B 35 E
6 A 21 D 36
7 A 22 B 37
8 A 23 E 38
9 A 24 A 39
10 A 25 E 40
11 C 26 B 41
12 E 27 B 42
13 E 28 B 43
14 C 29 D 44
15 C 30 A 45

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0.4. MATHEMATICS 15

Solution
1. Let’s evaluate each option:
3
(a) - This number is a simple fraction. It clearly shows a ratio of two integers (3 and 4).
4
Thus, it is a rational number.
√︃ √
(b) 49 - This expression simplifies to √49 = 7 , which is a fraction of two integers. Thus, it is
16 16 4
a rational number.
√
(c) 5 - This is the square root of a prime number. The square root of a prime number is
known to be irrational
√ because it cannot be expressed as a fraction of two integers. The
decimal form of 5 is non-terminating and non-repeating. (ans)
(d) 8.8888 - This number is 8 followed by a repeating decimal (8888 repeating). Any repeating
decimal can be expressed as a fraction, thus it is a rational number.
100
(e) 25 - This fraction simplifies to 4, which is an integer and can obviously be expressed as a
fraction (4/1). Thus, it is a rational number.

2. Let’s evaluate each option:

(a) 0.25 - This is equal to 14 , which is a simple fraction. Thus, it is a rational number.
√
(b) 121 - This simplifies to 11, which is an integer. An integer can be expressed as a fraction
(like 11
1 ), making it a rational number.
√
(c) 11 - Since 11 is a prime number,
√ its square root cannot be expressed as a simple fraction.
The decimal expansion of 11 is non-terminating and non-repeating. Thus, it is an
irrational number.
(d) 2.020202 - This number is 2 followed by an infinitely repeating decimal. Repeating
decimals can be expressed as fractions, hence this number is rational.
5
(e) 2 - This is already in fraction form, clearly showing it as a rational number.

The correct answer is C

√
3. (a) 64 - This simplifies to 8, an integer, which is a rational number because it can be expressed
as the fraction 8/1.
(b) ln(1) - The natural logarithm of 1 is 0, which is rational as it can be expressed as 0/1.
(c) 𝑒 𝜋 − 𝜋 - This is a non-trivial expression involving the transcendental numbers 𝑒 and 𝜋. It
is known to be transcendental and irrational.
(d) 1.75 - This decimal is equivalent to the fraction 74 , making it a rational number.
1
(e) 2 - This is clearly a fraction and hence a rational number.
The correct answer is C, 𝑒 𝜋 − 𝜋, which is irrational.

4. Let’s evaluate each option:

16 CONTENTS

(a) 𝑥 = 100 - 𝑓 (𝑥) = log10 (100) = 2, a rational number.

(b) 𝑥 = 10 - 𝑓 (𝑥) = log10 (10) = 1, a rational number.
√ √
(c) 𝑥 = 10 - 𝑓 (𝑥) = log10 ( 10) = 0.5, a rational number.
 
1 1
(d) 𝑥 = 10 - 𝑓 (𝑥) = log10 10 = −1, a rational number.
(e) 𝑥 = 𝜋 - 𝑓 (𝑥) = log10 (𝜋) is not rational since 𝜋 is not a rational power of 10.

The correct answer is E, 𝑥 = 𝜋, which does not produce a rational output.

5. Let’s evaluate each option:

1
(a) (−27) 3 - Represents the cube root of -27, which is −3, a real number.
1 √
(b) (−27) 2 - Represents the square root of -27, which is complex (3𝑖 3).
1
(c) (−27) 4 - Represents the fourth root of -27, which is also complex.
1
(d) (−27) 8 - Represents the eighth root of -27, which is complex.
1
(e) (−27) 6 - Represents the sixth root of -27, which is complex.
1
The correct answer is A, (−27) 3 , which represents a real number.

6. Let’s evaluate each option:

(a) 𝑥 = 4 - 𝑥 2 − 3𝑥 = 16 − 12 = 4. 4 = 22 , thus log2 (4) = 2, which is rational.

(b) 𝑥 = 2 - 𝑥 2 − 3𝑥 = 4 − 6 = −2. Negative, 𝑓 (𝑥) is not defined.
(c) 𝑥 = 0 - 𝑥 2 − 3𝑥 = 0. Logarithm of zero is not defined.
3 9 18
(d) 𝑥 = 2 - 𝑥 2 − 3𝑥 = 4 − 4 = − 49 . Negative, 𝑓 (𝑥) is not defined.
(e) 𝑥 = 1 - 𝑥 2 − 3𝑥 = 1 − 3 = −2. Negative, 𝑓 (𝑥) is not defined.

The correct answer is A, 𝑥 = 4, where 𝑓 (𝑥) is defined and results in a rational number.

7. Let’s derive the rational fraction:

Let 𝑥 = 5.235
1000𝑥 = 5235.235
1000𝑥 − 𝑥 = 5235.235 − 5.235
999𝑥 = 5230
5230
𝑥=
999

5230
The correct answer is A, 999 .
0.4. MATHEMATICS 17

0.4.2 Set and Function

Questions

1. In the classroom, 22 students like chocolate ice cream, 15 students like strawberry ice cream,
and 8 students like both chocolate and strawberry. How many students are there in total if
these are the only ice cream flavors they like?

A) 37 B) 35 C) 45 D) 29 E) 30

Hint 1: Use the principle of inclusion-exclusion: add the total numbers of students liking each
flavor and then subtract the number of students who like both flavors to avoid double-counting.

2. A group of students was surveyed for their extracurricular interests. 30 students are interested
in sports, 25 in music, and 10 in both. If the school has 80 students in total, how many are
not interested in either sports or music?

A) 5 B) 35 C) 55 D) 65 E) 85

Hint 1: Add the numbers of students interested in sports and music, subtract those interested
in both to avoid double-counting, then subtract this sum from the total number of students to
find those not interested in either activity. (Draw venn-diagram for better visualization)

3. In a survey of a neighborhood’s pet ownership, 40 households have dogs, 30 have cats, and
12 have both. How many households have either only dogs or only cats?

A) 15 B) 35 C) 46 D) 40 E) 55

4. In a park, there are 50 oak trees, 30 maple trees, and 10 trees that are neither oak nor maple.
If there are a total of 70 trees in the park, how many trees are both oak and maple?

A) 10 B) 15 C) 20 D) 25 E) 30

5. A restaurant offers 3 different starters and 4 different main courses. How many unique
two-course meals can a customer order assuming one starter and one main course?

A) 5 B) 12 C) 7 D) 10 E) 3

Hint 1: Multiply the number of starter options by the number of main course options to find
the total number of unique two-course meals.

6. If 𝑓 (𝑥) = 3𝑥 + 2, then 𝑓 −1 (𝑥) =?

18 CONTENTS

𝑥−2 𝑥+2 3𝑥−2

A) 3 B) 3 C) 3𝑥 − 2 D) 2𝑥 + 3 E) 2

Hint 1: To find the inverse function, swap 𝑥 and 𝑦 in the original function and then solve for
𝑦. This new 𝑦 is 𝑓 −1 (𝑥).
 
1
7. Given 𝑔(𝑥) = 𝑥−5 , and its inverse 𝑔 −1 (𝑥), what is the value of 𝑔 −1 12 ?

A) 3 B) 5 C) 5.5 D) 7 E) 10

1 1
Hint 1: Set 𝑥−5 equal to 2 and solve for 𝑥 to find the corresponding input for the inverse
function at that output.
8. Which of the following represents a finite set?

A) The set of all integers

B) The set of stars in the galaxy
C) The set of numbers between 0 and 1
D) The set of prime numbers less than 20
E) The set of points on a line segment
√
9. Determine for which value(s) of 𝑥 the composition of the functions 𝑓 (𝑥) = 𝑥 2 and 𝑔(𝑥) = 𝑥,
denoted as 𝑓 (𝑔(𝑥)), does not equal 𝑥. Consider the options below:

A) 1 D) 2
B) 0
C) −1 E) Such 𝑥 does not exist
√
Hints: 𝑛𝑒𝑔𝑎𝑡𝑖𝑣𝑒 cannot be real number.
10. If 𝑓 (𝑥) = 3𝑥 + 2 and 𝑔(𝑥) = 4𝑥 − 1, find the 𝑥 value for which 𝑓 (𝑥) = 𝑔(𝑥).

A) 1 C) 3 E) -1
B) -3 D) 0

11. Which of the following is not a subset of the set of rational numbers?

A) The set of square root of prime numbers

B) The set of integers
C) The set of prime numbers
D) The set of natural numbers
E) Both B and D
1
12. Given the function 𝑓 (𝑥) = 𝑥−1 , for what value of 𝑥 is 𝑓 (𝑥) undefined?
0.4. MATHEMATICS 19

A) 0 C) -1 E) None of the above

B) 1 D) 2

Hint 1: The function 𝑓 (𝑥) becomes undefined when the denominator is zero. Find the value
of 𝑥 that makes 𝑥 − 1 = 0.

13. Which of the following is true for any two sets 𝐴 and 𝐵?

A) 𝐴 ∪ 𝐵 = 𝐴 ∩ 𝐵 C) 𝐴 − 𝐵 = 𝐵 − 𝐴 E) 𝐴 ∪ 𝐵 = 𝐵
B) 𝐴 ∩ 𝐵 ⊆ 𝐴 D) 𝐴 ⊆ 𝐵 ∩ 𝐴

Hint 1: The intersection of two sets 𝐴 and 𝐵 (𝐴 ∩ 𝐵) includes all elements common to both
sets, which means it is always a subset of either set 𝐴 or 𝐵.
20 CONTENTS

Table 8: Set and Function

Q No. Ans. Q No. Ans. Q No. Ans.
1 D 16 C 31
2 B 17 A 32
3 C 18 A 33
4 C 19 A 34
5 B 20 C 35
6 A 21 B 36
7 D 22 B 37
8 D 23 D 38
9 C 24 C 39
10 C 25 C 40
11 A 26 D 41
12 B 27 42
13 B 28 43
14 C 29 44
15 C 30 45

You can find the rest of the problem of this chapter on the following link: here.

0.4.3 Solution
1. We denote the set of students who like chocolate ice cream by 𝐶, and the set of students who
like strawberry ice cream by 𝑆. Let |𝐶 | be the number of students who like chocolate, |𝑆| be the
number of students who like strawberry, and |𝐶 ∩ 𝑆| be the number of students who like both.
Given:

• |𝐶 | = 22
• |𝑆| = 15
• |𝐶 ∩ 𝑆| = 8

We want to find the total number of students who like either chocolate or strawberry ice cream,
|𝐶 ∪ 𝑆|. Using the principle of inclusion-exclusion, we calculate:

|𝐶 ∪ 𝑆| = |𝐶 | + |𝑆| − |𝐶 ∩ 𝑆|

|𝐶 ∪ 𝑆| = 22 + 15 − 8 = 29

Therefore, there are 29 students in total who like either chocolate or strawberry ice cream.

2. Given:

• |𝑆| = 30 (students interested in sports)

0.4. MATHEMATICS 21

• |𝑀 | = 25 (students interested in music)

• |𝑆 ∩ 𝑀 | = 10 (students interested in both sports and music)
• Total students = 80

We want to find the number of students not interested in either sports or music. First, we
calculate the total number of students interested in either sports or music using the principle of
inclusion-exclusion:

|𝑆 ∪ 𝑀 | = |𝑆| + |𝑀 | − |𝑆 ∩ 𝑀 | = 30 + 25 − 10 = 45

Now, to find the number of students not interested in either activity:

Not interested = Total students − |𝑆 ∪ 𝑀 | = 80 − 45 = 35

Therefore, there are 35 students who are not interested in either sports or music.

3. Let 𝐷 represent the set of households owning dogs and 𝐶 represent the set of households owning
cats. We define |𝐷|, |𝐶 |, and |𝐷 ∩ 𝐶 | as follows:

• |𝐷| = 40 (households with dogs)

• |𝐶 | = 30 (households with cats)
• |𝐷 ∩ 𝐶 | = 12 (households with both dogs and cats)

Dogs Cats

28 12 18

Note: Numbers represent households

First, we calculate the total number of households that have either dogs or cats using the principle
of inclusion-exclusion:

|𝐷 ∪ 𝐶 | = |𝐷| + |𝐶 | − |𝐷 ∩ 𝐶 | = 40 + 30 − 12 = 58

Then, to find the number of households that have either only dogs or only cats, we calculate:

Only dogs or only cats = |𝐷 ∪ 𝐶 | − |𝐷 ∩ 𝐶 | = 58 − 12 = 46

Thus, there are 46 households that have either only dogs or only cats.
22 CONTENTS

4. By using the principle of inclusion-exclusion, we calculate the total trees that are both oak and
maple (|𝑂 ∩ 𝑀 |):

Oak Maple

30 20 10 10

Note: The Venn Diagram shows the distribution of tree species in the park.
The central overlap (20) represents trees that are both oak and maple. Each side
number represents trees exclusive to that category, and the rightmost number
represents trees that are neither.

|𝑂 ∪ 𝑀 | = |𝑂| + |𝑀 | − |𝑂 ∩ 𝑀 |
70 − 10 = 50 + 30 − |𝑂 ∩ 𝑀 |
60 = 80 − |𝑂 ∩ 𝑀 | =⇒ |𝑂 ∩ 𝑀 | = 20

Thus, the number of trees that are both oak and maple is 20.

5. Each arrow represents a possible combination of one starter and one main course. Since there
are three starters and four main courses, we can compute the total number of unique two-course
meals as follows:

Starter 1 Main 1

Starter 2 Main 2

Starter 3 Main 3

Main 4

Total Meals = (Number of Starters) × (Number of Main Courses) = 3 × 4 = 12

Thus, there are 12 unique two-course meals that a customer can order, which includes each
possible pairing of a starter with a main course.
0.4. MATHEMATICS 23

6. To find the inverse function 𝑓 −1 (𝑥) of 𝑓 (𝑥) = 3𝑥 + 2, we start by setting 𝑦 = 𝑓 (𝑥) and solving
for 𝑥 in terms of 𝑦:

𝑦 = 3𝑥 + 2

We aim to express 𝑥 in terms of 𝑦:

(a) Subtract 2 from both sides:

𝑦 − 2 = 3𝑥
(b) Divide both sides by 3 to isolate 𝑥:
𝑦−2
=𝑥
3

Therefore, the inverse function 𝑓 −1 (𝑥) is expressed as:

𝑥−2
𝑓 −1 (𝑥) =
3
𝑥−2
This solution confirms that the inverse of 𝑓 (𝑥) is indeed 3 .
 
1 1
7. Given the function 𝑔(𝑥) = 𝑥−5 , we find the inverse 𝑔 −1 (𝑥) and calculate 𝑔 −1 2 .
Finding the inverse function:
1 1
𝑦 = 𝑔(𝑥) = ⇒ 𝑥=
𝑥−5 𝑦−5
Rearrange to solve for 𝑦:
1 1
𝑦−5= ⇒ 𝑦= +5
𝑥 𝑥
1
Thus, 𝑔 −1 (𝑥) = + 5.
𝑥
 
Evaluating 𝑔 −1 21 :
 
−1 1 1
𝑔 = 1 +5=2+5=7
2 2
 
1
Therefore, 𝑔 −1 2 = 7.

8. A finite set is one that has a limited number of elements.

A. The set of all integers includes positive and negative integers as well as zero, making it
infinite.
B. The set of stars in the galaxy is vast, but technically finite. However, the number is extremely
large, often treated as infinite or unknown.
24 CONTENTS

C. The set of numbers between 0 and 1 includes all real numbers in that interval, making it
uncountably infinite.
D. The set of prime numbers less than 20 is finite, containing only eight elements: 2, 3, 5, 7,
11, 13, 17, and 19.
E. The set of points on a line segment is uncountably infinite because it includes every possible
point along the segment, corresponding to real numbers in an interval.

Therefore, the correct answer is option D) The set of prime numbers less than 20.

Act now! Buy the Premium Version today and access all problems
with solutions.
0.4. MATHEMATICS 25

0.4.4 Fundamental Algebra: Uninominal and Polynomials

Questions

1. Factorize the quadratic polynomial 𝑥 2 − 5𝑥 + 6.

A) (𝑥 − 2)(𝑥 − 3) C) (𝑥 + 1)(𝑥 + 6) E) None

B) (𝑥 + 2)(𝑥 + 3) D) (𝑥 − 1)(𝑥 − 6)

2. What is the degree of the algebraic expression 𝑥 2 + 6𝑥 ?

1) 3 2) 0 3) 1 4) 2 5) None

3. Evaluate the degree of the polynomial obtained by multiplying the polynomials 𝑓 (𝑥) and 𝑔(𝑥).
The polynomials are given as follows:

𝑓 (𝑥) = 4𝑥 3 − 𝑥 + 1

𝑔(𝑥) = 𝑥 2 − 2𝑥

A) 5 B) 4 C) 3 D) 2 E) -2

4. Which of the following best describes an uninomial?

A) A polynomial with one term

B) A polynomial with two terms
C) A polynomial with three terms
D) A polynomial with four terms
E) A polynomial with more than four terms

5. What is the degree of the uninomial 2𝑥?

A) 1 C) 0 E) The degree cannot be de-

B) 2 D) -1 termined

6. Which of the following is NOT a polynomial?

A) 2𝑥 3 + 5𝑥 2 − 3𝑥 + 1 C) 4𝑥 2 − 9 E) 7𝑥 3 − 2𝑥
1
B) 𝑥 2 + 3𝑥 − 7 D) 6𝑥 5 − 2𝑥 3 + 5𝑥 2 − 𝑥 + 3

7. What is the leading coefficient of the polynomial 3𝑥 4 − 2𝑥 3 + 5𝑥 2 − 7?

 26 CONTENTS

A) 3 C) 5 E) The leading coefficient

B) -2 D) -7 cannot be determined

8. Which of the following is the correct definition of a polynomial function?

A) A function that can be expressed as the sum of finitely many terms, each of which is a
constant multiplied by a variable raised to a non-negative integer power
B) A function that involves only one variable
C) A function that can only have a real number of solutions
D) A function that has a degree of 2
E) A function that involves only addition and subtraction operations

9. What is the constant term in the polynomial 2𝑥 3 + 5𝑥 2 − 3𝑥 + 1?

A) 2 C) -3 E) There is no constant term

B) 5 D) 1

10. Which of the following polynomials is of degree 2?

A) 4𝑥 2 − 2𝑥 + 3 C) 𝑥 4 − 2𝑥 2 + 5𝑥 − 7 E) 𝑥 + 1
B) 3𝑥 3 − 5𝑥 2 + 2𝑥 − 1 D) 2𝑥 − 5

You can find the rest of the problem of this chapter on the following link: here.
0.4. MATHEMATICS 27

Table 9: Fundamental Algebra: Uninominal and Polynomials

Q No. Ans. Q No. Ans. Q No. Ans.
1 a 16 b 31
2 d 17 b 32
3 a 18 b 33
4 a 19 a 34
5 a 20 35
6 b 21 36
7 a 22 37
8 a 23 38
9 d 24 39
10 a 25 40
11 e 26 41
12 a 27 42
13 a 28 43
14 c 29 44
15 a 30 45
28 CONTENTS

0.4.5 Equations and Inequalities

Questions

1. Solve the equation for 𝑥:

4𝑥 − 7 = 2(𝑥 + 3) + 1

Choose the correct value of 𝑥 from the options below:

A) 𝑥 = 1 C) 𝑥 = 5 E) 𝑥 = 9
B) 𝑥 = 3 D) 𝑥 = 7

2. Solve the system of equations for 𝑥 and 𝑦:

2𝑥 + 3𝑦 = 7
4𝑥 − 𝑦 = 3

Choose the correct values of 𝑥 and 𝑦 from the options below:

A) 𝑥 = 2, 𝑦 = 1 C) 𝑥 = 87 , 𝑦 = 11
7 E) 𝑥 = 78 , 𝑦 = 11
7
B) 𝑥 = 3, 𝑦 = −1 D) 𝑥 = 2, 𝑦 = 3

49−𝑦 2
3. Consider the expression 𝑦−7 . This expression is equivalent to:

A) −7 − 𝑦 C) −𝑦 + 7 E) 𝑦 + 7
B) 𝑦 − 7 D) −49 − 𝑦

4. Rewrite the expression 𝑥 2 − 6𝑥𝑦 + 9𝑦 2 − 4 in its factored form:

A) (𝑥 − 3𝑦) 2 − 22 C) (𝑥 − 2𝑦) 2 − (2𝑦) 2 E) (𝑥 − 2)(𝑥 − 2𝑦 2 )

B) (𝑥 − 3𝑦 + 2)(𝑥 − 3𝑦 − 2) D) (𝑥 2 − 2𝑦)(𝑥 2 + 2𝑦)

5. Simplify the expression 4𝑥 2 + 4𝑥𝑦 + 𝑦 2 − 25:

A) (2𝑥 + 𝑦 − 5)(2𝑥 + 𝑦 + 5) C) (2𝑥 − 5)(2𝑥 + 5) + 𝑦 2 E) (2𝑥 − 𝑦 − 5)(2𝑥 + 𝑦 + 5)

B) (2𝑥 + 𝑦) 2 − 52 D) (4𝑥 + 𝑦 − 5)(𝑥 + 𝑦 + 5)

6. A mathematician is designing a garden where the number of trees planted on each side of a
rectangular path must follow the pattern given by the expression 𝑥 2 + 10𝑥 + 25 − 𝑦 2 . She realizes
that the pattern simplifies to a product of two identical linear factors representing the symmetrical
arrangement of trees. What is the simplified expression for the number of trees on each side of
the path?
 0.4. MATHEMATICS 29

A) (𝑥 + 5 + 𝑦)(𝑥 + 5 − 𝑦) C) (𝑥 + 𝑦 + 5) 2 E) (𝑥 + 5) 2
B) (𝑥 + 5) 2 − (𝑦) 2 D) (𝑥 − 𝑦 + 5)(𝑥 + 𝑦 + 5)

7. If 𝑝(𝑥) = (3𝑥 2 + 𝑥 − 2) 3 , what is the degree of 𝑝(𝑥)?

A) 3 B) 6 C) 9 D) 12 E) 15

8. Consider the polynomial 𝑞(𝑥, 𝑦) = (2𝑥𝑦 2 + 𝑥 2 𝑦) 4 − (5𝑥 3 𝑦 3 + 1) 2 . What is the highest degree of
any term in 𝑞(𝑥, 𝑦)?

A) 8 B) 10 C) 12 D) 14 E) 16

9. Determine the degree of the polynomial formed by the product (𝑥 − 1)(𝑥 2 − 𝑥 + 1)(𝑥 3 + 𝑥 2 + 𝑥 + 1).

A) 3 B) 4 C) 5 D) 6 E) 7

10. Calculate the product (𝑚 − 3𝑛)(𝑚 + 3𝑛). What is the result of this multiplication?

A) 𝑚 2 + 9𝑛2 C) 𝑚 2 − 9𝑛2 E) 𝑚 2 − 6𝑚𝑛 + 9𝑛2

B) 𝑚 2 − 9𝑚𝑛 + 9𝑛2 D) 𝑚 2 + 9𝑚𝑛 + 9𝑛2

You can find the rest of the problem of this chapter on the following link: here.
30 CONTENTS

Table 10: Equation and Inequalities

Q No. Ans. Q No. Ans. Q No. Ans.
1 d 16 b 31 a
2 e 17 a 32 a
3 a 18 b 33 a
4 b 19 d 34 a
5 a 20 b 35 b
6 d 21 b 36 d
7 b 22 a 37 a
8 c 23 b 38 a
9 d 24 a 39 b
10 c 25 c 40
11 d 26 d 41
12 d 27 b 42
13 b 28 c 43
14 a 29 a 44
15 a 30 c 45
0.4. MATHEMATICS 31

0.4.6 Logarithms and Exponential

Figure 5: Exponentials Figure 6: Logarithms Figure 7: Practise Problem

Questions
√
8
1. Calculate the value of 82
.
√ √ √
64 1 2 2 1
A. 64
B. 8 C. 32 D. 16
E. 64

√ √ √ √
Hint: First, simplify 8 as 2 2 because 8 = 23 and 23 = 2 2. Then, calculate 82 and simplify
the fraction.

2. For any real number 𝑦 greater than 1, the expression 𝑦 × log10 𝑦 is equal to:

a) log10 𝑦 2 c) 𝑦 × log10 𝑦 2 e) 2 × log10 𝑦 2

b) log10 𝑦 𝑦 d) log10 (𝑦 + 𝑦)

Hint: Use the logarithm power rule, which states that 𝑛 log𝑏 (𝑎) = log𝑏 (𝑎 𝑛 ), to rewrite the given
expression.

3. Which of the following is not a property of the logarithm function 𝑦 = log𝑏 𝑥?

a) 𝑥 > 0 c) 𝑏 can be zero e) 𝑥 can be a fraction

b) −∞ < 𝑦 < ∞ d) 𝑏 cannot be unity (1)

Hint: Consider the definition and fundamental constraints of logarithms, including the domain
of 𝑥, the range of 𝑦, and the permissible values for the base 𝑏.

4. What is the value of log 1 2?

2
 32 CONTENTS

1
a) 2 b) −2 c) 2 d) −1 e) None

5. Given the properties of logarithms, which of the following expressions is not equal to log2 8?

a) 3 log2 2 c) 2 log2 4 e) None

b) log2 2 + log2 4 d) log2 23

Hint: Apply the properties of logarithms, such as the product rule, the quotient rule, and the
power rule, to evaluate each option. Remember that log2 8 = 3 since 23 = 8.

6. Consider the properties of logarithms, if log2 (16) = 4, which of the following statements must
be true?
 
a) log2 3 = log2 2 + 4 1 d) log2 128 = 6
c) 2 log2 16 = −4
b) log2 8 = 4 − log2 2 e) None

7. Indicate which among the following equations is incorrect:

√
a) 8−3 = 2−9 73
c) 3 · 90.5 = 3 e) 7 (3−1) = 71
1
b) 62 · 6−2 = 60 d) 23 = (24 ) 2
√
8. Solve the following expression: 3−1 · log3 (27) + 5 log5 (125) + 2 · log2 ( 16) =?

a) 20 b) 16 c) 10 d) 5 · log2 (8) e) 12

9. Solve the following expression: 42 · log4 (64) + 3 log3 (81) + 23 · log2 (128) =?

a) 81 b) 88 c) 95 d) 116 e) 109

10. Solve the following expression: (23 ) 2 · 2−3 ÷ 22 =?

a) 2 b) 4 c) 8 d) 16 e) 32

11. Which of the following expressions is wrong?

a) (𝑎 𝑚 ) 𝑛 = 𝑎 𝑚−𝑛 c) 𝑎 𝑚 ÷ 𝑎 𝑛 = 𝑎 𝑚−𝑛 e) 𝑎 2𝑛 = 2𝑛 · 𝑎
1
b) 𝑎 𝑚 · 𝑎 𝑛 = 𝑎 𝑚+𝑛 d) 𝑎 −𝑛 = 𝑎𝑛

12. Which of the following expressions is not equivalent to 53 ?

 0.4. MATHEMATICS 33

a) 52 + 102 55 d) 27 − 31
c) 52
b) 5.52 e) 55 − 52
−7
13. Calculate the value of 50.1 .
1 1  √1  1 1
(a) (1.1487) 7
(b)  √ 7 (c) 10 6 (d) √
10 (e) 50.7
10
5 5 78125

14. Calculate log4 (−4).

a) 0 c) Not defined e) Infinity

b) 1 d) −1

15. Calculate log4 (0).

a) 0 c) Not defined e) Infinity

b) 1 d) 4

You can find the rest of the problem of this chapter on the following link: here.
34 CONTENTS

Table 11: Logarithm and Exponential

Q No. Ans. Q No. Ans. Q No. Ans.
1 c 16 b 31 a
2 b 17 d 32 d
3 e 18 c 33 c
4 d 19 a 34 c
5 c 20 a 35
6 b 21 c 36
7 d 22 d 37
8 a 23 a 38
9 d 24 a 39
10 a 25 a 40
11 a 26 c 41
12 e 27 b 42
13 b 28 a 43
14 c 29 a 44
15 c 30 c 45

0.4.7 Solutions
1. Given the expression:
√ √
8 8
=
82 64
√
4×2
=
√ 64 √
4× 2
=
√ 64
2 2
=
√64
2
=
32
√
2
So, the correct answer is option C: 32 .

2. To simplify 𝑦 × log10 𝑦, we use the property of logarithms: log𝑏 (𝑎 𝑐 ) = 𝑐 × log𝑏 (𝑎).

Therefore, 𝑦 × log10 𝑦 = log10 𝑦 𝑦 .
So, the correct answer is option B: log10 𝑦 𝑦 .

3. Let’s briefly explain each option:

0.4. MATHEMATICS 35

• Option A: 𝑥 > 0 - This is true. Logarithms are defined only for positive values of 𝑥.
• Option B: −∞ < 𝑦 < ∞ - This is true. The output (𝑦) of the logarithm function can range
from negative infinity to positive infinity.
• Option C: 𝑏 can be zero - This is not true. The base (𝑏) of the logarithm function cannot
be zero.
• Option D: 𝑏 cannot be unity (1) - This is true. If the base (𝑏) of the logarithm function is
1, the function can not be simplified
• Option E: 𝑥 can be a fraction - This is true. The input (𝑥) of the logarithm function can be
a fraction as long as it is positive.

So, the correct answer is option C: 𝑏 can be zero.

1
4. To find the value of log 1 2, we need to ask ourselves: ”To what power do we need to raise 2 to
2
get 2?”
  −1
Since 12 = 2, we have log 1 2 = −1.
2

So, the correct answer is option D: −1.

5. • Option A: 3 log2 2 - This simplifies to log2 23 , which equals log2 8. So, this is equal to
log2 8.
• Option B: log2 2 + log2 4 - This simplifies to log2 (2 × 4), which equals log2 8. So, this is
equal to log2 8.
• Option C: 2 log2 4 - This simplifies to log2 42 , which equals log2 16, not log2 8. So, this is
not equal to log2 8.
• Option D: log2 23 - This simplifies to log2 8, which equals log2 8. So, this is equal to log2 8.
• Option E: None - Incorrect. Option C, 2 log2 4, is not equal to log2 8.
So, the correct answer is option C: 2 log2 4.

6. a) log2 3 = log2 2 + 4
Incorrect. This implies 3 = 21+4 = 25 = 32, which is false.
b) log2 8 = 4 − log2 2
Correct. Knowing log2 2 = 1, log2 8 simplifies to 4 − 1 = 3, and since 8 = 23 , this matches.
 
1
c) 2 log2 16 = −4
 
1
Incorrect. Since log2 16 = − log2 16 = −4, we have 2 · −4 = −8.
d) log2 128 = 6
Incorrect. 128 = 27 , so log2 128 = 7.
e) None
Incorrect. Since statement b) is correct, this option is false.
 36 CONTENTS

7. a) 8−3 = 2−9
Correct since 8−3 = (23 ) −3 = 2−9 .
b) 62 · 6−2 = 60
Correct since 62 · 6−2 = 62+(−2) = 60 and 60 = 1.
√
c) 3 · 90.5 = 3 √ √
Correct since 90.5 = 3, hence 3 · 3 = 9 = 3.
1
d) 23 = (24 ) 2
1 1
Incorrect since 23 = 8 and (24 ) 2 = 24· 2 = 22 = 4.
73
e) 7 (3−1) = 71
73
Correct since 73−1 = 72 = 49 and 71
= 73−1 = 72 = 49.
√
8. To solve the expression 3−1 · log3 (27) + 5 log5 (125) + 2 · log2 ( 16), consider each term:
1 1
(a) 3−1 = 3 and log3 (27) = 3 because 27 = 33 . Thus, 3−1 · log3 (27) = 3 · 3 = 1.
(b) 5 log5 (125) = 5 · 3 because 125 = 53 . Thus, 5 log5 (125) = 15.
√ √
(c) log2 ( 16) = log2 (4) = 2 because 4 = 22 . Thus, 2 · log2 ( 16) = 2 · 2 = 4.

Adding all terms, 1 + 15 + 4 = 20.

Hence, the value of the expression is 20 .

9. To solve the expression 42 · log4 (64) + 3 log3 (81) + 23 · log2 (128):

(a) 42 = 16 and log4 (64) = 3 because 64 = 43 . Thus, 42 · log4 (64) = 16 · 3 = 48.

(b) 3 log3 (81) = 3 · 4 because 81 = 34 . Thus, 3 log3 (81) = 12.
(c) 23 = 8 and log2 (128) = 7 because 128 = 27 . Thus, 23 · log2 (128) = 8 · 7 = 56.

Adding all terms, 48 + 12 + 56 = 116.

Hence, the value of the expression is 116 .

10. Simplification is given as follow:

(23 ) 2 · 2−3 ÷ 22 = 23·2 · 2−3 ÷ 22 using (𝑎 𝑚 ) 𝑛 = 𝑎 𝑚𝑛

= 26 · 2−3 ÷ 22 simplify: 23·2 = 26
= 26−3 ÷ 22 combine exponents.: 𝑎 𝑚 𝑎 𝑛 = 𝑎 𝑚+𝑛
= 23 ÷ 22 simplify: 26−3 = 23
𝑎𝑚
= 23−2 divide: 𝑛 = 𝑎 𝑚−𝑛
𝑎
= 21
= 2
 0.4. MATHEMATICS 37

11. a) (𝑎 𝑚 ) 𝑛 = 𝑎 𝑚−𝑛
Incorrect. Correct formula: (𝑎 𝑚 ) 𝑛 = 𝑎 𝑚×𝑛 . This expression mistakenly uses subtraction.
b) 𝑎 𝑚 · 𝑎 𝑛 = 𝑎 𝑚+𝑛
Correct. Reflects the rule for multiplying like bases: add the exponents.
c) 𝑎 𝑚 ÷ 𝑎 𝑛 = 𝑎 𝑚−𝑛
Correct. Correctly states the rule for dividing like bases: subtract the exponents.
d) 𝑎 −𝑛 = 𝑎1𝑛
Correct. Properly defines a negative exponent as the reciprocal of the base raised to the
positive exponent.
e) 𝑎 2𝑛 = 𝑎 · 𝑎 · . . . · 𝑎 (repeated 2𝑛 times).
correct

12. a) 52 + 102 = 25 + 100 = 125 Correct. Equals 53 = 125.

Correct. Equals 53 = 125. d) (5−1 ) −3 = 5 (−1)×(−3) = 53 = 125
b) 5.52 = 30.25 Correct. Equals 53 = 125.
Incorrect. Does not equal 53 = 125. e) 55 − 52 = 3125 − 25 = 3100
55
c) 52
= 55−2 = 53 = 125 Incorrect. Does not equal 53 = 125.
38 CONTENTS

0.4.8 Coordinate Geometry

Questions

1. Given the points 𝐴(−4, 2), 𝐵(4, 2), and 𝐶 (0, −4), determine which of the following statements
is true:

a) The centroid of the triangle formed by points 𝐴, 𝐵, and 𝐶 is at the origin (0, 0).
b) The points 𝐴, 𝐵, and 𝐶 form a right triangle.
c) The points 𝐴, 𝐵, and 𝐶 form an equilateral triangle.
d) The triangle formed by points 𝐴, 𝐵, and 𝐶 is scalene with no right angles.
e) The triangle formed by the points 𝐴, 𝐵, and 𝐶 does not have a centroid.

2. Which of the following statements is true for a circle with radius 𝑟 and diameter 𝑑?

A) The number 𝜋 is equal to the ratio 𝑑𝑟 .

2𝑟
B) The number 𝜋 is equal to the ratio 𝑑.
C) The number 𝜋 is less than the circle’s circumference divided by 𝑟.
D) The number 𝜋 is equal to 𝐶𝑑 , where 𝐶 is the circle’s circumference.
E) The number 𝜋 is equal to twice the ratio of the circle’s area to the square of 𝑟.
√
3. Given two points 𝑃1 at (1, 0) and 𝑃2 at (−2, 3), calculate the distance between these two points
and choose the correct answer from the options below:
√ √ √
A) 2 B) 3 C) 2 2 D) 3 2 E) 2 3

4. Two lines in the Cartesian plane are represented by the equations 2𝑦 − 3𝑎𝑥 = 6 and 𝑦 + 4𝑏𝑥 = 12.
If these two lines are perpendicular to each other, what is the value of the product 𝑎𝑏?
1
A) 𝑎𝑏 = 6 C) 𝑎𝑏 = − 13 E) 𝑎𝑏 = 1
2
2 1
B) 𝑎𝑏 = 3 D) 𝑎𝑏 = 3

Remember that for two lines to be perpendicular, the product of their slopes must equal -1. You
may need to rearrange the equations into slope-intercept form (𝑦 = 𝑚𝑥 + 𝑏) to identify the slopes
and then use the condition for perpendicularity to find the product 𝑎𝑏.

5. Given the linear equations in the form 𝑦 = 𝑎𝑥 + 𝑏 and 𝑦 = 𝑐𝑥 + 𝑑, under which condition will the
two lines represented by these equations be perpendicular to each other?

A) 𝑎𝑐 = 1 C) 𝑎𝑐 = −1 E) 𝑎/𝑐 = −1
B) 𝑎 + 𝑐 = 0 D) 𝑎 = 𝑐
0.4. MATHEMATICS 39

6. Find the points where the line with the equation 3𝑥 − 4𝑦 + 12 = 0 intersects the x-axis and y-axis.

A) Intersects the x-axis at (4, 0) and y-axis at (0, −3)

B) Intersects the x-axis at (4, 0) and y-axis at (0, 3)
C) Intersects the x-axis at (−4, 0) and y-axis at (0, 3)
D) Intersects the x-axis at (−4, 0) and y-axis at (0, −3)
E) Does not intersect either the x-axis or the y-axis

To solve this problem, set 𝑦 = 0 to find the x-intercept and set 𝑥 = 0 to find the y-intercept.

7. Determine the points where the line given by the equation 5𝑦 + 2𝑥 = 10 intersects the coordinate
axes.

A) Intersects the x-axis at (5, 0) and the y-axis at (0, 2)

B) Intersects the x-axis at (0, 5) and the y-axis at (2, 0)
C) Intersects the x-axis at (5, 0) and the y-axis at (0, −2)
D) Intersects the x-axis at (0, −5) and the y-axis at (−2, 0)
E) Intersects the x-axis at (0, 5) and the y-axis at (0, 2)

Remember to find the x-intercept by setting 𝑦 = 0 and solving for 𝑥, and to find the y-intercept
by setting 𝑥 = 0 and solving for 𝑦.

8. A line passes through the point (3, −2) and is perpendicular to the line that has an equation
4𝑥 − 2𝑦 = 7. Find the points where this perpendicular line intersects the x-axis and y-axis.

A) Intersects the x-axis at (7/2, 0) and the y-axis at (0, −7/2)

B) Intersects the x-axis at (−7/2, 0) and the y-axis at (0, 7/2)
C) Intersects the x-axis at (3, 0) and the y-axis at (0, −2)
D) Intersects the x-axis at (3/2, 0) and the y-axis at (0, 3/2)
E) Intersects the x-axis at (−1, 0) and the y-axis at (0, −0.5)

To solve this problem, first find the slope of the given line, then use the negative reciprocal of that
slope for the perpendicular line. Use the point (3, −2) to write the equation of the perpendicular
line. Once you have the equation, find the x-intercept by setting 𝑦 = 0 and the y-intercept by
setting 𝑥 = 0.

9. Find the equation of the line that passes through the points 𝐶 (1, 1) and 𝐷 (2, 3).

A) 𝑦 = 2𝑥 − 1 C) 𝑦 = 8𝑥 − 5 E) 𝑦 = 2𝑥 + 3
B) 𝑦 = 3𝑥 D) 𝑦 = 3𝑥 − 2
 40 CONTENTS

To solve this problem, calculate the slope using the two points and then use one of the points to
find the equation of the line in the slope-intercept form, 𝑦 = 𝑚𝑥 + 𝑏.

10. Find the equation of the line that passes through the points 𝑃(5, 4) and 𝑄(−1, 2).

A) 𝑦 = 31 𝑥 + 3 C) 𝑦 = 31 𝑥 + 7
3 E) 𝑦 = 13 𝑥 + 4
3
B) 𝑦 = 31 𝑥 + 5
3 D) 𝑦 = 31 𝑥 + 2

Just like before, you would find the slope by using the two given points and then use the
slope-point formula to find the equation of the line.

11. Consider the line defined by the equation 3𝑥 − 4𝑦 + 5 = 0. Find the distance from the point
𝑃(1, −2) to this line.
7 11 9 16
A) 5 B) 5 C) 3 D) 5 E) 5

12. Find the distance between the two parallel lines given by the equations 2𝑥 − 3𝑦 + 5 = 0 and
2𝑥 − 3𝑦 − 4 = 0.
√
A) √3 B) √9 C) 13 9
D) 13 E) √1
13 13 13

13. Given a triangle with vertices at 𝐴(1, 2), 𝐵(5, 2), and 𝐶 (3, 6), find the equation of the line that
is the perpendicular bisector of side 𝐴′𝐶 ′.

A) 𝑦 = −3𝑥 + 21 C) 𝑦 = 13 𝑥 + 2 E) 𝑦 = 𝑥 + 1
B) 𝑦 = 3𝑥 − 9 D) 𝑦 = − 12 𝑥 + 5

To solve this problem, you will need to: 1. Find the midpoint of AC. 2. Determine the slope of
AC and then find the negative reciprocal of that slope (since the perpendicular bisector will have
a slope that is the negative reciprocal of AC’s slope). 3. Use the midpoint of AC and the slope
you found in step 2 to write the equation of the line in the slope-intercept form 𝑦 = 𝑚𝑥 + 𝑏.

14. Given a line that passes through the point 𝐸 (−2, 3) and has a slope that is three times the slope
of the line passing through the points 𝐹 (1, −4) and 𝐺 (4, 6), find the equation of the line through
point E.

A) 𝑦 = 9𝑥 − 15 C) 𝑦 = 10𝑥 + 23 E) 𝑦 = 9𝑥 + 3
B) 𝑦 = −9𝑥 + 21 D) 𝑦 = 3𝑥 − 3

To solve this problem, you first need to calculate the slope of the line through points F and G.
Then, multiply that slope by three to get the slope of the line through point E. Finally, use the
point-slope form to find the equation of the line.
 0.4. MATHEMATICS 41

15. Find the equation of the axis of the segment with endpoints P and Q with respect to an orthogonal
Cartesian reference 0𝑥𝑦.

P(1, 2)

Axis
𝑥

Q(5, −3)

(a) 𝑦 = − 54 𝑥 + 3
4 (d) 𝑦 = − 53 𝑥 + 1
5
(b) 𝑦 = 45 𝑥 − 29
10
(c) 𝑦 = 35 𝑥 − 1
5 (e) 𝑦 = 45 𝑥 − 7
5

Hints: The equation of the axis refers to a line that perpendicularly bisects another line segment.
To solve this problem, you need to follow these steps:

(a) Find the midpoint of the segment using the midpoint formula.
(b) Determine the slope of the segment using the given endpoints. And then find the negative
reciprocal of the slop.
(c) Use the midpoint and slope to write the equation of the axis of the segment in point-slope
form.
(d) Convert the equation to slope-intercept form to match the alternatives.

You can find the rest of the problem of this chapter on the following link: here.
42 CONTENTS

Table 12: Coordinate Geometry

Q No. Ans. Q No. Ans. Q No. Ans.
1 a 16 d 31 a
2 d 17 e 32 c
3 e 18 e 33 a
4 a 19 c 34 a
5 c 20 b 35 b
6 c 21 a 36 a
7 a 22 a 37 a
8 e 23 b 38 a
9 a 24 a 39 b
10 c 25 a 40 a
11 e 26 c 41 d
12 b 27 b 42 c
13 d 28 a 43 d
14 b 29 b 44 b
15 c 30 d 45 b
0.4. MATHEMATICS 43

0.4.9 Euclidean Geometry

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1. A regular hexagon is inscribed in a circle. If the length of each side of the hexagon is 𝑎, what
is the ratio between the circumference of the circle and the perimeter of the hexagon?
𝜋 2𝜋 3𝜋
A) 3 B) 3 C) 𝜋 D) 2 E) 2𝜋

Hints for Solving the Problem

• The perimeter of a regular hexagon can be found by multiplying the length of one side
by the number of sides.
• In a regular hexagon inscribed in a circle, the side of the hexagon is the same as the
radius of the circle.
• The circumference of a circle is given by the formula 𝐶 = 2𝜋𝑟, where 𝑟 is the radius.
• For the ratio, you need the circumference (related to the circle) over the perimeter
(related to the hexagon).
• Consider how many times the side length of the hexagon fits into the circumference of
the circle.
2. An isosceles right triangle 𝐶 has legs of length 𝑏 and a square 𝐷 has sides of length 2𝑏. What
is the relationship between the surface area of 𝐷 and the surface area of 𝐶?
44 CONTENTS

A. The surface area of 𝐷 is greater than that of 𝐶 but less than four times that of 𝐶.
B. The surface area of 𝐷 is eight times that of 𝐶.
C. The surface area of 𝐷 is greater than eight times that of 𝐶.
D. The surface area of 𝐷 is four times that of 𝐶.
E. The surface area of 𝐷 is not deducible from that of 𝐶.

Hints for Solving the Problem

• Recall that the area of an isosceles right triangle can be found using the formula 12 𝑏 2
where 𝑏 is the length of one leg.
• The area of a square is calculated by squaring the length of one side.
• When comparing areas, consider how changes in the side length of a square affect its
area, especially when the side length is doubled.
• Look at the relationship between the factor by which the side length is increased and the
factor by which the area is increased.

3. The sum of the interior angles of a non-regular pentagon:

A. is equal to four right angles

B. cannot be calculated without additional data
C. is equal to 3𝜋 radians
D. is equal to 420 degrees
E. is equal to six right angles

Hints for Solving the Problem:

• Recall the formula for calculating the sum of interior angles of a polygon: (𝑛 −2) ×180◦ ,
where 𝑛 is the number of sides.
• A right angle equals 90◦ .
• Converting degrees to radians may help with some options. Remember that 𝜋 radians
is equivalent to 180◦ .
• Consider what the value of 𝑛 is for a pentagon and apply it to the formula.

4. A gardener is creating a triangular flower bed. The shape of the bed is a right-angled triangle,
and he plans for the bed to cover an area of 12 cm2 . He decides that one side of the triangle,
which will be along a fence, should be exactly three times longer than the adjacent side. To
order the correct amount of border material, he needs to know the length of the longest side
of the triangle, the side opposite the right angle. What is the length of this side?
0.4. MATHEMATICS 45
√ √ √ √ √
A) 2 10 cm B) 2 11 cm C) 4 5 cm D) 2 20 cm E) 2 22 cm

Hints for Solving the Problem

• The area of a right-angled triangle can be found using the formula 𝐴 = 12 × base × height.
• If one side is three times longer than the other, you can represent the sides as 𝑎 and 3𝑎.
• Use the area to solve for 𝑎, then calculate the length of the hypotenuse 𝑐 using the
Pythagorean theorem, 𝑐2 = 𝑎 2 + (3𝑎) 2 .
• Simplify your expressions to find 𝑐 as a radical, not a decimal.

5. A clock has an hour hand that is 5 inches long. After one hour, the tip of the hour hand has
traveled along an arc that forms a 30-degree angle at the center of the clock face. What is the
length of the arc traveled by the tip of the hour hand?
5𝜋 5𝜋 10𝜋
A) 𝜋 inches B) 2 inches C) 6 inches D) 5𝜋 inches E) 3 inches

Hints for Solving the Problem To solve for the length of the arc, consider the following
steps:

• The relationship between the angle of an arc and the circumference of a circle is
proportional. The angle of the entire circle is 360◦ .
• The arc length for a segment of a circle can be found by using the proportion of the
angle compared to 360◦ .
• Remember that the formula for the circumference of a circle is 2𝜋𝑟, where 𝑟 is the radius.
• With a 30-degree angle and a radius of 5 inches, set up a proportion using the arc angle
and the circumference to find the arc length.
• Use the fact that the hour hand represents the radius of the circle when calculating the
arc length.
• The arc length formula is 360
𝜃
◦ × 2𝜋𝑟, where 𝜃 is the angle in degrees. Replace 𝜃 with
the angle the hour hand travels in one hour and 𝑟 with the length of the hour hand to find
the arc length.

6. A squirrel scampers from the base of Tree P, heading 30 meters to the south. It then makes
a sharp turn and rushes 40 meters to the east to reach Acorn Q. What is the shortest distance
between Tree P and Acorn Q?

• A) 20 m • B) 35 m • C) 50 m • D) 70 m • E) 85 m

Hints for the problem

(a) Consider the path taken by the squirrel as two sides of a right triangle. The shortest
distance between Tree P and Acorn Q is the hypotenuse of this triangle.
46 CONTENTS

(b) Recall the Pythagorean theorem which states that in a right-angled triangle, the square
of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of
the squares of the lengths of the other two sides.
(c) Calculate the hypotenuse using the lengths of 30 meters (south) and 40 meters (east) as
the legs of the triangle.

7. A circular garden has an area equal to 50𝜋 square meters. What is its diameter?
√ √
(a) 5 m (b) 10 m (c) 20 m (d) 20 2 m (e) 10 2 m

Hints for the problem

• The area of a circle is given by the formula 𝐴 = 𝜋𝑟 2 , where 𝑟 is the radius.

• If the area of the circle is 50𝜋, set up an equation to solve for 𝑟 using the given area.
• Remember, the diameter is twice the radius. So, once you find 𝑟, multiply it by 2 to get
the diameter.
0.4. MATHEMATICS 47

Table 13: Euclidean Geometry

Q No. Ans. Q No. Ans. Q No. Ans.
1 A 16 31
2 B 17 32
3 E 18 33
4 C 19 34
5 C 20 35
6 C 21 36
7 E 22 37
8 23 38
9 24 39
10 25 40
11 26 41
12 27 42
13 28 43
14 29 44
15 30 45
48 CONTENTS

0.4.10 Trigonometry
Trigonometric Formulas
Basic Trigonometric Ratios:
opposite
sin(𝜃) =
hypotenuse
adjacent
cos(𝜃) =
hypotenuse
opposite sin(𝜃)
tan(𝜃) = =
adjacent cos(𝜃)
Reciprocal Trigonometric Ratios:
1
csc(𝜃) =
sin(𝜃)
1
sec(𝜃) =
cos(𝜃)
1 cos(𝜃)
cot(𝜃) = =
tan(𝜃) sin(𝜃)
Pythagorean Identities:

sin2 (𝜃) + cos2 (𝜃) = 1

1 + tan2 (𝜃) = sec2 (𝜃)
1 + cot2 (𝜃) = csc2 (𝜃)

Sum and Difference Formulas:

sin( 𝐴 + 𝐵) = sin( 𝐴) cos(𝐵) + cos( 𝐴) sin(𝐵)

sin( 𝐴 − 𝐵) = sin( 𝐴) cos(𝐵) − cos( 𝐴) sin(𝐵)
cos( 𝐴 + 𝐵) = cos( 𝐴) cos(𝐵) − sin( 𝐴) sin(𝐵)
cos( 𝐴 − 𝐵) = cos( 𝐴) cos(𝐵) + sin( 𝐴) sin(𝐵)
tan( 𝐴) + tan(𝐵)
tan( 𝐴 + 𝐵) =
1 − tan( 𝐴) tan(𝐵)
tan( 𝐴) − tan(𝐵)
tan( 𝐴 − 𝐵) =
1 + tan( 𝐴) tan(𝐵)
Double Angle Formulas:

sin(2𝜃) = 2 sin(𝜃) cos(𝜃)

cos(2𝜃) = cos2 (𝜃) − sin2 (𝜃) = 2 cos2 (𝜃) − 1 = 1 − 2 sin2 (𝜃)
2 tan(𝜃)
tan(2𝜃) =
1 − tan2 (𝜃)
0.4. MATHEMATICS 49

Half Angle Formulas:

  √︂
𝜃 1 − cos(𝜃)
sin =±
2 2
  √︂
𝜃 1 + cos(𝜃)
cos =±
2 2
  √︄
𝜃 1 − cos(𝜃) sin(𝜃) 1 − cos(𝜃)
tan =± = =
2 1 + cos(𝜃) 1 + cos(𝜃) sin(𝜃)

Product-to-Sum and Sum-to-Product Formulas:

1
sin( 𝐴) cos(𝐵) = [sin( 𝐴 + 𝐵) + sin( 𝐴 − 𝐵)]
2
1
cos( 𝐴) sin(𝐵) = [sin( 𝐴 + 𝐵) − sin( 𝐴 − 𝐵)]
2
1
cos( 𝐴) cos(𝐵) = [cos( 𝐴 + 𝐵) + cos( 𝐴 − 𝐵)]
2
1
sin( 𝐴) sin(𝐵) = [cos( 𝐴 − 𝐵) − cos( 𝐴 + 𝐵)]
2
Trigonometric Ratios for Special Angles:

30 ◦ 45◦ 60◦ 90◦

√
3 √1 1
cos 2 0
2 √2
1 √1 3
sin 2 2 1
2 √
tan √1 1 3 undefined
3

Questions

1. In a triangle, two angles add up to 150°. What could be the set of angels?

A) 60°, 90°, 30° C) 60°, 90°, 70° E) 40°, 60°, 100°

B) 60°, 60°, 60° D) 60°, 90°, 90°

Hints

(a) The sum of all angles in a triangle is always 180°.

(b) Subtract the sum of the two known angles (150°) from the total (180°) to find the third
angle.

2. Given the right triangle below, where side lengths are as indicated, which of the following
options is correct for the angle 𝜃?
50 CONTENTS

12
6

𝜃
√
6 3
√ √
A) sin(𝜃) = √1 B) cos(𝜃) = 3 D) sin(𝜃) = 3
3 2
C) tan(𝜃) = √2 E) cos(𝜃) = 6
3 12

√
3. Given a right triangle with side lengths of 6 units, 6 3 units, and a hypotenuse of 12 units (as
discussed in Question 2), which of the following statements is incorrect?
√
(a) The area of the triangle is 18 3 square units.
(b) The sine of angle 𝜃 is 12 .
√︃ √
(c) Using the Pythagorean theorem, the hypotenuse could be calculated as 36 + (6 3) 2 .
√
(d) The height of the triangle from the hypotenuse to the right angle is 3 3 units.
(e) If the length of the opposite and adjacent sides are interchanged, then 𝜃 becomes 45◦ .

Hints for Evaluating Statements

1
(a) Area Calculation: Use the formula for the area of a right triangle: Area = × base ×
√ 2
height. Check if it matches 18 3 square units.
(b) Sine of Angle 𝜃: Determine sin(𝜃) by dividing the length of the side opposite to 𝜃 by
the hypotenuse. Verify if sin(𝜃) = 12 .
2 2 2
(c) Pythagorean Theorem: Apply the theorem using√︃ 𝑐 =√𝑎 + 𝑏 with the given sides to
find the hypotenuse. Compare the result with 36 + (6 3) 2 .
(d) Height from Hypotenuse: The height from the right angle √ to the hypotenuse can be
found through geometric relationships. Confirm if it is 3 3 units.
(e) Changing Angles with Swapped Sides: Consider the impact of swapping the lengths
of the opposite and adjacent sides on the triangle’s angles. Assess if this would make 𝜃
equal to 45◦ .
√
4. Given the right triangle previously discussed, with sides of lengths 6 units, 6 3 units, and a
hypotenuse of 12 units, which of the following statements regarding the triangle is incorrect?

(a) The area of the circumcircle of the triangle is 36𝜋 square units.
0.4. MATHEMATICS 51

(b) The centroid of the triangle lies inside the triangle.

(c) The length of the median to the hypotenuse is equal to 6 units.
(d) The triangle’s circumcenter is the midpoint of the hypotenuse.
(e) The external angle at the hypotenuse’s vertex is 135◦ .

Hints and Definitions

(a) The area of the circumcircle of the triangle is 36𝜋 square units.
Circumcircle Definition: The circumcircle of a triangle is a circle that passes through
all the vertices (corners) of the triangle. For a right triangle, the center of the circumcircle
is at the midpoint of the hypotenuse, and its radius is half the length of the hypotenuse.
Area Calculation: The area of a circle is calculated using the formula 𝐴 = 𝜋𝑟 2 , where
𝑟 is the radius. Since the hypotenuse is 12 units long, the radius of the circumcircle is
12 2
2 = 6 units. Thus, the area of the circumcircle is 36𝜋 square units (𝜋 × 6 ).
(b) The centroid of the triangle lies inside the triangle.
Centroid Definition: The centroid of a triangle is the point where the three medians
intersect. A median of a triangle is a line segment joining a vertex to the midpoint of the
opposite side. The centroid is often referred to as the ”center of gravity” or ”geometric
center” of a triangle.
Property: In any triangle, not just right triangles, the centroid always lies inside the
triangle. This is a fundamental property of triangles, indicating the balance point of the
triangle’s area.
(c) The length of the median to the hypotenuse is equal to 6 units.
Median to the Hypotenuse: In a right triangle, the median to the hypotenuse is a
special case because it also serves as the radius of the circumcircle. This median bisects
the hypotenuse and reaches the circumcircle’s center.
Length Calculation: Since the median to the hypotenuse is equal to half the length of
the hypotenuse (also the radius of the circumcircle), and the hypotenuse is 12 units, the
length of this median is 12
2 = 6 units.
(d) The triangle’s circumcenter is the midpoint of the hypotenuse.
Circumcenter Definition: The circumcenter of a triangle is the point where the per-
pendicular bisectors of the sides intersect. In the case of a right triangle, this point is
always the midpoint of the hypotenuse.
Significance: This is a unique property of right triangles that makes the circumcenter
equidistant from all three vertices, serving as the center for the circumcircle.
(e) The external angle at the hypotenuse’s vertex is 135◦ .
External Angle Definition: An external angle of a triangle is formed by extending one
side of the triangle and measuring the angle outside the triangle that is adjacent to an
interior angle.
52 CONTENTS
√
Misconception Identification: For a right triangle with sides 6 units, 6 3 units, and a
hypotenuse of 12 units, it’s a 30-60-90 triangle. The angles inside the triangle are 90°,
60°, and 30°. The external angle at the hypotenuse’s vertex adjacent to the 30° angle
would actually be 180° - 30° = 150°, not 135°, making this statement incorrect.

5. For 0 < 𝑥 < 𝜋2 , find the solution to the equation:

√
3
cos 𝑥 =
2
𝜋 𝜋 𝜋 𝜋 5𝜋
(A) 𝑥 = 6 (B) 𝑥 = 4 (C) 𝑥 = 3 (D) 𝑥 = 2 (E) 𝑥 = 6
√
Hint: The value of cos 𝑥 = 23 is known for certain standard angles in the first quadrant.
Think of the unit circle and the commonly memorized angle values for sine and cosine.

6. Solve the following equation for 0 ≤ 𝑥 ≤ 𝜋2 :

√ √
2 2 sin2 𝑥 − 2 cos2 𝑥 − sin 𝑥 = 0
𝜋 𝜋 𝜋 𝜋
A. 𝑥 = 3 B. 𝑥 = 6 C. 𝑥 = 4 D. 𝑥 = 0 E. 𝑥 = 2
√
𝑥

2
7. For which of the following values of 𝑥 does cos 4 = 2 hold true?
𝜋 3𝜋
(A) 𝑥 = 4 (B) 𝑥 = 𝜋 (C) 𝑥 = 2𝜋 (D) 𝑥 = 2 (E) 𝑥 = 3𝜋

8. For which of the following values of 𝑥 does sin(𝑥) − cos(𝑥) = 0 hold true?
𝜋 3𝜋 5𝜋
(A) 𝑥 = 3 (B) 𝑥 = 0 (C) 𝑥 = 𝜋 (D) 𝑥 = 2 (E) 𝑥 = 4

Hint: Consider the points on the unit circle where the sine and cosine values are equal in
magnitude but may differ in sign.
5𝜋
9. An angle measures 4 radians. Therefore, which of the following statement is incorrect?

(A) Its sine is negative.

(B) Its sine and its cosine have the same sign.
(C) The angle is obtuse.
(D) Its tangent does not exist.
(E) Its cosine is negative.
0.4. MATHEMATICS 53

Table 14: Euclidean Geometry

Q No. Ans. Q No. Ans. Q No. Ans.
1 A 16 31
2 B 17 32
3 E 18 33
4 E 19 34
5 A 20 35
6 C 21 36
7 B 22 37
8 E 23 38
9 D 24 39
10 25 40
11 26 41
12 27 42
13 28 43
14 29 44
15 30 45
54 CONTENTS

0.4.11 Statistics
1. During a week of factory production, a machine produced the following number of units per
day: 50, 55, 60, 45, 40, 65, 70. What is the average number of units produced per day over
the week?

A) 55 B) 56.5 C) 57 D) 58 E) 54.5

2. A savings account offers a fixed annual interest rate. If a depositor earns 100 euros in interest
in the first year and 110 euros in interest in the second year after the interest is reinvested,
what was the initial amount deposited in the account?

A) 10000 B) 1100 C) 100 D) 1000 E) 11000

3. Calculate the arithmetic mean of the numbers 1.5 and -2.4.

A) -0.45 B) 0 C) -0.95 D) 0.55 E) -0.5

4. The following represents the ages (in years) of 5 students: 14, 15, 16, 17, 14. What is the
mode age?

A) 14 C) 16 E) Cannot be determined
B) 15 D) 17

5. The test scores of a class of 10 students are as follows: 85, 88, 90, 92, 85, 85, 90, 88, 90, 85.
What is the mean score?

A) 88 B) 89 C) 90 D) 91 E) 92

6. The heights (in centimeters) of 6 students are as follows: 150, 155, 160, 158, 150, 155. What
is the median height?

A) 150 B) 152.5 C) 155 D) 157.5 E) 160

0.4. MATHEMATICS 55

Table 15: Statistics

Q No. Ans. Q No. Ans. Q No. Ans.
1 a 16 31
2 d 17 32
3 a 18 33
4 a 19 34
5 a 20 35
6 c 21 36
7 a 22 37
8 23 38
9 24 39
10 25 40
11 26 41
12 27 42
13 28 43
14 29 44
15 30 45
56 CONTENTS

0.4.12 Percentage
1. In a company, 70% of the employees are male. If the total number of employees in the
company is 500, how many female employees are there?

A) 140 B) 150 C) 100 D) 175 E) 120

2. An individual invests in a savings account that yields a compound interest of 5% annually.

However, they withdraw 10% of the account’s value at the end of each year for living expenses.
After two years, how does the value of the account compare to the initial investment?

A) The value is more than the initial investment due to compound interest.
B) The value is equal to the initial investment because the interest and withdrawals cancel
each other out.
C) The value is less than the initial investment because the withdrawals are not compensated
by the interest.
D) The value is equal to the initial investment if the interest is calculated before the with-
drawal.
E) It’s impossible to determine without knowing the initial amount of the investment.

3. An investor loses 15% of their investment in the first year. In the second year, they gain 20%
of the new total. If in the third year, they lose 15% again, how does the final amount compare
to the initial investment?

A. Same C. Lower E. Half

B. Higher D. Not Given

4. A car depreciates by 12% each year. After the first year, the owner spends an amount equal
to 8% of the car’s original value on improvements. If the car depreciates by 12% again the
following year, how does the car’s value compare to its original value?

A. 80% of the original D. 75% of the original

B. 84.48% of the original
C. 90% of the original E. 95% of the original

5. A tree grows 25% in height in the first year and then grows an additional 15% in the second
year. If in the third year, it grows by another 10%, what is the final height of the tree compared
to its height after the first year?

A. 110% of the height after the first year

B. 120% of the height after the first year
C. 126.5% of the height after the first year
0.4. MATHEMATICS 57

D. 130% of the height after the first year

E. 135% of the height after the first year

6. In a company of 6000 employees, 4% were affected by the seasonal flu which required medical
leave. The actual number of medical leaves taken was 75% more than initially anticipated.
How many employees took medical leave?

A. 240 B. 252 C. 270 D. 288 E. 420

58 CONTENTS

Table 16: Percentage

Q No. Ans. Q No. Ans. Q No. Ans.
1 B 16 31
2 C 17 32
3 A 18 33
4 B 19 34
5 C 20 35
6 E 21 36
7 A 22 37
8 C 23 38
9 A 24 39
10 D 25 40
11 A 26 41
12 A 27 42
13 C 28 43
14 A 29 44
15 30 45

You can find the rest of the problem of this chapter on the following link: here.
0.5. LOGICAL REASONING 59

0.5 Logical Reasoning

Here are some tips for learners tackling logical problems:

1. Understand the Logic: Pay attention to the logical structure of the statement. Look for
keywords like “every,” “none,” “at least one,” “not unheard of,” and “not inconceivable,” as
they help identify the scope and nature of the statement.

2. Identify Double Negatives: Many logical statements use double negatives or convoluted
language to obscure the true meaning. Simplify these into positive statements to clarify what
is being said.

3. Focus on What’s Directly Stated: Avoid making assumptions beyond what is directly stated
or implied. Logical problems often rely on precise language, so the implications are key.

4. Use Process of Elimination: When faced with multiple choice answers, eliminate options that
clearly contradict the statement or are unsupported by the information provided.

5. Simplify Complex Sentences: Break down complex sentences into simpler components. This
can help in understanding the core idea and how different parts of the statement relate to each
other.

6. Practice Critical Thinking: Improve your critical thinking skills by regularly practicing with
logical problems. This helps in recognizing patterns and understanding the nuances of logical
statements.

7. Seek the Logical Implication: Determine what the statement logically implies, not just what
it says outright. Often, the correct answer is about understanding the implication rather than
the explicit statement.

8. Consider All Alternatives: Even if an answer seems correct at first glance, consider all the
alternatives. Sometimes, a more accurate or nuanced answer is available.

By applying these tips, learners can improve their ability to solve logical problems effectively.
Practice with a wide range of problems to develop a deeper understanding of logical reasoning.

0.5.1 Logical Problem

1. A farmer is filling a cylindrical grain silo after harvest. The silo has a diameter of 4 meters
and is filled at a rate that would cover a 2-meter depth in 5 days. The farmer plans to buy a
larger silo, with a diameter of 8 meters, to accommodate more grain. If both silos are to be
filled to the same height of 2 meters, how long will it take to fill the larger silo at the same
rate?
60 CONTENTS

A) 10 days B) 15 days C) 20 days D) 25 days E) 30 days

2. A new regulation mandates that every commercial building must be equipped with solar
panels to promote sustainable energy use. A survey of downtown buildings finds that several
do not comply with this rule. Which of the following statements, if true, best contradicts the
claim that all downtown commercial buildings are following the new solar panel regulation?

A. Some downtown buildings are residential and do not require solar panels.
B. All new commercial buildings have been constructed with solar panels since the regu-
lation was passed.
C. There are downtown commercial buildings that have installed wind turbines instead of
solar panels.
D. Many commercial building owners downtown have shown interest in solar technology.
E. A few commercial buildings downtown have received exemptions from the regulation
for historical preservation.

3. In a large library, there are two librarians, Anna and Ben, who are reshelving books. Anna
starts on the first floor and reshelves 20 books per hour. Ben starts on the fourth floor and
reshelves 15 books per hour. If they both work towards each other and there are three floors
in total, each floor requiring 60 books to be reshelved, after how many hours will they meet?

A) After 2 hours C) After 6 hours E) After 5 hours

B) After 4 hours D) After 3 hours

4. Commander Vega is organizing cargo for an upcoming space mission to Mars. The spacecraft
can carry a maximum of 500 kilograms of cargo. The mission requires various supplies: at
least 40 food packs, at least 30 water containers, an undetermined number of scientific
instruments, and as many fuel cells as possible. Each food pack weighs 5 kg, each water
container 8 kg, each scientific instrument 12 kg, and each fuel cell 25 kg. Vega needs to
determine the maximum number of fuel cells that can be loaded onto the spacecraft without
exceeding the weight limit.

A) 0 fuel cells C) 2 fuel cells E) 4 fuel cells

B) 1 fuel cell D) 3 fuel cells

5. Following are the given premises:

(a) Dogs that wag their tails are usually friendly.

(b) Max has a dog named Buddy.
(c) Buddy wags his tail whenever he sees someone.

Which of the following is the certain conclusion?

0.5. LOGICAL REASONING 61

A) Max’s dog, Buddy, is unfriendly.

B) All dogs named Buddy wag their tails.
C) Max knows how to train dogs.
D) All friendly dogs wag their tails.
E) All dogs that wag their tails are named Buddy.

6. Here are four statements about the habits of Bob, Sara, Tom, and Lily:

(a) Every time Bob goes to the supermarket, he buys apples. Bob went to the supermarket
today. So, we can expect that Bob bought some apples today.
(b) Whenever Sara watches a movie, she writes a review on her blog. There were no new
reviews this week. Therefore, Sara hasn’t watched any movies this week.
(c) Tom cleans his car every Saturday. Today is Saturday and his car is clean. We can
conclude that Tom cleaned his car today.
(d) Lily always calls her grandmother on her birthday. Today is her grandmother’s birthday.
So, Lily is likely to call her grandmother today.

Which of the following sets of statements contains logically valid reasoning?

(a) 1 and 4 (c) 2 and 3 (e) 3 and 4

(b) 1, 2, and 3 (d) 1 and 3

7. A popular mobile app developer, PixelPlay, had a decrease in active users by 30% in the first
quarter due to stiff market competition. However, in the following quarter, they launched
a successful marketing campaign which increased their active users by 30%. Determine
the status of PixelPlay’s active user base at the end of the second quarter compared to the
beginning of the first quarter.

(a) The user base is greater than it was at the beginning of the first quarter.
(b) The user base is the same as it was at the beginning of the first quarter.
(c) The user base is less than it was at the beginning of the first quarter.
(d) The user base has doubled.
(e) It cannot be determined from the given information.

8. In the town of Greenfield, many residents believe that the budget allocated for town beauti-
fication is too high. They argue that these funds could be better spent on local schools and
infrastructure. The Town Council has promised to review the budget and consider reallocat-
ing funds accordingly. Meanwhile, a local activist group is organizing rallies to ensure the
Town Council follows through with budget revisions, especially as discussions on the matter
approach.
Which of the following statements, if true, would reinforce the residents’ position on the
town’s budget?
62 CONTENTS

A) Neighboring towns have successfully reallocated similar funds, resulting in improved

educational resources and road maintenance.
B) Experts suggest that increasing the beautification budget further could boost tourism
and local business.
C) A survey shows that Greenfield’s citizens place a higher value on educational and
infrastructure improvements than on town beautification.
D) A recent audit reveals that the beautification budget, while sizeable, is significantly less
than the regional average for similar towns.
E) The Mayor of Greenfield believes that the current budget allocations are ideal and should
remain as they are for the foreseeable future.

9. Everyone in the room denied seeing the ghost, except for one. “Based on the previous
statement, determine which of the following alternatives is correct.

A) No one in the room has seen the ghost.

B) At least one person in the room has admitted to seeing the ghost.
C) It is impossible that the ghost exists.
D) Everyone in the room has seen the ghost but denied it.
E) None of the above alternatives is correct.

10. Find the missing number in the sequence: 3, 9, 27, ..., 243.

A) 54 B) 81 C) 108 D) 135 E) 162

11. Find the missing number in the sequence: 5, 11, 23, 47, ..., 191.

A) 95 B) 79 C) 87 D) 103 E) 119

12. In a local community art competition, three categories of participants are included: painters,
sculptors, and photographers. The number of painters is twice the number of sculptors minus
two, and the number of photographers is five more than the number of sculptors. If the total
number of participants is 55, how many sculptors participated in the competition?

A) 7 B) 9 C) 11 D) 13 E) 15

13. In a local music festival, three types of acts were scheduled to perform: solo artists, bands,
and DJs. The number of solo artists was twice the number of DJs plus two, and the number
of bands was four less than the number of DJs. If the total number of acts scheduled was 52,
how many DJs were there?
0.5. LOGICAL REASONING 63

A) 12 B) 9 C) 13 D) 14 E) 15

14. In the final round of a cooking competition, the ranking from 1st to 8th place is as follows:
Anna, Ben, Carla, Daniel, Emily, Fred, Grace, and Hannah. Seven out of these eight
contestants are using stainless steel cookware. It is known that four of the top five ranked
contestants are using stainless steel cookware, as well as four of the bottom five ranked
contestants. We can be certain that the contestant using stainless steel cookware is:

A) Hannah B) Carla C) Ben D) Daniel E) Emily

You can find the rest of the problem of this chapter on the following link: here.

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64 CONTENTS

0.5.2 Logical Problem Explanation and Answer

1. The volume 𝑉 of the smaller silo for a 2-meter depth is given by the formula for the volume
of a cylinder:

𝑉small = 𝜋𝑟 2 ℎ

With a diameter of 4 meters and depth of 2 meters, the smaller silo’s volume is:

 2
4
𝑉small =𝜋 ×2
2

For the larger silo with a diameter of 8 meters and the same depth:

 2
8
𝑉large =𝜋 ×2
2

The time 𝑇large to fill the larger silo is given by the ratio of the volumes:
 
𝑉large
𝑇large = 𝑇small ×
𝑉small

Since the volume of the large silo is 4 times that of the small silo, the time to fill it is also 4
times longer:

𝑇large = 5 days × 4 = 20 days

The correct answer is C) 20 days.

2. A) Some downtown buildings are residential and do not require solar panels. This
option discusses residential buildings, which are not affected by a commercial regulation.
Thus, it doesn’t directly address compliance among commercial buildings.
B) All new commercial buildings have been constructed with solar panels since the
regulation was passed. This statement supports the regulation’s effectiveness for new
buildings but doesn’t address whether all existing commercial buildings comply.
C) There are downtown commercial buildings that have installed wind turbines instead
of solar panels. This indicates alternative energy compliance, but as it doesn’t align
with the specific solar panel mandate, it suggests non-compliance with the regulation.
D) Many commercial building owners downtown have shown interest in solar technol-
ogy. Interest does not equate to action; thus, this doesn’t provide evidence of compliance
or contradiction to the regulation.
0.5. LOGICAL REASONING 65

E) A few commercial buildings downtown have received exemptions from the regu-
lation for historical preservation. This directly states that not all buildings are in
compliance due to exemptions, which contradicts the claim that all buildings follow the
regulation. Answer is option E
3. The total number of books that need to be reshelved is 3 × 60 = 180 books, since there are
three floors and each floor requires 60 books to be reshelved. Anna and Ben are working
towards each other with a combined shelving rate of 20 + 15 = 35 books per hour. To find the
time it takes for them to meet, we divide the total amount of work by their combined rate:

Total books 180

Time to meet = = ≈ 5.14 hours
Combined rate 35
The calculation shows they will meet after approximately 5.14 hours. E) After 5 hours
4. First, calculate the total weight of the minimum required food packs and water containers:

Food packs weight = 40 × 5 = 200 kg

Water containers weight = 30 × 8 = 240 kg

Then, calculate the combined weight of these items:

200 kg + 240 kg = 440 kg

Subtract this from the total allowed cargo weight to find the remaining weight:

500 kg − 440 kg = 60 kg

Assuming Vega chooses to maximize the fuel cells, the maximum number of fuel cells that
can be loaded is:
 
60 kg
= 2 fuel cells
25 kg/fuel cell
Therefore, the correct answer is C) 2 fuel cells.
5. The certain conclusion is option D, which states that all friendly dogs wag their tails. This
conclusion follows logically from the premises. Since Buddy wags his tail, according to the
third premise, and the first premise states that dogs that wag their tails are usually friendly,
we can conclude that Buddy is friendly. Therefore, option D is the correct conclusion.
6. (a) Bob’s Apple Purchases: Bob has a consistent pattern of buying apples whenever he
goes to the supermarket. Since we know that Bob went to the supermarket today, we can
deduce, based on his past behavior, that he bought some apples. This is a straightforward
example of logical deduction based on a repeated habit.
66 CONTENTS

(b) Sara’s Movie Reviews: While it is true that Sara writes a review after she watches a
movie, the absence of a review does not necessarily mean that she has not watched a
movie. She may have chosen not to write a review, or she might write it later. Therefore,
we cannot make a valid conclusion based on the information given.
(c) Tom’s Car Cleaning: Tom cleans his car every Saturday, and today is Saturday.
Additionally, his car is clean. This information aligns perfectly with Tom’s routine,
supporting the logical conclusion that Tom cleaned his car today.
(d) Lily’s Phone Call: Lily always calls her grandmother on her birthday, and today is her
grandmother’s birthday. Based on Lily’s habit, we can expect that she will call today.
This is a reasonable expectation but not confirmed within the information given, so it is
not as strong as the first and third statements.
From the above explanations:

• Statement 1 leads to a logically valid conclusion: Bob likely bought apples.

• Statement 2 does not lead to a valid conclusion: The lack of new reviews does not
confirm Sara’s movie-watching activities.
• Statement 3 leads to a logically valid conclusion: Tom likely cleaned his car.
• Statement 4 is plausible but unconfirmed, and thus not included as a valid conclusion.

Therefore, the answer is D) 1 and 3, as these are the statements with conclusions that logically
follow from the premises.
7. Let’s assume PixelPlay starts with 100 active users for simplicity. A decrease of 30% in the
first quarter would result in a loss of users as follows:

30
Decrease = × 100 = 30 users
100

Users after decrease = 100 − 30 = 70 users

Then, an increase of 30% in the following quarter is calculated based on the reduced user
base:

30
Increase = × 70 = 21 users
100

Users after increase = 70 + 21 = 91 users

Based on the calculations, the active user base after these changes is 91, which is less than
the starting number of 100 users.
Therefore, the correct answer is:
C) The user base is less than it was at the beginning of the first quarter.
0.5. LOGICAL REASONING 67

8. To determine which statement supports the residents’ position that the budget for town
beautification is too high and should be reallocated to schools and infrastructure, we analyze
the options given:
A) Neighboring towns have successfully reallocated similar funds, resulting in improved
educational resources and road maintenance.
This statement directly supports the residents’ position by providing a successful example
of fund reallocation with positive outcomes that align with the changes advocated for by the
residents.
B) Experts suggest that increasing the beautification budget further could boost tourism
and local business.
This does not support the residents’ position; it rather suggests potential benefits of increased
spending on beautification.
C) A survey shows that Greenfield’s citizens place a higher value on educational and
infrastructure improvements than on town beautification.
While this statement reflects the preferences of the residents, it does not offer evidence that
reallocating funds would result in actual benefits.
D) A recent audit reveals that the beautification budget, while sizeable, is significantly
less than the regional average for similar towns.
This suggests that beautification spending is not as high as it could be, which counters the
residents’ position.
E) The Mayor of Greenfield believes that the current budget allocations are ideal and
should remain as they are for the foreseeable future.
This statement does not support the residents’ position but instead favors maintaining the
current budget allocations.
Considering the information above, the statement that most directly reinforces the residents’
position is:
A) Neighboring towns have successfully reallocated similar funds, resulting in improved
educational resources and road maintenance.
Hence, the answer is A), which aligns with the residents’ advocacy for budget reallocation
from beautification to educational and infrastructure improvements.

9. Ghost Seeing Statement

Based on the statement, ”Everyone in the room denied seeing the ghost, except for one,” we
analyze the alternatives:

• No one in the room has seen the ghost. This is contradicted because one person might
have seen it.
• At least one person in the room has admitted to seeing the ghost. This is true; if all but
one denied, the exception may indicate admission.
68 CONTENTS

• It is impossible that the ghost exists. The existence of the ghost cannot be concluded
from the admissions.
• Everyone in the room has seen the ghost but denied it. Not supported by the given
information.
• None of the above alternatives is correct. Incorrect; one alternative accurately reflects
the situation.

Correct Answer: B) At least one person in the room has admitted to seeing the ghost.

10. Missing Number in the Sequence

The sequence is 3, 9, 27, ..., 243, following a geometric pattern with a common ratio of 3.

• To find the missing fourth term, we use the geometric sequence rule: 27 × 3 = 81.

Correct Answer: B) 81

11. The progression described follows a pattern of doubling the increase at each step:

• 5 to 11 is an increase of 6.
• 11 to 23 is an increase of 12, which is 6 doubled.
• 23 to 47 is an increase of 24, which is 12 doubled.

If we double 24, we get 48, which we would then add to 47. Therefore: the next number
is 47 + 48 = 95

12. Let:

• 𝑃 be the number of painters,

• 𝑆 be the number of sculptors, and
• 𝑃ℎ be the number of photographers.

According to the given conditions:

(a) The number of painters (𝑃) is twice the number of sculptors (𝑆) minus two: 𝑃 = 2𝑆 − 2.
(b) The number of photographers (𝑃ℎ) is five more than the number of sculptors (𝑆):
𝑃ℎ = 𝑆 + 5.
(c) The total number of participants is 55: 𝑃 + 𝑆 + 𝑃ℎ = 55.

We need to solve this system of equations to find 𝑆, the number of sculptors.

0.5. LOGICAL REASONING 69

Substituting the expressions for 𝑃 and 𝑃ℎ from conditions 1 and 2 into the third condition,
we get:

(2𝑆 − 2) + 𝑆 + (𝑆 + 5) = 55
4𝑆 + 3 = 55
4𝑆 = 55 − 3
4𝑆 = 52
52
𝑆=
4
𝑆 = 13

So, there were 13 sculptors participated in the competition.

13. Let:

• 𝑆𝑎 be the number of solo artists,

• 𝐵 be the number of bands, and
• 𝐷 be the number of DJs.

According to the given conditions:

(a) The number of solo artists (𝑆𝑎) is twice the number of DJs (𝐷) plus two: 𝑆𝑎 = 2𝐷 + 2.
(b) The number of bands (𝐵) is four less than the number of DJs (𝐷): 𝐵 = 𝐷 − 6.
(c) The total number of acts scheduled is 52: 𝑆𝑎 + 𝐵 + 𝐷 = 52.

We need to solve this system of equations to find 𝐷, the number of DJs.

Substituting the expressions for 𝑆𝑎 and 𝐵 from conditions 1 and 2 into the third condition,
we get:

(2𝐷 + 2) + (𝐷 − 6) + 𝐷 = 52
4𝐷 − 4 = 52
4𝐷 = 52 + 4
4𝐷 = 56
56
𝐷=
4
𝐷 = 14

So, there were 14 DJs scheduled to perform at the music festival.

14. Given the information about the top and bottom ranked contestants and the use of stainless
steel cookware:
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• Top five ranked contestants: Anna, Ben, Carla, Daniel, Emily.

• Bottom five ranked contestants: Daniel, Emily, Fred, Grace, Hannah.
• Total contestants using stainless steel cookware: 7.

We can deduce the following:

• Among the top five ranked contestants, four of them are using stainless steel cookware.
• Among the bottom five ranked contestants, four of them are using stainless steel cook-
ware.
• Since Daniel appears in both the top and bottom five ranked contestants and four of the
top five and four of the bottom five are using stainless steel cookware, Daniel must be
using stainless steel cookware.

Therefore, the correct answer is:

D. Daniel
 0.6 End Remarks
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Published by Mizanur Rahman

Edition: March 2024