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Select the option in which the numbers share the same relationship as that shared by the given pair of numbers. (NOTE: Operations should be performed on the whole numbers, without breaking down the numbers into its constituent digits. E.g. 13 тАУ 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.) 12, 113 15, 140
14, 126
8, 67
17, 136
11, 104
11, 104
The relationship in the number pairs is based on the mathematical operation: (x * 9) + 5 = y. For 12: (12 * 9) + 5 = 108 + 5 = 113. For 15: (15 * 9) + 5 = 135 + 5 = 140. For option D: (11 * 9) + 5 = 99 + 5 = 104.
The relationship in the number pairs is based on the mathematical operation: (x * 9) + 5 = y. For 12: (12 * 9) + 5 = 108 + 5 = 113. For 15: (15 * 9) + 5 = 135 + 5 = 140. For option D: (11 * 9) + 5 = 99 + 5 = 104.
This reasoning-based logical sequence follows consistent arithmetic patterns often categorized under Quantitative Aptitude in the Combined Graduate Level (CGL) examinations conducted by the Staff Selection Commission (SSC).
Logical analogy requires identifying the specific constant operation applied to the base number.
The operation (x * 9) + 5 is a common pattern for generating values in SSC-level reasoning tests.
Verification of all given examples is essential before selecting the final option.
Option A: (14 * 9) + 5 = 126 + 5 = 131, not 126.
Option B: (8 * 9) + 5 = 72 + 5 = 77, not 67.
Option C: (17 * 9) + 5 = 153 + 5 = 158, not 136.
This question format tests the candidate's ability to recognize numerical trends quickly under pressure.
D is correct тАФ the number pair 11 and 104 follows the established pattern where 11 multiplied by 9 plus 5 results in 104.
Analogies based on squares, cubes, and prime numbers frequently appear alongside these arithmetic operations; mastering tables up to 25 and cubes up to 15 is vital for rapid calculation.
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