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Additional Study Material for CATTo excel in the CAT (Common Admission Test) exam, it is important to have access to a wide range of study materials. In addition to the course material provided, it can be beneficial to supplement your preparation with additional resources. Here are some suggestions for additional study material for CAT:1. Books:- Quantitative Aptitude: Arun Sharma's "How to Prepare for Quantitative Aptitude for CAT" and Sarvesh Verma's "Quantitative Aptitude Quantum CAT" are highly recommended books for strengthening your quantitative aptitude skills.- Data Interpretation and Logical Reasoning: Nishit K. Sinha's "Logical Reasoning and Data Interpretation for the CAT" is a popular book that covers a wide range of topics in this section.- Verbal Ability and Reading Comprehension: Arun Sharma and Meenakshi Upadhyay's "How to Prepare for Verbal Ability and Reading Comprehension for CAT" is a comprehensive book to enhance your language skills.2. Mock Tests:Taking regular mock tests is essential to gauge your progress and identify areas of improvement. Many coaching institutes and online platforms offer CAT mock tests that simulate the actual exam environment. EduRev's CAT course also provides mock tests to help you assess your preparation level.3. Online Resources:There are several online platforms that provide additional study material for CAT, such as EduRev. These platforms offer a wide range of resources including video lectures, practice questions, quizzes, and study notes, which can be accessed anytime and anywhere.4. Previous Year Question Papers:Solving previous year CAT question papers can give you an insight into the exam pattern and the types of questions asked. It helps in understanding the level of difficulty and improves time management skills.5. Vocabulary Flashcards:While flashcards may not be accessible in the CAT course, you can create your own flashcards for vocabulary. Write down new words, their meanings, and usage on small cards and review them regularly. This will help you improve your vocabulary and tackle the verbal ability section effectively.In conclusion, CAT preparation requires a comprehensive study plan and access to additional study material. Books, mock tests, online resources, previous year question papers, and self-created flashcards are some of the valuable resources that can enhance your preparation and increase your chances of success.

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Answer the following question based on the information given below.In a certain training institute which had exactly 200 students, each student was given exactly one question from one among the following categories: Reasoning, Mathematics, Grammar, Interpretation and Comprehension.Chart 1 gives the distribution of questions among the students.However, since the students were not happy with the type of questions each one had received, they exchanged their questions with other students in such a way that none of them had a question of the same category as they had earlier.Chart 2 shows the distribution of number of students who initially had questions from Reasoning category and exchanged their questions across students of various categories.Further, exactly 8 students who originally had questions on Interpretation now have questions on Reasoning with them. Also 8 students who initially had questions on comprehension now have questions on Interpretation category.Also out of the students who initially had questions on Grammar, 3 students now have questions on Reasoning and 16 have questions on Mathematics category.Q.Out of the students who initially had questions on Interpretation,if the number of students who now have questions on Mathematics and Grammar is the same, then at least how many of the students who now have questions on Mathematics initially had questions on Comprehension? Correct answer is '10'. Can you explain this answer?

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In a certain training institute which had exactly 200 students, each student was given exactly one question from one among the following categories: Reasoning, Mathematics, Grammar, Interpretation and Comprehension.Chart 1 gives the distribution of questions among the students.However, since the students were not happy with the type of questions each one had received, they exchanged their questions with other students in such a way that none of them had a question of the same category as they had earlier.Chart 2 shows the distribution of number of students who initially had questions from Reasoning category and exchanged their questions across students of various categories.Further, exactly 8 students who originally had questions on Interpretation now have questions on Reasoning with them. Also 8 students who initially had questions on comprehension now have questions on Interpretation category.Also out of the students who initially had questions on Grammar, 3 students now have questions on Reasoning and 16 have questions on Mathematics category.Q.Out of the students who initially had questions on Comprehension, what is the minimum number of students who now have questions on Reasoning category? Correct answer is '21'. Can you explain this answer?

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In a certain training institute which had exactly 200 students, each student was given exactly one question from one among the following categories: Reasoning, Mathematics, Grammar, Interpretation and Comprehension.Chart 1 gives the distribution of questions among the students.However, since the students were not happy with the type of questions each one had received, they exchanged their questions with other students in such a way that none of them had a question of the same category as they had earlier.Chart 2 shows the distribution of number of students who initially had questions from Reasoning category and exchanged their questions across students of various categories.Further, exactly 8 students who originally had questions on Interpretation now have questions on Reasoning with them. Also 8 students who initially had questions on comprehension now have questions on Interpretation category.Also out of the students who initially had questions on Grammar, 3 students now have questions on Reasoning and 16 have questions on Mathematics category.Q.If out of the students who initially had questions on Mathematics, the number of students who now have questions on Reasoning is twice the number of students now having questions on Grammar, then at least how many students now have questions on Comprehension with them who initially had questions on Mathematics with them? Correct answer is '20'. Can you explain this answer?

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In a certain training institute which had exactly 200 students, each student was given exactly one question from one among the following categories: Reasoning, Mathematics, Grammar, Interpretation and Comprehension.Chart 1 gives the distribution of questions among the students.However, since the students were not happy with the type of questions each one had received, they exchanged their questions with other students in such a way that none of them had a question of the same category as they had earlier.Chart 2 shows the distribution of number of students who initially had questions from Reasoning category and exchanged their questions across students of various categories.Further, exactly 8 students who originally had questions on Interpretation now have questions on Reasoning with them. Also 8 students who initially had questions on comprehension now have questions on Interpretation category.Also out of the students who initially had questions on Grammar, 3 students now have questions on Reasoning and 16 have questions on Mathematics category.If out of the students who initially had questions on Mathematics with them, the number of students who now have questions on Comprehension is the maximum possible; then out of the students who now have questions on Grammar category what is the maximum possible number of students who initially had questions on Comprehension category? Correct answer is '16'. Can you explain this answer?

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