Directions: Study the given information carefully and answer the following question.The graph below represents sales and net profit in Rs. crore of IVP Ltd. for five years from 1994-95 to 1998-99. During this period, the sales increased from Rs. 100 crore to Rs. 680 crore. Correspondingly, the net profit increased from Rs. 2.5 crore to Rs. 12 crore. Net profit is defined as the excess of sales over total costs.Q.The highest percentage of growth in sales over the previous year occurred ina)1998-99b)1996-97c)1995-96d)1997-98Correct answer is option 'C'. Can you explain this answer?

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Directions: Study the given information carefully and answer the following question.

The graph below represents sales and net profit in Rs. crore of IVP Ltd. for five years from 1994-95 to 1998-99. During this period, the sales increased from Rs. 100 crore to Rs. 680 crore. Correspondingly, the net profit increased from Rs. 2.5 crore to Rs. 12 crore. Net profit is defined as the excess of sales over total costs.

Q. The highest percentage of growth in sales over the previous year occurred in

a)
1998-99
b)
1996-97
c)
1995-96
d)
1997-98

Correct answer is option 'C'. Can you explain this answer?

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Directions: Study the given information carefully and answer the following question.The graph below represents sales and net profit in Rs. crore of IVP Ltd. for five years from 1994-95 to 1998-99. During this period, the sales increased from Rs. 100 crore to Rs. 680 crore. Correspondingly, the net profit increased from Rs. 2.5 crore to Rs. 12 crore. Net profit is defined as the excess of sales over total costs.Q.The highest percentage growth in net profit as compared to the previous year was seen in

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Directions: Study the given information carefully and answer the following question.The graph below represents sales and net profit in Rs. crore of IVP Ltd. for five years from 1994-95 to 1998-99. During this period, the sales increased from Rs. 100 crore to Rs. 680 crore. Correspondingly, the net profit increased from Rs. 2.5 crore to Rs. 12 crore. Net profit is defined as the excess of sales over total costs.Q.Defining profitability as the ratio of net profit to net sales, it can be concluded that

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Directions: Read the given information carefully and answer the question that follows.The given network diagram consists of eight railway stations, where railway station ST–1 represents a railway junction, and the rest represent other stations. The railway lines connecting the various railway stations, represent the tracks on which the trains run and the arrows indicate the direction of trains on tracks. The numbers mentioned alongside some of the arrows indicate the number of trains running on a track on any particular day. It is known that ST–2, ST–3, ST–4, ST–5, ST–6, and ST–8 are just for passage of trains and ST–7 is the only stop at which the journey ends.The following additional information is known:No two railway tracks connected to a railway station have the same number of trains running through them in a day. The number of trains running through each railway track in a day is a positive integer less than 10. The train running on the railway track connecting ST–3 and ST–6 is the least possible number.What is the total number of trains starting from ST-1?

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Direction: Read the following passage and answer the question that follows:There are several key difficulties surrounding the topic of percentages. Research has shown that there has been one difficulty which is more common than others; the meaning of the terms ‘of’ and ‘out of’. Hansen (2011) states that both terms represent an operator which needs explaining. Teachers need to address these before the topic is introduced to stop any confusion. ‘Of’ represents the multiplication operator, for example: 60% of 70 means 0.6 multiplied by 70; ‘out of’ represents the division operator, for example 30 out of 50 means 30 divided by 50. The teaching of these terms needs to be clear prior to teaching, so that children are confident in what these terms represent.Killen and Hindhaugh (2018) believe that once children understand that 1/10 is equal to 10% they will be able to use their knowledge of fractions to determine other multiples of 10. For example; Find 40% of 200. If children are aware that 10% is 20, then it will become obvious to them that 40% must be 80. This method enlightens many other practical ways to find other percentages of a quantity. Once children know 10%, they may also start finding half percent’s, such as; 5% or 25%. However, Killen and Hindhaugh (2018) state that a difficulty could occur when they are asking for a percentage of a quantity. If children are being asked to find the percentage, they may believe that the answer is always in percent. For example; find 60% of £480. Children may be capable of calculating the answer of 288 but instead of writing down £288, they may write down 288%. Teachers will need to explain this issue and address to children that once calculating the answer, it must be in the same units as the given quantity.Hansen also comments that the key to succession in the understanding of percentages is the relationship and understanding the children have with fractions and decimals. For example: they should be aware that 50% is equivalent to ½ and 0.5, and 25% is equivalent to ¼ and 0.25. Teaching these topics in isolation of each other should be strictly avoided as this may destroy a child’s deep mathematical understanding. Killen and Hindhaugh agree with this as they noted that children need to continually link decimals, fractions and percentages to their knowledge of the number system and operations that they are familiar with. Reys, et al (2010) believes however that percentages are more closely linked with ratios and proportions in mathematics and how important it is for teachers to teach these other topics to a high level. This is to later reduce the amount of errors a child has over percentages. However, these theorists also agree that understanding percentages requires no more new skills or concepts beyond those used in identifying fractions, decimals, ratios and proportions. Reys, et al states that an effective way of starting these topics is to explore children’s basic knowledge of what percentage means to them.Barmby et al noted that a misconception occurs whenever a learner’s outlook of a task does not connect to the accepted meaning of the overall concept. Ryan and Williams state that it is more damaging for children to have misconceptions of mathematical concepts than difficulties calculating them. Killen and Hindhaugh begin to talk how the use of rules and recipes are commonly used more so by teachers that are not fully confident with percentages. The main point of the argument is that if children are taught these rules linked to percentages, misconceptions can occur. This could be caused if the child forgets or misapplies the rule to their working out.This method is not the most reliable for children but can be a quick alternative for teachers to teach their class, if they are not fully confident in the topic themselves. This links to one of the most common misconceptions in the primary classroom. Killen and Hindhaugh state that it is the teacher’s responsibility for their children’s successes in that subject area. If the teaching is effective, then the child will become more confident and develop more links revolving around the topic of percentages. This will result in the child having a high level of understanding. However, if the teaching is not up to standard the child may lose confidence in themselves and end up being confused with the simplest of questions.Q. On the basis of the information in the passage, all of the following are potential problems children might face when learning percentages EXCEPT that they

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Direction: Read the following passage and answer the question that follows:There are several key difficulties surrounding the topic of percentages. Research has shown that there has been one difficulty which is more common than others; the meaning of the terms ‘of’ and ‘out of’. Hansen (2011) states that both terms represent an operator which needs explaining. Teachers need to address these before the topic is introduced to stop any confusion. ‘Of’ represents the multiplication operator, for example: 60% of 70 means 0.6 multiplied by 70; ‘out of’ represents the division operator, for example 30 out of 50 means 30 divided by 50. The teaching of these terms needs to be clear prior to teaching, so that children are confident in what these terms represent.Killen and Hindhaugh (2018) believe that once children understand that 1/10 is equal to 10% they will be able to use their knowledge of fractions to determine other multiples of 10. For example; Find 40% of 200. If children are aware that 10% is 20, then it will become obvious to them that 40% must be 80. This method enlightens many other practical ways to find other percentages of a quantity. Once children know 10%, they may also start finding half percent’s, such as; 5% or 25%. However, Killen and Hindhaugh (2018) state that a difficulty could occur when they are asking for a percentage of a quantity. If children are being asked to find the percentage, they may believe that the answer is always in percent. For example; find 60% of £480. Children may be capable of calculating the answer of 288 but instead of writing down £288, they may write down 288%. Teachers will need to explain this issue and address to children that once calculating the answer, it must be in the same units as the given quantity.Hansen also comments that the key to succession in the understanding of percentages is the relationship and understanding the children have with fractions and decimals. For example: they should be aware that 50% is equivalent to ½ and 0.5, and 25% is equivalent to ¼ and 0.25. Teaching these topics in isolation of each other should be strictly avoided as this may destroy a child’s deep mathematical understanding. Killen and Hindhaugh agree with this as they noted that children need to continually link decimals, fractions and percentages to their knowledge of the number system and operations that they are familiar with. Reys, et al (2010) believes however that percentages are more closely linked with ratios and proportions in mathematics and how important it is for teachers to teach these other topics to a high level. This is to later reduce the amount of errors a child has over percentages. However, these theorists also agree that understanding percentages requires no more new skills or concepts beyond those used in identifying fractions, decimals, ratios and proportions. Reys, et al states that an effective way of starting these topics is to explore children’s basic knowledge of what percentage means to them.Barmby et al noted that a misconception occurs whenever a learner’s outlook of a task does not connect to the accepted meaning of the overall concept. Ryan and Williams state that it is more damaging for children to have misconceptions of mathematical concepts than difficulties calculating them. Killen and Hindhaugh begin to talk how the use of rules and recipes are commonly used more so by teachers that are not fully confident with percentages. The main point of the argument is that if children are taught these rules linked to percentages, misconceptions can occur. This could be caused if the child forgets or misapplies the rule to their working out.This method is not the most reliable for children but can be a quick alternative for teachers to teach their class, if they are not fully confident in the topic themselves. This links to one of the most common misconceptions in the primary classroom. Killen and Hindhaugh state that it is the teacher’s responsibility for their children’s successes in that subject area. If the teaching is effective, then the child will become more confident and develop more links revolving around the topic of percentages. This will result in the child having a high level of understanding. However, if the teaching is not up to standard the child may lose confidence in themselves and end up being confused with the simplest of questions.Q. Which of the following statements best describes the relationship between percentages, fractions, decimals, ratios, and proportions according to the passage?

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Directions: Study the given information carefully and answer the following question.The graph below represents sales and net profit in Rs. crore of IVP Ltd. for five years from 1994-95 to 1998-99. During this period, the sales increased from Rs. 100 crore to Rs. 680 crore. Correspondingly, the net profit increased from Rs. 2.5 crore to Rs. 12 crore. Net profit is defined as the excess of sales over total costs.Q.The highest percentage of growth in sales over the previous year occurred ina)1998-99b)1996-97c)1995-96d)1997-98Correct answer is option 'C'. Can you explain this answer?

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Directions: Study the given information carefully and answer the following question.The graph below represents sales and net profit in Rs. crore of IVP Ltd. for five years from 1994-95 to 1998-99. During this period, the sales increased from Rs. 100 crore to Rs. 680 crore. Correspondingly, the net profit increased from Rs. 2.5 crore to Rs. 12 crore. Net profit is defined as the excess of sales over total costs.Q.The highest percentage of growth in sales over the previous year occurred ina)1998-99b)1996-97c)1995-96d)1997-98Correct answer is option 'C'. Can you explain this answer? for CAT 2024 is part of CAT preparation. The Question and answers have been prepared according to the CAT exam syllabus. Information about Directions: Study the given information carefully and answer the following question.The graph below represents sales and net profit in Rs. crore of IVP Ltd. for five years from 1994-95 to 1998-99. During this period, the sales increased from Rs. 100 crore to Rs. 680 crore. Correspondingly, the net profit increased from Rs. 2.5 crore to Rs. 12 crore. Net profit is defined as the excess of sales over total costs.Q.The highest percentage of growth in sales over the previous year occurred ina)1998-99b)1996-97c)1995-96d)1997-98Correct answer is option 'C'. Can you explain this answer? covers all topics & solutions for CAT 2024 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Directions: Study the given information carefully and answer the following question.The graph below represents sales and net profit in Rs. crore of IVP Ltd. for five years from 1994-95 to 1998-99. During this period, the sales increased from Rs. 100 crore to Rs. 680 crore. Correspondingly, the net profit increased from Rs. 2.5 crore to Rs. 12 crore. Net profit is defined as the excess of sales over total costs.Q.The highest percentage of growth in sales over the previous year occurred ina)1998-99b)1996-97c)1995-96d)1997-98Correct answer is option 'C'. Can you explain this answer?.

Solutions for Directions: Study the given information carefully and answer the following question.The graph below represents sales and net profit in Rs. crore of IVP Ltd. for five years from 1994-95 to 1998-99. During this period, the sales increased from Rs. 100 crore to Rs. 680 crore. Correspondingly, the net profit increased from Rs. 2.5 crore to Rs. 12 crore. Net profit is defined as the excess of sales over total costs.Q.The highest percentage of growth in sales over the previous year occurred ina)1998-99b)1996-97c)1995-96d)1997-98Correct answer is option 'C'. Can you explain this answer? in English & in Hindi are available as part of our courses for CAT. Download more important topics, notes, lectures and mock test series for CAT Exam by signing up for free.

Here you can find the meaning of Directions: Study the given information carefully and answer the following question.The graph below represents sales and net profit in Rs. crore of IVP Ltd. for five years from 1994-95 to 1998-99. During this period, the sales increased from Rs. 100 crore to Rs. 680 crore. Correspondingly, the net profit increased from Rs. 2.5 crore to Rs. 12 crore. Net profit is defined as the excess of sales over total costs.Q.The highest percentage of growth in sales over the previous year occurred ina)1998-99b)1996-97c)1995-96d)1997-98Correct answer is option 'C'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of Directions: Study the given information carefully and answer the following question.The graph below represents sales and net profit in Rs. crore of IVP Ltd. for five years from 1994-95 to 1998-99. During this period, the sales increased from Rs. 100 crore to Rs. 680 crore. Correspondingly, the net profit increased from Rs. 2.5 crore to Rs. 12 crore. Net profit is defined as the excess of sales over total costs.Q.The highest percentage of growth in sales over the previous year occurred ina)1998-99b)1996-97c)1995-96d)1997-98Correct answer is option 'C'. Can you explain this answer?, a detailed solution for Directions: Study the given information carefully and answer the following question.The graph below represents sales and net profit in Rs. crore of IVP Ltd. for five years from 1994-95 to 1998-99. During this period, the sales increased from Rs. 100 crore to Rs. 680 crore. Correspondingly, the net profit increased from Rs. 2.5 crore to Rs. 12 crore. Net profit is defined as the excess of sales over total costs.Q.The highest percentage of growth in sales over the previous year occurred ina)1998-99b)1996-97c)1995-96d)1997-98Correct answer is option 'C'. Can you explain this answer? has been provided alongside types of Directions: Study the given information carefully and answer the following question.The graph below represents sales and net profit in Rs. crore of IVP Ltd. for five years from 1994-95 to 1998-99. During this period, the sales increased from Rs. 100 crore to Rs. 680 crore. Correspondingly, the net profit increased from Rs. 2.5 crore to Rs. 12 crore. Net profit is defined as the excess of sales over total costs.Q.The highest percentage of growth in sales over the previous year occurred ina)1998-99b)1996-97c)1995-96d)1997-98Correct answer is option 'C'. Can you explain this answer? theory, EduRev gives you an ample number of questions to practice Directions: Study the given information carefully and answer the following question.The graph below represents sales and net profit in Rs. crore of IVP Ltd. for five years from 1994-95 to 1998-99. During this period, the sales increased from Rs. 100 crore to Rs. 680 crore. Correspondingly, the net profit increased from Rs. 2.5 crore to Rs. 12 crore. Net profit is defined as the excess of sales over total costs.Q.The highest percentage of growth in sales over the previous year occurred ina)1998-99b)1996-97c)1995-96d)1997-98Correct answer is option 'C'. Can you explain this answer? tests, examples and also practice CAT tests.

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