Select the option that is related to the third number in the same way as the second number is related to the first number. 12 : 60 :: 16 : ?
112
Number analogy questions test your ability to find the relationship between a pair of numbers and apply that same relationship to another number to find a missing term. The goal is to identify the pattern or rule connecting the first two numbers.
The given analogy is:
12 : 60 :: 16 : ?
This means we need to find how 12 is related to 60 and then use that same relation to find the number that relates to 16 in the same way.
Let's examine the relationship between the first pair of numbers, 12 and 60. We need to find an operation or a series of operations that transforms 12 into 60.
So, the relationship seems to be: The second number is obtained by multiplying the first number by (half of the first number minus 1).
Mathematically, if the first number is $x$, the second number is $x \times \left(\frac{x}{2} - 1\right)$.
Now, let's apply the same rule to the third number, 16, to find the missing fourth number.
Using the rule $x \times \left(\frac{x}{2} - 1\right)$ with $x = 16$:
First, calculate half of the third number: $\frac{16}{2} = 8$.
Next, subtract 1 from the result: $8 - 1 = 7$.
Finally, multiply the third number (16) by this value (7): $16 \times 7 = 112$.
Therefore, the missing number is 112.
The options provided are 210, 121, 112, and 201. Our calculated missing number is 112, which is present as an option.
The relationship holds true for the given analogy:
Based on the identified relationship, the number that completes the analogy 16 : ? is 112.
| Step | Description | Calculation / Rule |
|---|---|---|
| 1 | Identify the first pair | 12 : 60 |
| 2 | Find the relationship | $x \rightarrow x \times \left(\frac{x}{2} - 1\right)$ |
| 3 | Verify with first pair | $12 \times \left(\frac{12}{2} - 1\right) = 12 \times 5 = 60$ (Correct) |
| 4 | Identify the third number | 16 |
| 5 | Apply the relationship to the third number | $16 \times \left(\frac{16}{2} - 1\right)$ |
| 6 | Calculate the result | $16 \times (8 - 1) = 16 \times 7 = 112$ |
| Concept | Description |
|---|---|
| Analogy | A comparison between two things for the purpose of explanation or clarification. In reasoning, it's about finding a similar relationship. |
| Number Analogy | Finding a pattern or relationship between a pair of numbers and applying it to another number pair or a single number to find a missing term. |
| Common Patterns | Arithmetic operations (+, -, ×, ÷), squares, cubes, square roots, digit operations, combinations of operations, relationships involving the number itself. |
Solving number analogies requires careful observation and systematic thinking. Here are some tips:
Practice with various types of number analogy questions helps in recognizing common patterns quickly.
Select the option that is related to the third number in the same way as the second number is related to the first number.
16 : 144 :: 28 : ?
Select the set in which the numbers are related in the same way as are the numbers of the following sets.
(NOTE: Operations should be performed on the whole numbers, without breaking down the numbers into its constituent digits. E.g. 13 - Operations on 13 such as adding / subtracting /multiplying etc. to 13 can be performed. Breaking down 13 into 1 and 3 and then performing mathematical operations on 1 and 3 is not allowed)
(42, 18, 3)
(36, 14, 4)
Select the option that is related to the fifth letter-cluster in the same way as the second letter-cluster is related to the first letter-cluster and the fourth letter-cluster is related to the third letter-cluster.
ABILITY : LIBAYTI : : CHRONIC : ORHCCIN : : HEAVILY : ?
Select the set in which the numbers are related in the same way as are the numbers of the following set.
(NOTE: Operations should be performed on the whole numbers, without breaking down the numbers into its constituent digits.)
(4, 50, 6)
(13, 128, 3)
Select the set in which the numbers are related in the same way as are the numbers of the following sets.
(55, 11, 25)
(64, 16, 16)
(NOTE : Operations should be performed on the whole numbers, without breaking down the numbers into its constituent digits. E.g. 13 – Operations on 13 such as adding /subtracting /multiplying etc. to 13 can be performed. Breaking down 13 into 1 and 3 and then performing mathematical operations on 1 and 3 is NOT allowed)