This is the first training session rather than a teaching session. Reading about percentages does not make you faster at percentages; doing twenty-five mixed questions against a clock does. Mixed practice is deliberately harder than blocked practice, because in the real paper nothing tells you which technique to use — recognising the type is the skill.
Run this drill properly once, then again a week later, and compare the two scores. The gap between them is your learning rate, and it is the most honest feedback this course can give you.
The budget is 72 seconds per question, matching the real paper. If you finish early, spend the remaining time on the questions you flagged rather than stopping.
Everything below is the same paper with the same answer key. The runner adds the clock, marks your answers, explains every miss, and keeps your result so the retake in seven days can be compared against this one. Nothing is sent anywhere; the score stays in this browser.
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Mark honestly, then read the solution for every question you missed and for every question you guessed. The trap column names the wrong answer you were probably choosing.
| Q | Topic | Answer | Solution | Expected trap |
|---|---|---|---|---|
| 1 | Percentages | (b) 36 | 10% is 24 and 5% is 12, so 15% is 36 | (a) 24, the 10% value |
| 2 | Percentage change | (b) 25% | Change 20 divided by original 80 | (a) 20%, dividing by the new value |
| 3 | Ratio | (c) 80 | Parts total 9, one part is 20, largest is 4 parts | (d) 90, halving the total |
| 4 | Inverse proportion | (b) 9 days | 36 worker-days over 4 workers | (c) 16, treating it as direct proportion |
| 5 | Algebra | (b) 5 | 3x = 15, so x = 5 | (c) 15, stopping before dividing |
| 6 | Geometry | (a) 30 cm² | One half of 10 × 6 | (b) 60, forgetting the half |
| 7 | Statistics | (b) 9 | Sum 36 over 4 values | (d) 36, quoting the sum |
| 8 | Probability | (c) 1/2 | Three even faces out of six | (b) 1/3, counting only 2 and 4 |
| 9 | Number properties | (b) 42 | 84 = 2²×3×7 and 126 = 2×3²×7, so HCF = 2×3×7 | (c) 252 is the LCM, (d) 10,584 the product |
| 10 | Number properties | (d) 8 | The cycle 2, 4, 8, 6 has length 4 and 35 leaves remainder 3 | (a) 2, using the exponent directly |
| 11 | Fractions | (a) 7/12 | 7 × 19 = 133 against 11 × 12 = 132 | (b) 11/19, chosen from the larger numerator |
| 12 | Averages | (a) 13.9 | Total 180 minus 27 is 153 over 11 values | (b) 12.75, dividing by 12 instead of 11 |
| 13 | Speed | (c) 20 s | 54 km/h is 15 m/s; 120 + 180 = 300 m | (b) 12 s, ignoring the train's own length |
| 14 | Boats | (c) 9 km/h | Downstream 12, upstream 6, so still water is their average | (a) 3 km/h, which is the current |
| 15 | Work | (b) 7.2 days | 1/12 + 1/18 = 5/36, so the time is 36/5 | (c) 15, averaging the two times |
| 16 | Pipes | (d) 18 h | 1/6 − 1/9 = 1/18 | (c) 15, adding the times instead of subtracting rates |
| 17 | Worker-days | (c) 20 days | 180 worker-days over 9 workers | (a) 11.25, treating it as direct proportion |
| 18 | Probability | (c) 5/36 | Five pairs: (2,6), (3,5), (4,4), (5,3), (6,2) | (a) 1/6, forgetting that only one pair is a double |
| 19 | Probability | (b) 2/15 | (4/10) × (3/9) = 12/90 | (a) 4/25, drawing with replacement |
| 20 | Successive change | (b) 4% lower | 100 becomes 80, then 96, because the rise is on a smaller base | (a) unchanged |
| 21 | Data interpretation | (b) 16.7% | 50 divided by the original 300 | (a) 14.3%, dividing by the new total |
| 22 | Interest | (b) Rs 800 | 5,000 × 8% × 2 years | (a) Rs 400, one year only |
| 23 | Speed | (b) 60 km/h | 2 h 30 min is 2.5 hours | (c) 75 km/h, dividing by 2 hours |
| 24 | Average speed | (a) 12 km/h | Equal distances give 2ab ÷ (a + b) = 300 ÷ 25 | (b) 12.5, the plain mean of 10 and 15 |
| 25 | Counting | (b) 35 | 7 × 6 × 5 ÷ 3! = 210 ÷ 6 | (c) 210, ordering the committee |
| Score in 30 min | What it means | Next action |
|---|---|---|
| 22-25 | On track for a strong quantitative section | Move to the verbal block; retake this set in a week to confirm |
| 18-21 | Solid, with two or three technique gaps | Return to the lessons behind the topics you missed twice |
| 14-17 | Knowledge present, speed or precision lacking | Redo the missed questions, then repeat timed sets of 25 every other day |
| Below 14 | Fundamentals need rebuilding | Work the quantitative lessons in order, then retake this set cold |
If you did not finish inside 30 minutes, treat the unfinished count as the headline result: pacing, not knowledge, is then your first repair job.
This set has questions to be done in 30 minutes, and a pass mark of or better. The paper's per-question budget is seconds, and the retake goes in the calendar days from today.
You scored 19/25 and finished with two questions untouched. Your misses were Q12, Q15, Q16 and Q24. Write the repair plan for the next three days.
The four misses are not four separate topics. Q15, Q16 and Q24 are all the same idea seen three ways — combining rates that do not behave like simple averages — and Q12 is the total form of the mean. So the repair is two lessons, not four review sessions: Averages and Weighted Means and Work, Pipes and Rates, plus Speed, Distance and Time for the harmonic-mean case.
Day 1: reread those three lessons and redo their Try It quizzes until every option's explanation is obvious. Day 2: redo only questions 12, 15, 16 and 24 from this paper, from scratch, with the clock running. Day 3: a fresh timed set of 25 questions, and compare the finish position — the two untouched questions say the real problem was pace on the rate questions, so the target is to finish all 25 with two minutes unused.
Write the plan as actions with dates, not as intentions: what you will do, on which day, and how you will know it worked.
Quantitative is drilled. The next module changes subject completely: verbal reasoning, 30 marks of rules about words — and the fastest marks on the paper to convert because a rule learned once is right every time.