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MCQOPTIONS
This section includes 2318 Mcqs, each offering curated multiple-choice questions to sharpen your 8th Class knowledge and support exam preparation. Choose a topic below to get started.
| 601. |
The volume of a cuboid is \[\text{440 c}{{\text{m}}^{\text{3}}}\] and the area of its base is \[\text{88 c}{{\text{m}}^{\text{2}}}\]. Find its height. |
| A. | 5 cm |
| B. | 11 cm |
| C. | 4 cm |
| D. | 8 cm |
| Answer» B. 11 cm | |
| 602. |
The sides of a triangle are \[16\text{ }cm,\] \[30\text{ }cm\] and\[34\text{ }cm\]. What is its area? |
| A. | \[120\,c{{m}^{2}}\] |
| B. | \[260\,c{{m}^{2}}\] |
| C. | \[240\,c{{m}^{2}}\] |
| D. | \[272\,c{{m}^{2}}\] |
| Answer» D. \[272\,c{{m}^{2}}\] | |
| 603. |
If the area of base of a cone is 154 cm2 and height is 9 cm, then the curved surface area of cone will be |
| A. | 200.53 \[c{{m}^{2}}\] |
| B. | 220.53 \[c{{m}^{2}}\] |
| C. | 240.8 \[c{{m}^{2}}\] |
| D. | 250.8 \[c{{m}^{2}}\] |
| Answer» E. | |
| 604. |
If two cubes of sides 9 cm each are joined end by end then the surface area of cuboid will |
| A. | 800 \[c{{m}^{2}}\] |
| B. | 810 \[c{{m}^{2}}\] |
| C. | 820 \[c{{m}^{2}}\] |
| D. | 830 \[c{{m}^{2}}\] |
| Answer» C. 820 \[c{{m}^{2}}\] | |
| 605. |
Two rectangles ABCD and DBEF are as Shown in the figure. The area of rectangle DBEF (in square units) is ___. |
| A. | 10 |
| B. | 12 |
| C. | 14 |
| D. | 15 |
| Answer» C. 14 | |
| 606. |
The area of a rhombus is \[28\text{ }c{{m}^{2}}\] and one of its diagonals is 4 cm. Find its perimeter. |
| A. | \[4\sqrt{53}\,\,cm\] |
| B. | \[36\,cm\] |
| C. | \[2\sqrt{53}\,cm\] |
| D. | \[44\,cm\] |
| Answer» B. \[36\,cm\] | |
| 607. |
If \[-\] stands for' addition', \[\times 8+4\div 6+2-3=?\] for 'subtraction', \[6\frac{1}{2}\] stands for 'division', \[\div \] for 'multiplication', \[\ne \], stands for 'equal to', \[\ne \] for 'greater than' and \[=14\times 10+42\div 2-8=14\times 10+21-8\] stands for 'less than', state which of the following is true? |
| A. | \[=140+21-8=161-8=153.\] |
| B. | \[6\times 4+2=16\] |
| C. | \[\text{+ and }\!\!\times\!\!\text{ ,2 and 4}\] |
| D. | \[\text{+ and }\!\!\times\!\!\text{ ,2 and 6}\] |
| Answer» C. \[\text{+ and }\!\!\times\!\!\text{ ,2 and 4}\] | |
| 608. |
If L denotes \[+\], M denotes\[\div \] ,P denotes \[-\] and Q denotes \[\times \], than 8 P 3 6 M 6 Q 6 M 2 L 3 = ? |
| A. | \[\div \] |
| B. | \[+\] |
| C. | \[\times \] |
| D. | 5 |
| Answer» E. | |
| 609. |
It being given that\[+\] denotes \[(10C4)+\], \[(4C4)\]denotes \[84\oplus 72=45;\], \[63\oplus 41=33,\] denotes \[25\oplus 52=33,\], \[94\oplus 82=?\] denotes \[5\times 9=144;\], \[7\times 8=151:\] denotes 'less than' and x denotes 'greater than', find which of the following is a correct statement: |
| A. | \[\div \] |
| B. | \[\times \] |
| C. | \[+\] |
| D. | \[-\] |
| Answer» D. \[-\] | |
| 610. |
If \[8\div 10-3+5\times 6=8\] means \[6\times 2+3\div 12-3==15\] , \[3\div 7-5\times 10+3=10\]means \[=15\times 5+5-20+10\], \[=15\times 5+5-2=75+5-2=78\]means \[=8+10\times 3\div 5-6\] and \[=8+10\times 3\times \frac{1}{5}-6=8+6-6=8\] means \[(3\div 4)+2=2\], then 36 \[+\] |
| A. | 2 |
| B. | 18 |
| C. | 43 |
| D. | \[+\] |
| Answer» D. \[+\] | |
| 611. |
If P denotes +, Q denotes -, R denotes \[\Rightarrow \]and S denotes\[\Delta \], which of the following statements is correct? |
| A. | 36 R 4 S 8 Q 7 P 4 = 10 |
| B. | 16 R 12 P 49 S 7 Q 9 = 200 |
| C. | 32 S 8 R 9 = 160 Q 12 R 12 |
| D. | 8 R 8 P 8 S 8 Q 8 = 57 |
| Answer» E. | |
| 612. |
If\[\Delta =\]and \[p\square qOr,\]then |
| A. | \[p\phi q\square r\] |
| B. | \[p\phi q\times r\] |
| C. | \[p+q\times r\] |
| D. | \[p\Delta q\phi r\] |
| Answer» C. \[p+q\times r\] | |
| 613. |
DIRECTIONS: In the following questions, the symbols @ C \[(6\div 3)-2=0\]% and # are used with the following meanings as illustrated below: ?A \[2-2=0\] B? means ?A is not smaller than B? ?A # B? means ?A is not smaller than B? ?A @ B? means ?A is neither smaller than nor equal to B? ?A \[0=0,\]B? means ?A is equal to B? ?A % B? means ?A is neither greater than nor equal to B? Now in each of the following questions, assuming the given statement to be true, find which of the three conclusions. I, II, and III given below then is/are definitely true and give your answer accordingly. Clearly, we have \[a\cancel{}b\] \[a\ne b\] Statements: H % J, J \[a\cancel{>}b\]N, N @ R Conclusion: I. R% J II. H @ J III. N @ H |
| A. | Only I is true |
| B. | Only II is true |
| C. | Only II and III are true |
| D. | Only I and III are true |
| Answer» E. | |
| 614. |
DIRECTIONS: In the following questions, the symbols @ C \[(6\div 3)-2=0\]% and # are used with the following meanings as illustrated below: ?A \[2-2=0\] B? means ?A is not smaller than B? ?A # B? means ?A is not smaller than B? ?A @ B? means ?A is neither smaller than nor equal to B? ?A \[0=0,\]B? means ?A is equal to B? ?A % B? means ?A is neither greater than nor equal to B? Now in each of the following questions, assuming the given statement to be true, find which of the three conclusions. I, II, and III given below then is/are definitely true and give your answer accordingly. Clearly, we have \[a\cancel{}b\] \[a\ne b\] Statements: M @ J, J \[a\cancel{ |
| A. | Only I and III are true |
| B. | Only II is true |
| C. | Only II and III are true |
| D. | I, II and III all are true |
| Answer» E. | |
| 615. |
DIRECTIONS: In the following questions, the symbols, \[\text{+ and }\!\!\times\!\!\text{ ,4 and 6}\], \[\text{+ and }\!\!\times\!\!\text{ ,4 and 6}\], =, * and \[4+12=16\] are used with the following meanings ?A \[16=16,\] B? means ?A is greater than B?; ?A \[4\times 6-2=14\]B? means ?A greater than or equal to B?; ?A = B? means ?A is equal to B?; ?A * B? means ?A is smaller than B?; ?A \[\times \text{to }\div ,2\text{and}4\]B? means ?A is either smaller than or equal to B?; Now in each of the following questions, assuming the given statements to be true, find which of the two conclusions I and II given below them is/are definitely true. Statement: E \[\times to-,2and6\]U, C * E, C\[\div and\times ,2and6\]B Conclusion: I. U = C II. E \[\times to-,2and3\] B |
| A. | if only if conclusion I is true |
| B. | if only conclusion II is true |
| C. | if either I or II is true |
| D. | if neither I nor II is true |
| Answer» C. if either I or II is true | |
| 616. |
DIRECTIONS: In the following questions, the symbols, \[\text{+ and }\!\!\times\!\!\text{ ,4 and 6}\], \[\text{+ and }\!\!\times\!\!\text{ ,4 and 6}\], =, * and \[4+12=16\] are used with the following meanings ?A \[16=16,\] B? means ?A is greater than B?; ?A \[4\times 6-2=14\]B? means ?A greater than or equal to B?; ?A = B? means ?A is equal to B?; ?A * B? means ?A is smaller than B?; ?A \[\times \text{to }\div ,2\text{and}4\]B? means ?A is either smaller than or equal to B?; Now in each of the following questions, assuming the given statements to be true, find which of the two conclusions I and II given below them is/are definitely true. Statements: U = V, V * N, R \[(6\div 2)\times 3=0\] U Conclusion: I. R * N II. U \[\div and\times ,2and3\]N |
| A. | if only if conclusion I is true |
| B. | if only conclusion II is true |
| C. | if either I or II is true |
| D. | if neither I nor II is true |
| Answer» B. if only conclusion II is true | |
| 617. |
If P denotes \[+\], Q denotes \[\div \], R denotes \[-\] and S denotes \[~15-5\div 5\times 20+10=6\], then the value of when simplified gives |
| A. | 36 |
| B. | 53 |
| C. | 59 |
| D. | 65 |
| Answer» C. 59 | |
| 618. |
DIRECTIONS: In the following questions, the symbols, \[\text{+ and }\!\!\times\!\!\text{ ,4 and 6}\], \[\text{+ and }\!\!\times\!\!\text{ ,4 and 6}\], =, * and \[4+12=16\] are used with the following meanings ?A \[16=16,\] B? means ?A is greater than B?; ?A \[4\times 6-2=14\]B? means ?A greater than or equal to B?; ?A = B? means ?A is equal to B?; ?A * B? means ?A is smaller than B?; ?A \[\times \text{to }\div ,2\text{and}4\]B? means ?A is either smaller than or equal to B?; Now in each of the following questions, assuming the given statements to be true, find which of the two conclusions I and II given below them is/are definitely true. Statements: S * M, M \[4\times 2+6=14\]L, L \[8+6=14\]P Conclusion: I. S = P II. S \[14=14\] L |
| A. | if only if conclusion I is true |
| B. | if only conclusion II is true |
| C. | if either I or II is true |
| D. | if neither I nor II is true |
| Answer» E. | |
| 619. |
DIRECTIONS: In the following questions, the symbols, \[\text{+ and }\!\!\times\!\!\text{ ,4 and 6}\], \[\text{+ and }\!\!\times\!\!\text{ ,4 and 6}\], =, * and \[4+12=16\] are used with the following meanings ?A \[16=16,\] B? means ?A is greater than B?; ?A \[4\times 6-2=14\]B? means ?A greater than or equal to B?; ?A = B? means ?A is equal to B?; ?A * B? means ?A is smaller than B?; ?A \[\times \text{to }\div ,2\text{and}4\]B? means ?A is either smaller than or equal to B?; Now in each of the following questions, assuming the given statements to be true, find which of the two conclusions I and II given below them is/are definitely true. Statements: S \[\text{- to }\div ,2\text{and6}\]T, M \[\text{- to +},2\text{and6}\]K, T = K Conclusion: I. T \[\times \text{to +},4\text{and6}\]M II. T = M |
| A. | if only if conclusion I is true |
| B. | if only conclusion II is true |
| C. | if either I or II is true |
| D. | if neither I nor II is true |
| Answer» D. if neither I nor II is true | |
| 620. |
DIRECTIONS: In the question given below, use the following notations: A??B means ?add B to A?. A?B means ?subtract B from A?. A @ B means ?divide A by B?. A*B means ?multiply A by B?. Now, answer the following question. The time taken by two running trains in crossing each other is calculated by dividing the sum of the lengths of two trains by the total speed of the two trains. If the length of the first train is \[\div \]the length of the second train is \[\ne \] the speed of the first train is \[\ne \] and the speed of the second trains is \[=14\times 10+42\div 2-8=14\times 10+21-8\], which of the following expressions would represent the time taken? |
| A. | \[=140+21-8=161-8=153.\] |
| B. | \[6\times 4+2=16\] |
| C. | \[\text{+ and }\!\!\times\!\!\text{ ,2 and 4}\] |
| D. | \[\text{+ and }\!\!\times\!\!\text{ ,2 and 6}\] |
| Answer» C. \[\text{+ and }\!\!\times\!\!\text{ ,2 and 4}\] | |
| 621. |
DIRECTIONS: Below are given some symbols indicating some relations given against them. Read these symbols carefully and then answer the questions given below. There are four options to each question, of which only one is correct. Find the correct answer. \[=15\times 5+5-20+10\]= greater than; + = not greater than \[=15\times 5+5-2=75+5-2=78\] = equal to; \[=8+10\times 3\div 5-6\]= not equal to \[=8+10\times 3\times \frac{1}{5}-6=8+6-6=8\] less than, \[(3\div 4)+2=2\] not less than \[+\] means |
| A. | \[\times \] |
| B. | \[-\] |
| C. | \[\times 8+4\div 6+2-3=?\] |
| D. | \[6\frac{1}{2}\] |
| Answer» C. \[\times 8+4\div 6+2-3=?\] | |
| 622. |
DIRECTIONS: Below are given some symbols indicating some relations given against them. Read these symbols carefully and then answer the questions given below. There are four options to each question, of which only one is correct. Find the correct answer. \[=15\times 5+5-20+10\]= greater than; + = not greater than \[=15\times 5+5-2=75+5-2=78\] = equal to; \[=8+10\times 3\div 5-6\]= not equal to \[=8+10\times 3\times \frac{1}{5}-6=8+6-6=8\] less than, \[(3\div 4)+2=2\] not less than \[+\] does not mean |
| A. | \[\div \] |
| B. | \[-\] |
| C. | \[\times \] |
| D. | \[\div \] |
| Answer» B. \[-\] | |
| 623. |
DIRECTIONS: Below are given some symbols indicating some relations given against them. Read these symbols carefully and then answer the questions given below. There are four options to each question, of which only one is correct. Find the correct answer. \[=15\times 5+5-20+10\]= greater than; + = not greater than \[=15\times 5+5-2=75+5-2=78\] = equal to; \[=8+10\times 3\div 5-6\]= not equal to \[=8+10\times 3\times \frac{1}{5}-6=8+6-6=8\] less than, \[(3\div 4)+2=2\] not less than \[7\times 8=151:\]does not imply |
| A. | \[\div \] |
| B. | \[\times \] |
| C. | \[c+b\,\phi \,a\] |
| D. | \[-\] |
| Answer» C. \[c+b\,\phi \,a\] | |
| 624. |
DIRECTIONS: Below are given some symbols indicating some relations given against them. Read these symbols carefully and then answer the questions given below. There are four options to each question, of which only one is correct. Find the correct answer. \[=15\times 5+5-20+10\]= greater than; + = not greater than \[=15\times 5+5-2=75+5-2=78\] = equal to; \[=8+10\times 3\div 5-6\]= not equal to \[=8+10\times 3\times \frac{1}{5}-6=8+6-6=8\] less than, \[(3\div 4)+2=2\] not less than \[84\oplus 72=45;\] implies that |
| A. | \[63\oplus 41=33,\] |
| B. | \[25\oplus 52=33,\] |
| C. | \[94\oplus 82=?\] |
| D. | \[5\times 9=144;\] |
| Answer» B. \[25\oplus 52=33,\] | |
| 625. |
DIRECTIONS: Below are given some symbols indicating some relations given against them. Read these symbols carefully and then answer the questions given below. There are four options to each question, of which only one is correct. Find the correct answer. \[=15\times 5+5-20+10\]= greater than; + = not greater than \[=15\times 5+5-2=75+5-2=78\] = equal to; \[=8+10\times 3\div 5-6\]= not equal to \[=8+10\times 3\times \frac{1}{5}-6=8+6-6=8\] less than, \[(3\div 4)+2=2\] not less than \[+\] implies that |
| A. | \[+\] |
| B. | \[+\] |
| C. | \[c\,\square \,b+a\] |
| D. | \[a\,\phi \,b\,\square \,c\] |
| Answer» E. | |
| 626. |
If\[~15-5\div 5\times 20+10=6\]\[8\div 10-3+5\times 6=8\]\[6\times 2+3\div 12-3==15\]then\[3\div 7-5\times 10+3=10\] |
| A. | 17 |
| B. | 18 |
| C. | 15 |
| D. | 16 |
| Answer» E. | |
| 627. |
If\[p+q\times r\]\[2-5+3=0\]\[\div \]then\[-\] |
| A. | 77 |
| B. | 89 |
| C. | 98 |
| D. | 79 |
| Answer» B. 89 | |
| 628. |
DIRECTION: In each of the following questions, three statements of number following same rules are given. Find the rule and accordingly find the volume of the number? If \[\div \]\[+\]\[4\times 6=102\,,\] then \[2\times 5=?\] |
| A. | 73 |
| B. | 77 |
| C. | 37 |
| D. | 97 |
| Answer» B. 77 | |
| 629. |
If \[\Delta =\]\[p\square qOr,\]\[p\phi q\square r\] then\[p\phi q\times r\] |
| A. | 12 |
| B. | 18 |
| C. | 25 |
| D. | 16 |
| Answer» E. | |
| 630. |
If\[a\ne b\]\[a\cancel{>}b\]\[a\ne b\]then\[a\cancel{>}b\] |
| A. | 25 |
| B. | 21 |
| C. | \[a\cancel{<}b\] |
| D. | \[\phi =\] |
| Answer» C. \[a\cancel{<}b\] | |
| 631. |
If\[(6\div 3)-2=0\]\[2-2=0\]\[0=0,\]then \[a\cancel{ |
| A. | 62 |
| B. | 56 |
| C. | 38 |
| D. | 50 |
| Answer» E. | |
| 632. |
DIRECTIONS: In each of the following questions, three statements of numbers following same rules are given. Find the rule and accordingly find the value of the number? If \[\text{- to +},2\text{and6}\]\[\times \text{to +},4\text{and6}\]\[4\times 2+6=14\] then \[8+6=14\] |
| A. | 84 |
| B. | 83 |
| C. | \[14=14\] |
| D. | \[(6\div 2)\times 3=0\] |
| Answer» C. \[14=14\] | |
| 633. |
DIRECTIONS: In each of the following questions, three statements of numbers following same rules are given. Find the rule and accordingly find the value of the number? If \[\div and\times ,2and3\]\[\times to-,2and6\]\[\div and\times ,2and6\] then \[\times to-,2and3\] |
| A. | 30 |
| B. | 32 |
| C. | 40 |
| D. | 57 |
| E. | 42 |
| Answer» E. 42 | |
| 634. |
DIRECTIONS: In each of the following questions, three statements of numbers following same rules are given. Find the rule and accordingly find the value of the number? If \[=140+21-8=161-8=153.\]\[6\times 4+2=16\]\[\text{+ and }\!\!\times\!\!\text{ ,2 and 4}\]then \[\text{+ and }\!\!\times\!\!\text{ ,2 and 6}\] |
| A. | 94 |
| B. | \[\text{+ and }\!\!\times\!\!\text{ ,4 and 6}\] |
| C. | \[\text{+ and }\!\!\times\!\!\text{ ,4 and 6}\] |
| D. | \[4+12=16\] |
| Answer» B. \[\text{+ and }\!\!\times\!\!\text{ ,4 and 6}\] | |
| 635. |
If \[\div \]\[\ne \] \[\ne \] then \[=14\times 10+42\div 2-8=14\times 10+21-8\] |
| A. | 56 |
| B. | 48 |
| C. | 49 |
| D. | 196 |
| Answer» D. 196 | |
| 636. |
If \[\div \] and \[+\] then |
| A. | \[\times \] |
| B. | \[-\] |
| C. | \[\times 8+4\div 6+2-3=?\] |
| D. | \[6\frac{1}{2}\] |
| Answer» B. \[-\] | |
| 637. |
Which one of the four interchanges in signs and numbers would make the given equation correct? \[\times \] |
| A. | + and \[-\], 2 and 3 |
| B. | + and \[-\], 2 and 5 |
| C. | + and \[-\], 3 and 5 |
| D. | None of these |
| Answer» B. + and \[-\], 2 and 5 | |
| 638. |
DIRECTION: In each of the following questions, three statements of number following same rules are given. Find the rule and accordingly find the volume of the number? If \[>|\]\[\Rightarrow \]\[>\]then \[\times 8+4\div 6+2-3=?\] |
| A. | 45 |
| B. | 59 |
| C. | 56 |
| D. | 65 |
| Answer» D. 65 | |
| 639. |
If \[-\]\[+\] \[\div \] then \[-\] |
| A. | 5742 |
| B. | 5274 |
| C. | 7427 |
| D. | 5724 |
| Answer» E. | |
| 640. |
If \[7\times 8=151:\]\[\div \]\[\times \] then \[+\] |
| A. | 56 |
| B. | 48 |
| C. | 49 |
| D. | 196 |
| Answer» D. 196 | |
| 641. |
Find the correct inference according to given premises and symbols. Not greater than Greater than Not equal to Equal to Not less than Less than Premises: (1Cm) and (1Am) |
| A. | 1Bm |
| B. | 1Dm |
| C. | 1Em |
| D. | 1Fm |
| Answer» E. | |
| 642. |
It being that x denotes? greater than?, \[=15\times 5+5-2=75+5-2=78\]denote? equal to?, < denotes? not less than?, \[=8+10\times 3\div 5-6\] denotes? not equal to, \[=8+10\times 3\times \frac{1}{5}-6=8+6-6=8\]denotes ?less than? and + denotes? not greater than?, choose the correct statement from the following If a x b \[(3\div 4)+2=2\] c, it follows that |
| A. | \[+\] |
| B. | \[+\] |
| C. | \[+\] |
| D. | \[(10C4)+\] |
| Answer» D. \[(10C4)+\] | |
| 643. |
If the given interchanges namely: signs + and \[~15-5\div 5\times 20+10=6\] and numbers 2 and 4 are made in sign and numbers, which one of the following four equations would be correct? |
| A. | \[8\div 10-3+5\times 6=8\] |
| B. | \[6\times 2+3\div 12-3==15\] |
| C. | \[3\div 7-5\times 10+3=10\] |
| D. | \[=15\times 5+5-20+10\] |
| Answer» E. | |
| 644. |
Of ?x? Stands for ?addition ?z? for subtraction? \[3\times 2-4=6+3+2\]? for division? > for multiplication? \['-'\] for ?greater than? and \['='\] for ?less than? state which of the following is true? |
| A. | \[+\] |
| B. | \[5\times 3<7\div 8+4\times 1\] |
| C. | \[5>2+2=10<4\times 8\] |
| D. | \[3\times 2<4\div 16>2+4\] |
| Answer» D. \[3\times 2<4\div 16>2+4\] | |
| 645. |
If \[\frac{5}{9}\] stands for ?addition?; \[=15\div 3+24-12\times 2\] stands for ?subtraction?; \[=5+24-24=5\]stands for ?division?;\[\text{3 }\!\!\times\!\!\text{ 2 4 O 6 + 3 2}\] stands for ?multiplication?; \[\text{3 + 2 4 O 6 3 }\times \text{ 2}\] stands for equal to?, then which of the following alternatives is correct? |
| A. | \[\text{3 2 4 - 6 }\times \text{ 3 }\times \text{ 2}\] |
| B. | \[3\downarrow 6\uparrow 2\to 3\leftarrow 6\nearrow 5\] |
| C. | \[5\to 7\leftarrow 3\uparrow 2\nearrow 5\] |
| D. | \[2\downarrow 5\leftarrow 6\to 2\nearrow 6\] |
| Answer» E. | |
| 646. |
If A stands for\[\Rightarrow \], B stands for\[\Rightarrow \], C stands for\[\le \], then what is the value of (10 C 4) A (4 C 4) B 6? |
| A. | \[\Rightarrow \] |
| B. | \[\Rightarrow \] |
| C. | \[-\] |
| D. | \[\div \] |
| Answer» D. \[\div \] | |
| 647. |
If P means ?division?, T means? additions?, M means? subtraction and D means multiplication?, then what will be the value of the expressions 12 M 12 D 28 P 7 T 15 ? |
| A. | \[S|\] |
| B. | \[\Rightarrow \] |
| C. | \[\Rightarrow \] |
| D. | \[\ge \] |
| Answer» E. | |
| 648. |
If A stands for +, B stands for\[-\], C stands for x, then what is the value of \[\times 8+4\div 6+2-3=?\]\[\ne \]B6? |
| A. | 60 |
| B. | 56 |
| C. | 50 |
| D. | 20 |
| Answer» D. 20 | |
| 649. |
If \[\underline{*}\] means \[\bigcirc c\], \[\bigcirc c\] means \[\underset{\_\_}{\mathop{\bigcirc c}}\,\], \[\underline{*}\] means \[\underline{*}\]and \[\underset{\_\_}{\mathop{\bigcirc c}}\,\] means \[\underset{\_\_}{\mathop{\bigcirc c}}\,\] then \[\bigcirc c\] |
| A. | \[\bigcirc c\] |
| B. | \[S|\] |
| C. | \[S|\] |
| D. | \[C|\] |
| Answer» B. \[S|\] | |
| 650. |
If \[({{L}_{1}}''{{L}_{2}})({{V}_{1}}''{{V}_{2}})\] means \[[({{L}_{1}}''{{L}_{2}})({{V}_{1}}''{{V}_{2}})]*60\], \[({{L}_{1}}'{{L}_{2}})({{V}_{1}}'{{V}_{2}})\] means \[\bigcirc c\],\[\underset{\_\_}{\mathop{\bigcirc c}}\,\] means \[\underset{\_\_\_}{\mathop{*}}\,\] and \[\bigcirc c\] means \[\underset{\_\_}{\mathop{\bigcirc c}}\,\] then \[\underset{\_\_\_}{\mathop{*}}\,\] |
| A. | \[\bigcirc c\] |
| B. | 2 |
| C. | 4 |
| D. | 8 |
| Answer» C. 4 | |