CAT DILR - Syllabus, Approach, and Plan

Summary

This video script addresses the challenges of the Data Interpretation and Logical Reasoning (DLR) section in the CAT exam, which many find daunting due to its unfamiliarity. The speaker emphasizes the importance of a process-oriented approach over traditional syllabus-based preparation. They discuss deciphering information, identifying tasks, effective layouting, and resolving questions using a systematic method. The script suggests learning from past CAT DLR sets and underscores the significance of practice and understanding the process rather than merely solving questions.

Takeaways

• 😕 The DLR (Data Interpretation and Logical Reasoning) section of the CAT exam is challenging for many due to lack of prior exposure to this type of problem-solving during schooling.
• 📚 The speaker emphasizes the importance of understanding the process of solving DLR questions rather than focusing on specific chapters or topics, suggesting a shift from traditional chapter-wise preparation.
• 🤔 The DLR syllabus can be elusive and difficult to define, with various types of data representation and analytical reasoning involved, rather than a clear-cut set of chapters.
• 📈 The speaker discusses the difficulty in classifying certain DLR problems into specific chapters due to the overlap of skills and concepts required, such as mathematical reasoning, analytical reasoning, and optimization.
• 📝 The importance of layouting, or organizing information on paper in a clear and structured manner, is highlighted as a key skill for solving DLR problems effectively.
• 🔍 The process of solving DLR problems involves deciphering information, identifying tasks and additional clues from the questions, creating a layout, and resolving the problem by combining information and inferring answers.
• 📉 The speaker points out that some CAT sets involve multiple chapters of DLR, making it complex and requiring a comprehensive approach to problem-solving.
• 📚 The speaker suggests learning from 99 CAT DLR sets from 2017 to 2023, emphasizing the value of understanding the process and layouting from these examples.
• ⏳ The importance of spending quality time with each DLR set, even up to 2 hours, to ensure deep learning and understanding is stressed, rather than just solving for the sake of getting the answer.
• 🔑 The speaker encourages revisiting and redoing DLR sets after initial attempts, comparing personal strategies with solutions provided by various sources to identify gaps and improve.
• 🎯 The focus should be on developing specific skills like deciphering information, identifying tasks, creating effective layouts, and resolving problems by connecting clues and making inferences.

Q & A

What is the main challenge people face with the DLR section in the CAT exam?

The main challenge is that DLR is something that people are not exposed to in their regular schooling, unlike math or reading comprehension. It involves solving questions based on data interpretation and logical reasoning, which many have not been trained in throughout their academic years.

Why is the DLR section considered elusive in terms of defining its syllabus?

The syllabus of DLR is considered elusive because it is difficult to define chapters or topics as many DLR problems involve a combination of skills such as data interpretation, analytical reasoning, and mathematical reasoning, which do not fit neatly into distinct chapters.

What is the suggested approach for preparing for the DLR section?

The suggested approach is to prepare from a process-oriented point of view rather than chapter-wise or topic-wise. This involves developing skills in deciphering information, identifying tasks, creating effective layouts, and resolving problems by combining clues and information.

Why is layouting an important skill in solving DLR problems?

Layouting is important because it helps in organizing the information given in a DLR problem in a manner that makes it easier to navigate and solve. A good layout can clarify the relationships between different pieces of data and simplify the problem-solving process.

How can understanding the questions in a DLR set help in the problem-solving process?

Understanding the questions can help identify additional clues or information that might be embedded within the questions themselves. This can guide the approach to solving the problem and make the process more efficient.

What is the significance of the process-oriented approach in tackling DLR sets?

The process-oriented approach ensures a consistent method for tackling DLR sets, which includes deciphering information, identifying tasks, layouting, and resolving. This structured approach helps in handling any type of DLR problem effectively.

Why is it recommended to look at the questions before starting to solve a DLR set?

Looking at the questions first can provide a clearer understanding of what needs to be achieved and can sometimes reveal additional clues or information that can be used to solve the set more efficiently.

How does the process of learning from DLR sets differ from simply solving them?

Learning from DLR sets involves a deeper understanding of the problem-solving process, including layouting and resolving techniques. It is about analyzing the sets to understand the underlying skills and strategies, rather than just finding the answers.

What is the recommended time investment for learning from DLR sets in CAT preparation?

The recommendation is to spend a minimum of 100 hours learning from the DLR sets, which involves a thorough analysis and understanding of each set, including the process of deciphering, identifying, layouting, and resolving.

How can the process of solving DLR problems be improved through practice?

Practice can improve the efficiency and effectiveness of the problem-solving process by refining the skills of deciphering information, identifying tasks, creating layouts, and resolving problems. It also helps in becoming familiar with the types of DLR problems and the best approaches to solve them.

Outlines

00:00

😖 Challenges of the DLR Section in CAT

The speaker begins by addressing the difficulties candidates face with the Data Interpretation and Logical Reasoning (DLR) section of the CAT exam. They note that unlike math or reading comprehension, DLR is not typically encountered during schooling, making it unfamiliar and challenging. The speaker proposes a three-point discussion plan: to clarify the DLR syllabus, to discuss an approach to solving DLR problems, and to provide a strategy for tackling the section effectively. They also mention the importance of understanding the process of solving DLR problems rather than focusing on specific topics or chapters.

05:01

🤔 The Elusive DLR Syllabus and Its Misconceptions

The speaker discusses the ambiguity surrounding the DLR syllabus, pointing out the difficulty in defining chapters or topics within DLR. They highlight issues with misclassification of problems and the collision of multiple chapters within a single DLR set. The speaker suggests that instead of a chapter-wise approach, a process-oriented approach may be more beneficial for preparing for the DLR section of the exam.

10:02

📚 Redefining the Approach to DLR Preparation

The speaker emphasizes the importance of a process-oriented approach to DLR preparation, suggesting that candidates should focus on developing skills rather than memorizing chapters. They outline the need to understand the information given, identify tasks, and develop the ability to layout information effectively. The speaker also stresses the importance of resolving or combining information to arrive at solutions for DLR problems.

15:02

🔍 Deep Dive into DLR Problem-Solving Process

The speaker provides a detailed explanation of the DLR problem-solving process, which includes deciphering information, identifying tasks, creating layouts, and resolving clues to find answers. They discuss the importance of each step and how it contributes to solving DLR problems effectively. The speaker also suggests that understanding the process is more critical than memorizing specific content for the DLR section.

20:06

🎯 Developing Key Skills for DLR Success

The speaker identifies and elaborates on the four key skills needed for success in the DLR section: deciphering information, identifying tasks and additional clues from questions, creating effective layouts, and resolving or combining information to solve problems. They stress the importance of consistency in approaching DLR problems using these skills and provide examples from CAT exam sets to illustrate the application of these skills.

25:06

📈 Interpreting Data Visually and Mathematically

The speaker discusses the importance of being able to interpret various types of graphs and perform basic arithmetic operations for the DLR section. They suggest that candidates should be comfortable with different graphs and should not rely on calculators for basic math. The speaker also touches on optimization problems and the need to understand constraints and how to work within them.

30:07

📝 Strategies for Effective DLR Study and Practice

The speaker provides strategies for studying and practicing DLR, including learning from past CAT exam sets, focusing on quality over quantity, and using mock exams as learning tools. They emphasize the importance of revisiting and redoing problems to reinforce learning and understanding of the DLR problem-solving process.

35:10

🤓 Embracing the Process-Oriented Approach for DLR

The speaker concludes by reiterating the importance of a process-oriented approach to DLR and encourages candidates to focus on the problem-solving process rather than attaching chapters or topics to different types of questions. They also express openness to creating more content on DLR if there is a demand from the audience.

Keywords

💡DLR

DLR stands for Data Interpretation, Logical Reasoning, and Analytical Reasoning, which are key components of the video's theme. The script discusses the challenges faced by students in preparing for the DLR section of competitive exams like the CAT. It emphasizes the unfamiliarity of students with this section compared to more traditional subjects like math and reading comprehension.

💡Syllabus

In the context of the video, 'syllabus' refers to the range of topics and skills that students are expected to learn and master for the DLR section. The script mentions the difficulty in defining a syllabus for DLR due to its diverse nature, including various types of graphical representations and analytical reasoning.

💡Process-Oriented Approach

The video script advocates for a process-oriented approach to tackle DLR questions, which involves understanding the information given, identifying tasks, creating layouts, and resolving the questions. This approach is highlighted as a way to develop skills to handle any DLR set effectively.

💡Graphical Representation

Graphical representation is a key concept in the video, referring to the ability to interpret various charts and graphs such as bar charts, pie charts, and line charts. The script mentions that understanding and interpreting these representations is crucial for solving DLR problems.

💡Analytical Reasoning

Analytical reasoning is a core concept discussed in the script, which involves the ability to analyze given information, understand rules, and infer outcomes. The video emphasizes the importance of this skill in solving DLR problems, particularly in arranging elements and making logical deductions.

💡Mathematical Reasoning

Mathematical reasoning is another central theme of the video, which involves using arithmetic operations, set theory, and basic statistics to solve problems. The script points out that while these skills are tested in the quantitative ability section, they are also essential for DLR.

💡Optimization

Optimization in the video refers to a type of problem where students must work within given constraints to find the most efficient solution. The script mentions network root and resource allocation as examples of optimization problems that require dealing with constraints.

💡Layouting

Layouting is a term used in the script to describe the process of organizing information on paper in a way that aids in solving DLR problems. Good layouting is presented as a crucial skill for effectively navigating through the clues and data in DLR sets.

💡Mock Tests

Mock tests are mentioned in the script as a learning tool for practicing and improving DLR skills. The video emphasizes the importance of revisiting and redoing mock tests to reinforce learning and understanding of the DLR process.

💡Learning vs. Solving

The script differentiates between 'learning' and 'solving' sets of DLR problems. While solving is about finding answers, learning involves a deeper understanding of the process, layouting, and resolution techniques, which is essential for effective preparation.

Highlights

The DLR section of the CAT exam is often challenging due to its unfamiliarity to many test-takers.

Mathematics and reading comprehension are more commonly encountered during schooling, unlike DLR which may be first encountered during exams.

DLR problems require a unique approach not typically covered in traditional schooling.

The speaker suggests a process-oriented approach to tackle DLR sections effectively.

Understanding the syllabus of DLR is elusive and can be challenging to define chapters or topics.

Data interpretation in DLR involves various chart types like tables, bar charts, pie charts, and radar charts, which essentially convey the same information.

Misclassification of DLR problems can occur due to overlapping chapters and the complexity of the questions.

The speaker emphasizes the importance of looking at the questions first in DLR to understand the tasks and identify additional clues.

Creating a good layout on the working sheet is crucial for solving DLR problems effectively.

The process of solving DLR problems involves deciphering information, identifying tasks, creating layouts, and resolving to find answers.

The speaker provides an example of a CAT question to illustrate the process of identifying, layouting, and resolving in DLR.

Learning from DLR sets involves not just solving them, but understanding the process and layouting techniques used.

The importance of revisiting and redoing DLR sets from past CAT exams to reinforce learning and understanding.

The speaker suggests that the quality of learning is more important than the quantity, emphasizing the need for deep understanding over speed.

The availability of numerous solutions for CAT DLR sets online, which can be used for learning and comparing approaches.

The necessity to develop a consistent process for approaching DLR questions to handle any type of set presented in the exam.

Transcripts

dealing with cat uh DLR section the DLR

section is probably one of the sections

of the cat that is really troubles many

people I think one of the reason is this

that maths at least we have done before

we may not have liked it or okay that's

a different story but at least we have

done maths all throughout your school

schooling days reading comprehension

verbal ability is something that we have

exposed to in our life DLR is something

that we have not exposed to at least not

uh in in our school system some of you

may have done some uh played some

logical games and Sudoku and stuff like

that but per DLR is something that is we

have not exposed to in terms of solving

these kind of question nobody has

trained

us throughout the entire our schooling

years so the first time we are

encountering this section called DLR is

probably in one of these

exams I don't know whether they've

encountered this before but I'm guessing

that the first time the encountering DLR

is maybe in exam like cat and we just

don't know what to do there are four

sets that is given to us and sometimes

trying to figure out which set to solve

itself is painful and when we start

solving the set we don't somewhere in

the middle of it we are going I nothing

is happening all that pain point is

happening with DLR but I thought I will

do this particular video on dealing with

d on which I want to talk about three

things we'll discuss the syllabus I'm

I'm calling it elusive because I I don't

I personally don't know how to define

the syllabus of

DLR um but I'll try but I think instead

of looking at preparing for DLR instead

of looking at chapter-wise and

topic-wise I think is better to prepare

from a point of view of process that's

something that I will discuss I'll

probably pick up a couple of question

I'll not solve it completely but just to

give you a sense in terms of what could

be the approach and based on that let's

come out with some sort of a plan of

action so that's an idea of this

particular session let's start with the

DLR syllabus and and you would probably

see some version of this in in wherever

you see I think this is probably a

syllabus that if if you kind of check

maybe search on Google what is the DLR

syllabus or some books that you have

some resource that you have they'll

probably have some chapters like these

okay there could be slight variation

you'll probably have chapters like

tables bar charts pie charts catl radar

chart and and then you have got all the

arrangement grouping selection

Arrangement itself could have linear

Arrangement non Arrangement circular

Arrangement and then probably

distribution there could be lot many

chapters in it and then you have all

this business about networking

scheduling optimization grade you want

to create Roots Bo and then you have may

have some puel coding decoding word puel

math puel binary logic uh then you have

questions on missing data set theory and

some some people call a separate chapter

called casel in itself so there are a

few problems that I that I find in terms

of defining the syllabuses uh the Sy the

syllabus syllabuses what is syllabuses

the problem number one is how do I even

Define a chapter I mean you we could

Define chapter one is table chapter two

is bar chart chapter three is pie chart

chapter four is cut plot but I'm

actually thinking that if I have this

table right so north east west south in

these four years some some let's say

revenue is given or something is given

in terms of this data and then certain

questions are asked based on it whatever

is a growth whatever some questions are

asked

now when you look at this chart which is

present as a table and all of these are

say giving the same information I mean

this's a bar

chart giving exactly the same

information this line chart is exactly G

information the radar chart is exactly

giving the same information maybe trying

to find out what is the value of this

particular thing in I don't know what

might find it slightly difficult to

interpret this that this this this is

visually said that okay this growth is

pretty high this has come down a bit

this is going up up and down this has

got a reasonable growth so visually some

sort of graphs can help us identify uh

some pattern but at the core of it it's

about the same information I mean if

this particular chart is given to us

maybe what you have to do first is

convert this into a table and then solve

then probably we take an extra bit of

Step but the point is that all of these

are essentially how many chapters I mean

so so long as you know how to understand

or interpret data which I'm guessing you

have you have that uh understanding in

terms of how to interpret this

data all of these are essentially saying

the same thing so should we have a

different chapter for each that's

one number two is all issue of

misclassification how do I for example

if I look at a particular set what

chapter will I put this set

into let's take this particular set from

cat 2019 you you read this particular

set and go wait a minute this is what

this is a tournament oh this this this

is about a tournament so this comes in

the chapter of games and

tournament what what does the chapter of

games and tournament really mean but

what does it even mean what is games and

tournament as chapter what what does the

chapter

mean doesn't mean that we need to we are

we are scheduling something or playing

some games or some rules but if you

actually look at this particular set

what does it say there are six players t

u

WXYZ uh competed in RC tournament the

tournament has three comp compulsory

rounds round one round two round three

okay those are compulsory in each round

every player shot an arrow at a Target

hitting the T Center of the target calls

bulai face the highest score of five the

highest score is five the other possible

scores that could be achieved is 4 3 2

and one go no problem there are six

players three rounds hit a Target you'll

get either five which is bull or 43 2

and one every bulla score in the first

three round give a player one additional

chance to shoot a bonus round so we have

bonus rounds 4 to six 1 to three are

main Round 4 to six are bonus round you

get to play boron's round if you could

score five in the initial round okay the

possible scores in four to six are

identical to the first three okay okay

what is it this basically saying that we

have got these uh players t w x y and z

there are essentially six rounds round

one round two round three and there are

four round four round five round six

these are bonus round you get to play

bonus round only if you get five score

in this round every five score you get

you get to play a bonus round so the

scores can be about 5 4 3 2 or 1 and

five being the bonus round okay that's

it okay a player's total score in the

tournament is a sum of his a score in

all the rounds played by him or her okay

some of all the score that simple

addition the table below presents

partial information somebody will say

partial information oh this is a missing

data

problem when when when you say something

is a missing data problem every DLR set

is a missing data problem because every

DLR set has got some data which we have

to infer should I classify this as

missing data question all right let's

carry on in the table NP means that the

player did not participate in that round

while The Hyphen means the player

participate in the round and the score

information is missing okay so we can

just understand this so we have

information let's start with tanii is

one of the round she scored for round

two round one we don't know round three

we don't know round one round two round

three these are we know these are

compulsory round they get to play around

round four five or six if they get a

score of five in any of these initial

three rounds we know that she did not

play Two Rounds she played one bonus

round which means one of these value has

be five I I mean this could be five or

that could be five and other would be

not five see if we kind of look at this

person zyla you got she played round

four which means she got one bonus round

she played round five she second two

bonus round she also played this round

six but we don't know the score which

means she got to play all the three

bonus round the only way to play all the

three bonus round is if she had a hit a

bulai in the first three rounds so we

know that this is five 55 and then we'll

have to use these Clues and answer this

question you will say is it clamson

tournament what if I change this G set

into saying there are six

students who

is there is a

Olympiad the Olympiad there are three

sections BRC DLR and QA if the person

get to score

H maximum marks in only of the section

then is bonus whatever I could I could

have that set

what is happening here if you like so

this is mathematical reasoning when you

say mathematical reasoning what maths

are we doing adding things together 5 +

5 + 5 + 5 that is 20 + 1 21 plus some

more number this is

21 plus whatever this value here that

will be that person's score and what are

the mark any everything is multiple of

three double what math are we doing but

what reasoning is this what set is this

how do I for example class ify this

set we could probably say okay so you

would say okay there is a little bit of

analytical reasoning

involved it's a games and tournament in

the sense that the story is a mod a

tournament but beyond that nothing

person I don't have to have any

knowledge about any games or any

tournament to play this game there are

some data which is missing we have to

work on the particular data to get that

we'll have to do a little bit of

maths and maybe a little bit analytical

reasoning is set is this which brings a

thir third problem in this case multiple

chapters

Collide I mean one particular set got

multiple chapters you you look at this

particular set you say oh sir wait a

minute this is this is a set with there

are 15 girls some boys graduating in a

class they are planning a get together

which is either one day event two- Day

event or three-day

event some students are not interested

get to itself so this should be some set

theory there are but there are six

singers in the class four of them a boys

there are 10 dancers in the classes no

dancer is a singer or there is some

percentages happening so this is this is

a combination of what you have to create

a table you have to interpret the data

you have to what is this chapter we'll

put Which chapter Which chapter put and

if I actually look at the cat 2023 set

and let's

identify what will each of this problem

looks like and actually actually see

that okay random draw competition

problem could be greson t but there is

an optimization in terms a lot of

constraints are given with we have to

work without constraint there are

something which has got a graphical

representation but you'll have to

basically use a little bit of math as

well there is something which has got

both analytical reasoning and

mathematical reasoning that's problem

number

three so when you start looking at a

syllabus why would you have a syllabus

first of all that when when we think

about a syllabus we looking at this

thing from the perspective of how do I

prep right all right so so you okay we

can we can do some classification

we could probably make a classification

okay let's collect all of them as

graphical representation all sort of

graphs and chart that is given to us any

any any kind of graphs I should be able

to interpret if it is given in table

wonderful if it is given in some sort of

a

caselet the information that is given I

should be able to convert this into one

of these representation either a table

or a graph or a chart and then do it so

there I have to work with data I

understand one set of set second is all

all sort of thing that

requires analytical reasoning in the

sense that there are a lot of clues that

is given or you could say some rules

that is given we have to place take the

rules and then understand and infer

certain things it could be asking

arranging people in even a straight line

or a circular or some sort of matric

complex arrangement we are probably

making groups or

teams uh we are probably selecting

people choosing people it can be that I

I probably would probably put game games

here in the because technically speaking

games are also a set of rules the

arrangement also has a set of rules okay

person a is sitting on the left extreme

that's also set of rules so all these

all these are essentially about

understanding a set of rules that is

given and interpreting the rules and

inferring from those set of rules that

is probably second type third is all

sort of mathematical reasoning set of

questions this could be basic arithmetic

and number system arithmetic operation

will obviously happen in any of the

graphical representation problem but

there could be lot many cases where

basic number system is involved

understanding of factors multiples um

prime numbers and things like that there

could be certain question which is

dealing with set theory it could be you

you using V diagram this could be a two

set or three set in some case even four

sets there could be question which

involves permutations combination

probability basic ones nothing nothing

nothing high-fi so it involves little

permutation combination

and probability it could be basic stats

mean median mode range and things like

those none of these are essentally

testing math skill which is already been

tested in your uh um your your

quantitative uh ability section QA

section but here you have maths and in

fact lot of these chapters that you

probably would have ditched here for

your maths there comes here and which

makes sense in one sense okay I can ask

arithmetic algebra and stuff there and

there a lot of set theory and

permutation combination probability and

number system can come here this is me

able to reason with respect to

math and then last would be all these

optimization problems which is like

Network root and there is kind of kind

of some some Roots we have to arrange

they they are designing for example some

sort of a root and and some root like

this and they have to figure out a root

and there are constraints or or maybe

resource

allocation um and all these kind of

problems which requires dealing with lot

of essentially dealing with constraints

there there are specific constraint that

is given to us and how do I optimize

within that given constraint that is

given so you could probably identify

these four type of questions but this in

itself does not really help

me uh in dealing with uh DLR right for

example okay I understand set theory now

what okay I know what what what is a

linear one so so now what do I do with

that so even if let's say we look at

these from a point of view of syllabus

like this I believe that a better way to

look at this is process oriented

approach and and look at what are the

things that you need to learn or what

are the skills that you need to develop

to ensure that I can handle any of the

DLR set that they threw at me right I I

may not be a able to solve everything

but on a on a theoretical perspective on

idealistic

perspective ideological perspective I

should be I should have the skill to

answer any set that they that the cat is

going to give to me so let's look at

from a process oriented approach when

you look at this proc orent approach

this is the story right whatever uh the

type of question there are certain clues

that is given now the clues may be given

in the form of graph chart or maybe a

casel or said list down The rules or

some information or a clue that is given

from that clue there are certain tasks

that we have there are five questions

so there there are some

information given and there are certain

things that we have to find out so the

question number one that we asking also

always is what

info am I

given what is given to

me

what I need to find what is that I need

to find and then the question is

how do I get from here and go there

what is uh the thing that I got to do to

move from here to there so this is

basically the the so what is the first

step so if I look at convert this into a

process and you have to understand that

each of these processes is element of

the process something that you should be

good at the first step is obviously

understand what is the info that is

given so I will have to decifer

whatever is the information that is

given to me here I have to

what should I do next okay I read it

okay I understood okay this is basically

okay there are six players there okay

there is missing data so I can I can

fill this particular table I have to do

little bit of maths there okay there are

this clue I have to probably connect

couple of Clues together and solve it or

maybe there's a table that is given to

me okay all the information seems to be

there the few thing that is missing but

I believe I can use these maths and

solve this okay now okay what

next in this case you have to the Second

Step that I got to do is

identify identify what is that I got to

solve now in verbal BRC I would normally

say don't look at the questions because

I think I think uh you can just read the

passage understand the key idea and hit

the question

straight but in DLR I would say

definitely look at the question the

reason why I say to look at a question

is look at how things happen on

Quant so information is given

for example there is a circle inside the

circle uh there is a

square uh outside the circle there is

octagon the information that is given to

us okay something like that some o is

given now we have to also within that

question itself apart from the

information that is given or the clue s

is given also the task is also very very

given very clearly find the ratio of the

square is to whatever that octagon is

that's a task that I got to do so the

way in which we go about solving QA is

of course looking at the info looking at

the task and then figuring out how do I

move so you have to do the same thing

here so I have got tasks given 1 2 3 4

five Tas I need to understand okay to

solve these tars what is that I need to

do with the set maybe you realize okay

the way the task is given to me if I

crack this set that's all I got to do

automatically I can answer all these

five questions so I have to completely

crack this set first or you'll say wait

a minute there are this couple of

question which is giving me additional

information there additional information

I have to individually solve this

question so that tells me that I

probably will not be able to completely

conract the clue there additional clue

is there in the question in some case

you could say that okay these there are

there there are these one chart is

given then there is another comp chart

chart is sort of given and couple of

chart is given another chart is given

and I see that okay question number one

and two is solely based on this

particular chart question number 3 4

five is actually asking me to pick up

integrate all this chart together now I

at this point of time figure out okay

this seems to be a little complicated I

don't want to get into this maybe what

I'll do with respect to the set is that

I'll just solve set question number one

and question number two and move on to

the next

set sometimes you will say okay so for

for example let's say there's a table

that is given uh let's say the table

given 1 2 3 4 let's say five

rounds uh five rounds and and the scores

about uh let's say the the lot of

information is given and the and the

information is is let's let's look at

they have given information with respect

to the round round two even numbers

information G okay the score is five

score is three score is uh two and score

is eight and odd number information we

have to Fig out and there's a question

which says what are the value about

round 1 2 3 and 4 and option A says 71 2

1 option b says 81 3 2 option C says

uh 71 3 2 option D says uh 8 1 2 3

something like that okay now if these

four answer choices given here the

question answer Cho is given from there

probably I pick a data and say wait wait

wait wait the entire four answer choice

is G telling me answer is one so which

means there's this sorry this is

position one 3 5 and 7 I'm sorry odd

number position the the three has to be

equal to one okay the first one has to

be either seven or eight is seven or

eight so I get I may get little more

information from what is given in the

question the point is that one of the

critical and important element of your

process is your ability to identify from

the qu question not just what have what

we have to do or is there any additional

clue that I can pick from question

that's a very useful skill to have to

make sense of of how to even navigate

the DLR set by looking at the question

okay I've done this okay now I've got a

I've deifer the information I've

identified what I got to do what is the

next step okay now this information now

I'm again coming back so I I did a

initial reading I went the sort of

question I came back and now I have to

Deer again here is where my set number

three happens now the information may be

given in some format on the screen now I

to capture the information onto my paper

now here is where I have to lay out uh

create sort of diagrams some case I

probably decide not to do anything I can

solve it but some case I want to capture

the information some some table or

diagrams some representation of this

information in a manner that become very

very easy for me me to navigate and play

this

clue some layouting oh this is very very

very crucial step I have

seen lot of people's

layout so you treat first of all

whatever that sheet of paper that you

have the working sheet of paper you you

call it rough

work we stop calling it rough work rough

sheet it is not rough sheet it is your

working sheet quality your work work

sheet don't call it rough sheet because

it looks very

rough you're

layouting the with it's not even neat

you could scribbling it

down so layouting in itself is a very

important skill how do I layout

information together in fact the entire

analytical

reasoning the game is in

layouting may not be so much with

respect to something like a graphical

representation because some sort of a

layout is already given you might okay

capture it maybe change it but antic

reasoning question the game is in

layouting sometimes you'll one

particular layout is already given you

would say that I don't want to work with

the layout that is given in the question

I want to recreate the particular layout

so lot of things will get cleared simply

by how do we even create layouting

especially analytical reasoning question

and once this is done the fourth step is

now we have to go and resolve so now

okay I I have to combine things together

so resolve means I have to finally infer

and get the answer okay so I've I've got

this data okay I've got clue one clue

two clue three I've captured the

information okay I've got this

information I don't know this okay there

are some additional clue that is given

okay can I combine this clue number

seven clue number six combine together

and figure out some answer here so

combining information together and then

solving it all that will happen that

will be resolving that itself is sort of

another important skill so if I look at

DLR other the process you can actually

literally see DLR as DLR as a process

you could say that the first step and

important step is

deifer second step is that my ability to

identify what I got to do and within the

question also identify addition Clues if

I can my ability to create amazing

awesome I not say amazing I say awesome

working good

layouting and my ability to resolve

these these steps are important and

depending upon the type of DLR sets

something is a little more challenging

than another in some cases Deering

information may not be that critical

some case de information is

everything in some cases identification

may not be huge of a challenge some case

identifying is entire game in a

particular set in layouting is

everything in some resolving anything

there could be this is the four specific

skill set that you got to develop and

you have to be absolutely consistent in

the way in which you approach DLR every

single set you have a set process you go

and solve with the particular process

and things will

work I would sort of want to give you

some advantages of this these kind of

process no this is a cat 29 set okay I'm

not I'm not going to solve all the set

okay I'm just going to give you some

ideas right so we look at the cast set

it said that are fun Sports provided a

training of three Sports

gkl currently it has an enrollment of 39

students each of whom is enrolled in at

least one of the three Sports so at this

point in time okay this is if you know

the concept of set there you are

probably thinking okay layouting

sometime sometimes layouting becomes

very very automatic here lay layouting

is not of going to be a challenge

because you basically want to put

information sort of in this particular

manner you say that 39 students are

enrolled or at least one of the sport we

have to basically put 39 students that

num up into all of these and there are

rules that is given and at this point in

time okay before I just come to the rule

let me just look at the question

question number two what is the minimum

number enrolled in both GL L and not K I

have to look at GL l g andl this is my

important fellow I need to get catch

that the minimum number the second talks

about if additional information is given

so there are new piece of information

given here this is going to be crazy set

if the number of St enrolled in KL is in

the ratio 19 is to 22 now you have to

look at what K andl ratio is 9 is 22

then we have to solve the question

question number three says okay now you

got huge about of information given due

to academic pressure students who enroll

in all the three were asked to withdraw

from one of the three Sports after the

withdrawal the number of students enroll

in G was less okay some withdrawal

happened question number four save

information okay question number four

and five I have to work extra bit of

piece question number one and two I have

to bit extra bit okay I'm looking at

identifying saying that this probably a

set which is question number three maybe

I can solve this I'll still work on it

but there's also another thing if you if

you're good in identification you

probably would have seen and look at

this question wait a

minute this is saying that the number of

students enrolled in can is a ratio 17

19 is 22 what is the number of enroll in

l k is to L is 19 is to 22 and therefore

L has to be a multiple of 22 we are

looking at number of students all this

should be natural number only one option

three marks okay shall I move on okay

now I'm basically thinking should I

fight hard to solve this question maybe

solve this you could make those

decisions I mean I'm not saying that

this will happen every single time I

just give an

example all right so you can try doing

the rest but this is all possible now

for example let's look at this cat 2022

set I'm not going to solve it completely

but I'll try and solve the few and then

leave it to you the the objective is to

try and help you understand the

importance of a process oriented

approach that is my uh that is my

intention here I could actually take

extra video I could add let me know if

you want to add on sort of various type

itical reasoning what is the kind of

process how do we do layouting I could

do a few lessons Okay okay so this is

the story is uh there is hockey hockey

team just don't just because this hockey

team don't go

games

okay don't attach subjects or topics or

chapters to anything when you're solving

do don't do any chapters because we are

looking at process don't go chapters the

process is fixed chapter may be

different process is fixed okay

management University team evaluate the

performance of four players a b h and S

so we are working with four pieces for

the possible selection the University

team for next year so you've got pieces

a b s and X okay those are the four

players for the purpose of the manage

management for the purpose the man

looking at the number of goals scored by

them in the past eight matches numbered

one to8 there are matches are numbered

one to8 number one 2 so on and so for up

to eight I'm putting a circle here

because I'm sure there are other numbers

so we don't want to get confused right

the four players together scored 12

goals in these matches four player eight

matches 32 sort of that's what I'm

imagining the total number of score is

12

so the total the grand total is 12 so

which means there lot of blanks in eight

in the eight matches each of them had

scored at least one goal okay so each

each value so none of these all the none

of them is equal to

zero total is not equal to zero no two

player had the same number same total

number of goal so a is not equal to B is

not equal to H is not equal to H this is

probably the Bas thing and then you have

got certain rules

we have got additional rules that is

given to us okay so let's figure out

what is that we have to find out

question number say how many goals were

scored in match number 7even so we are

interested in match number

seven which of the following is the

correct sequ the goal scored in 1 3 5

and 7 oh this is nice so if you are

someone who is good in identifying

things you'll figure out and say that

this is

good I mean this is nice actually when

you look at it this is matches 135 and 7

so the last one is seven this is for

math 7 what this tells me answer Choice

one is saying one answer Choice two is

saying one answer choice three is saying

two answer Choice four is saying one the

math number seven has to be either one

or two cannot be anything else so when

you actually go back to the previous

question it has to be either one or two

cannot be three or cannot be determine

this goes by sheer luck it could be very

possible that sometimes you'll you could

have answer this question straight away

okay you got some

Clues okay and then you have another one

which of the following statement is true

or two statement you have to figure out

which is true which of the following

statement is

false if okay now we got additional

information so at least the first two

questions if you can get a story and

then maybe then you look at question

number three question number four and

question number

five now you got to look at these two

things these two is absolutely important

for me these two is important because

this these two is going to help me in

the process well all right so let's so

what are the rules so we have got a b h

and S none of these values equal to zero

a is not equal to B is not equal to H is

not equal to S all are different there

are a total equal to 12 and there are

eight matches so let's do okay layouting

when you do layouting

now layout okay so let's do layouting we

have got matches one I'm going to put

numbers 1 2 3 4 5 6 7 8 and we have a b

h s you can draw a table because

whenever I draw table now it looks very

very it's okay you could draw one one

way to do this you can draw tables like

this and then put like that or another

thing that you could do is you can also

draw line like this 1 2 3 4 5 6 7 8 I

sometimes find uh this drawing this line

much more quicker this is a personal

choice you can do whatever you want to

do I tend to find that of drawing lines

is uh usually

good and this would be the

total of each one and probably we also

need total

here 3 4 5 6 7 and 8 and I'm going to

write here as well just to be absolutely

certain that there'll be nothing I'm

going to miss see layouting lot of

people don't like it but I think that

layouting is going to be Absol the grand

total is 12 whatever the value has to be

12 years okay this is the data neat neat

clean no issues one only one goal was

scored in even numbered matches only one

gold was scored in even numbered matches

so there is one 4 is 1 uh 6 is 1 8 is

one oh immediately we can we can look at

this information 1 3 5 and 7 wait meane

this is 1 this is three this is 5 this

is 7 this total is four so 1 + 3 + 5 + 7

has to be equal to 8 the total this this

total has to to be equal to

8 3 4 5 6 7 the total is 7 5 6 7 total

is 7 3 4 5 6 7 8 total is8 4 1 5 6 5 6 7

8 total is 8 oh this goes does it help

does it help s is 2 and one oh doesn't

help doesn't help if s is two and one we

still stuck with seven one 2 2 1 3 4

doesn't help okay so but at least we

know for a

fact that this will be either three or

four three will be either one or two

five five five Position will be either

one or two and this is one or

two okay scored more goals than bimla

okay so we we can't write it here H is

greater than b

wonderful okay the highest goal scorer

score in exactly three matches including

match four and match eight the highest

score goal goal scorer exactly scoring

three matches but in match four and

match head now what I can actually see

is at match four total and match eight

the total only is one so the third match

has to rock okay so let's let's take the

information

highest let's write it here highest has

scored in exactly three matches match

four match eight and one more match we

don't know that much we'll just put a

block there so this total here is is one

total is one that is that is in one only

total only is one no that highest has to

take no only one fellow is going to take

one okay so T Bima scored a goal in

match one and one each in three other

consecutive matches okay Bima scored in

match one and three other consecutive

other three are consecutive which means

other three are consecutive 11 one one

okay which means this cannot be bimas

another one because consecutive can't be

other three are consecutive so but that

gives me other information 1 + 1 + 1 + 1

that total has to be four

wonderful H is greater than b the total

is

12 none of them is equal and none of

them equal to zero I think be connecting

all these kitchen we'll be able to get

other story okay uh we should be able to

get other story which we've got h b and

the total right so H H is four sorry B

is uh B is four H has to be greater than

four it would be five what is left 5 6 7

8 9 10 11 12 three more is left that

three marks has to be given to other two

people we can give us one and two okay

no problem but if it's four and if it is

six that makes it 10 what is left two is

left which means other two fellows will

get equal scores so it cannot be equal

so only possibility is har getting five

therefore har is the highest

har is the highest which means H has to

get har is it har I don't know I'm just

calling okay in match four and match

eight so let's say match

four match

eight and whichever is other

match match for there is just one more

whichever the other match har has to

score a three we have to put a three

somewhere now it is very very clear we

can't put a three here because that is a

one we can't put a three here that is a

one we can only put a three here here

here or here which comes to

our odd number position and at this

point in

time if you were looking at the

questions if you're looking at the qu

this these options what is options

telling

me Oh this one of these two has to be

the

answer one of these two has to be the

answer now the option is clearly telling

me that look this is either two or one

what is is the number three this the

total is two or one but we need three

more it's also telling me other is two

or other is two or one the only place we

can put a three the option is telling me

is in position number one so the only

place we can put a three is here that

means this total becomes four if this

total become four answer is 41 2 1 if

answer is 4 1 2 one we can fill that up

okay this is all gone this is gone this

is gone this is gone this is gone this

is gone okay this is one this gone this

gone we can do tick and cross this is

happening cross this is one because that

is also gone one one one one one okay

now we have to put these three

consecutive in the three consecutive in

where is the only place to put three

consecutive these three okay we'll put

one one one amazing one one okay one one

this is gone this is gone now this is

gone this is gone this is gone this this

is gone this is gone this is gone this

is four this is four okay now this is

gone this is gone oh that's

it this has to be either one or two or

this has to be two or one now look at

the these two

information look at this two became now

redundant I equal number of score the

matches by score in match three and

match 7 equal number of score match

three and match

7 which is different

from the number of goals scored in match

one or match five we got that

information the match the highest number

of goal but scored unique and not match

number five all the is gone and

everything that we've got this will be

either one or this will be either two so

match number seven is how much one match

number seven is one okay this will be

one or two this will be then two or one

which means a12 if this is one I think

this

information okay basically that means

what uh if this is a one this become a

cross if this is a cross this become one

and then that's set and then you would

be able to solve the other three

questions as well I'm not solving the

point is now don't attach this to be uh

what is it this to be a games and

tournament this is this don't attach any

chapter to us no we obviously need to

focus on process the key is that decifer

identify layouting and resolving now how

do we study this okay now let's look at

this process

deer identify layouting and resolving if

reasoning all sort of arrangement this

the the layouting is the key we should

know how to layout so it might be a good

idea if you have not solv uh let's say

let's say you've got Arrangement the

grouping uh selection problems

Arrangement different kinds of problem

you should know how to do layout so it

might make a lot of sense to start with

some

simple or basic level of questions when

it comes to these antical reasoning ones

understand the basic and simple set of

questions so which means you are you

could take whatever resource that you

have I'm sure the whichever book that

you have start with okay I can I arrange

one simple straightforward set five

people are sitting in a straight line

with some condition that is given can I

do that can I start with arranging in

one straight line with whatever

condition can I then arrange people in

let's say in let's say in in like this

like in a bus can I arrange them in a to

what a building Arrangement or can I

arrange people so some sort of in a

circle can I do that can I do can I do

groupings which mean grouping means the

this is not important what is not

important the the order is not important

can I do grouping grouping means what I

have to do okay there are four people

who are in four different cities okay

can I have com can I do combination of

these things can I do Selections in out

problem there are I have to create a

team I have to do selections and stuff

can I do selections can I do this can I

do this is should be able to the key

thing is not how to solve learn to

layout how do I put everything in code

how do I create a layouting is Mana you

have to learn how to layout and the

resolving here is about resolving here

is about your ability to connect couple

of two different rules and draw

inferences

yeah

game is May layout

layout resolution is about ability to

connect multiple Clues together and get

the

answer start with basic simple

stuff Deering would be about

identification it's sometimes you'll get

some Clues but beyond that is it could

be it could it could be identification

is sort of a skill set everywhere

because you need to understand what the

question is asking us to do whether we

want to solve the complete set and stuff

okay yeah antical reasoning game

mathematical reasoning now the resolve

resolving in mathematical reasoning

happens if you know maths but you should

know set theory now so layouting if you

know set theing layouting is

automatic set theing set the automatic

lay automatic resolution and there could

be a lot of mathematical layouting which

largely about tables you for for example

there are four

professors uh who get some score student

scores so you get some scores online

offline scores so you largely the

layouting would be based on

tables um if you look at this and and

the largely resolution would be based on

this so there is nothing sort of

additional uh what is say specifically

day types you need not know but it it

it's so so in some some cases you

ability to

calculate but you should know you should

know concepts of would be has to be

strong you cannot today come and tell

me

num what is going to happen is lot of

this mathematical reasoning will involve

creating some sort of a table some sort

of stuff analytical reasoning will be

involved in mathematical reasoning in

many cases so your layouting analytical

reasoning will help you in terms of

getting this mathema reing in place and

in C certain kind of questions automatic

layouting happens so math Reon

graphical represent you should be able

to understand different

graphs that's important for example you

you should be able to look at a line

graph and go okay

growth I can I can I can so some of

these question can be handled handle

visually you should you should you

should you should know how to deal your

basic operation arithmetic

operation you cannot be relying on

calculator you should look at numbers

and go okay 11 11.11 percentage you

should look at and go okay that is 1 nth

your inverses your your you should be

able to you you have to be comfortable

arithmetic basic arithmetic operations

you should you should look at and look

at numbers look at chart look at and and

this stuff has to make sense to you so

there is sort of it might be a good idea

to interpret various kind of graphs so

even if let's say you've got bar chart

pie chart just just to you you should be

comfortable interpreting any sort of

graph and sometimes cat gives you some

authen type of any type of graph I

should be able to interpret so if if you

find that difficult then go to the books

optimization problem the these are these

are problem which which is based on

constraints it it may eventually involve

either mathematics or analytical

reasoning right for example you have to

put them in Roots okay so you're looking

at

probability or maybe this will be like a

like a restaurant where somebody

is burger and this and this this take

this much time this take that much time

so it will still be involving certain re

but this may require you to uh know how

to deal with this kind of questions

specifically a root question question

specifically how to deal with the of

question something we do I'm I'm I'm not

going to put games and tournaments

separately but yes uh you could you

could it I'm I'm just counting that

within antical reasoning but you could

you could sort of treat it separately

okay so the you could also so the first

step is to ensure that the processes

that we talked about is in place if it's

in place in grade okay the step next

next very very important s is

cat

questions if I like a DLR set from

2017 till 2023 onwards we have got 99

sets is 99 set my you should be a Bop

when you have to learn from this St I'm

not asking to solve the set but I'm

asking to learn from the set there's a

difference between solving and learning

okay you you every single set that you

do you look at okay what is okay the

resolving what does have to do what is

the layouting let's look at

identification there are 99 sets I don't

know how much time is going to you're

going to take this set let's count about

half an hour 1 hour maybe I don't know

maybe you doing it once twice thce so

this is like 100 hours minimum worth of

worth of investment is is what I'm

looking at I'm not asking to solve I'm

asking to learn is a difference okay I

solved it so no I'm asking you to

learn third

marks you are taking the marks right I'm

assuming that you'll take about 30 marks

each marks will have four sets 120 sets

now what is happening in the marks you

take the marks I don't know whether you

taking the mock also but if you you take

the mock in the mock you you'll see this

four sets you basically decided to ditch

two sets and tried one one happened four

didn't happen you cried and you left and

Mo mock is

over

yeah you have to this mock is a learning

tool a learning tool I have to redo all

the set once again doesn't matter redo

all the set once again redo redo the set

once again without looking at Solutions

I have to redo the set i i to the point

I will only give up to the point where

it is impossible for me to move any

further but I'll spend even if I take 2

hours per set I'm going to sit with that

set for 2 hours the the time that I'm

going to spend 2 hours or 2 hours I'm

thinking I'm thinking it's going to help

me quality is important redo and then I

will look at the solution I'm definitely

look at the video

Solutions definitely look at video

Solutions which I'm sure is available in

any of these mock okay then I'm I'm

going to I'm I'm I'm going to bookmark

certain things I will revise I'm saying

that these two are Paramount and for for

basic layouting whatever is a basic

study that you want to do you do this

this 120 sets I'm assuming that you're

going to spend 2 hours for mock okay

which which I'm not counting here but

I'm counting post

Mock I'm looking at another 120 hours

being spent here these

two has to be 200

hours then you are learning

then you are

learning and on top of this whatever

extra that you want to do you do I mean

I want to do daily do I want to do this

test what test but

but one great things about this cat

question is that in the YouTube itself

there are so many people who have

created solution for this and I'm sure

that wherever you are I'm sure that

there your faculty members has also

given solutions for this you get access

to so many of them free

but you might not you you you but one of

the one one of the issues that I have in

most of the solution that I've seen in

any of this nobody looks at layouting

that they already the table is created

they have already created the table in

some chart and then putting the table

but but so please

understand I don't think that anyone

actually tells you how to actually lay

out information on

paper the people just assume that okay

table how do how do create good

layouting okay so this is it this is

this is what I had to do and if you need

uh anything specific that you want me to

take up with respect to DLR any sort of

things let me know I could do maybe one

video per week on DLR I don't I don't

know I could I make all these promises

but I have to keep these promises that

I'm making but I hope that I'll make

this I'll keep these promises all right

I hope I hope this madees sense