SSC CGL 2024 Tier-I · 12 September 2024, Shift 1 · General Intelligence and Reasoning · Question 12 of 99

Text as printed on a candidate's response sheet for this shift; answer per SSC's tentative key as marked on that sheet. Solution last reviewed 6 September 2026.

Where this paper and its answers come from

SSC does not publish CGL question papers or a public answer key. The questions and options here are reproduced as printed on a candidate's own response sheet for this shift — the Commission's text, unchanged. Each answer is SSC's tentative key as marked on that sheet; SSC allowed challenges to it and never publishes a final key. The solutions are written by UnlockIAS.

[24⁄7] is related to [12⁄7] following a certain logic. Following the same logic, [11⁄15] is related to [11⁄30]. To which of the following is [9⁄13] related, following the same logic? (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 /deleting /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.)

Answer

Why

Correct — B. The terms and the options are printed as images, so transcribe each bracket as a fraction before reasoning.

The stem reads 24/7 related to 12/7, and 11/15 related to 11/30. The question term is 9/13.

Rule: the second bracket is half the first.

24/7 has an even numerator, so the halving shows up there: 24/7 ÷ 2 = 12/7.
11/15 has an odd numerator, so the halving shows up in the denominator instead: 11/15 ÷ 2 = 11/30.

9 is odd, so 9/13 halves the same way: 9/13 ÷ 2 = 9/26.

Option (b) is the bracket showing 9/26.

Why the others are wrong

(a)
This shows 15/26. The denominator is right, but halving a fraction by doubling its denominator leaves the numerator alone, and 9 does not become 15.
(c)
This shows 9/39, which is 9/13 divided by three. The pair 24/7 to 12/7 fixes the operation as halving, not thirding.
(d)
This shows 10/27, in which both numbers move. Neither given pair changes the numerator and the denominator together.

Concept

When the terms of an analogy are pictures, convert them to plain fractions first and compare values rather than digits.

24/7 to 12/7 looks like a numerator change and 11/15 to 11/30 looks like a denominator change. Read them as values and the two collapse into one rule: the second term is half the first.

Which half of the fraction moves depends only on parity. An even numerator can be halved directly; an odd numerator forces the doubling into the denominator. That is why 24/7 and 11/15 appear to behave differently while doing the same thing.

Both the question terms and the four options are small images. Copy every bracket onto your rough sheet before you reason, because a misread digit and a wrong rule produce the same wrong answer.

Key facts

24/7 divided by 2 is 12/7, and 11/15 divided by 2 is 11/30.
9/13 divided by 2 is 9/26.
Halving a fraction either halves the numerator or doubles the denominator, never both.

Study next

Fraction analogies where the second term is a fixed multiple of the firstComparing two fractions by cross-multiplication when the link is not obviousNumber analogies printed as images, where transcription is the first job

Common traps

Reading 24 to 12 as subtract twelve and then looking for the same subtraction in 11 to 11.
Treating the numerator change in the first pair and the denominator change in the second as two different rules.
Copying a digit wrongly from an option image and never rechecking it.

Transcribe every bracket onto your rough sheet before reasoning. When the terms are printed as images the first risk is a misread digit rather than a wrong rule.

Related PYQs

No directly related past PYQ was found.

[24⁄7] is related to [12⁄7] following a certain logic. Following the same logic, [11⁄15] is related to [11⁄30]. To which of the following is [9⁄13] related, following the same logic? (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 /deleting /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.)