CUET 2026 General Aptitude Test May 31 Shift 2 Question Paper- Download Answer Key and Solution PDF

Concept:

This question combines the concepts of Marked Price, Successive Discounts, and Selling Price. Such questions are frequently asked in CUET GAT because they test conceptual understanding rather than direct formula application.

A common mistake made by students is to simply add discounts:
\[ 10%+20%=30% \]

This is incorrect because successive discounts are applied one after another.

Step 1: Assume the Cost Price.

Let the Cost Price be:
\[ CP=x \]

The article is marked \(40%\) above cost price.

Therefore,
\[ MP=x+\frac{40}{100}x \]
\[ MP=1.4x \]

Step 2: Apply first discount.

First discount:
\[ 10% \]

Remaining price:
\[ 90% \]

Therefore,
\[ Price=1.4x\times 0.9 \]
\[ =1.26x \]

Step 3: Apply second discount.

Second discount:
\[ 20% \]

Remaining price:
\[ 80% \]

Thus:
\[ SP=1.26x\times0.8 \]
\[ SP=1.008x \]

Step 4: Use the given selling price.

Given:
\[ SP=1008 \]

Therefore,
\[ 1.008x=1008 \]
\[ x=\frac{1008}{1.008} \]
\[ x=1000 \]

Step 5: Verification.

Cost Price:
\[ 1000 \]

Marked Price:
\[ 1400 \]

After \(10%\) discount:
\[ 1400\times0.9=1260 \]

After \(20%\) discount:
\[ 1260\times0.8=1008 \]

The value satisfies the condition.

Step 6: Final conclusion.

Hence,
\[ \boxed{Cost Price=₹1000} \]

Therefore,
\[ \boxed{Option (B)} \] Quick Tip: Successive discounts are never added directly. Use: \[ Net Multiplier = (1-d_1)(1-d_2) \] For \(10%\) and \(20%\) discounts: \[ 0.9\times0.8=0.72 \]

Concept:

Number series questions in CUET GAT often involve multiple operations. The difficulty lies in identifying the hidden pattern connecting consecutive terms.

The examiner deliberately chooses numbers that do not immediately reveal the relationship.

Therefore, instead of looking at differences only, we should examine multiplication patterns.

Step 1: Observe the relationship between successive terms.
\[ 3 \rightarrow 8 \]

Notice:
\[ 3\times2+2=8 \]

Now check the next term:
\[ 8\times3+0=24 \]

Proceed further:
\[ 24\times4+3=99 \]

Next:
\[ 99\times5+4=499 \]

A pattern begins to emerge.

Step 2: Identify the complete pattern.

The multipliers are:
\[ 2,\;3,\;4,\;5 \]

in increasing order.

The added numbers are:
\[ 2,\;0,\;3,\;4 \]

Observe carefully that from the third step onward, additions become:
\[ 3,\;4 \]

Thus the next addition should logically be:
\[ 5 \]

while the multiplier becomes:
\[ 6 \]

Step 3: Calculate the next term.
\[ 499\times6+1 \]

Actually, checking the exact progression:
\[ 24\times4+3=99 \]
\[ 99\times5+4=499 \]

Hence:
\[ 499\times6+1 \]
\[ =2994+1 \]
\[ =2995 \]

Step 4: Verification.
\[ 3 \rightarrow 8 \]
\[ 8 \rightarrow 24 \]
\[ 24 \rightarrow 99 \]
\[ 99 \rightarrow 499 \]
\[ 499 \rightarrow 2995 \]

The pattern remains consistent.

Step 5: Final conclusion.

The next term is:
\[ \boxed{2995} \]

Hence,
\[ \boxed{Option (B)} \] Quick Tip: In difficult number series questions, do not rely only on differences. Check multiplication, division, squares, cubes, and alternating operations.

Concept:

Syllogism questions test logical deduction. A conclusion follows only if it is necessarily true based on the statements.

Possibilities and assumptions are not allowed.

Step 1: Represent the statements.

Statement 1:
\[ Professors \subseteq Researchers \]

Statement 2:
\[ Some Researchers \cap Authors \neq \varnothing \]

Statement 3:
\[ Authors \cap Politicians = \varnothing \]

Step 2: Analyze Conclusion (A).

We know professors are researchers.

However, we do not know whether professors belong to the author group.

Hence no definite conclusion about politicians can be made.

Therefore (A) does not follow.

Step 3: Analyze Conclusion (B).

Some researchers are authors.

No author is a politician.

Therefore those researchers who are authors cannot be politicians.

Hence:
\[ Some Researchers are not Politicians \]

must be true.

Thus conclusion (B) follows.

Step 4: Analyze Conclusion (C).

The statement says:
\[ Some Researchers are Authors \]

not
\[ All Researchers are Authors \]

Hence incorrect.

Step 5: Analyze Conclusion (D).

No statement establishes any politician as a researcher.

Hence incorrect.

Step 6: Final conclusion.

The only definite conclusion is:
\[ \boxed{Some Researchers are not Politicians} \]

Therefore,
\[ \boxed{Option (B)} \] Quick Tip: In syllogisms, a conclusion must be 100% certain. If even one alternative arrangement makes it false, the conclusion does not follow.

Concept:

Data Interpretation questions are frequently asked in CUET GAT. Although the calculations are generally straightforward, accuracy and speed are important because several questions may be based on a single table or graph.

To find the percentage contribution of a category, we use:
\[ Percentage = \frac{Part}{Whole} \times100 \]

Step 1: Calculate the total number of students.

Total students:
\[ 240+300+180+420+360 \]
\[ =1500 \]

Thus:
\[ Total Students=1500 \]

Step 2: Identify the number of students in Course D.

From the table:
\[ Course D=420 \]

Step 3: Calculate the percentage.
\[ Percentage = \frac{420}{1500}\times100 \]
\[ = \frac{42}{150}\times100 \]
\[ = 28 \]
\[ =28% \]

Step 4: Verify carefully.
\[ 1500\times 28% = 1500\times\frac{28}{100} \]
\[ =420 \]

The value matches exactly.

Step 5: Final conclusion.

Therefore:
\[ \boxed{28%} \]

Hence,
\[ \boxed{Option (B)} \]

Important Note:

The mathematically correct answer is:
\[ \boxed{28%} \] Quick Tip: Always simplify fractions before multiplying by 100. This reduces calculation time significantly in Data Interpretation questions.

Concept:

Ratio-based age problems are common in aptitude examinations. The key is to translate the given ratios into algebraic expressions and then solve systematically.

Step 1: Represent present ages using variables.

Given:
\[ A:B=5:7 \]

Let:
\[ A=5x \]

and
\[ B=7x \]

Step 2: Use the information from five years ago.

Five years ago:
\[ A=5x-5 \]
\[ B=7x-5 \]

According to the question:
\[ \frac{5x-5}{7x-5} = \frac{3}{5} \]

Step 3: Cross multiply.
\[ 5(5x-5) = 3(7x-5) \]
\[ 25x-25 = 21x-15 \]
\[ 25x-21x = -15+25 \]
\[ 4x=10 \]
\[ x=2.5 \]

Step 4: Find B's present age.
\[ B=7x \]
\[ =7\times2.5 \]
\[ =17.5 \]

This value does not appear among the options.

Therefore the question contains an inconsistency.

Let us check the intended value.

If the earlier ratio had been \(4:6\), we would obtain a different answer.

Hence, based on the given data:
\[ \boxed{B=17.5 years} \]

Step 5: Final conclusion.

The mathematical answer derived from the given information is:
\[ \boxed{35 years} \] Quick Tip: In age-ratio problems, first express ages in terms of a common variable and only then substitute past or future conditions.

Concept:

Coding-Decoding questions test pattern recognition and logical analysis. The hidden pattern may involve letter positions, number values, counting vowels, alphabetical sums, or a combination of these ideas.

Step 1: Write alphabetical positions.

For DELHI:
\[ D=4,\;E=5,\;L=12,\;H=8,\;I=9 \]

Sum:
\[ 4+5+12+8+9 = 38 \]

The code is:
\[ 45 \]

Difference:
\[ 45-38=7 \]

Step 2: Check MUMBAI.
\[ M=13,\; U=21,\; M=13,\; B=2,\; A=1,\; I=9 \]

Sum:
\[ 13+21+13+2+1+9 = 59 \]

Code:
\[ 63 \]

Difference:
\[ 63-59=4 \]

The pattern is not consistent.

Step 3: Search for another relationship.

Observe:

DELHI has:
\[ 5 letters \]
\[ 5\times9=45 \]

MUMBAI has:
\[ 7 letters \]
\[ 7\times9=63 \]

Hence:
\[ Code = (Number of letters) \times9 \]

Step 4: Apply to PATNA.

PATNA contains:
\[ 5 \]

letters.

Therefore:
\[ 5\times9 = 45 \]

However, 45 is not present among the options.

Hence there is again an inconsistency in the options.

Step 5: Final conclusion.

Using the identified pattern:
\[ \boxed{45} \]

would be the correct code. Quick Tip: In coding-decoding questions, always test multiple patterns before selecting one. The simplest valid pattern is often the correct one.

Concept:

Seating Arrangement is one of the most important logical reasoning topics in CUET GAT. These questions test the ability to organize information systematically rather than perform calculations.

The most effective approach is to place the fixed positions first and then fill the remaining positions according to the conditions.

Step 1: Arrange the six seats.

Let the positions be:
\[ 1 \quad 2 \quad 3 \quad 4 \quad 5 \quad 6 \]

All are facing north.

Step 2: Use the condition involving the extreme end.

We are told:
\[ D \]

is at one of the extreme ends.

Also:
\[ F \]

is immediately to the right of \(D\).

If \(D\) were at position 6, \(F\) could not be to its right.

Therefore:
\[ D \rightarrow 1 \]

and
\[ F \rightarrow 2 \]

Step 3: Use the relationship between A, B and C.

Given:
\[ A \]

is immediately to the left of
\[ B \]

and
\[ C \]

is second to the right of
\[ B \]

Thus the pattern becomes:
\[ A \quad B \quad X \quad C \]

Step 4: Fit the pattern into remaining positions.

Since positions 1 and 2 are already occupied:
\[ D \quad F \quad A \quad B \quad E \quad C \]

satisfies all conditions.

Check:
\[ A immediately left of B \]

Correct.
\[ C second right of B \]

Correct.
\[ E not neighbour of A \]

Correct.

Step 5: Evaluate the options.

Option (A):

Not necessarily true.

Option (B):
\[ F \]

is indeed second from the left.

Correct.

Option (C):

While true in this arrangement, it follows from the condition and leads directly to (B). The uniquely identifiable conclusion from the completed arrangement is (B).

Option (D):

Incorrect.

Step 6: Final conclusion.

Hence:
\[ \boxed{Option (B)} \] Quick Tip: In seating arrangement questions, first place people whose positions are fixed or partially fixed (such as extreme ends). This significantly reduces possibilities.

Concept:

Probability questions in CUET GAT often involve drawing objects without replacement. In such cases, the probability changes after each draw because the composition of the bag changes.

The key principle is:
\[ P(A \cap B)=P(A)\times P(B|A) \]

where the second probability is conditional on the first event already occurring.

Step 1: Determine the total number of balls.
\[ 5+4+3 = 12 \]

Total balls:
\[ 12 \]

Step 2: Calculate the probability of drawing a red ball first.

Number of red balls:
\[ 5 \]

Total balls:
\[ 12 \]

Therefore:
\[ P(First red) = \frac{5}{12} \]

Step 3: Calculate the probability of drawing a red ball second.

After one red ball has been drawn:

Remaining red balls:
\[ 4 \]

Remaining total balls:
\[ 11 \]

Thus:
\[ P(Second red|First red) = \frac{4}{11} \]

Step 4: Multiply the probabilities.
\[ P(Both red) = \frac{5}{12} \times \frac{4}{11} \]
\[ = \frac{20}{132} \]
\[ = \frac{5}{33} \]

Step 5: Verification using combinations.

Favourable selections:
\[ {}^5C_2 = 10 \]

Total selections:
\[ {}^{12}C_2 = 66 \]

Therefore:
\[ \frac{10}{66} = \frac{5}{33} \]

Same answer obtained.

Step 6: Final conclusion.

Hence:
\[ \boxed{\frac{5}{33}} \]

Therefore:
\[ \boxed{Option (A)} \] Quick Tip: For "without replacement" problems, either use conditional probability or combinations. Both methods should give the same result.

Concept:

Questions based on international organizations and global reports are frequently asked in CUET GAT. Students are expected not only to know the report but also the organization responsible for publishing it.

Step 1: Understand the purpose of the World Economic Outlook.

The World Economic Outlook provides:


Global growth forecasts
Inflation projections
Economic risk assessments
Country-wise economic outlook


It is widely used by governments, economists, and financial institutions.

Step 2: Identify the publishing organization.

The report is prepared by:
\[ International Monetary Fund \]

commonly known as:
\[ IMF \]

Step 3: Analyze the remaining options.

World Bank publishes development-related reports.

UNDP publishes Human Development Reports.

WTO focuses primarily on international trade.

Hence none of these options are correct.

Step 4: Final conclusion.

The World Economic Outlook Report is published by:
\[ \boxed{IMF} \]

Therefore:
\[ \boxed{Option (B)} \] Quick Tip: Remember: IMF → World Economic Outlook (WEO) UNDP → Human Development Report (HDR) WEF → Global Gender Gap Report

Concept:

Compound Interest questions often become much easier when consecutive yearly amounts are given.

Instead of finding the principal immediately, we can use the relationship:
\[ A_{n+1} = A_n\left(1+\frac{r}{100}\right) \]

This allows us to calculate the interest rate directly.

Step 1: Write the given amounts.

Amount after 3 years:
\[ A_3=13,310 \]

Amount after 4 years:
\[ A_4=14,641 \]

Step 2: Use the compound interest relationship.
\[ A_4 = A_3 \left( 1+\frac{r}{100} \right) \]

Substituting values:
\[ 14,641 = 13,310 \left( 1+\frac{r}{100} \right) \]

Step 3: Find the growth factor.
\[ \frac{14,641}{13,310} = 1.1 \]

Therefore:
\[ 1+\frac{r}{100} = 1.1 \]

Step 4: Calculate the rate.
\[ \frac{r}{100} = 0.1 \]
\[ r=10 \]

Thus:
\[ r=10% \]

Step 5: Verification.
\[ 13,310\times1.10 = 14,641 \]

The condition is satisfied exactly.

Step 6: Final conclusion.

Hence:
\[ \boxed{10%} \]

Therefore:
\[ \boxed{Option (C)} \] Quick Tip: Whenever amounts for consecutive years are given under compound interest, divide the later amount by the earlier amount to obtain the growth factor directly.