Odd One Out Aptitude MCQ Questions with Answers Set 02

Answer: (b) Figure (b)

Explanation:
1. Each figure is an L-shaped bent strip with one hatched arm and a small circle in the bend.
2. In (a), (c) and (d) the plain (unhatched) arm ends in a slanting cut, giving it a tapered tip.
3. In (b) both arms end in straight, square cuts, so (b) is different.

Teacher's Note:
1. Name the shapes in each figure first (circle, triangle, square and so on); a mismatch in shape type is a very common basis for odd-one-out questions.
2. Compare the inner and outer parts of each figure separately before comparing whole figures.

Answer: (b) Figure (b)

Explanation:
1. Each figure is an arrow with feather marks (V-shapes) along its shaft.
2. Count the feather marks: (a) 4, (c) 4, (d) 4, but (b) only 3.
3. So (b) is the odd one out.

Teacher's Note:
1. Counting is the quickest first test: count lines, sides, marks or symbols in each figure before looking for anything subtle.
2. Write the count under each figure; the odd one usually stands out as soon as the numbers are side by side.

Answer: (d) Figure (d)

Explanation:
1. Each figure is an eight-line star; some line ends are bent into hooks.
2. Count the bent ends: (a) 4, (b) 4, (c) 4, (d) 5.
3. Figure (d) has one extra hook, so it is different.

Teacher's Note:
1. Counting is the quickest first test: count lines, sides, marks or symbols in each figure before looking for anything subtle.
2. Write the count under each figure; the odd one usually stands out as soon as the numbers are side by side.

Answer: (d) Figure (d)

Explanation:
1. Each figure is a spiral-like path with an arrowhead at both ends.
2. Count the straight segments: (a) 7, (b) 5, (c) 9, (d) 10.
3. (a), (b) and (c) have an odd number of segments; (d) has an even number, so it is the odd one.

Teacher's Note:
1. Counting is the quickest first test: count lines, sides, marks or symbols in each figure before looking for anything subtle.
2. Write the count under each figure; the odd one usually stands out as soon as the numbers are side by side.

Answer: (b) Figure (b)

Explanation:
1. Each figure has a shape with one rounded end and two dotted lines lying along two of its straight sides.
2. In (a), (c) and (d), the line beside the side next to the rounded end has its dot near the rounded end, and the other line has its dot near the shared corner.
3. In (b) both dots are placed at the opposite ends, so (b) does not match.

Teacher's Note:
1. Look at where a small element (dot, symbol, arrow) sits: inside, outside, or in the overlapping region of the shapes.
2. Positions relative to the main shape matter more than positions on the page, because the whole figure may be rotated.

Answer: (d) Figure (d)

Explanation:
1. Each figure has a small circle on one spoke and two flags on the next two spokes.
2. In (a), (b) and (c), moving from the circle to the flags goes anticlockwise.
3. In (d), the flags follow the circle in the clockwise direction, so (d) is different.

Teacher's Note:
1. When figures look alike, test whether each one can be turned (rotated) into the others; the one that needs a flip (mirror image) is usually the odd one.
2. Fix one reference element, such as a corner or an arrow, and track how the other elements sit relative to it in every figure.

Answer: (b) Figure (b)

Explanation:
1. Each figure is the same bent strip (with letter S beside it) shown at different angles.
2. Figures (a), (c) and (d) can each be obtained by rotating the same strip: (c) and (d) are (a) turned by 45 degrees either way.
3. Figure (b) cannot be obtained by rotation; it is a mirror image of the strip, so (b) is the odd one.

Teacher's Note:
1. When figures look alike, test whether each one can be turned (rotated) into the others; the one that needs a flip (mirror image) is usually the odd one.
2. Fix one reference element, such as a corner or an arrow, and track how the other elements sit relative to it in every figure.

Answer: (a) Figure (a)

Explanation:
1. Each figure is a zig-zag path starting at a small circle, with a side branch from its middle segment.
2. Walking from the circle along the path, the side branch lies on your left in (b), (c) and (d).
3. In (a) the branch lies on your right, so (a) is different.

Teacher's Note:
1. Arrows carry direction: check whether each arrow points towards or away from a fixed element, or turns clockwise or anticlockwise.
2. Imagine walking along the figure in the arrow's direction and note whether you turn left or right; the odd figure breaks that habit.

Answer: (d) Figure (d)

Explanation:
1. Each figure is a rectangle with a circle, a pair of short parallel lines and a triple arrowhead on its sides.
2. In (a), (b) and (c) the circle and the parallel lines are on opposite sides of the rectangle; (b) and (c) are just (a) rotated.
3. In (d) the circle and the parallel lines are on adjacent sides, so (d) is different.

Teacher's Note:
1. When figures look alike, test whether each one can be turned (rotated) into the others; the one that needs a flip (mirror image) is usually the odd one.
2. Fix one reference element, such as a corner or an arrow, and track how the other elements sit relative to it in every figure.

Answer: (d) Figure (d)

Explanation:
1. The figures show the letters J, F, M and T.
2. J, F and M are first letters of months (January/June/July, February, March/May).
3. No month begins with T, so (d) is the odd one.

Teacher's Note:
1. With letter figures, check simple properties first: vowels vs consonants, symmetry, mirror images, or common words and abbreviations they start.
2. If no visual rule fits, think of a familiar list (vowels, months, days) that three of the letters belong to.

Answer: (c) Figure (c)

Explanation:
1. Each figure has a circle with an arrow, some small dots and some crosses (x).
2. In (a) 4 dots and 2 crosses, in (b) 2 dots and 1 cross, in (d) 4 dots and 2 crosses: the dots are always twice the crosses.
3. Figure (c) has 3 dots and no cross (and its line runs through the circle), so it breaks the rule.

Teacher's Note:
1. Counting is the quickest first test: count lines, sides, marks or symbols in each figure before looking for anything subtle.
2. Write the count under each figure; the odd one usually stands out as soon as the numbers are side by side.

Answer: (b) Figure (b)

Explanation:
1. Each figure shows a letter followed by its mirror image.
2. B with reversed B, A with A (A is symmetric, so its mirror looks the same), and K with reversed K follow this rule.
3. In (b) the second C is not reversed, so (b) is different.

Teacher's Note:
1. With letter figures, check simple properties first: vowels vs consonants, symmetry, mirror images, or common words and abbreviations they start.
2. If no visual rule fits, think of a familiar list (vowels, months, days) that three of the letters belong to.

Answer: (d) Figure (d)

Explanation:
1. Each figure has a rectangle crossed by a line ending in an arrowhead.
2. In (a) the line runs along the middle and in (b) and (c) it runs along a diagonal, so it passes through the centre of the rectangle.
3. In (d) the line starts at a corner but leaves through a side, missing the centre, so (d) is the odd one.

Teacher's Note:
1. Look at where a small element (dot, symbol, arrow) sits: inside, outside, or in the overlapping region of the shapes.
2. Positions relative to the main shape matter more than positions on the page, because the whole figure may be rotated.

Answer: (c) Figure (c)

Explanation:
1. Each figure has two small shapes joined by a short line.
2. (a) two pentagons, (b) two hexagons, (d) two circles: both shapes are the same.
3. (c) joins a pentagon to a hexagon, so it is different.

Teacher's Note:
1. Name the shapes in each figure first (circle, triangle, square and so on); a mismatch in shape type is a very common basis for odd-one-out questions.
2. Compare the inner and outer parts of each figure separately before comparing whole figures.

Answer: (c) Figure (c)

Explanation:
1. Each figure is a triangle with an arrow drawn inside it.
2. In (a), (b) and (d) the arrow starts at a corner (vertex) and points towards the opposite side.
3. In (c) the arrow starts on a side and points towards a corner, so (c) is different.

Teacher's Note:
1. Arrows carry direction: check whether each arrow points towards or away from a fixed element, or turns clockwise or anticlockwise.
2. Imagine walking along the figure in the arrow's direction and note whether you turn left or right; the odd figure breaks that habit.

Answer: (c) Figure (c)

Explanation:
1. The figures show the letters I, O, K and E.
2. I, O and E are vowels.
3. K is a consonant, so (c) is the odd one.

Teacher's Note:
1. With letter figures, check simple properties first: vowels vs consonants, symmetry, mirror images, or common words and abbreviations they start.
2. If no visual rule fits, think of a familiar list (vowels, months, days) that three of the letters belong to.

Answer: (d) Figure (d)

Explanation:
1. Each figure has an outer square containing two more shapes, one inside the other.
2. Compare the two inner shapes: (a) square holding a triangle (4 to 3 sides), (b) square holding an L of 2 lines, (c) pentagon holding a square (5 to 4).
3. In each, the innermost figure has fewer sides; in (d) a square holds a pentagon (4 to 5), so (d) is different.

Teacher's Note:
1. Name the shapes in each figure first (circle, triangle, square and so on); a mismatch in shape type is a very common basis for odd-one-out questions.
2. Compare the inner and outer parts of each figure separately before comparing whole figures.

Answer: (c) Figure (c)

Explanation:
1. Each figure is a pinwheel made of four triangles, one of them shaded.
2. In (a), (b) and (d) the triangles (blades) turn the same way, so these figures are rotations of one another.
3. In (c) the blades turn the opposite way (it is a mirror image), so (c) is the odd one.

Teacher's Note:
1. When figures look alike, test whether each one can be turned (rotated) into the others; the one that needs a flip (mirror image) is usually the odd one.
2. Fix one reference element, such as a corner or an arrow, and track how the other elements sit relative to it in every figure.

Answer: (b) Figure (b)

Explanation:
1. Each figure has a main shape with a small element attached at the top and at the bottom.
2. (a) has trapeziums at both ends, (c) has rectangles at both ends, (d) has circles at both ends.
3. (b) has a circle at the top but a rectangle at the bottom, so it is different.

Teacher's Note:
1. Name the shapes in each figure first (circle, triangle, square and so on); a mismatch in shape type is a very common basis for odd-one-out questions.
2. Compare the inner and outer parts of each figure separately before comparing whole figures.

Answer: (b) Figure (b)

Explanation:
1. Each figure has two arrows: one on the outer ellipse and one on the inner curve.
2. In (a), (c) and (d) both arrows indicate the same (clockwise) sense of turning.
3. In (b) the arrow on the inner curve points anticlockwise while the outer one points clockwise, so (b) is different.

Teacher's Note:
1. Arrows carry direction: check whether each arrow points towards or away from a fixed element, or turns clockwise or anticlockwise.
2. Imagine walking along the figure in the arrow's direction and note whether you turn left or right; the odd figure breaks that habit.

Answer: (c) Figure (c)

Explanation:
1. Figures (a), (b) and (d) are the same design: a rectangle with lines from its corners meeting a small rhombus in the middle, shown in different positions.
2. Figure (c) is built differently: a square inside a rectangle joined to the sides by straight lines, with no corner-to-centre lines.
3. So (c) is the odd one.

Teacher's Note:
1. Name the shapes in each figure first (circle, triangle, square and so on); a mismatch in shape type is a very common basis for odd-one-out questions.
2. Compare the inner and outer parts of each figure separately before comparing whole figures.

Answer: (d) Figure (d)

Explanation:
1. Each figure has a frame with two shapes, one inside the other.
2. Outer to inner: (a) square to triangle (4 to 3), (b) pentagon to rectangle (5 to 4), (c) hexagon to pentagon (6 to 5): the inner shape has one side fewer.
3. In (d) both shapes are triangles (3 to 3), so (d) is different.

Teacher's Note:
1. Counting is the quickest first test: count lines, sides, marks or symbols in each figure before looking for anything subtle.
2. Write the count under each figure; the odd one usually stands out as soon as the numbers are side by side.

Answer: (d) Figure (d)

Explanation:
1. Each figure shows two overlapping shapes.
2. (a) two triangles, (b) two rectangles, (c) two rectangles: both shapes are of the same kind.
3. (d) has a rectangle overlapping a triangle, so it is the odd one.

Teacher's Note:
1. Name the shapes in each figure first (circle, triangle, square and so on); a mismatch in shape type is a very common basis for odd-one-out questions.
2. Compare the inner and outer parts of each figure separately before comparing whole figures.

Answer: (c) Figure (c)

Explanation:
1. Each figure has a circle crossed by an arrow and by a line ending in a small circle, with a dot nearby.
2. In (a), (b) and (d) the arrow and the small-circle line keep the same angle between them, so these are rotations of one figure.
3. In (c) the angle between the arrow and the small-circle line is different, so (c) is the odd one.

Teacher's Note:
1. When figures look alike, test whether each one can be turned (rotated) into the others; the one that needs a flip (mirror image) is usually the odd one.
2. Fix one reference element, such as a corner or an arrow, and track how the other elements sit relative to it in every figure.

Answer: (a) Figure (a)

Explanation:
1. Each figure has a small black shape inside a larger outline.
2. (b) half-circle in half-circle, (c) triangle in triangle, (d) circle in circle: the inner and outer shapes match.
3. (a) has a pentagon inside a hexagon, so it is different.

Teacher's Note:
1. Name the shapes in each figure first (circle, triangle, square and so on); a mismatch in shape type is a very common basis for odd-one-out questions.
2. Compare the inner and outer parts of each figure separately before comparing whole figures.

Answer: (b) Figure (b)

Explanation:
1. Each figure is a triangle with an arrow through one side and a dot near a corner.
2. Figures (c) and (d) are (a) turned through 90 degrees clockwise and anticlockwise; the dot keeps the same corner position relative to the arrow.
3. In (b) the dot is at the wrong corner (it is a mirror image of (a)), so (b) is the odd one.

Teacher's Note:
1. When figures look alike, test whether each one can be turned (rotated) into the others; the one that needs a flip (mirror image) is usually the odd one.
2. Fix one reference element, such as a corner or an arrow, and track how the other elements sit relative to it in every figure.

Answer: (d) Figure (d)

Explanation:
1. Each figure is a triangle whose two sides curl into spirals at one corner, with an arrow on the opposite side.
2. In (a), (b) and (c) the arrow points in the anticlockwise direction around the triangle.
3. In (d) the arrow points clockwise, so (d) is different.

Teacher's Note:
1. Arrows carry direction: check whether each arrow points towards or away from a fixed element, or turns clockwise or anticlockwise.
2. Imagine walking along the figure in the arrow's direction and note whether you turn left or right; the odd figure breaks that habit.

Answer: (d) Figure (d)

Explanation:
1. Each figure has a half-moon shape, a hatched bar beside a straight line, and an arrow.
2. In (a), (b) and (c) the arrow points towards the hatched bar.
3. In (d) the arrow points away from the hatched bar, so (d) is the odd one.

Teacher's Note:
1. Arrows carry direction: check whether each arrow points towards or away from a fixed element, or turns clockwise or anticlockwise.
2. Imagine walking along the figure in the arrow's direction and note whether you turn left or right; the odd figure breaks that habit.

Answer: (d) Figure (d)

Explanation:
1. Each figure has a triangle overlapping a circle, and a dot.
2. In (a), (b) and (c) the dot lies in the region common to the triangle and the circle.
3. In (d) the dot is in the triangle only, outside the circle, so (d) is different.

Teacher's Note:
1. Look at where a small element (dot, symbol, arrow) sits: inside, outside, or in the overlapping region of the shapes.
2. Positions relative to the main shape matter more than positions on the page, because the whole figure may be rotated.

Answer: (c) Figure (c)

Explanation:
1. Each figure is a pentagon with lines inside and small arcs around it.
2. In (a), (b) and (d) there are five lines inside (two crossing diagonals plus one line towards the pointed end).
3. In (c) there are only three lines inside (a Y-shape), so (c) is the odd one.

Teacher's Note:
1. Counting is the quickest first test: count lines, sides, marks or symbols in each figure before looking for anything subtle.
2. Write the count under each figure; the odd one usually stands out as soon as the numbers are side by side.