From the path of falling in love with data and chance. to an examination ISI MStat program is different and unique. We discuss that how ISI MStat program is something more than an exam. We will also discuss how to prepare for the exam.
From the path of falling in love with data and chance. to an examination ISI MStat program is different and unique. We discuss that how ISI MStat program is something more than an exam. We will also discuss how to prepare for the exam.
We have compiled all the Pdfs of the previous year's question papers and sample papers. This is a great resource for your ISI MStat Entrance Exam Preparation. ISI MStat 2020 Question Paper Pdf ISI MStat 2019 Question Paper Pdf ISI MStat 2018 Question Paper Pdf ISI MStat 2017 Question Paper Pdf ISI MStat 2016 Question […]
This is the list of answer key for ISI MStat PSA Portion. Enjoy.
From the path of falling in love with data and chance. to an examination ISI MStat program is different and unique. We discuss that how ISI MStat program is something more than an exam. We will also discuss how to prepare for the exam.
Are you ready for IIT JAM MS 2022? Check it out with a Free Diagnostic Test prepared by Cheenta Statistics & Analytics Department! Other Useful Resources for You
Let us learn about Stirling Numbers of First Kind. Watch video and try the problems related to Math Olympiad Combinatorics
Suppose $r\geq 2$ is an integer, and let $m_{1},n_{1},m_{2},n_{2} \cdots ,m_{r},n_{r}$ be $2r$ integers such that$$|m_{i}n_{j}−m_{j}n_{i}|=1$$for any two integers $i$ and $j$ satisfying $1\leq i <j <r$. Determine the maximum possible value of $r$. Solution: Let us consider the case for $r =2$. Then $|m_{1}n_{2} - m_{2}n_{1}| =1$.......(1) Let us take $m_{1} =1, n_{2} =1, m_{2} =0, n_{1} =0$. Then, clearly the condition holds for $r =2$. […]
Suppose we have a triangle $ABC$. Let us extend the sides $BA$ and $BC$. We will draw the incircle of this triangle. How to draw the incircle? Here is the construction. Draw any two angle bisectors, say of angle $A$ and angle $B$ Mark the intersection point $I$. Drop a perpendicular line from I to […]
This year Cheenta Statistics Department has done a survey on the scores in each of the sections along with the total score in IIT JAM MS. Here is the secret for you! We have normalized the score to understand in terms of percentage. There are three questions, we ask The general performance for the IIT […]
Here are the problems and their corresponding solutions from B.Math Hons Objective Admission Test 2008. Problem 1 : Let $a, b$ and $c$ be fixed positive real numbers. Let $u_{n}=\frac{n^{2} a}{b+n^{2} c}$ for $n \geq 1$. Then as $n$ increases, (A) $u_{n}$ increases;(B) $u_{n}$ decreases;(C) $u_{n}$ increases first and then decreases;(D) none of the above […]
Practice the official AMC 8 2020 past paper to sharpen your mathematical problem-solving skills. This post includes the complete question paper PDF for students preparing for AMC 8 and maths olympiads, helping improve accuracy, speed, and logical thinking.
The 2019 American Mathematics Contest 8 (AMC 8) was a 25-question, 40-minute multiple-choice math competition for middle school students (grades 8 and below).
Problem 1 Danica wants to arrange her model cars in rows with exactly 6 cars in each row. She now has 23 model cars. What is the smallest number of additional cars she must buy in order to be able to arrange her cars in this way?(A) 1(B) 2(C) 3(D) 4(E) 5 Answer : (A) […]
Problem 1 Susan had $\$ 50$ to spend at the carnival. She spent $\$ 12$ on food and twice as much on rides. How many dollars did she have left to spend?(A) 12(B) 14(C) 26(D) 38(E) 50 Answer : B Problem 2 The ten-letter code BEST OF LUCK represents the ten digits $0-9$, in order. […]
Problem 1 Harry and Terry are each told to calculate $8-(2+5)$. Harry gets the correct answer. Terry ignores the parentheses and calculates $8-2+5$. If Harry's answer is $H$ and Terry's answer is $T$, what is $H-T$ ?(A) -10(B) -6(C) 0(D) 6(E) 10 Answer (A) -10 Problem 2 Paul owes Paula 35 cents and has a […]
American Mathematics Competition 8 (AMC 8) – 2009 features a carefully selected set of middle-school-level problems designed to test logical thinking, arithmetic skills, and problem-solving ability. This post presents the questions with clear answers, making it a useful resource for students preparing for AMC 8 and similar mathematics competitions.
A thoughtfully curated collection of problems and solutions from the AMC 8 2023. This post offers clear explanations, logical reasoning, and step-by-step solutions to help students strengthen their foundations and prepare confidently for mathematics Olympiads.
A complete and carefully written set of problems and solutions from the American Mathematics Competition 8 (AMC 8) 2024. This post presents clear mathematical reasoning, step-by-step solutions, and multiple-choice answers, making it useful for students preparing for Olympiad-level competitions as well as teachers guiding structured problem-solving practice.
Problem 1 Andy and Betsy both live in Mathville. Andy leaves Mathville on his bicycle at $1: 30$ traveling due north at a steady 8 miles per hour. Betsy leaves on her bicycle from the same point at 2:30, traveling due east at a steady 12 miles per hour. At what time will they be […]
Here are the problems and solutions of IOQM (Indian Olympiad Qualifier in Mathematics) 2025
The 19th week of the Kankinara Faculty and Training Programme focused on expanding academic horizons through historical narratives and spatial awareness. The week’s sessions were designed to help faculty experience how to conduct integrated classes where geography and history are taught through engaging storytelling and visual exploration, keeping students actively involved and motivated. Two faculty […]
The 18th week of the Kankinara Faculty and Training Programme focused on collaborative classroom engagement and creative learning through activity-based sessions. The week’s sessions were designed to help faculty experience how to conduct integrated classes where language learning and hands-on activities go together, keeping students actively involved and motivated. Two faculty members from Kankinara attended […]
The 17th week of the Kankinara Faculty and Training Programme focused on strengthening digital documentation skills through practical training on Google Docs. The sessions were designed to help participants create structured academic materials for classroom use in an organised and professional manner. Participants were guided on how to use Google Docs to prepare question–answer papers […]
The 16th week of the Kankinara Faculty and Training Programme focused on developing social awareness, values, and language skills through lessons on basic etiquette and moral learning. The sessions were designed to help participants understand appropriate behaviour in everyday and professional settings while strengthening their reading and comprehension abilities. Participants were introduced to basic etiquette, […]
The 15th week of the Kankinara Faculty and Training Programme was dedicated to strengthening and reinforcing the skills developed throughout the previous weeks. Instead of introducing new topics, the sessions focused on revisiting key areas of learning to ensure clarity, confidence, and long-term retention. Participants engaged in guided revision of English grammar concepts, sentence construction, […]
The 14th week of the Kankinara Faculty and Training Programme marked an important milestone, as it focused on evaluating the overall learning progress of the participants through a structured examination. The assessment was designed based on the training conducted over the previous weeks and aimed to measure participants’ understanding of English language skills, grammar concepts, […]
The 13th week of the Sundarban and Kankinara Faculty and Training Programme focused on introducing participants to modern digital tools while reinforcing their English language foundation. The sessions were designed to help participants become more confident users of technology for learning, communication, and professional growth. The week began with an interactive session on the use […]
Problem 1 What is the value of $$\left(\left((2+1)^{-1}+1\right)^{-1}+1\right)^{-1}+1 ?$$ (A) $\frac{5}{8}$(B) $\frac{11}{7}$(C) $\frac{8}{5}$(D) $\frac{18}{11}$(E) $\frac{15}{8}$ Answer: (B) $\frac{11}{7}$ Problem 2 Liliane has $50 \%$ more soda than Jacqueline, and Alice has $25 \%$ more soda than Jacqueline. What is the relationship between the amounts of soda that Liliane and Alica have?(A) Liliane has $20 \%$ […]
Problem 1 What is the value of $(2(2(2(2(2(2+1)+1)+1)+1)+1)+1)$(A) 70(B) 97(C) 127(D) 159(E) 729 Answer: (C) 127 Problem 2 Pablo buys popsicles for his friends. The store sells single popsicles for $\$ 1$ each, 3popsicle boxes for $\$ 2$ each, and 5 -popsicle boxes for $\$ 3$. What is the greatest number of popsicles that Pablo […]
Problem 1. Let $x_1, x_2, x_3, \ldots$ be a sequence of positive integers defined as follows: $x_1=1$ and for each $n \geqslant 1$ we have $$x_{n+1}=x_n+\left\lfloor\sqrt{x_n}\right\rfloor$$ Determine all positive integers $m$ for which $x_n=m^2$ for some $n \geqslant 1$. (Here $\lfloor x\rfloor$ denotes the greatest integer less or equal to $x$ for every real number […]