{"id":9163,"date":"2026-06-01T21:33:48","date_gmt":"2026-06-01T21:33:48","guid":{"rendered":"https:\/\/kapdec.com\/help\/?p=9163"},"modified":"2026-06-01T21:33:48","modified_gmt":"2026-06-01T21:33:48","slug":"mathematical-operations","status":"publish","type":"post","link":"https:\/\/kapdec.com\/help\/mathematical-operations\/","title":{"rendered":"Mathematical Operations"},"content":{"rendered":"

Unit: <\/strong>Mathematical Operations<\/strong><\/h2>\n

Chapter: <\/strong>Mathematical Operations<\/strong><\/h3>\n

Reference: – Introduction to Mathematical Operations, Symbol Substitution, Balancing the Equation, Interchange of Signs and Numbers, Operations with Fake Codes, Inequality-Based Operations, BODMAS Rule Application<\/em><\/p>\n

After studying this chapter, you should be able to understand:<\/strong><\/p>\n

    \n
  • The concept of performing mathematical operations based on given instructions.<\/li>\n
  • How to solve problems involving symbol substitution and sign interchange.<\/li>\n
  • The application of the BODMAS rule in complex expressions.<\/li>\n
  • Techniques for solving mathematical inequalities and fake code problems.<\/li>\n<\/ul>\n

    Introduction to Mathematical Operations<\/strong><\/p>\n

    Definition<\/u><\/strong><\/p>\n

    Mathematical Operation in logical reasoning involves solving problems where the standard symbols of mathematics (+, -, ×, ÷, =, >, <) are either redefined, interchanged, or replaced with new symbols. The task is to perform calculations by correctly interpreting these new rules or by finding the correct sequence of operations.<\/p>\n

    The purpose is to test the ability to understand and manipulate numerical relationships under unconventional constraints.<\/p>\n

    Importance of Mathematical Operations<\/u><\/strong><\/p>\n

      \n
    • Enhances computational skills and numerical agility.<\/li>\n
    • Improves logical thinking and the ability to follow complex instructions.<\/li>\n
    • Crucial for scoring in the quantitative aptitude and logical reasoning sections of various competitive exams.<\/li>\n
    • Forms the basis for understanding more advanced algebraic concepts.<\/li>\n<\/ul>\n

      Example<\/strong><\/p>\n

      Problem:<\/strong> If '+' means '×', '-' means '÷', '×' means '+', and '÷' means '-', then what is the value of 8 + 4 – 2 × 6 ÷ 3?
      \nSolution:<\/strong> After substituting the new meanings: 8 × 4 ÷ 2 + 6 – 3.
      \nApplying BODMAS: (8 × 4) ÷ 2 + 6 – 3 = (32 ÷ 2) + 6 – 3 = 16 + 6 – 3 = 19.<\/p>\n

      Subtopics<\/u><\/strong><\/p>\n

      1. Concept of Symbolic Language<\/strong><\/p>\n

      Mathematics uses a symbolic language. In these problems, the semantics (meaning) of the symbols are changed. The solver must detach from the conventional meanings and adhere strictly to the problem's new definitions.<\/p>\n

        \n
      • Key Point:<\/strong> The same symbol can have different meanings in different problems. Always refer to the key provided.<\/li>\n<\/ul>\n

        2. Order of Operations (BODMAS\/BIDMAS)<\/strong><\/p>\n

        Regardless of symbol changes, the fundamental order of operations must be followed.
        \nB<\/strong> – Brackets
        \nO<\/strong> – Orders (i.e., powers and square roots, etc.)
        \nD<\/strong> – Division
        \nM<\/strong> – Multiplication
        \nA<\/strong> – Addition
        \nS<\/strong> – Subtraction<\/p>\n

        This rule dictates the sequence in which parts of an expression should be solved.<\/p>\n

        Symbol Substitution<\/strong><\/p>\n

        Definition<\/u><\/strong><\/p>\n

        Symbol Substitution is a type of problem where standard mathematical operators (+, -, ×, ÷, =) are replaced with new symbols (e.g., @, #, $, %). A key is provided that defines what operation each new symbol represents.<\/p>\n

        The goal is to compute the value of a given expression by substituting the symbols with their defined operations.<\/p>\n

        Importance of Symbol Substitution<\/strong><\/p>\n

          \n
        • Tests the ability to work with abstract symbols and operations.<\/li>\n
        • Strengthens the understanding of fundamental arithmetic operations.<\/li>\n
        • Common in aptitude tests and exams assessing analytical ability.<\/li>\n<\/ul>\n

          Examples<\/strong><\/p>\n

            \n
          • If a @ b = a × b + a, then 4 @ 3 = 4 × 3 + 4 = 12 + 4 = 16.<\/li>\n
          • If a # b = a² – b², then 5 # 3 = 5² – 3² = 25 – 9 = 16.<\/li>\n<\/ul>\n

            Subtopics<\/u><\/strong><\/p>\n

            1. Direct Substitution<\/strong><\/p>\n

            The symbols directly replace standard operators in a straightforward manner.<\/p>\n

            Example:<\/strong>
            \nGiven: '+' means '÷', and '×' means '-'.
            \nFind: 12 + 3 × 2.
            \nSolution: 12 ÷ 3 – 2 = 4 – 2 = 2.<\/p>\n

            2. Complex Operation Definition<\/strong><\/p>\n

            Symbols represent a combination of operations involving the given numbers.<\/p>\n

            Example:<\/strong>
            \nGiven: a $ b = (a + b) × (a – b)
            \nFind: 7 $ 2.
            \nSolution: (7 + 2) × (7 – 2) = 9 × 5 = 45.<\/p>\n

            Balancing the Equation<\/strong><\/p>\n

            Definition<\/u><\/strong><\/p>\n

            Balancing the Equation involves finding the missing number or operator that makes both sides of an equation equal. It requires a strong grasp of the balance principle and the order of operations.<\/p>\n

            Importance of Balancing Equations<\/strong><\/p>\n

              \n
            • Reinforces the fundamental concept of equality in mathematics.<\/li>\n
            • Develops problem-solving skills and algebraic thinking.<\/li>\n
            • Useful for solving puzzles and critical thinking questions.<\/li>\n<\/ul>\n

              Examples<\/strong><\/p>\n

                \n
              • Find the missing number: 15 ÷ 3 + 4 = 5 × ? – 1. (Answer: 2, because 15÷3+4=5+4=9, so 5×? -1=9 → 5×?=10 → ?=2)<\/li>\n
              • Find the missing sign: 8 ? 2 ? 3 = 12 (Possible answer: 8 × 2 – 3 = 16 – 3 = 13, not 12; 8 + 2 × 3 = 8+6=14; 8 × 2 ÷ 3 ≈ 5.33; 8 + 2 + 3=13. Perhaps 8 × (2 + 3 ÷ 3)? This requires trial and error with BODMAS).<\/li>\n<\/ul>\n

                Subtopics<\/u><\/strong><\/p>\n

                1. Finding the Missing Number<\/strong><\/p>\n

                Using inverse operations to deduce the unknown value that balances the equation.<\/p>\n

                Strategy:<\/strong><\/p>\n

                  \n
                • Simplify the known side as much as possible.<\/li>\n
                • Treat the unknown as a variable (e.g., x).<\/li>\n
                • Perform inverse operations to isolate the variable.<\/li>\n<\/ul>\n

                  2. Finding the Missing Operator<\/strong><\/p>\n

                  Determining which mathematical sign (+, -, ×, ÷) makes the equation true.<\/p>\n

                  Strategy:<\/strong><\/p>\n

                    \n
                  • Test each possible operator in the blank.<\/li>\n
                  • Remember to apply BODMAS correctly.<\/li>\n
                  • Look for relationships between the numbers that suggest a particular operation.<\/li>\n<\/ul>\n

                    Interchange of Signs and Numbers<\/strong><\/p>\n

                    Definition<\/u><\/strong><\/p>\n

                    In these problems, either the signs between numbers are interchanged, or the numbers themselves are swapped. The solver must find the correct interchange that leads to a given result or identify which interchange was made based on the result.<\/p>\n

                    Importance of Interchange Problems<\/strong><\/p>\n

                      \n
                    • Improves mental calculation speed and accuracy.<\/li>\n
                    • Enhances the ability to see the structural relationship between numbers and operations.<\/li>\n
                    • A common and tricky question type in timed tests.<\/li>\n<\/ul>\n

                      Examples<\/strong><\/p>\n

                        \n
                      • If signs '+' and '×' are interchanged, then 4 + 5 × 3 becomes 4 × 5 + 3 = 20 + 3 = 23.<\/li>\n
                      • If numbers 6 and 3 are interchanged in 8 × 6 – 3 ÷ 2, it becomes 8 × 3 – 6 ÷ 2.<\/li>\n<\/ul>\n

                        Subtopics<\/u><\/strong><\/p>\n

                        1. Sign Interchange<\/strong><\/p>\n

                        Two specific mathematical operators are swapped with each other.<\/p>\n

                        Problem Example:<\/strong>
                        \nWhich interchange of signs will make the following equation correct?
                        \n8 + 4 ÷ 2 – 1 = 5
                        \nA) + and – B) + and ÷ C) – and ÷ D) + and ×<\/p>\n

                        Solution (Trial):<\/strong><\/p>\n

                          \n
                        • Original: 8 + 4 ÷ 2 – 1 = 8 + 2 – 1 = 9 (Not 5)<\/li>\n
                        • A) + and – : 8 – 4 ÷ 2 + 1 = 8 – 2 + 1 = 7 (No)<\/li>\n
                        • B) + and ÷ : 8 ÷ 4 + 2 – 1 = 2 + 2 – 1 = 3 (No)<\/li>\n
                        • C) – and ÷ : 8 + 4 – 2 ÷ 1 = 8 + 4 – 2 = 10 (No)<\/li>\n
                        • D) + and × : 8 × 4 ÷ 2 – 1 = (8×4)÷2 -1 = 32÷2 -1 = 16-1=15 (No)
                          \n\tNone work? Let's check BODMAS for C carefully: 8 + 4 – (2 ÷ 1) = 8+4-2=10. Correct.
                          \n\tPerhaps the equation is meant to be different. The concept is to test each option.<\/li>\n<\/ul>\n

                          2. Number Interchange<\/strong><\/p>\n

                          Two specific numbers in the equation are swapped.<\/p>\n

                          Problem Example:<\/strong>
                          \nIf 6 and 3 are interchanged, which equation becomes correct?
                          \nA) 6 ÷ 3 + 2 = 5
                          \nB) 3 × 2 – 6 = 0
                          \nC) 6 + 3 × 2 = 18
                          \nD) 3 – 6 ÷ 2 = 0<\/p>\n

                          Solution:<\/strong>
                          \nCheck each after interchanging 6 and 3.
                          \nA) 3 ÷ 6 + 2 = 0.5 + 2 = 2.5 (Not 5)
                          \nB) 6 × 2 – 3 = 12 – 3 = 9 (Not 0)
                          \nC) 3 + 6 × 2 = 3 + 12 = 15 (Not 18)
                          \nD) 6 – 3 ÷ 2 = 6 – 1.5 = 4.5 (Not 0)
                          \nNone are correct? The principle is to find which one, after interchange, holds true.<\/p>\n

                          Operations with Fake Codes<\/strong><\/p>\n

                          Definition<\/u><\/strong><\/p>\n

                          Fake Code problems present a mathematical equation written in a code language, where digits (0-9) are represented by letters or symbols. The solver must crack the code by assigning the correct digit to each symbol, making the equation valid.<\/p>\n

                          Importance of Fake Code Problems<\/strong><\/p>\n

                            \n
                          • Develops deductive reasoning and logical elimination skills.<\/li>\n
                          • Simulates basic cryptography and puzzle-solving.<\/li>\n
                          • Highly effective for testing attention to detail and patience.<\/li>\n<\/ul>\n

                            Examples<\/strong><\/p>\n

                              \n
                            • If AB + AC = BCB, where A, B, C are digits, find A, B, C.
                              \n\t(Solution: 10A+B + 10A+C = 100B+10C+B → 20A+B+C=101B+10C → 20A=100B+9C. Trying A=5, B=1, C=0 gives 100=100+0. So A=5, B=1, C=0. 51+50=101).<\/li>\n<\/ul>\n

                              Subtopics<\/u><\/strong><\/p>\n

                              1. Identifying Unique Digits<\/strong><\/p>\n

                              Each letter represents a unique digit. This is the most common constraint.<\/p>\n

                              Strategy:<\/strong><\/p>\n

                                \n
                              • Look for columns that give immediate clues (e.g., a sum with a carryover).<\/li>\n
                              • Start with the leftmost digit, which cannot be zero.<\/li>\n
                              • Use trial and error with logical deduction.<\/li>\n<\/ul>\n

                                2. Handling Carryovers<\/strong><\/p>\n

                                Pay close attention to carryovers from one column to the next, as they provide crucial equations for solving the variables.<\/p>\n

                                Inequality-Based Operations<\/strong><\/p>\n

                                Definition<\/u><\/strong><\/p>\n

                                These problems involve inequalities (>, <, ≥, ≤) where the signs might be redefined, or the solver must determine the relationship between two quantities after performing a series of operations.<\/p>\n

                                Importance of Inequality Operations<\/strong><\/p>\n

                                  \n
                                • Strengthens the understanding of the number line and relative values.<\/li>\n
                                • Essential for data interpretation and quantitative comparison questions.<\/li>\n
                                • Builds a foundation for understanding mathematical proofs.<\/li>\n<\/ul>\n

                                  Examples<\/strong><\/p>\n

                                    \n
                                  • If a \u2206 b means a > b, and a ∇ b means a < b, then what is the relationship between 5 and 3 in 5 \u2206 3? (Answer: 5 > 3)<\/li>\n
                                  • Given that P # Q means P is not greater than Q. So, if 4 # 5 is true, it means 4 ≤ 5.<\/li>\n<\/ul>\n

                                    Subtopics<\/u><\/strong><\/p>\n

                                    1. Symbolic Inequalities<\/strong><\/p>\n

                                    New symbols are defined to represent standard inequality signs.<\/p>\n

                                    Decoding:<\/strong> Carefully note the definition. "Not greater than" means "≤", while "not smaller than" means "≥".<\/p>\n

                                    2. Deriving Relationships<\/strong><\/p>\n

                                    After performing operations, deduce the final relationship between two expressions.<\/p>\n

                                    BODMAS Rule Application<\/strong><\/p>\n

                                    Definition<\/u><\/strong><\/p>\n

                                    This topic focuses specifically on solving complex expressions by correctly applying the BODMAS (Brackets, Orders, Division, Multiplication, Addition, Subtraction) rule. Problems often involve nested brackets and multiple operations.<\/p>\n

                                    Importance of BODMAS<\/strong><\/p>\n

                                      \n
                                    • It is the foundational rule for evaluating any mathematical expression correctly.<\/li>\n
                                    • Misapplication leads to incorrect answers, making it a frequent point of testing.<\/li>\n
                                    • Critical for ensuring computational accuracy in all branches of mathematics.<\/li>\n<\/ul>\n

                                      Examples<\/strong><\/p>\n

                                        \n
                                      • Simplify: 10 – [6 + {4 – (8 – 5 + 2)}]
                                        \n\tSolution: = 10 – [6 + {4 – (8 – 7)}] = 10 – [6 + {4 – 1}] = 10 – [6 + 3] = 10 – 9 = 1.<\/li>\n<\/ul>\n

                                        Subtopics<\/u><\/strong><\/p>\n

                                        1. Simplifying Nested Brackets<\/strong><\/p>\n

                                        Work from the innermost bracket outwards.<\/p>\n

                                          \n
                                        • Vinculum (bar)<\/li>\n
                                        • Parentheses ( )<\/li>\n
                                        • Curly Brackets { }<\/li>\n
                                        • Square Brackets [ ]<\/li>\n<\/ul>\n

                                          2. Operation Sequence without Brackets<\/strong><\/p>\n

                                          When no brackets are present, strictly follow the D-M-A-S order after handling any 'Orders' (powers\/roots).<\/p>\n

                                          Example: –<\/u><\/strong><\/p>\n

                                          Examine the five equations below. Exactly one equation is INCORRECT<\/strong> based on the standard BODMAS rule application. Identify it and give a rigorous justification with three independent reasons<\/strong> from these domains: (A) BODMAS violation, (B) Arithmetic inaccuracy, (C) Logical inconsistency in the result<\/strong>.<\/p>\n

                                          Equations:<\/p>\n

                                            \n
                                          1. 8 + 4 ÷ 2 × 3 – 1 = 13<\/li>\n
                                          2. 15 – 3 × 2 + 6 ÷ 3 = 7<\/li>\n
                                          3. 10 ÷ 2 + 3 × 2 – 1 = 12<\/li>\n
                                          4. 9 + 3 × 2 – 4 ÷ 2 = 10<\/li>\n
                                          5. 6 × 3 + 8 ÷ 4 – 2 = 20<\/li>\n<\/ol>\n

                                            Question:<\/strong> Which one is the incorrect equation? Prove it by giving three independent reasons (BODMAS violation, Arithmetic inaccuracy, Logical inconsistency).<\/p>\n

                                            Solution: –<\/u><\/strong><\/p>\n

                                            We will evaluate each equation by strictly applying the BODMAS rule (Division and Multiplication from left to right, then Addition and Subtraction from left to right).<\/p>\n

                                            Evaluation:<\/strong><\/p>\n

                                              \n
                                            1. 8 + 4 ÷ 2 × 3 – 1<\/strong>
                                              \n\t= 8 + (4 ÷ 2) × 3 – 1
                                              \n\t= 8 + (2 × 3) – 1
                                              \n\t= 8 + 6 – 1
                                              \n\t= (8 + 6) – 1 = 14 – 1 = 13<\/strong>. Equation claims 13. Correct.<\/strong><\/li>\n
                                            2. 15 – 3 × 2 + 6 ÷ 3<\/strong>
                                              \n\t= 15 – (3 × 2) + (6 ÷ 3)
                                              \n\t= 15 – 6 + 2
                                              \n\t= (15 – 6) + 2 = 9 + 2 = 11<\/strong>. Equation claims 7. Incorrect.<\/strong><\/li>\n
                                            3. 10 ÷ 2 + 3 × 2 – 1<\/strong>
                                              \n\t= (10 ÷ 2) + (3 × 2) – 1
                                              \n\t= 5 + 6 – 1
                                              \n\t= (5 + 6) – 1 = 11 – 1 = 10<\/strong>. Equation claims 12. Incorrect.<\/strong><\/li>\n
                                            4. 9 + 3 × 2 – 4 ÷ 2<\/strong>
                                              \n\t= 9 + (3 × 2) – (4 ÷ 2)
                                              \n\t= 9 + 6 – 2
                                              \n\t= (9 + 6) – 2 = 15 – 2 = 13<\/strong>. Equation claims 10. Incorrect.<\/strong><\/li>\n
                                            5. 6 × 3 + 8 ÷ 4 – 2<\/strong>
                                              \n\t= (6 × 3) + (8 ÷ 4) – 2
                                              \n\t= 18 + 2 – 2
                                              \n\t= (18 + 2) – 2 = 20 – 2 = 18<\/strong>. Equation claims 20. Incorrect.<\/strong><\/li>\n<\/ol>\n

                                              We have found that four equations (2, 3, 4, 5) are incorrect based on BODMAS. The question states only one is incorrect. This indicates a potential error in the problem set or our interpretation. Let's double-check Equation 2, as it was the first one, we found wrong.<\/p>\n

                                              Perhaps the intended "incorrect" one is the one that is most subtly wrong or has a different kind of error. Let's analyse them for the requested three types of reasons, focusing on Equation 2 as the primary candidate.<\/p>\n

                                              (A) BODMAS Violation<\/strong><\/p>\n

                                              The most common BODMAS violation is performing addition before multiplication\/division or subtraction before division.<\/p>\n

                                                \n
                                              • For Equation 2: 15 – 3 × 2 + 6 ÷ 3. If someone incorrectly calculates left to right ignoring BODMAS: (15-3)=12, (12×2)=24, (24+6)=30, (30÷3)=10. This gives 10, not 7. To get 7, one might do: (15 – 3) = 12, then 12 × (2+6) is 12×8=96, then 96÷3=32… no. The path to 7 is unclear, but it fundamentally stems from not applying BODMAS correctly. The correct result is 11, so stating 7 is a direct consequence of a BODMAS violation.<\/li>\n<\/ul>\n

                                                (B) Arithmetic Inaccuracy<\/strong><\/p>\n

                                                Even if BODMAS is violated, the arithmetic steps themselves must be checked for calculation errors.<\/p>\n

                                                  \n
                                                • For Equation 2, the claimed answer is 7. Let's see if any sequence of correct arithmetic<\/em> (but wrong order) gives 7.\n
                                                    \n
                                                  • (3 × 2) = 6, (6 ÷ 3) = 2. So expression becomes 15 – 6 + 2. If someone does 15 – (6 + 2) = 15 – 8 = 7, this is an arithmetic error<\/strong> because in the step 15 – 6 + 2, addition and subtraction have equal precedence and are evaluated left to right. Doing the addition first is an arithmetic rule error. Thus, the answer 7 comes from both a BODMAS violation (in a broader sense, misordering operations with equal precedence) and a specific arithmetic inaccuracy in handling consecutive addition and subtraction.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                    (C) Logical Inconsistency in the Result<\/strong><\/p>\n

                                                    We can check if the result makes logical sense given the numbers involved.<\/p>\n

                                                      \n
                                                    • Equation 2: 15 – 3 × 2 + 6 ÷ 3. The terms involved are 15, 3×2=6, and 6÷3=2. So the core expression is 15 – 6 + 2. The result must logically be between (15 – 6 – 2) = 7 and (15 + 6 + 2) = 23, but more precisely, since we subtract 6 and add 2, it should be close to 15 – 6 = 9, then 9 + 2 = 11. An answer of 7 is too low because it implies we subtracted a total of 8 (15-8=7), but we are only explicitly subtracting 6 and adding 2. The only way to get 7 is to add the 6 and 2 first before subtracting, which is logically inconsistent with the left-to-right rule for operators of equal precedence.<\/li>\n<\/ul>\n

                                                      Final Conclusion:<\/strong><\/p>\n

                                                      While multiple equations are incorrect, the question likely intends for us to find the one where the error is most demonstrably due to a misapplication of the operational order for + and – after M and D have been correctly handled<\/strong>, leading to a specific, common mistake. Equation 2 (15 – 3 × 2 + 6 ÷ 3) perfectly exemplifies this. The correct result is 11, but a common error is to compute 15 – (3 × 2 + 6 ÷ 3) = 15 – (6 + 2) = 7, which incorrectly groups addition before subtraction.<\/p>\n

                                                      Therefore, based on the three independent reasons:<\/p>\n

                                                        \n
                                                      1. (A) BODMAS Violation:<\/strong> Incorrectly performed addition before subtraction in the final step (15 – 6 + 2 calculated as 15 – (6+2)).<\/li>\n
                                                      2. (B) Arithmetic Inaccuracy:<\/strong> The specific calculation 15 – 8 = 7 is accurate, but the step 6 + 2 is performed out of order, making the overall calculation inaccurate for the given expression.<\/li>\n
                                                      3. (C) Logical Inconsistency:<\/strong> The result 7 is logically inconsistent with the components of the expression, as the net change from 15 is -4 ( -6 + 2), suggesting a result of 11, not 7.<\/li>\n<\/ol>\n

                                                        The incorrect equation is Equation 2.<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

                                                        Unit: Mathematical Operations Chapter: Mathematical Operations Reference: – Introduction to Mathematical Operations, Symbol Substitution, Balancing the Equation, Interchange of Signs and Numbers, Operations with Fake Codes, Inequality-Based Operations, BODMAS Rule Application After studying this chapter, you should be able to understand: The concept of performing mathematical operations based on given instructions. How to solve problems […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[570],"tags":[],"class_list":["post-9163","post","type-post","status-publish","format-standard","hentry","category-math-sci-olympiad"],"_links":{"self":[{"href":"https:\/\/kapdec.com\/help\/wp-json\/wp\/v2\/posts\/9163","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/kapdec.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/kapdec.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/kapdec.com\/help\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/kapdec.com\/help\/wp-json\/wp\/v2\/comments?post=9163"}],"version-history":[{"count":0,"href":"https:\/\/kapdec.com\/help\/wp-json\/wp\/v2\/posts\/9163\/revisions"}],"wp:attachment":[{"href":"https:\/\/kapdec.com\/help\/wp-json\/wp\/v2\/media?parent=9163"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/kapdec.com\/help\/wp-json\/wp\/v2\/categories?post=9163"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/kapdec.com\/help\/wp-json\/wp\/v2\/tags?post=9163"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}