sll PN PSYCHOMETRIC TESTING IN ONILSIL JIMLIWOHIASd LY G399INS (= ee eet eats Pie icaneae eta Se cue n J f PRACTICE TESTS FOR a imcnie NUMERICAL REASONING ADVANCED LEVEL ae ISBN 0-940-81230-8 Hodder Arnold ducatlon cok z Cae ML Ia ag £9.99 oMeosaoler2334 =SUCCEED AT PSYCHOMETRIC TESTING PRACTICE TESTS FOR NUMERICAL REASONING ADVANCED LEVELODODODOOOOOODO0 CCrders: please contact Bookpoint Lid, 130 Millon Park, Abingdon, Oxon CX14 488. Telephone: (44) 01235 827720. Fax: (44) 01235 400454, Lines are open from 9.00 to 5.00, Monday to Saturday, with a 24-hour 3¢ answering service. You can aio order through our website ‘www hoddereducation com British Library Cataloguing in Publication Data ‘Aeatalogue Focord for th file is cvalabe rom the Bish Ubrary ISBN-10: 0 340 81233 8 ISBN-13: 9 780340 812334 Fist published 2004 Impression number 10.9 87 6 5 Year 2008 2007 2006 Copyright © 2004 Bernice Walmsley [Al ighsreerved. Apart rom any permite use under UK copyright law, no pete ie plcciss soya ete! x wena» yom orb fy means elecronic or mechani, incding photocopy, recording, or any ideation, sorage ond rekievalsysem, whet pemieon in wring rom th ll cana Kaz fw he Cop Learn Apt Lined Ste fe eee ee ined om ion Timed, of 90 Totenhom Cont Road London WiPa Tie publisher hos used its best endeavours to ensure that the URLs for external websites referred to inthis book are correct and ative ot the time of geina ops. Howove, the publisher nd the cuhor hoe no espensiy the websites and can make no guaraniee that a site will remain lve or thatthe content will remain relevant, decent, or appropriate. Typeset by Servis Filmseting Ltd, Longsight, Manchester. Printed in Greot Britain for Hodder Education, a division of Hodder Headline, 338 Euston Road, London NW1 38H by Cox & Wyman lid, Reading, Berkshit Hodder Headlines policy isto use papers that are natal, renewable ond recyclable products and made from wood grovn in sustainable forests. The leaging and manufacturing proces ae expat confor he ‘ervironmental regulations ofthe country of origin. Contents ‘Acknowledgements vi Foreword vii Chapter 1: Introduction 1 Chapter 2: Timed tests 30 Chapter 3: Answers to timed tests 104 Chapter 4: Explanations of timed tests 110 Chapter 5: Diagnosis and further reading 150 OOAcknowledgements With thanks to Saville & Holdsworth Ud, for permission to reproduce the following material: Test 1, Questions 22-30; Test 3, Questions 11-14 and Figures 2.1 and 2.2; Test 3, Questions 16-19 and Table 2.3 and Figure 2.3. ) Foreword IF anyone tells you that it is impossible to improve your score in a psychometric test, don't pay any attention. It isn’t true. ‘A multtmillion pound industry has developed around the notion that psychometric tests yield accurate and true data about an individual's ability. While this is generally the case, test results con differ widely and are determined by a range of factors, including the test environment, the professionalism and experi- ence of the test administrator, the level of confidence of the candidate on the day of the test, the candidate’s familiarity with the testing process, and the amount of practice a candidate has had prior to the test. ‘As the industry develops, testakers are becoming more informed about what is expected of them, and about what they should expect from the testing process. Increasingly, candidates are taking control of the process, and demonstrating that it is feasible to prepare for psychometric tests and to significantly improve scores. This series of books was designed with you, the tesHaker, in mind. In finding this book you have demonstrated a commit ment to achieving your potential in the upcoming test. Commitment and confidence play a large role in determining O©) Numerical Reasoning Advanced Level your level of success, and practice will help to build your confidence. ‘A common complaint from candidates is that they cannot find enough material to practise. This series aims to overcome this deficiency by providing you with chapter after chapter of timed tests for you to take under test conditions. The series covers many examples of question sets appropriate to the major test publishers, and will help you to prepare for numer- ical, verbal, logical, abstract and diagrammatic reasoning tests. Chapter | offers you specific advice on how to prepare for your test. Once you have read through the instructions in Chapter 1, go straight to the timed tests in Chapter 2. Be sure to set aside enough time to finish a complete test at one sitting ~ the timings are given at the beginning of each test. Chapter 3 lists all the answers to the questions in Chapter 2 in one section, so that you can quickly check off the answers, ond Chapter 4 provides you with the explanations. If you have time, wait a few days before retaking the tests ~ at least enough time to have forgotten the answers. In between taking and retaking the tests in this series, practise with other sources. You will find a list of these in Chapter 5. Few people enjoy psychometric tests. Yet if psychometric tests ‘are the major obstacle between you and your perfect job, it is worth spending some fime learning how to get beyond obstacle. You can be proactive in achieving your best score by practising as much as you can. ® Foreword Finally, if you don’t achieve your best score at your first attempt, try again. You may be pleasantly surprised by your results the second time around. Good luck! Heidi Smith Series Editor The other titles in the series are: Numerical Reasoning Intermediate Verbal Reasoning Intermediate Verbal Reasoning Advanced Diagrammatic and Abstract Reasoning Data Interpretation_ CHAPTER 1 _ Introduction i fy WHO SHOULD READ THIS BOOK? This book is aimed at anyone of graduate and/or management level who may have to take psychometric tests in the near future. It may be that you have been called for an interview and have heard that there will be a series of tests. You may even have been told specifically that you will be subjected to ‘Psychometric Testing’ and that this will include testing of your numerical skills. Or you may be applying for promotion and it has been mentioned that numerical ability will be important. Or you may be hoping to be accepted on a management devel ‘opment programme in your company and know that tests will be used to select the most appropriate candidates from those who have applied. Yet another example of people who would find the practice involved in this book useful is the candidate for the Civil Service who may be dreading their forthcoming UK Civil Service Fast Stream Qualifying Tests. (These tests feature «a type of question based upon algebra for which it can be dif ficult to find practice material.) Whatever your situation, for most people the prospect of being tested is not a pleasant one. But it is certainly something that you can prepare for and by doing so improve your performance. This is the purpose of this book. O©) Numerical Reasoning Advanced Level If you have been out of the education system for some years or you have been studying for a degree that has not demanded much use of the numerical skills you learned at school, you may have a dislike - or even a fear - of numbers. However, numer- ical reasoning tests are certainly something that you can prepare for and this preparation will improve your perform- ance. Testing yourself on actual examples of the types of test you will encounter is vital. Then, and only then, can you assess where your efforts to improve need to be focused. Most graduates and applicants for jobs at a senior level (the people at whom this book is aimed) are not in any way in- numerate. If they have problems with numerical tests, those problems are more likely to be due to a lack of speed and accu- racy or lack of recent use of the vital skills than to a lack of ability. The numerical knowledge that you will need, to perform well in these tests, is the maths you learned at school. It might be that you need a quick refresher course, but just os useful will be the sort ‘of practice contained in this book and the explanations that ‘eccompany the answers fo the questions. It is perfectly possible to improve your score by your own efforts. To achieve this you must take an active part - rather than a passive role - in this whole testing process. Yet itis a fact that adults with reasonable numerical aptitude often do not enjoy numerical tasks and so they tend to avoid them. This sets up a vicious circle. The avoidance of using numbers leads to poor performance because of lack of practice. The solution is obvious and relatively easy to bring about - test yourself and practise. Unfamiliarity can obstruct your ing at a better job, career develop- ment and a higher salary, now is not the time to let a simpleto-remedy problem like unfamiliarity stand in your way. © Introduction This might not seem, at this stage, to be an enjoyable prospect specially if you are typical of many adults who believe that they are ‘no good at maths’. However, with practice and deter- mination the tests will become easier and will then become less of a chore. They are a ‘necessary evil’ in today’s competitive jobs market — especially at the graduate level and beyond - nd the aim of this book is to ensure that you get sufficient prac- fice to increase your chances of success. Remember that numerical reasoning tests, like all tests and examinations, are ‘an opportunity to display your true ability and potential so you should try to make the most of them. In this book there will be a litle theory about the tests and then plenty of practice on timed tests using questions as close as pos- sible to real tests. You will find lots of examples for you to work through and some handy tips on how to tackle them. We will be examining the common pitfalls associated with these tests and then discovering how to avoid them. WHAT IS NUMERICAL REASONING? Numerical reasoning is the ability to deal with numbers and to get useful information from them. When your aptitude in this ‘area is being tested you will have to show that you can add, sub- tract, divide and multiply as well as work with fractions, percentages and ratios and probably also show your under- standing of data in charts, tables and graphs. Sometimes, particularly in the UK Civil Service Fast Stream Qualifying Tests, you will also need an understanding of basic algebra. These ore all skills that you will have been taught at school. Practice will help you to remember them. 2)=) Numerical Reasoning Advanced Level WHY TEST NUMERICAL REASONING? There is a common belief that, unless you are an accountant or ‘working in a bank, then you do not need to have an aptitude for numbers. This is absolutely not the case. Just think for a moment about the real business world - here are just a few examples: @ Volume discounts ‘Minimum order values @ Pension calculations @ Engineering projects @ Technical specifications ®@ Budgets and targets The examples of situations in which you need to be able to work with numbers are endless. And do not fall into the trap of thinking that, in this world where calculators are commonplace or where we have computers to help, you do not need to be able to work things out in your head. What about that sales manager who needs to get an idea of what price he/she will accept in the middle of complex negotiations? Or the busi- nessperson receiving a batch of invoices - he/she could save a lot of time by knowing at a glance that the invoices are ‘added up correctly. In the real world, numbers are everywhere so we need to be able to use them quickly and accurately and ‘our prospective employers will be looking for this ability. From an employer's point of view, interviewing and taking on staff is an expensive and risky business. There are a number of ways in which aptitude testing can help on employer: © Introduction Where a company has received a large number of ‘applicants, tests can whittle down the number to a more manageable and costeffective level for interviewing. @ Tests can be combined with other selection procedures to enable the employer to make better recruitment decisions. @ Tests are much less subjective than interviews alone — this is better for the employer and for the interviewees. @ Better decisions at this stage will result in a lower staff turnover. ® Selecting the right employees will reduce employee induction costs or wasted training. @ Employing the right people will lead to a reduction in the possibility of damage being done to a business by an incompetent member of staff. CVs are notoriously unreliable. Anyone can declare that they ore numerate — tests will show whether or not this is actually true. With these reasons in mind, we can see that an employer would be well advised to find a more efficient way of selecting staff than interviews alone. Mistakes in recruitment are expen- sive. Employers frequently use aptitude tests as an additional tool to help with their decision making - especially if they have a large number of applicants.) Numerical Reasoning Advanced Level HOW AND WHEN WILL AN EMPLOYER CARRY OUT THE TESTING? The method of conducting the fests may vary from employer to employer and also according to how many applicants are involved. If there are only a small number of candidates to sit the tests, the employer may give you the test immediately prior to your interview. If, however, there are a large number of can- didates to be tested, then the testing process may be carried out ona separate day. It may also form part of a much longer and more involved selection process, perhaps including discussing case studies or group exercises. These last Iwo options are fre- quently the case during graduate recruitment campaigns that larger companies may run. If there are only one or two candidates, employers will usually provide a quiet room for the test or leave you alone in the inter- view room. If there are a large number of applicants being tested, they will provide a room that may remind you of exam- inations at school. Do not worry about any of this; we will explore the ways in which you can prepare for this experience later in this book. Whatever the situation, employers will do their utmost to ensure that they use the tests in a fair, unbiased manner. As the purpose of their using the tests is to make decisions that will ensure that the recruitment process is more reliable ond effective, there is very litle point in using these tests if they are not free from bias. The important point to note is that the tests are designed to give everyone an equal opportunity ~ no group of people or type of candidate being tested should find that they are disadvantaged. Tests of this type are designed to be objective and should only differentiate between candidates in respect of suitability for the © Introduction position they are trying to fil. The suppliers of the tests will have carried out extensive research and provided guidelines to the employer regarding what the tests are designed to determine. They will also have validated the level ofthe test by trying it out ‘on a large number of people at various levels in terms of occu- pation, age and education. However, it will be up to the employer to determine what he/she deems relevant to the job. This is obviously a subjective process for the employer - some employers will consider that numerical ability is vital in a mar- keting manager, for example, but another may have overlooked that aspect altogether. Whatever the employer's priorities, the same test will be applied to all candidates for the job and will be designed to be as unbiased os possible. Sometimes recruitment companies also carry out these tests. Before sending you for interviews, they may assess your suit ability for different types of career by testing your aptitudes in «@ number of areas. These will then be used to formulate a profile showing your relative strengths and weaknesses, which may then be useful in directing your choice of coreer to suit your blend of aptitudes. WHAT SORTS OF TESTS WILL YOU BE GIVEN? The sets of aptitude tests given by employers may include ones to assess a variety of things such as your verbal reasoning or diagrammatic reasoning. However, our aim in this book is to concentrate on numerical reasoning. Numerical reasoning tests will be timed and you will have to work quickly - but accurately. You will be told whether or not the use of caleulators is permissible and whether or not you ore ©} Numerical Reasoning Advanced Level allowed to write on the question papers. The questions quite often have multiple-choice answers and you will be told how to ite your answers. This may be by ticking or putting a cross ‘a space or sometimes by shading in a square or circle on the answer paper. This latter method is to facilitate either computer marking or marking using a template in the case of large numbers of people taking the test. Whatever the instructions, it is vital that you follow them to the letter. If you are told to indi- cate your answer with a tick for example, do not put a cross. The person marking the test could possibly interpret this as your having deleted your answer to that question. There are a number of different types of question at this level that can be used to assess your aptitude for numbers: » General mathematical - including word problems, number sequences and basic arithmetic ® Tests based on tabulated data, graphs and charts Quantitative relations ie. useful practice for the UK Civil Service Fast Stream Qualifying Tests Each of these test types is intended to discover a different aspect of your ability to use numbers. ‘At this point, it will be helpful to explain the layout of the ques- tions, answers and explanations included in this book. As you will see, there will be a chapter of timed tests giving you plenty of practice and so that you can simulate test conditions. A short chapter giving you a quick way to check your answers will follow this chapter. After this there will be a chapter devoted to explanations of the answers. This will include plenty of advice Introduction ‘on how you can tackle the questions and on specific problems to look out for. You should note the correct answers and, even if you have got that one right, read the accompanying expla- nation. This is where the common pitfalls will be demonstrated and tips given on how to avoid them. Do not worry if you find at this point that you have made an elementary mistake — ‘almost everyone does. It is highly unlikely that you will get every single answer correct. Reading the explanations will highlight the possible stumbling blocks HOW TO USE THIS BOOK As an introduction, we will now look in a little more detail at the different types of questions. 1 General mathematical The first two timed tests will contain a variety of questions, including simple arithmetical tests, aimed at evaluating your ability to use the four basic operations of addition, subtraction, division and multiplication, alongside your understanding of numbers used in different formats. These formats include per- centages, fractions and decimals and will take a variety of forms — straightforward calculations, number sequences and word problems. ‘As you can see, this section covers an enormous variety of ‘questions. It will be useful here to look at some of these types. The tests in the main part of this book are timed and the ‘answers and explanations — including fips on how to tackle the questions and some pitfalls to avoid related to the specific ques- tions - will be contained in a chapter separate from the ®9 numerical Reasoning Advanced Level questions so that you will be able to test yourself in a sitation as close to the actual test conditions as possible. However, as an introduction to the types of questions, we will quickly run through the whole question/answer/explanation process. Here are a few examples of the type of question you may encounter when you sit a real test of this sort: ARITHMETIC These are usually the most basic of the types of numerical rea- soning test questions that will be encountered. They are based on arithmetical operations that most people will have learned and used throughout their school life. However, without day-to- day use, we all soon become less proficient at using these skills. You may have been studying o degree subject that does not emphasise numeracy or doing a job where you are using a calculator whenever figures are involved so that you do not think about numbers very much. This section is where practice might produce the most dramatic improvements. Questions 1 29333 + 434+ 17 =? 2 6234 - 5979 =? 3 25x 321=2 4 616+ 22=2 Answers 1 29784 2 255 3 8025 4 2 Introduction Explanations There are not usually any pitfalls associated with straightfor- ward arithmetic questions like this. Work through the questions methodically and as quickly as you can without sacrificing accuracy. The more you do this type of question, the quicker you will get. With questions involving numbers of this size you will usually be either allowed to use a calculator or to use a piece of paper for rough workings. Most people would not be able to do long division calculations in their head - so do not ponic. It cannot be overstated - practice can make a great deal of dif- ference here. IF you find that you struggle with this type of question, a basic book on arithmetic, added to plenty of prac- tice, will help. The knowledge to answer these questions will have been gained at school and bringing yourself up to speed ‘on this should be a priority if you have problems in this area. PERCENTAGES, FRACTIONS AND DECIMALS Although the questions in this section may seem varied and unrelated, the way in which the calculations work is very similar. Percentages ore closely reloted to fractions in that per- centages are expressed in parts of one hundred, for example 50% is 50 parts of one hundred and could also be expressed «sor }, that is one half. Decimals are also closely connected = the decimal point separates the whole number from the decimal fraction. You may also encounter ratio calculations in this section. As you can see, the questions in this section have a selection of ‘answers supplied for you to choose from. When you are given 5O) Numerical Reasoning Advanced Level ‘a multiple choice like this, usually only one answer will be correct. This may sometimes give you the opportunity to save time by estimating your answer and eliminating the obviously incorrect answers from those suggested rather than working out your exact answer. You can treat the multiple-choice answers os list of suggestions. ‘Aword of warning at this point. Do not guess at random. Some fests penalise this via the scoring system and there may be deductions for wrong or unanswered questions. ‘One more thing to be aware of is that, in dealing with multi- ple-choice questions, it is especially important to take notice of the instructions you will be given on how to indicate your answer. There are a variety of ways that test compilers require you to complete the tests. You may be required to indicate with a cross or a tick - be warned that they are not interchange- able. You are asking for @ low score if you ignore instructions of this type. Questions 1 A5% of S15 =? @£7.75 b85.00 ¢£675 AL575 ©8625 2 3-6-2 a4; b3} ¢2 d3z 3 535+ 14.9 - 2.33 = 22258 b21 €180 d17.92 ©1882 Introduction ‘Answers 1 €£6.75 2 b3 3 17.92 Explanations 1 Answer c £6.75 is correct. Remember that 45 per cent is the some as ths and that there are a number of ways that you can tackle this sort of question. For example, you could divide £15.00 by 100 then multiply by 45 or you could work out 45% of £10 then multiply by 1.5 (i.e. £10 + half of £10) - whichever you find easiest. The calcula- tion is: 7 X 15. 2. Answer b 33 is correct. As with most fraction calcula- tions, you need to find the common denominator (the denominator is the number at the bottom of the fraction so a. common denominator is one into which all the denomina- tors will divide). In this case it is 8, as both 8 and 4 — the two denominators - will go into this. After expressing the calculation using the common denominator, it will be rela- tively easy fo find your answer, i.e. 93 — 65 = 33. 3 Answer d 17.92 is correct. Probably the only place where you may go wrong ~ whether because you are hur- rying or because you are not familiar with decimals - is in getting the decimal point in the wrong place. To overcome this, you must be extremely careful to keep everything lined up, that is the decimal point directly under the one above ‘and all the figures in their equivalent places. Other than this, a calculation like this one is just the same as a simple addition followed by a simple subtraction. > é we ®Numerical Reasoning Advanced Level WORD PROBLEMS Word problems of this sort are designed to test not only your arithmetical ability but also your understanding of the calcula- tions when placed in ‘reablife’ situations. These could involve percentages, ratios, fractions or decimals - or a combination of two or more of these. Tackle these by restating to yourself exactly what you are being asked, that is put the problem into its simplest terms, perhaps writing it down for yourself as a sum. Question The initial price of two dresses was £50 each but they were both reduced fo half price in a sale. The following week they were both reduced by a further 10%. They then both sold to the same person. How much did she pay in total? Answer £45.00 Explanation You should understand that this question is asking you to solve a calculation that, in its simplest terms, would read £50 + 2 — 10% x 2 = @ Work out the final price of each dress by first dividing by two to get the half price figure, then deducting a further 10%. Finally, multiply by two because, remember, there were two dresses bought. Calculation: £50.00 = £22.50 x 2 = £45.00 = £25.00 minus 10% (£2.50) = © Introduction NUMBER SEQUENCES Here you must find the number that completes a sequence of rumbers. IF you are practised in using numbers, finding the solution con become almost automatic. The answer is obvious and you may not think about how you found it. f, however, you are not so familiar with using numbers, there are ways to tackle these questions to make them easier. We have all learned to count ~ forwards and backwards - at a very early age and counting is just a basic number sequence. From being a dif cult and almost incomprehensible process in our very early childhood, counting becomes something that, by the time we reach the end of our schooldays, we do automatically. However, you will undoubtedly encounter more difficult number sequences if they form part of your tests and you need to know how to tackle them, The first step is to work out the difference between each pair of numbers in the sequence. Jot it down. You are looking for a pattern. Try this example, which again includes multiple choices for the answer: Question Find the next number in the series 7, 9, 8, 10, 9, 11, ? a9 bi2 ¢7 d8& e10 Answer @ 10is correct. Explanation If you joted down the differences between each pair of numbers, you should have spotted the pattern +2, —1, +2, =1, +2 s0 you need to subtract 1 from 11 to get the final number in the sequence and get the correct answer 10. aNumerical Reasoning Advanced Level 2 Tests based on tables, graphs and charts The next two timed tests examine your ability to locate and use information given in graphs and charts of different kinds. These could include the most common types like the column chart shown as an example here or pie charts with which everyone is familiar or more unusual ones such as doughnut charts (like pie charts but doughnut shaped) or scatter diagrams (charts with the data points scattered on the graph). Whichever type is used, your task will be the same — to find the relevant informa- tion quickly ond accurately and use it fo answer the questions. You will find that you are allowed more time for this type of question. This is because the individual questions are more complicated. You are not presented with a simple calculation ‘as in the arithmetic section but have to decide for yourself ‘exactly what information you need to find to solve the problem and then look for it in the chart or graph. This may involve several separate calculations using the information. It is impor. tant that you continue to work methodically and accurately. Although you are allowed more time for each question, you will nevertheless need to work as quickly as possible. There will be no time to waste. Introduction ATABLE Use Table 1.1 to answer the following questions. Table 1.1 Production, deliveries and reject product statistics Yeor _-—Quarter_—Totol production Paper deiverod Paper rejected ‘tounes) (000s tonnes) (000s tounes) (000s 2002 Ist 100 ng 8.1 2nd 95 92.0 3.0 3rd 100 87.6 12.4 Ath 78 71.2 8.8 2001 Ist 90 88.0 2.0 2nd 80 75.0 5.0 3rd 95 94.1 09 4th 80 77.0 3.0 2000 Ist 80 65.0 15. rd 60 55.0 38, Src 10 78.0 2.0 Ath 60 58.0 2.0 \ @1 How many more tonnes of paper were produced in 2002 than in 2000? 345,000 28 18,000 28,000 93,000 oe re© Numerical Reasoning Advanced Level @2 How does paper production in 2000 compare with 20012 Increased by 12.3% b Decreased by 2.3% ¢ Increased by 6.5% Increased by 18.8% @ Increased by 23.2% Q3 Approximately what percentage of total production was rejected in the first quarter of 2000 10 18.75 8 12.5 20.3 eoarca @4 What approximate percentage of paper produced in 2002 was delivered? 92 8 8 3.73 acca Answers Ql e 93,000 @2 @ Increased by 23.2% Q3 b 18.75% 4 a 92% Introduction Explanations QI Answer e 93,000 is correct. Add up separate totals for total production for 2002 and for 2000 then subtract the 2000 total from the total for 2002, i.e. 373 — 280 = 93. Do not forget that paper production is expressed in 000s tonnes. Q2 Answer e Increased by 23.2% is correct. Calculate the total production for each of the two years in question. Find the difference between these two years’ production totals. Divide by the lower figure (because there is an increase from 2000 to 2001) then multiply by 100 to find the percentage increase. @3_ Answer b 18.75% is correct. To find the rejected ‘amount as a percentage of the total produced, divide 15.0 {rejected in Q1 2000) by 80 (total produced in @1 2000) then express as a percentage by multiplying by 100. Recall the formula for % change: __actual change % chonge =< isinal whole * '00% Q4 Answer a 92% is correct. Express the delivered quan- fity as a percentage of the total, i.e. 342.7 + 373 x 100 = 91.88 = approx 92%. ‘ACOLUMN CHART As this is a sample question and you are not working against ‘any time limits here, toke a good look at the chart before ‘attempting the questions below. Pay particular attention to the information given around the chart.) Numerical Reasoning Advanced Level $00) — 53 aig a his | Value produced (£000s) 8 1 2000 " 2001 7 2002 Year Figure 1.1 Column chart ~ furniture production figures 1998-2002 1998" 1999 Use the information given in Figure 1.1 to answer the following questions: @1 What was the greatest percentage fallin chair production from one year to the next? a 143% b 20% © 25% d 3% e@ 70% Introduction Q2 In what year did table production represent 40% of book- case production? 1998 1999 2000 2001 2002 + ooargrea Q3 In the highest producing year overall, approximately what proportion of total production did chairs represent? 11% 5% 89% 15% 90% eoorca Q4 In the year that bed production was 66% of wardrobe production, what was the value of chair and table pro- duction combined? @ £360,000 b £500,000 i¢- £430,000 £400,000 @ £350,000"Numerical Reasoning Advanced Level Answers Ql b 20% Q2 e 2002 Q3a 11% Q4 ¢ £430,000 Explanations QI Answer b 20% is correct. Only two of the years show a year-onyear fall in chair production - 1999 and 2002. The greater of these is 2002, i.e. from 500 to ‘400. Express the difference as a percentage by dividing the difference by the production figure for 2001 (the origi- nal whole) and multiply by 100 (100 + 500 x 100 = 20) @2 Answer e 2002 is correct. The easiest way to tackle this question is to look for the most likely year then to check the calculation. For example, the year 2001 can be elimi- nated straight away — table production at 200 is not much below bookcase production of 265 so it is obviously not ‘40%. You are looking for something slightly less than half. ‘When you think that the year 2002 looks about right, check by calculating the difference in percentage terms (100 + 250 x 100 = 40). @3_ Answer a 11% is correct. Work out a total production value for each year by adding together the totals of the five types of furniture within each year. 1998 is the highest producing year overall with £3203 (000s). In that year £350 (£000s) chairs were produced. You can see ata glance that this is slightly more than 10% or calculate to check (350 + 3203 x 100 = 10.92%) @ Introduction @4 Answer c £430,000 is correct. 66% is twothirds so look first for the year where bed production is twothirds of wardrobe production. That is 1998 when beds were 200 and wardrobes were 300. Then read off the value of chairs (350) and tables (80), add them together remember- ing that the answer should be given in £000s, 3 Quantitative relations tests - these are useful practice for the UK Civil Service Fast Stream Qualifying Tests The final two timed tests serve two purposes — firstly, they provide tests for general use. The questions are centred on algebra and the section of explanations for these tests will start with a brief overview of the basics of algebra for all the people = and there are an enormous number - who have not con- sciously encountered any algebra since they left school and are scored of tockling it now. These questions testing your under- standing of basic algebraic principles may be scattered throughout other numerical tests or they may be grouped together and used when the employer deems that the deductive thought processes demonstrated by mastery of these questions is of particular importance to the job area in question. pe tests of this type form an important part of the UK Civil Service Fast Stream Qualifying Tests for graduate entry into the Civil Service. Completing plenty of practice on these fests will help you a great deal if this is your aim. You must get through the Qualifying Tests if you are to go on to the group ‘assessment centre — the Civil Service Selection Board. This includes more written tests, group exercises and interviews. In this sort of test, paying attention to the instructions as to how you must indicate your answer is of particular importance. )@)} Numerical Reasoning Advanced Level Usually - especially for the Civil Service tests ~ you will be asked fo mark your answers by shading in a box with a pencil This is because an Optimal Mark Reader is used to score the tests so it is essential that your answers are clear enough and in @ form that the machine can interpret. The machine will ignore ticks and crosses or marks that are too light ‘and your ‘answer will be marked as wrong automatically. Do not forget that any rough work should not be carried out on the test paper in this cose — your jottings could be mistaken for your answers! ‘Just one more warning on this type of test - take extra care that you are putting the answer to each question in the appropriate space. It is surprisingly easy to work quickly through your answers, getting all your answers right but, because you have not noticed that you have not lined up your answers correctly, you will not get any points at all. Take @ look at these instructions and then attempt the sample question: INSTRUCTIONS. Three or four numbers are laid out in a row and four or five rows make up each question. Your task is to identify the numer- ical relationship in the first three or four rows and then fo apply that some relationship to the final row to find the missing number. You must indicate your answer by shading in the appropriate boxes as shown in this example: @ Introduction SAMPLE QUESTION A B c 5 3 7 6 4 8 9 3 15 an 7 15 Zz 4 @ The answer to this example is 10 and you should indicate your ‘answer as shown in the first of these three boxes ~ the remain- ing two boxes show you how NOT to indicate your answer. dogooooo0g ooggooooos oodaeoooao SeNoununao Doggooooos Socoooooes VeVonnon—o Sooococoos SeNounenno Oocggco0eD SeVoanon—o docagcooos SeNounen—o gooooooo8d correct incorrect In the boxes used in these tests the first column of figures is hun- dreds, the second fens and the third units, and you must identify ‘one number in each column. In the first box above the answer is given correctly as 010. In the second, the tens and units i cate 10 but the number of hundreds (none) has not been recorded. This answer would therefore be treated as incom- plete and no mark awarded. The answer in the third box indicates 1 hundred and O tens, but as no units are marked it would be viewed as an incomplete onswer. o®©, wumerical Reasoning Advanced Level The explanation for working out this example is as follows: Formula = 2a b=c (2x7-4=8 Therefore @ = 10 If you have difficulties understanding this example then turn quickly to the short discussion of basic algebra in the explana- tions section, which should help you, or consult a basic mathematics book. Now that you have seen how the questions are formulated and how to answer them, try this one: Question What is the relationship between the rows of numbers? Use algebraic formulae to find the missing figure (2 inthe final row. A B c ee Ceaeoera 252020 5 ais 87 io4845 9 5 7 |sBgosa 12 W 14 zor 12,121 efere ito 10 Sb9g%0 Answer The onswer is 13 Explanation Formula = 3a — 2b = (3 x 12) - (2x = 10 Therefore # = 13 Remember to indicate your answer as 0 hundreds, 1 ten and 3 units. Introduction PROBLEMS AND PITFALLS Now that we have seen how the questions, answers and explo- nations will be laid out in later chapters, we can look at the problems and pills associated with numerical tests in general. For example, it is absolutely essential that you read the instruc- tions carefully. Ask yourself a few questions as you read: @ What exactly are you being asked to do? @ How should you indicate your answers? © Are you allowed to use a calculator? @ Can you write on the question paper? @ Orhas some spare paper been supplied for the purpose of rough calculations? ® Do you need to estimate the onswer? These ore general things that you should lock out for but there are also some pitfalls that are associated with specific types of questions. You will find many of these highlighted in this book when the individual questions are explained - see Chapter 4. Here are a few guidelines for avoiding some of the problems and pitfalls you may come across: © With tests where you have to write your answers on a separate sheet of paper check from time fo time that 1g your answers in the right place. It is ‘easy - especially if you have to miss out a difficult question or are working under time constraints — to> ’) Numerical Reasoning Advanced Level continue down the answer sheet totally unaware that your answers are wrong simply because they are written in the wrong space. IF you come across figures enclosed in brackets, always try to solve the sum inside the brackets before going on to the rest of the question. For example: 6 + (9 x 5) =? Work out 9 x 5 = 5 first, then add 6 = 51 Do not panic if you come across a negative number. Remember that -1 is still a number so it would still be valid answer. A negotive multiplied by a negative is always a positive leg. -2 x -2 = +4). A negative number multiplied by a positive number is always a negative (e.g. -2 x 3 = ~6). With number sequences you must work systematically. Work out the difference between the first and second numbers, then the second and third and so on. Consider the four arithmetical operations (add, subtract, multiply and divide) in turn. If you are working with graphs and charts, pay particular attention to details contained around the diagram, You must read and note the details given in the key to a diagram. Ifa figure for steel production of 10 is given, ask yourself ‘10 what?" - 10 tonnes, 10,000 tonnes? The answer to this question will be in the key. Introduction NOW TRY THE TESTS Hopefully you ore now convinced that preparation, including testing yourself using the tests in this book, will definitely improve your performance - and your chances of geting that job or promotion. So, on with the fests...CHAPTER 2 Timed tests Having looked at the variely of tests that you may be asked to take ot this level, we now come to the most important part of this book — the timed tests. Work through these quickly but as accurately as possible, noting your answers and keeping a careful eye on the time allowed for each test. Try to make your practice sessions as close to a real test as pos- sible. For instance, work in a quiet area where you are unlikely to be disturbed, only use your calculator where it is indicated that you may do so, record your answers in an organised way and use plenty of extra paper to do your rough calculations. When using your calculator, it is customary to give your ‘answers correct to only two decimal places. Timed tests GENERAL MATHEMATICAL TEST 1 Allow yourself 28 minutes for this test. Answer the following questions without using a calculator. 1 1934 + 24,555 - 18 =2 (16 x 3) + e 3 -124+8=? 4 4-5-2=2 5 34+15-(6x2) 6 150x6=% 7 8 9 (288 - 16)x 3=@ 1060 + 25-5 =? (99 = 3)-16=% 10 (28 x 3)+12=? You may use a calculator to answer the remainder of the ques- tions in this test. W343 12 A+3= 13 4+4=? 14 2345.78 15 7-16 =? 16 0.33 4+15+6=? 17 15x 45= 18 45% of 3000 = ?() Numerical Reasoning Advanced Level 19 5% of 25,500 = 2 20 £10 + 17.5% =2 For the remainder of this test you must choose from the selec- tion of five answers, only one of which is correct, 2.1 One thousand books were put on sale at a cover price of £7.99. Half sold at this price but 250 were sold at a 25% discount, 100 at 10% discount and the remainder were unsold. How much money was taken in total? a £621222/ b 5493.12 ¢ £719.10 d £1498.12 e £6121.22 22 If a maintenance contract costs £87 per month and a technician call-out when not under a maintenance con- tract is priced at £325, how many call-outs would make the contract worthwhile? aes sas e® ae Timed tests 23 If every 250 bottles of bleach require 16.25 litres of solvent io produce, how much solvent is required to produce 6500 bottles of bleach? 42.3 litres b 100.0 lires ¢ 121.9 lites 422.5 litres © 1219.0 litres 24 Last yeor's sales target was £265,000. This year's is £328,000. By what percentage has this year’s sales target increased over last year’s? a 17% b 2% © 43% dale (©) None of these y 25 A total of 5200 analyses last month required 17,300 hours of computer time. Approximately how much com- puter time would be required to perform an additional 300 anclyses if all other factors remain unchanged? @ 330 hours b 540 hours ¢ 660 hours d= 940 hours @ 1000 hours. “Numerical Reasoning Advanced Level 26 A batch of shampoo requires 510 litres of herbal extracts eonrre 27 e@arcea earcrea ‘and 13,400 litres of water. What is the approximate ratio of water to herbal extracts? 26:1 3.8:1 1:26 1:38 1:260 ‘Temporary staff are paid £6.00 per hour. If 47 hours were worked last week by each of 7 temporary staff, what was the total bill? £197 £282 £329 846 £1974 If. 625 kg of fruit are required to produce 200 jars of jam, ‘opproximately how much fruit is required to produce 450 jars of jam? 144kg 531 kg 864 kg 1270 kg 1406 kg / Timed tests 29 A survey carried out on 1500 people showed that 37% a b « d e liked a new product, while 32% were indifferent. If the rest said they disliked the product, how many people were in this category? 48 237 465 ~ 945 1020 Inan average week, the computer is down for 2.75 hours. Lost revenue per hour is £425,000. What is the approxi- mate total revenue (to 2 decimal places) lost in a 52-week year? £0.23m £8.04m £12.10m £47.26m £60.78m.7 For the next ten questions in this test, you must find the missing number in the sequence (indicated by 2). There is a selection of five answers, only one of which is correct. 31 29, 30, 32, 35, 39, ? Al 42 46 45 ae nm >)) Numerical Reasoning Advanced Level 32 45, 67, 89, 101, 112, 2 9 NZ wv a 63 Hs ‘ 13) 123 — 132 109 oae 33 155, 165, 170, 180, 185, 2 a 195 b 200 c 190 d 205 e 210 34 70,80, 160, 170, 340, ? a 350 b 360 ¢ 370 d 380 e 400 35 512, 256, 128, 64, 32,? 36 « d e eoarcea 38 eoarca 39 eacrea Timed tests 81, 87, 84, 90, 87, 2 90 937 % 84 81 1,3,3,9,27,8 48 36 243“ 241 263 2, -4, 6, -8, 10, ? 14 14 -10 -127 12 16, 17, 19, 22, 26, @ 7 28 29 30 a7© numerical Reasoning Advanced Level AO 1,8, 27, 64, 125, ? a 244 b 216—~ 198 224 220 eas Timed tests TEST 2 You may use a calculator to answer the following questions. Allow yourself 29 minutes. Nownorn otiahs 1234 + 29 - 137 662452 (900 + 3} x (49 +7)x8=8 (19 x 1000) + 16,754 =? (63+ 9)-2 (9 x 7) + 484 (903 + 17) x 3 10 100,666 x 3=2 For the next ten questions in this test, you must estimate the answers. Note the word ESTIMATE. For each question you are required to choose the answer, from the five answers given, which is nearest to your estimate. V1 24.1 x 0.85 =# a b « d e 16 220 19 247 20) Numerical Reasoning Advanced Level 12. 76% of 15,605 = ? a 11,880 b 11,860 / © 11,940 4 12,000 e 10,180 13 5 of 297 =2 a 34 b 59 « 70 d 54 e 66 14 How many minutes in two days? 6000 5600 6400 4400 2880 / eonargca 15 7 eoarcea Timed tests Estimate the number of words in a book of 210 pages with an average of 250 words per page. 59,000 58,000 20,000 52,500/ 57,000 401 — 903 =? 1300 500 500 / 400 -1300 50% of 9389 = 3700 3900 4200 4700 / 5000 O©) Nurrerical Reasoning Advanced Level Timed tests ‘The next ten questions in this test are word problems based on percentages, decimals and fractions. You may use a calculator. 18 £2529.83 + £1447.21 a £3975 b £3973 21 A company’s operating profit last year was £7.75 million. If there is cn increase this year of 13%, what will this © £3780 year's operating profit be? J ae a £7,945,000 i b £8,126,800 19 89% of 635 = ? ¢ — £8,346,200 a 700 d= £8,757,500.“ b 565 @ None of these c 52 22 Of a total of 225 employees, 32% are female, 89% of d 510 female employees are between the ages of 20 and 35. e 500 How many employees are females between the ages of ae 20 and 35? e 2 20 2 of £50 12 a £675 b 58 b £9.50~- © 64% e £15.25 d 39 d £6.20 « e £6.00(&) Numerical Reasoning Advanced Level 23 Ifa depariment makes a profit of 30% on a tumover of eorgcea e@arcca £85,000, what percentage profit can be expected if over- heads increase by £10,000 but other factors remain unchanged? 5% 10% 14% 18% 25% ‘A basic working week is 37.5 hours for which the hourly- pay rate is £6.50. Overtime alter this is paid at ‘time and hal’ for the first four hours and ‘double time’ for the remainder. How much would you eam if you worked 45 hours? £243.75, £358.25, 2328.25 / £325.25, £292.50 25 eargce eoargea oarce Timed tests A computer costs £1250, a scanner £99 and a printer £145 [all excluding VAT). With VAT added at 17.5%, what would be the total cost? £165.99 £1694,45 £1494.00 $1755.45 / £180.00 ‘Anew car costs £15,000. Each year it decreases in value by 25% of the value at the start of that year. What is its valve after 3 years? £4000.00 £3750.00 £6328.13 “ $7300.15 £650.00 A shop sells computer games at £20. If the cost price is £12, what is the percentage profit? 33% 67% 40% & 60% 45% Oo©) Numerical Reasoning Advanced Level 28 What would be the total selling price of a suit with a cost price of £75 plus a shirt with a cost price of £17.50 if both were sold at a profit of AO‘? £149.50 ~ £92.50 £175.00 £129.50 £105.00 eargra 8 How mony millimetres are there in 3.2 inches. 1 in 25.4 mm 81.28 / 76.2 82 72 80.3 30 Two pies are divided between five children. The first two get one-third of a pie each, the third child gets « half and the fourth a quarter. How much is left for the fifth child? eoarcra 7 eoarcvea ME Be Oe Sy le Timed tests For the final ten questions in this test you are required to find the missing number in the sequence (indicated by 2}. There is a selection of five answers, only one of which is correct. 31 10, 15, 22.5, 33.75, 50.63, ? a 83 b 75.10 ¢ 75.947 d 655 e 95.94 32 20, 16, 12.8, 10.24, 8.19, ? 6.557 5.55 7.55 6.17 5.97 e@oarera 8 11, 30, 49, 68, 2, 106 85 86 a7 88 89 eooarcea o©) Numerical Reasoning Advanced Level 34 83, 166, 332, 2, 1328, 2656 a 974 b 1128 © 964 d 900 e 6647 e S84, 91, 98, 105, 112, # 118 1197 120 121 122 earca 840, 827, 814, 801, 788, ? 772 773 774, 775 / 762 ) earrag 37 4,12, 36, 108, 2, 972 4A 30d ¢ 285 365 522 eoarca 38 geace oarca oarcag Timed tests 390,625, 78,125, 15,625, 9125, 625, ? 125 ~ ? 150 550 500 250 8,11, 19, 30, 49,2 5 kN 60 “3 59 79° 128 34, 567, 8910, 1112, 1314, 2 15167 1506 1485 1617 1819) Numerical Reasoning Advanced Level TESTS BASED ON TABLES, GRAPHS AND CHARTS TEST 3 Using the data shown in the relevant table, chart or graph as ‘ated, answer the following questions, allowing yourself 34 minutes. You may use a calculator. Use the data in Tables 2.1 and 2.2 to solve the following ten questions. Table 2.1 UK sales figures Representative Humber Valo of ‘hvorege order Scary (€p..) orders orders (6000s) value (£0005) John 24 216 28 21,600 ‘Sue 40 200 5 21,000 Pete 6 126 aan 19,500 Sally 10 100 10 20,000 Jim 15 135 9 20,000 Colin 29 400 13.8 Bill 50 310 6.2% — 40,000 on 13 387.5 2 x0, 30,000 enone o @na°08 oo2°crea Timed tests Using an exchange rate of £:euro of 1:1.55, what was the highest average order value attained by any repre- sentative? £21,000 / £19,230 £29,800 £21 £12,970 What is the approximate average order value in the company? NB Use an exchange rate of £:euro of 1:1.55 £12,970 £19,250 £8390 4 £12,000. s £29,800 What was the ratio of order value to salary of the second highest earner? 1:6.29 4 Oo@) Numerical Reasoning Advanced Level 4 earcrea w eoarcea o What is the difference between the highest and the lowest average order values? £23,600 £16 £15,000 217 £17,000 By what percentage was the highest export salary greater than the lowest UK salary? ox/ 5% 95% 25% 47% By how much does the average order value of the top earner in the UK exceed that of the second highest earner jin the UK? 29000 eA £4000 £5000 2600 , eooarcea Timed tests By what percentage does the average export salary exceed the average UK salary? 16% 19% 75% 78% 81% / Express the ratio of the average number of orders per UK sales person to the average number of orders per export soles person in its simplest form. 13 95:92 92:95 19:31 7 31:19 Omitting the top Iwo UK representatives, what was the value of UK orders? £777,000 £361,000 7 £36,100 £3610 £361© sumericat Reasoning Advanced Level 10 The target for export orders was | million euros. By what percentage did the result exceed this? a 9.75% / b % « 7% d 1% e 10% Use the pie charts shown in Figures 2.1 ond 2.2 to answer the following five questions. Figure 2.1 Pie chart ~ staff profiles, year 1 is) Timed tests Total number of staff = 275 Figure 2.2 Pie chart ~ lengih of service of administrative ond production staf (in yeors) 11 How many more production staff are there than admini trative staff? 12 7 a’ nN0 ‘Cannot tell earcre O®©) Numerical Reasoning Advanced Level 12. How many administrative staff have served between 10 cand 20 years? 31 57 2 89 Cannot say_ earrea 13 How many administrative staff are there in the 26 to 35 years! service group, if the proportion of production staff and administration staff is the same for this group as for the overall group? au b 27 397 d 4 e 52 14 If half of the 0 to 5 years’ service group and all of the 36+ years’ service group are production staff, how many production staff are there altogether in the other groups? no / 132 164 231 ‘Cannot tell earca Timed tests 15 IF 50% of the production staff plus 12 members of staf from the admi tive department were to leave the company, how many members of staff would be left in total? a 89 b 98 «© 1867 d e 275 7 Using the data shown in Table 2.3 and the column chart in Figure 2.3, answer the following five questions. Table 2.3 Soles figures - years 1 10 3 (£0008) Product group Your! You 2 Your 3 A 1,420 1,560 1,610 B 2/670 2,940 2/880 c 4,100 3,690 3,140 D 2/360 2/830 3,120 E 930 1,040 860 16 By what percentage did total soles staff numbers change from Year 1 to Year 3? 2.3% 3.5% 48% 6.087 GMb eoarce O®) Numerical Reasoning Advanced Level Timed tests 18 Which product group's sales figures for Years 1 to 3 show the closest trend to its sales staff numbers over the same period? Product group A Product group B Product group C Product group D — Product group E ml earga 19 If there are 7 additional sales staff in Year 3, and the average sales per person remains constant, how much greoter would the total sales for Year 3 be? £12,500 A B is D E Product group Figure 2.3 Soles department ~ staff numbers, years 1 to 3 a b £855,500 © £923,500 d= £1,253,400 Cannot say v Se et et ae per 20 Inthe yoor that he soles of product group E were a heir lowest, what was the average amount of this product Product group A group sold per sales person? Product group B a £930,000 Product group C | b £115,600 Product group D « £215,000 ~ d e eoarca Product group E / £860,000 £1,040,000) Numerical Reasoning Advanced Level Using the details contained in Figure 2.4, answer the remain- ing questions in this test. 150 149] 130 120 110 100 8 80} 70} 60 50| 40| = 30! 1998 1999 2000 2001 2002 Year Figure 2.4 Operating costs 21 What was the total cost over five years of the highest cost a b © d e item of expenditure? £670,000 £14,500 £66,100 £661,000 « £145,000 22 a b © d e 23 eartrea Timed tests ‘What percentage of total expenditure in 1998 was the ‘amount spent on property rent in that year? 15% 20% 30% 25% 7 50% ‘What was the percentage increase in the amount spent on. business rates from 1998 to 2002? 137.5% 95% 105% 37.5% 110% How much more, over the five-year period, was spent on electricity than on water? £229,000 £185,000 £4400 £40,000 £44,000 - Oo©) Numerical Reasoning Advanced Level Timed tests 25 How much less in total was spent in 1998 than in 20022 TEST 4 a £125,000 Use the data contained in the tables, charts and graphs as indi- cated to answer the questions in this test. You may use a b £320,000 calculator. Allow yourself 40 minutes. «£445,000 £225,000 Use the data contained in Table 2.4 to answer the next ten e £115,000 questions. Table 2.4 Train timetable - Chesterford to Middletown Sunday 10.30 11.00 12.00 12.40 12.55 NB: All train journeys ore the same duration on the same day and retun journeys take the same time as the outward journey over the same route on the same day. Oo©) Numerical Reasoning Advanced Level 1 eoarra eoarra eo eoarca How much longer would it take to get from Chesterford to. Longdale travelling on Sunday than if you did the same journey on Monday? T hour 30 minutes “ 45 minutes 1 hour 30 minutes 35 minutes How long would a journey from Chesterford to Middletown take on Tuesday if there was a delay of 20 minutes at Neartown? 1 hour 30 minutes 1 hour 40 minutes 1 hour 50 minutes 2 hours 10 minutes / 2 hours IF. further train was provided to run on Sunday to leave Chesterford at 12.30, what time would it be scheduled to arrive in Middletown? 14.30 13.50 13.55 14.50 14.55 - e@argcea o e©arce eoorcea Timed tests A man travelled from Whitebank to Longdale on Saturday and returned on Sunday. What was his total travelling time? 2 hours 50 minutes ‘2 hours 55 minutes 3 hours 3 hours 5 minutes 3 hours 10 minutes A train driver operates two return journeys from Chesterford fo Middletown on each day from Monday to Thursday and one return journey on Sunday. How many hours does he work in total, assuming that the return jour- neys take the same amount of time as the outward journeys? 27 hours A5 minutes 29 hours 50 minutes 34 hours 10 minutes 33 hours 30 minutes 35 hours What would be the fotal travelling time of a return journey between Whitebank and Middletown on Sunday? 3 hours 30 minutes 3 hours 40 minutes 3 hours 50 minutes / Ahours hours 10 minutes1 yw e@oaecre e@earcea oe e@oarca <,) Numerical Reasoning Advanced Level How much longer would it take to get from Chesterford to Longdale travelling on Sunday than if you did the same journey on Monday? 1 hour 30 minutes AS minutes 1 hour 30 minutes 35 minutes How long would a journey from Chesterford to Middletown take on Tuesday if there was a delay of 20 minutes at Neartown? 1 hour 30 minutes 1 hour 40 minutes 1 hour 50 minutes 2 hours 10 minutes / Zhours If a further train was provided fo run on Sunday to leave CChesterford at 12.30, what time would it be scheduled to arrive in Middletown? 14,30 13.50 13.55 14,50 14.55 - o earce oarcrea Timed tests ‘A mon travelled from Whitebank to Longdale on Saturday and returned on Sunday. What was his total travelling time? 2 hours 50 minutes 2hours 55 minutes “ 3 hours 3 hours 5 minutes 3 hours 10 minutes A train driver operates two return journeys from Chesterford to Middletown on each day from Monday to Thursday and one return journey on Sunday. How many hours does he work in total, assuming that the return jour- neys take the same amount of time as the outward journeys? 27 hours 45 minutes 29 hours 50 minutes 34 hours 10 minutes 33 hours 30 minutes 35 hours What would be the total travelling time of a return journey between Whitebank and Middletown on Sunday? 3 hours 30 minutes 3 hours 40 minutes 3 hours 50 minutes A hours A hours 10 minutesoarcra Numerical Reasoning Advanced Level How much longer does it take to travel from Chesterford to Middletown on Sunday than it takes to travel from Longdale to Middletown on Monday? 2 hours 25 minutes Zhours 15 minutes / 2 hours 35 minutes 1 hour 45 minutes J hour 25 minutes IF Soturday/s last train is delayed by a fault on the line and arrives at Neartown one hour and ten minutes late, what time will it be scheduled to arrive in Middletown? 15.00 16.10 17.00 16.50¢, 16.40 The train due to leave Chesterford at 08.15 on Saturday is cancelled and the 09.30 deporture is brought forward by 15 minutes. What time would this train now arrive at Whitebank? 09.15 09.307 09.45 10.00 10.15 Timed tests 10 A man makes the outward journey from Whitebank to a b © d e Neartown by train from Monday to Friday each week ‘and also takes an extra journey from Middletown on Saturdays. How much time spent on trains after four weeks? 15 hours. S hours 10 minutes 20 hours 40 minutes / 21 hours 40 minutes 15 hours 40 minutes Using the pie chart in Figure 2.5, answer the next ten questions. NB: Figures onthe pie chart show the acual number of exam entrants The bey shows scores achieved Figure 2.5 Examination marks*) Numerical Reasoning Advanced Level 11 How many people in total entered the examination? a 130 b 140 © 125 d 100 e 1204” 12 Approximately what percentoge of entrants were in the lorgest score group? @ 30% b 40% «25% d 21%7 e 50% 13 Ifthe pass mark for this examination was 55%, how many people in total passed? a 80 b 45 « 20 d 78 e —Connot tell 7 Timed tests 14 All entrants who obtained scores between 21 and 50 were cfered the chance to re-sit the examination and 40% of these were successful. How many passed at the revsit? 20/ 25 50 45 Cannot tell eorcrea 15 Approximately what percentage of the fotal number of entrants obtained marks in the very top score brackel? 10 8 20 a 100 eoarca 16 How many more people obtained scores of 51% or over than obtained scores of 50% or less? 50 58 as 62 6 e@arcvea) Numerical Reasoning Advanced Level 7 eoaogea enrera 9 oarca Approximately what percentage of entrants obtained scores of 51% or more? 60 40 62 524 42 Ifthe pass mark for this examination was 51%, how many people in total failed 584 62 51 50 60 How many more people obtained scores in the top 10% than scored 10% or less? 8 3 5/ 10 0 Timed tests 20 What percentage of entrants obtained scores of between a b « d e 41% ond 70%8 25% Use the column chart in Figure 2.6 to answer the following ten questions. 55 50 |} | Eititabovr cost por 100 Hil ocr ost pr 100 Hl Packaging costs por 100 | Raw moter costs por 100 Figure 2.6 Production costs© Numerical Reasoning Advanced Level. 21 If labour costs were excluded, what would be the produc- tion costs per 100 of product AP a £103 b £101 < £49? d e51 © £25 22. How much would labour costs be in total for 100 of each of the five products? £1727 £103 £54 £127 £142 23 fa customer ordered 200 each of products A and E, how much would the raw material costs for that order be? a 9827 b £109 «© £218 d e eoarcea £36 £1 @ Timed tests 24 What is the total cost per 100 of the most expensive product to produce? sug £54 £1397 £172 £103 ‘Which is the least expensive product to produce? Product A. Product B Product C Product D Product E eargrea eoanrcea p 26 Whal is the difference, in £ per 100, between the labour costs of the most expensive product to produce (taking into account all four types of cost shown) and the least expensive? £139 2174 £80 £60 £79 earcre©) Numericat Reasoning Advanced Level 27 earce earcca 29 If the manufacturing company produces 500 of each product in a week, what would be their labour costs for four weeks? £760 £1780 £2225 £3440“ £688 Labour costs are the greatest cost area that the manufac- turers have to meet. How much do they spend at the second highest cost area to produce 100 of each of the five products? £172 £1307 £109 BAAS £139 ‘The company develops a new product, which is 15% more expensive overall fo produce than the average ofthe orig- inal 5 products. What would be the approximate total production costs per 100 of this new product? £102.35 «< £104 £105 £89 £99 Timed tests 30 If the company achieves its target in the coming year to a b © d e reduce everall production costs of product B by 10%, what would be the new total production cost per 100 of this produc? £60 £45 £66 2547 £109 Using the information shown in Figure 2.7, solve the final ten problems in this test. 100 — 1998 1999 2000 2001-2002 Year Number of houssholds surveyed 1000, Figure 2.7 Household survey 1)(©) Numerical Reasoning Advanced Level 31. By what percentage did the access to telephones increase between 1999 and 2002? a 5% b 10% © 80% d 90% © 85% 32 How many more of the households surveyed had use of a second car in 2002 than in 2000? a 30% b 300 © 0 d 100 e Cannot say 33 Which item showed the greatest change in ownership during the period shown? @ PCH b Telephone Central heating d= One car @ Second car Gs) Timed tests 34 How many more households had use of a telephone in 2002 than in 2001? a 500 b 850 ce 5% d 507 e 900 35 If 50 more households have the use of a second car in 2003, what percentage of the households surveyed would then hove access to a second car? 40% 25% 30% 350 35% e@argpa & How many more households owned a PC in 2002 com- pared with 19982 400 3507 300 250 200 oargca O@} Numerical Reasoning Advanced Level 37 [fall the households that have use of a PC in 2002 also oarca had a telephone, how many people had a telephone but not a PC? 400F 200 900 So 38 Which two items showed the lowest increase in percent- oarca age of households having use of them between 1998 and 20012 PC and telephone Central heating and second car One car and a second car Telephone and one car “ PC and central heating 39 How many households had both central heating and the a b © d e &) use of two cars in 2001? 300. 800 500 oO Cannot tell Timed tests 40 In 1998 how many more households had use of the item eoorca with the largest percentage compared with the item with the lowest percentage?Timed tests ©} sumericat Reasoning Advanced Level goggeagegs gogEspgo0o poooooRGGD Songeaenee HRORH ERS Songeoeesg Bapgoaeoea peleretetetetetetitl featatetetetetestl Seen aE Soma eoes Sone ea OR eS Boosooanes Sodaceaoca doocodeoee ScRneaeReS SoNBeOOROS SERaeH eRe — Vinton Yooros Vorname, g av-o8e ana annnon Odnanwvon edotwia meh 2225 2eezs Sf 2i2ey 84 P2325 52 es428 5% 3 ® £Boe 3: 3 3 g5355 22% eS2Fe 8s5 Spot SERE E85 EEC EPCE ET eoeopoo000 Bases 858 Scnagaonsd Sonsenonee 7§8 822 felerstetatatatelatal gooooooo00 gypegi Ges votohes® vnzoo® 2e2e Se Bs,see2 & Zz Zetceot 35< a Eegss2 Rg moana Bane Bis in ziseee § ae efsSo 338 x Sf2298 226 edanwlo Ad ot noeTimed tests © numerical Reasoning Advanced Level gog5e50000 DooooooooR doo0000000 Scan enon@ Sram woonae Saaewoonao goooooo0g00 oocoooocco boooooodoo Smaowoonse Omanwosneo O=amenonem Sooooooce00 faleje}alalateletele} Oooooo0o000 SHaneoeneo SHaetoen@o SHAN WOON SO x eevee cos vonsin eR BESo vi 2s8e 2.28 oe BT OH Se monte annoko bi =, numerical Reasoning Advanced Level i and the formula is A — B = 2C. You arrieter| you restate the relationship as (C x 2) +B=Ajie (4x2) +2= 10. . i the formula is A + B = C. The pre- 3 cee hve ved eon ond ston ord how division is being introduced. The calculations are 1 : difficult and the key to success is in spotting the relationship between the three columns. is is9A+B=C. The answer is 4 and the formula a : aragan but also multiplication in that the figures in column A must be multiplied by 3 then divided by the figure in column B fo get the answer C. is 4 and the formula is 2A — B = C. The “year poten oak yous what ees abe done to the figures in the first two columns to oe the figur in the third column. In this case you must double he number in the first column then subiract the figure in column B to get the number in column C. is la is A + 2B = C. 8 The answer is 11 and the formul 2 hishat wey jo state this relationship so that it shows A os the part ofthe formula that you must find is C ~ 2B = A You will note that by changing which side ofthe formula » cone ofthe figures is stated, you must olso change the mat ‘ematical operation to be performed, i.e. from plus to minus. © Explanations of timed tests TEST 6 1 The answer is 20 and the formula is B~ A = 2C. To find the figure in column B in the final row, restate the relationship as B = 2C + A. 2 The answer is 56 and the formula is A x (2B) = C. Here you should work through each row finding out what must be done with the numbers in columns A and B to arrive at the figure in column C. As all the figures in column C are significontly higher than both the figures in columns A and B, you should look for an element of mult- plication. In the first row, it could be either A or B that should be multiplied by itself. as these figures are the same but when you move on to the next row or to you can see. that B is multiplied by itself before being multiplied by A to get your answer, C. 3 The answer is 30 and the formula is A + 2B = C. IF you take the value of A away from C in each row, the resulting number is twice the value of B. Therefore, on the final row, 18 + (6 x 2) = 30. 4 The answer is 32 and the formula is A — B = C, This is more straightforward and gets even easier if you restate the relationship as A = B + C, i.e. A = 3 + 29 = 32. 5 The answer is 17 and the formula is 2A — B As you are looking for B in the final row, it will again be helpful to restote the formula as B = 2A — C. 6 The answer is 45 and the formula is B- A = 2C. If you fake the value of A from the value of B you will get « figure that is twice the value of C, i.e. in the final row this would be calculated as 95 — 5 = 90,90 + 2 = 45.) Numerical Reasoning Advanced Level 7 The answer is 2 and the formula is A % (28) = C. The key to finding the relationship between he numbers in the three columns here is finding what you have to do tothe Trmber in column Ato arrive ot the number in column C 29. inthe frst row A (5) must be mubiplied by 8 fo ost 40 (C}. Then you can see how 8 relates to B— itis twice the value of B, 8 The answer is 16 and the formula is A = B Working with the figures in the first four rows, the value of A by the value of B, you will arrive at C. So, fo find A, as in this case, you should restate this as B = AzC. =C. if you divide TEST7 1 The answer is 16 and the formula is A - B = 2C. Here, os in mony of these questions it may help you fo look ‘at the general direction of the numbers from right to left. Thot is, do they go up or down and is this rise or fall steep one or are the figures close to one another? In this are, the numbers decrease sharply ond this could signify ‘an element of multiplication in the formula. Here by deduct: ing B (4) from A (36), you get the value ‘of Wwo Cs (32) so halve this to get your answer. 2 The answer is 10 and the formula is 2A + B = C. Here both multiplication and division are involved as the rela- fionship is (2 A) + B = C. As usual when solving clgebra questions, you should isolate the ‘unknown figure on one side of the formula. This would give you B = 2A = C, ie. (25 x 2)+5= 10. ©) Explanations of timed tests 3 The answer is 7 and the formula i rh la is B— A= Aan the values decrease from right to left so a should tek forthe mulipler. Fyou subkact the value ofA (6) B (27) you get C x 3 so divide by 3 to get cnswer of 7. kaa 4 The answer is 6 ond the form M ula is A + 2B = C, hese this 08 2B = C — Aso that if you subtract 8 from you get 12 and as this is 2 x B you must halve thi get the correct valve of B ne 5 The aver i.3 ond ho frmula is 2A +B = CAs you are looking for the value of B in this it wi roe ig sas is quesion, it wll be en st is as B = C — 2A. i.e. 39 — (2 x 18) 6 The answer is 7 and the formula is C - B = A + 2. IF you take the value of B (7) . way from C (21) the resuli umber is half the value of A. i.e. 21 — ? wees 7 The answer is 18 and the formula i la is A x (28) = C. find C you must multi the fe iply doubl find ¢ you mst mu i ee vole of by he 8 The answer is 3 and the formula is C + At 4 a PAge pe ou 6) divided by the value of B (4) gives you the vo plus 1. This is pethaps a more dificult formula ind as it involves division as well as a ‘valve plus one’ but you should follow the tome approach of finding the relationship of the numbers in the first four rows nA the ‘apply it to the fifth row. “ao Ooo2, \umerical Reasoning Advanced Level TESTS i Ja is (A + 1) - B= 2C. The answer is 4 and the formu wit yon “Feduet the value of B (2) from A+ 1 (9 + Th you get two Cs so you should halve it get your conswer. 2 The answer is 9 and the formula is A + 28 i ae you are looking forthe value of B. As 2B =C-A, ‘ulation will be (23 - 5) + 2= 9 cn i isA+2B=CH1. The answer is 8 and the formula is Tall this os A = (C + 1) ~ (BX 2) then shat he figures that you know to give A= (25 + 1-0 26 - 18 = 8. 7 i JoisA + B=C.To 4 The answer is 28 and the formu - find the value of A you should work out C oes = Av tel Using the figures form the Final row you will hove = 28 5 The answer is 8 and the formula is A~ B = 26 Here you must subioct the value of B (18) from the ale ol {24} to give you 2C. Divide this by Wo 0 give You Ne valve of C B=C+2.10 * i + 6 The answer is B and he formula isA+ BEE 2 F iss i.e. the value of find the missing figure, i.e. the v he fn a could restote the relationship as A = (C+ 2) ~ B i 3B = 2C. .swer is 9 and the formula is A + 2 Wien vil aleulate A (6) plus 3B (4 x 3) you will arrive ata figure that is Wwice the value of C so halve it to get your answer. Explanations of timed tests 8 The answer is 25 and the formula is (A + 1) — 2B = 2C. This is a difficult question to end this section so if you get to this point you can spend the remaining time allowed on this one without worrying that you are neglecting an easier question. You are trying to find A and the figures in the A row all have one added to their value before being used in the formula, The relationship can be restated as A = (2B + 2C) - 1, i.e. (8 x 2) + (5 x 2}-1= 16 +10 -1=25. TEST9 1. The answer is 4 and the formula is A - B = 2C. When you subtract B (3) from A (11), you will get a figure that is twice the value of C so halve it to get the answer. 2 The answer is 3 and the formula is (A + 1) ~ B= 2C. Here you are trying to find the value of B so it may help to restate the question as B = (A + 1) — 2C. 3 The answer is 14 and the formula is A + B = C. This relationship could also be stated as C x B = A, so you can find the value of A by multiplying C (7) by B (2). 4 The answer is 99 and the formula is B- A = 2C. The figures in the final row of this question are larger than in previous questions but this should not deter you. If you isolate B on one side of the formula (B = 2C + A), itis a simple calculation, 5 The answer is 14 and the formula is A + 2B = C. First look at the relationship of A to the two known values, then subtract two Bs (8 x 2) from the value of C (30), and you will find the value of A (14). © ae©) numerical Reasoning Advanced Level 6 The answer is 6 ond the formula is C+ B= A+]. if you divide the value of C (21) by B (3), the resulting figure is A + 1 so subtract one to get the correct value for A. 7 The answer is 14 and the formula is B- A = 2C. It you subtract the value of A (8) from B (14), the result is Wwice the value of C (3). 8 The answer is 15 and the formula is 24 ~ (B + ye. By subtracting the value of B + 1 (6 + 1) from the value of 2A {11 x 2), you wil arrive atthe value of C [15]. TEST 10 1 The answer is 3 ond the formula is 3A - C = B. If you multiply the value of A (10) by 3 and subtract the value of C (27) you will arrive at the value of B (3). 2. The onswer is 4 and the formula is A + B = C. This is probably the simplest formula and is one that should be apparent to you immediately. 3. The answer is 11 and the formula is A + 3B = 2C. IF you multiply the value of B by 3 then odd it to A, the ‘answer will be twice the value of C. A The answer is 61 and the formula is A - find B you could restate the relationship as B that by deducting twice the value of C from the value of A you obtain the value of B 5 The answer is 40 and the formula is C + B= A+ 1+ ‘Another way to show this relationshi is(A+XB=6, ie. [4 + 1) x8 = 40. ® Explanations of timed tests 6 The answer is 24 and the formula is A + B = C. You may also have noticed that the values in column C (all are 3) multiplied by the values i i 3) mold by the values in column B give you the values 7 The answer is 6 and the formula is 2A + B=C +1 This is the same as (C + 1) - B= 2Aso(14 + 1) -3 = 12; which is twice the value of A. - 8 The answer is 2 and the formula is 2A-B = C. By deducting the value of C (36) om twice the value of A (19 x 2} you will arrive at the value of B (2). TEST 11 1 The answer is 100 and the formula is is A x (28) = C.IF you mliply A (10} by twice the value ofB (5 x a a will get the value of C (100). me 2. The answer is 9 and the formol T la is 2A- [B+ 1) = To find A you should calculate (3 + 1 + tae 2 ! 9. : 3 The answer is 13 and the formul laisA + 2B=C+1 Find A by deducting one from the value of 1 ing the value of two Bs from this. eS = at) 4 The answer is 10 and the formula is C- B = A + 2. If you divide A (16) by two and add i You dd (16) by Wo ond the value of B you will 5 The answer is 3 and the formula is A-—B = 2C. If fublract Bf} om A (9), the rex is the value of two Ce (3 X 2), Le. you must subtract 3©) Numerical Reasoning Advanced Level 6 The answer is 20 ond the formula is 3A ~ C = B. Three Times the value of A (8 % 3) less the value of C (20) will give you the value of B (4). 7 The answer is 6 and the formula is A + 28 = C Restate the relationship as A = C- (BX 2), .¢. 36 ~ 30 =6. 8 The answer is 3 ond the formula is A + 3B = 2C. To find A, calculate 2C (15 x 2) ~ 38 (9 x 3). TEST 12 1 The answer is 80 and the formula is C + B= A+ 1. To arrive at the value of C, you need to add one to the value of A and then multiply by B, i.e. (3 + 1) x 20 = 80. 2 The answer is 4 and the formula is A + B = C + 2. Restate this relationship as B = (C + 2) — Aand the calcu- lation is then B = (208 + 2) — 100 = 4. 3 The answer is 4 and the formula is (A + 1) — B = 2C. If you add one to the value of A (14 + 1) then deduct B (7) you will get a figure that is twice the value of C so divide by two to get the correct valve. 4 The answer is 4 and the formula is 3A — C = 2B. This relationship can be restated as C = 3A ~ 28. Multiply A by 3 (8 x 3) and take away twice the value of B (2 x 10) to get the value of C (4). 5 The answer is 8 and the formula is B-A=2C. Ifyou mmuliply the value of C by 2 and add the value of A you will arrive at the value of B. & Explanations of timed tests 6 The answer is 5 and the formula is (A + 1) — B ‘Add one to the val “i Ad of th voi fA then sb find he oe 7 The answer is 26 and the formula is ° ula is A — 2B = 2 alternative way of showing this relationship is (B + aes , A ive con Heroes: add B and C together before mul plying the i i : ping the prod of this calculation by two to get the 8 The answer is 37 and the formula is 2A + B= C. By rmoliplying the value of A by 2 then addi you will arrive ot the ts c ing he ceCHAPTER 5 “> Diagnosis and further reading DIAGNOSIS There is no way for you to know, before you start, how the test will be scored. However, your score will be standardised relo- five to those of other candidates in your peer group. Some tests ollow use of a calculator, some award points for ‘completing more questions, others may deduct points for incor- tect answers. There are many variables about these tests and it is therefore vitol that you read the instructions carefully. Scores ore usually calculated using o percentile scoring system. This is why the final number of answers you hove given correctly does not necessarily translate directly into a percentage score but info a percentile rating relative to a known distribution. A basic scoring system is shown here so that you can score your ‘answers and get an idea of your aptitude for this subject. och question that you have answered correctly scores 5 marks «3 follows: Diagnosis and further reading For each question that you did not 1 attempt, ded from your final ‘correct marks’ score as folbve cae For example, 36 questions correct, 2 incorrect, 2 not attempted, would score as follows: 36 correct x 5 marks = 180 2 incorrect x O marks = 0 2 incomplete x -2 = —4 ‘Raw’ test score = 180 — 4 = 176 NB Each test will have a potential score according to the rnumber of questions in that particular test, of course. You will have a separate score for each of the tests - do not ‘add these together but i on acter use them fo chart your progress as you Now use the following chart according to the number of ques- tions in the tests to interpret your final score for each test: Number of Well Below Average Above Well above questions below average ‘overage average intest average 25 01035 361059 601075 7610104 105 or over 32 01040 411085 8610100 10110130 131 or over 40 01050 511099 10010125 12610164 165 or over o®) Numerical Reasoning Advanced Level You will notice that your score has not been given in percentage terms as this is not relevant when assessing your performance in tests of this type. The important thing to understand is your score relative to those of other candidates in your peer group. Ifyour score is ‘Above average’ or ‘Well above average’, you may decide that you would like to spend more of your prepo- ration time on other sections of the tests you may sit - maybe verbal reasoning, or diagrammatic reasoning, Ifthe results indi- cate that your score is ‘Average’ or below, get some help with the basics of numeracy before your test. Whatever your score, do not allow yourself to be discouraged = esis are only part of the interview process and itis possible to improve with practice. HOW WILL AN EMPLOYER ASSESS AND USE THE RESULTS OF THESE TESTS? The person conducting the tests will mark and interpret them according to a preset marking scheme. Different testsetters and employers may have their own, quite complex, marking, schemes and it is therefore impossible to predict final scores. Indeed, your actual score is not important in itself. It is impor- fant fo note that your test will be marked against a norm ~ this may be scores gained by previous applicants or by people at different management levels. The main point is that they are standard tests — everyone is given the same questions and instructions, the same amount of time to answer and they are all assessed according fo a standard marking system. This is s© that scores can be compared and interpreted. When you take a psychometric test, you will be compared with your peers, that © Diagnosis and further reading is with the people with whom i x you are competing for a j this is a competition - and we want to help. aa to ie td MARKING SCHEMES When the test publishers — the people who devise the tests check the effectiveness of the tests by using it with larg “ numbers of people, they will develop ‘norm’ tables, The ry work out what will be an average score and what wl re above or below average taking into account the interviewee’s age, sex, education and so on. Employers use these norm tables to assist them in evaluating performance in the tests. They help in assessing the potential of the candi poy nos Potential of the candidate to do the When employers are testing n 19 large number of people, th may introduce a cutoff point and, for example, fake the tes Bo pect Aterave, they may have a target score in mind x : ot ne who reaches this score for further assessment Itshould be noted here that some marking schemes use what is known as ‘negative scoring’, That is to say that you will have your score reduced for every incorrect answer. IF that is the case in a test that you find yourself siting, do not be tempted to guess the answers. Accuracy, not estimation, is the name of the game if negative scoring is used. WHAT DO THE TESTS PROVE? When used ond selected correctly, this sort of test will help to Prove — or disprove — your suitability for the job in question. If I)E) Numerical Reasoning Advanced Level. ‘employers have decided that a certain job requires particular competencies and aptitudes then that is what they must test for. Cf course, their assumptions about the job requirements may be wrong but there is little that can be done about this. For this reason the results of optitude tests like this should not be viewed «3 ‘pass’ of ‘ail’, The test is more on exercise in exploring where you will be best suited. There is little point in getting a job that would be wrong for you ~ that would be counterpro- {ductive for you and expensive for the employer. SUGGESTIONS FOR FURTHER IMPROVEMENT The value of preparation tr has been proved that everyone can improve his or her test scores by practising. Unfamiliarity gets in the way of your natural ability, so practice is an invaluable form of preparation. Olympic runners do not just turn up ot the track and set off as fast os they con ~ they will practise, teat their mind and body ‘well and find out all hey can about the race. Why should taking any other sort of test be different? So make the most of your period of preparation Practice - with questions similar to those that you will meet in your tests ~ is the most important clement of your preparation shategy. it will help you to revise the things you learned at school and to improve your test tech: nique. The timed tests in Chapter 2 will help you fo become familiar with the test formats and how to tackle the variety of questions that you may face. Aim to practise for up 10 wo hours in any one session. Any more than that may be counter productive. lt is almost impossible o sustain the intense Concentration needed for much longer than two hours. )) Diagnosis and further readi ing But what other forms of preparation should you consider? Apart from the intensive intensive practice that you can take ad ot ae the timed tests, there are other sorts of proces Fe imple, you should moke yourself aware of the numbers the, are all around you ~ and use them. ta > When you are sopping inthe supemare,esinae what your total bill will be or continually calculate how much i much you con sve by buying on produ! her than ® When you are on a long car journey, use the opportunity to practise a litle mental arithmetic. Work ‘out how many more miles to your destination, your ‘overage speed, percento; i verge speed, paceioge of the journey completed » Notice the data that is presented to you everyd: financial pages of newspapers. ve 3 Seek out numerical informatie information in com ir trade magazines. Pen Ire Sa Use train timetables to gain familicriy with using information presented in this way. ‘® Practise using currency exchange rates given in newspapers or by your travel agent. > Brush up on using fract 1g fractions, square roots, multiplicatic tables, percentages and decimals. ots ) Make sure you can use your calculator efficiently ~ you will not always be allowed to use one, but be prepared. : O®C2) numerical Reasoning Advanced Level cof numbers. If, after doing the tests, in this book, you have specific concerns ‘about your mathemat ical knowledge, get yourself « good, basic maths book and get yourself up to speed. Then practise until you are happy using numbers, Above all, do not be afraid Apart from concentrating your efforts on improving your ability with numbers, you might want to consider other forms of prep wraton. For example, psychological preparation con be ‘extremely important. Worrying about your interview or your err remus will not improve your performance, There cre o number of relaxation techniques that can reduce your stress | your anxiety. These include: levels and help you to control Listening fo relaxation topes ® Meditation » Yoga ® Hypnotherapy ® Stress counselling ® Positive visualisation ) An exercise regime Whatever you choose ~ and it is very much on individual choice your aim should be to arrive for your test ina calm, controlled gate of mind. You need to shut out negative thoughts such os ‘| can't do tests’ and allow extensive. ‘zm hopeless at maths! or practice to increase your confidence. If you can concentrate on ur confidence and posiive outcomes you will increase yor calmness. (=) Diagnosis and further reading THE TEST ITSELF Tests will be timed and not much time wil lowed < ime will be all ied the tests ~ it wil be tight - and it is Frequently abe Bi le to complete all the tests in the time alloted. Do not ict his be i this Even when you are sitting in the fest room, you can still improve your chances of success. There are a few important thir % remember at this stage: oe 8 Listen to - and be sure to comply wit : ply with — the instruct given by the test administrator. he ® Read the instructions on the te: st ~ the: cover items such as: meer eer how much time you will be allowed © whether or not you may waite on the margins ofthe test poper or if rough paper is supplied for your workings (© whether the use of calculators is permitted © exaclly how you should indicate i fckorocrssforerample er © how to make alterations to your answers if necessary © Work through the questions methodically - do not be tempted to rush on to later questions first. Some papers are structured so that the questions get parcial more difficult ~ if you look ot the later questions first, you may waste time on more difficult questions while throwing away : xy easy points Te serra could have scored on Oo©) Numerical Reasoning Advanced Level do not understand something at this stage ~ , eee the test begins ~ speak up. There are somali example questions that you will be instructed or before the timed test begins. Use the time allowed for his to ensure that you understand exactly what you ore being asked to do. Do not try to pretend that pel now everything ~ you do not need to impress the other candidates. » Read the questions corefully. Although you will i we to work quickly, there is no point in answering all the questions but geting many of them wrong because you did not understand what wos required. Strategy The main strategy during the test will involve fining = see ole = but you may also want to consider how much you “ Ve your powers of estimation. Here again, practice “a j te Some questions on numerical reasoning fest ats ed en Sstimation, Rounding up or down can offen be o quick val crrving at the only possible answer from those hen ae plechoice questions. However, as noted chor, tal Bs st ° system using negative scoring will be used - then accuracy really important. it ficular question, do not core really struggling with a particu : wa ime. Finding a difficult question can be unnerving. it eter fo move on ~ there may be later questions that you Fin easy. 158 Diagnosis and further reading Try not to let people around you affect your performance. Just because the person at the next desk to you has turned over a lot more pages than you, it does not mean that you are doing badly. They might have all their answers wrong! Timing The time allowed for the various numerical tests that you will undertake will range from just a few minutes for an arithmetic test fo maybe forty minutes for a test involving charts, tables or algebra. IF you are being tested on a number of aptitudes, the testing session may well take up to two hours in total. The important thing is to use your time wisely. It is rare that too much time will be allowed for a numerical reasoning test. It is for more likely that you will run out of time. You will therefore need to work quickly while trying to be as accurate os possi- ble. Try not to let one question take up too much of your time. IF particular question is proving difficult for you, move on. You could ahvays come back to it if you were to find that you have plenty of time. So keep going steadily right through to the end of the test. You are aiming at a balance between speed and accuracy. It would be unusual for someone to get all the ques- tions right so it is better to attempt every question and get some ‘wrong than to spend too long on one difficult question and then run out of time, possibly missing out on some easier questions. Do not forget that, depending on the scoring scheme, there may be penalties applied for incorrect answers or for questions not attempted. You will therefore need to manage your time carefully.2, umerical Reasoning Advanced Level Remember that your own reactions fo Your poformans i he ject jite often not the i tests are subjective. You are quite ° ae performaron. It might help you if you can get sone eodback ‘about your results from the test odminis rotors. However, this is sometimes difficult to obtain as it is @ time: consuming task for employers to undertake. You con improve, and your ove all, keep an open mind. aeite a maths ot school does not have to last for re el rife. The obvious incentive for you to undertake all this e ort is the job you really wont ‘and the salary you deserve. ‘Good luck! ON THE DAY i i te that is con Jan to arrive at the test centre in a stat 0 io ea echieving your best possible score. This ae ‘eina il vous 1d It is possible that you may feel nervou ee pier you can help yourself by preparing in ‘advance the practical details thot will oe to do ve i the only person who Remember, itis unlikely that you are pene who ling nervous; what is important is how you ba “The following suggestions may help you fo overcome unecessary testrelated anxiety. 1 Know where the test centre is located, and a how long it will take you to get there = plan your = a a off time’. Now pln to leave 45 minutes before your wt eff rime fo allow for travel delays. This wey: you can 08 more or less certain that you will orrive cat the test met good time. If, for any reason, you think you will miss the Diagnosis and further reading start of the session, call the administrator to ask for instructions. 2 Try to get a good night's sleep before the test. This is obvious advice and, realistically, it is not always possible, particularly if you are prone to nerves the night before o test. However, you can take some positive steps to help. Consider taking a hot bath before you go to bed, drinking herbal rather than caffeinated tea, and doing some exer- cise. Think back to what worked last time you took an ‘exam and try to replicate the scenario. 3. The night before the test, organise everything that you need to take with you. This includes test instructions, direc- tions, your identification, pens, erasers, possibly your calculator (with new batteries in it), reading glasses, and contact lenses. 4 Decide what you are going to wear and have your clothes ready the night before. Be prepared for the test centre to be unusually hot or cold, and dress in layers so that you can regulate the climate yourself. If your test will be preceded or followed by an interview, make sure you dress accordingly for the interview which is likely to be a more formal event than the test itself. 5. Eot breakfast! Even if you usually skip breakfast, you should consider that insufficient sugar levels affect your concentration and that a healthy breakfast might help you to concentrate, especially towards the end of the test when you are likely to be tired. 6 If you know that you have specific or exceptional requirements which will require preparation on the day, be ©» Numerical Reasoning Advanced Level sure to inform the test administrators in ‘advance so that they con assist you as necessary. This may include wheel- chor occess, the availability ofthe test in Braille, of & facility for those with hearing difficulties. Similarly, if you are feeling unusually unwell on the day ofthe fest, make sure that the test administrator is ware of it. 7 lf, when you read the est instructions, there is some thing you don’t understand, ask fr clarification from the ‘administrator. The time given to you to read the instructions mey of may not be limited but, within the allowed time, you can usually csk questions. Don't assume that you have understood the instructions if, at first glance, they appear to be similar to the instructions for the practice tests. 8 Don't read through all the questions before you start. This simply wastes time. Start with Question 1 and work ewifly and methodically through each question in order. Unless you are taking a computerised test where the level © dificully of the next question depends on you correctly tenswering the previous question (such as the GMAT or GRE), don't waste time on questions that you know require lot of time. You can return to these questions ot the end if you have time left over. 9 Alter you have taken the test, find out the mechanism for feedback, and approximately the number of days you vil hove to wat fo find out your results. Ask whether there ” scope for objective feedback on your performance for your future reference. 10 Celebrate that you have finished. Diagnosis and further readii FURTHER SOURCES OF PRACTICE - In this final section, maa , you will find a list pao BaeOneTE ek) oF useful sources forall Books Barrett, J., Test Yourself! Test Yo Personality et, J, four Aptitude, it : 2, Personality and Noes tion, and Plan Your Career. London: Kogan Page, Bolles, Richard N., The 1997 Wh ., sat Ce Berkeley, CA: Ten Speed Press, a Wie oe Carter ict ac jinking. Chichester: John Wiley, 2001 na Cites, ‘Cynthia, It’s Who You Know. Toronto, ON: Pfeiffer, Cate, B. ois sessed ‘at Psychometric Tests. London: Bee onaoon: Your Verbal Reasoning. London: Hodder & leckon, Tom, The Perfect Résumé. New York: Doubleday, lees, 5. Paoli Testing for Managers. London: Judy een Ronald L. and Caryl Rae Krannich, Network Your fay to Job and Career Success. Manassa, VA: | Publications, 1989. ae Parkinson, M., How to Mas! Ma, Jer Ps ‘ Kom ie, 1997, 1 Psychometric Tests. London:P) Numerical Reasoning Advanced Level | Pelshenke, P., How '0 Thorsons, 1993 Smith, Heidi, How to Pass Numerical Reasoning Tests: A Step- byStep Guide to Leaming the Bos Page, 2002. Tolley, London: Kogan Page, 2001. Williams, R., Prepare for Tests at Interv Cheltenham: NFERNelson, 1999. ‘Managers. Win at Aptitude Tests. Kettering: ic Skills. London: Kogan | H. and K. Thomas, How to Pass Verbal Reasoning Tests. jew for Graduates and Test publishers and suppliers ‘Assessment for Selection ond Employment Chiswick Centre 414 Chiswick High Road london WA STF telephone: 0208 996 3337 Oxford Psychologists Press Elsfiald Holl 15-17 Elsfield Way Oxtord OX2 8EP telephone: 01865 404500 Psytech International Lid The Grange Church Road Puloxhill Bedfordshire MK45 SHE telephone: 01525 720003 Soville & Holdsworth Lid The Pavilion 1 Atwell Place Thames Ditfon Surrey KT7 OSR telephone: 0208 398 4170 The Psychological Corporation 32 Jamestown Road london NW1 7BY The Test Agency Ud Burgner House 4630 Kingsgate Oxford Business Park South Oxford OX4 2SU telephone: 01865 402900 Diagnosis and further reading Useful websites Websites are : prone to change, but th i ndgloaean 9 1e following are correct at www.ase-solutions.co.uk www barcap.com/grad /gradvatecareers/barcap_test. ‘www.bhgple.com nen ‘www. bps www careerpsychologycentre.com www.careersuk.com www.cipd.org.uk www.civilservice.gov.uk/jobs/fs/fs.saq.asp www. deloitte.co.uk/index.asp www.englishforum wwwenglishtogo www.ets.org www. freesatl prep.com www.home.g2a.net www kogan-page.co.uk www.mensa.org.uk www.morrisby.co.uk www.newmonday.co.uk www.oneclickhr.com ‘www.opp.co.Uk ‘www pgcareers.com/apply/how/reervitment.asp wow .psychtests.com Oo©) Numerical Reasoning Advanced Level www. psychiesting.org-uk www. prytech.co.uk www. ppweglobal.com/ck/eng/corinexp/undergrad/quiz-him| www publicjobs.gov.ie/numericatest.asp ‘www. puzz.com ‘wwew.rinkworks.com/brainfood. maths.himl ‘wwww.testagency.co.uk www.tests-direct.com www thewizardofodds.xom/math/group html www.workunlimited.co.uk Useful organisations ‘American Psychological Association Testing and Assessment ‘Association of Recognised English Language Schools (ARELS) ‘Australian Psychological Society The Best Practice Club The British Psychological Society Canedian Psychological Society The Chartered Institute of Marketing The Chartered Management Institute The Insitute of Personnel and Development Psyconsult Singapore Psychological Society Society for Industrial and Organisational Assessment {South Africa) (SIOPSA)