NUMERICAL

Hodder Arnold
www.hoddereducation.co. uk
ISBN 0-340-81233-8

PRACTICE TESTS FOR ADVANCED LEVEL

REASONING

BERNICE WALMSLEY
9 780340 812334

£9.99

PSYCHOMETRIC

SUCCEED AT
TESTING

NUMERICAL REASONING
ADVANCED LEVEL

PRACTICE TESTS FOR

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Contents

ISBN-I0: 0340812338 ISBN-13: 9 780340 812334 First published Impression number Year 2004 10 9 8 7 6 5 2008 2007 2006

Acknowledgements Foreword

vi vii
Introduction Timed tests Answers to timed tests Explanations of timed tests Diagnosis and further reading

Chapter 1: Chapter 2: Chapter 3: Chapter 4: Chapter 5:

Copyright © 200.4 Bernice Walmsley AUrights reserved. Aport from any permitted use under UK copyright low, no port of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information, storage and retrieval system, without permission in writing from the publisher or under hcence from the Copyright licensing Ag.ency limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency limited, of 90 Tollenhom Court Rood, London WlT 4LP. The pub Iisher has used its best endeovours 10 ensure that the U RLsfor exlefnal websites referred 10 in this book are correct and active at the lime 01 going to press. However, the publisher and the author have no responsibility Forthe websites and can make no guaron~ that a site will remain live or thai the content will remoin relevont, decent, or oppropriate. Typeset by Servis Filmselling ltd, LOllgsight,Manchester. Printed in Great 8ritainfor Hodder Education, a division of Hodder Headline, 338 Euston Road, london NWI 3BH by Cox & Wymall ltd, Reading, Berkshire, Hodder Headline's policy is to use popers that are natural, renewable and recyclable products and mode from wood grown in sustcmcble forests. The logging and manuFacturing processes are expected to conform to the environmental regulations of the country of origin.

30 104
110 150

Acknowled ge ments

Foreword

With thanks to Saville 3, Questions Questions

&

Holdsworth

Ltd, for permission to

If anyone tells you that it is impossible to improve your score in a psychometric test, don't pay any attention. It isn't Irue. A multi-million pound industry has developed around the notion that psychometri:c tests yield accurate and true data about an individual's ability. While this is generally the case, test results can differ Widely and are determined by a range of factors, including the test environment, the professionalism and experience of the test administrator, the .Ievel of confidence of the candidate on the day of the test, the candidate's familiarity with the tesfing process, and the amount of practice a candidate has hod prior to the test.

reproduce the following material: Test 1, Questions

22-30; Test
Test 3,

11-14 and Figures 2 ..1 and 2.2i

16-19 and Table 2.3 and Figure 2.3.

As the industry develops, testctakers are becoming

more

informed about what is expected o] them, and about what they should expect from the testing process. Increasingly, candidates are taking conlrolof improve scores. This series of books was designed with you, the test-taker,in mind. In finding this book you hove demonstrated a commitment to achieving your potential in the upcoming test. Commitment and confidence ploy a large role in determining the process, and demonstrating thotit is feasible to prepare for psychometric tests and to Significantly

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 The series to the The other titles in the series are: timed tests for you to take under test conditions.

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

covers many examples of question sets appropriate

major test publishers, and win help you to prepare for nurner-

lcol, verbal, logiwl,

tests. Chapter

abstract and diagrammatic

reasoning

1 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 fini~h a complete test at one sitting -the timings are given at the beginning of each test. Chapter 3 lists an the answers to the questions in Chapter 2 in one section, so that you eenquickly check off the answers, and Chapter 4 provides you with the explanations. If you have time, wait a few days before retaking the tests - at leost enough lime 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 lests. Yet if psychometric tests are the major obstacle between you and your perfect job, it is worth spending some time learning how to get beyond this obstacle. You can

Numerical Reasoning Intermediate Verbal Reasoning Intermediate Verbal Reasoning Advanced Diagrammatic and Abstract Reasoning Data Interpreta.tion

be proactive in achieving your best score by

practising as much as you can.

CHAPTER 1
Introd ucti 0 n

WHO SHOULD READ THIS BOOK?

This book is aimed at anyone of graduate and/or management level who may have to take psychometric lests 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 deve~ opmenl programme in your company and know 'hal tests will be used to select the most appropriate candidates from those who have applied. Yel 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 ficult to find practice motericl.] Tests, (These tests feature your situation, for a type of question based upon algebra for which it can be dif· Whatever most people the prospect of being tested is not a pleasant one. But it is certainly something thol you con prepare for and by doing so improve your performance, This is fhe purpose of this book.

· 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, numerical reasoning tests are certainly something that you can will improve your perform. prepare for and this preparation

lntrod ucti 0 n This might not seem, at this stage, to be on enjoyable prospect - especially if you are typical. of many adults who believe that they are 'no good at moths'. However, with practice and determination 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 and the aim of th.isbook is to ensure that you get sufficient proclice to increase your chances of success. Remember that numerical reasoning tests, like all tests and examinations, should are an opportunity to display your true ability and potential so you

once. 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 Ithe people at whom this book is aimed) are not in any way innumerate. If they have problems with numerical tests, those problems are more liikely to be due to a lock of speed and accuracy or lock of recent use of the vital skills than too lack of ability. The numerical knowledge tha.t you will need, to perform well in these tests, is the moths you learned at school. It might be that you need a quick refresher course, but just as useful will be the sort of practice contained in this book and the e.xplanations that accompany the answers to the questions. It is perfec~y possible to improve your score by your own efforts. To achieve this you must lake an active part - rather than a passive role - in this whole testing process ..Yet it is a

try

to make the most of them.

In this book there will be a little theory about the tests and then plenty of practice on timed tests using questions as dose as possible to real tests. You w.ill 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 g.el useful information from them. When your aptitude in this area is being tested you will have to show that you can odd, subtract, divide and multiply as well as work with fractions, Sometimes, percentages and ratios and probably also show your under-

fad that cdults with reasonable

numerical aptitude o&en do not enjoy numerical tasks and so they lend 10 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 aboultest yo,urself and practise. Unfomil iarity can obstruct your salary, now is nol the time to let a natural ability. If you are, aiming cto better job, career develop. ment and a higher simple-to-remedy problem like unfamiliarity stand in your way.

standing of data in charts, tables and graphs.

particularly in the UK Civil Service Fast Stream Qualifying Tesls, you will also need an understanding of basic a.lgebra. These are all skills that you will have been taught at school, Practice will help you to remember them.

Numerical Reasoning Advanced LeveL

Introduction
Where a company has received a large number of applicants, tests can whittle down the number to a more manageable and cost-effective level for interviewing.

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 0 few examples: Volume discounts Minimum order values Pension calculations Engineering projects

;l Testscan be combined with other selection procedures

to enable the employer to make better recruitment decisions.

Testsare much less subjective than interviews alonethis is better for the employer and for the interviewees.

G) 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 on incompetent member of stoff.

Iechniccl specifications

e:~ Budgets ond 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 on idea of what price he/she will accept in the middle of complex negotiations~ Or the businessperson receiving a botch 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

CVs are notoriously unreliable. Anyone can declare that they are 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 expensive. Employers frequently use aptitude tests as an additional tool to help with their decision making - especially if they have a large number of applicants.

to use them quickly and accurately and

our prospective employers will be looking for this ability. from on 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:

Numerical Reasoning Advanced Level

Introd ucti 0 n
position they are trying to fill. 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 of the test by trying it out on a large number of people at various levels in terms of occupation, age and education. However, it will be up to the employer to determine what he/she deems relevont to the job. This is obviously a subjective process for the employer - some employers will consider that numerical ability is vital in a marketing 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 as possible. Sometimes recruitment companies also carry out these tests. Before sending you for interviews, they may assess your suitability for different types of career by testing your aptitudes in a number of areas. These will then be used to formulate a profile showinq your relative strengths and weaknesses, which may then be useful in directing your choice of career to suit your blend of aptitudes. are

HOW AND WHEN WILL AN EMPLOYER CARRY OUT THE TESTING?

The method of conducting the tests may vary from employer to employer involved. and also according to how many applicants

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 candidates to be tested, then the testing process may be carried out on a 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 lost two options are larger companies may run. If there are only one or two candida.tes, employers will usually provide a quiet room for the test or leave you alone in the interview room. If there are a large number of applicants being tested, they will provide a room that may remind you of examinations 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 manner. the situation, employers will do their utmost to ensure that they use the tests in a fair, unbiased

fre-

quently the case during graduate recruitment campaigns that

As the purpose of their using the tests is to make

decisions that will ensure that the recruitment process is more reliable and effective, there is very little 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. Testsof this type are designed to be objective and should only differentiate between candidates in respect of suitability for the

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 calculators is permissible and whether or not you are

Numerical Reasoning Advanced Level

Introduction
on how you can tackle the questions and on specific problems to look out for. You should note the correct answers and, even

allowed to write on the question papers. The questions quite often have multiple-choice answers and you will be told how to indicate your answers. This may be by ticking or putting a cross in 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

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 mistakewill almost everyone does. It is highly unlikely that you will get every single answer correct. Reading the explanations highlight the possible stumbling blocks.

to the leiter. 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

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 division and multiplication, tests, aimed at evaluating your alongside your understanding of ability to use the four basic operations of addition, subtraction, numbers used in different formats. These formats include per-

<I
(it

Tests based on tabulated data, graphs and charts Quantitative relations - i.e. 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 questions, 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

centages, fractions and decimals and will take a variety of forms - straightforward word problems. calculations, number sequences and

As you can see, this section covers on 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 tips on how to tackle the questions and some pitfalls to avoid related to the specific questions - will be contained in a chapter separate from the

;)

NumericallReasoning

Advanced Level
Explanations

Introd ucti 0 n
There are not usually any pitfaUs associated with straightforward 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

questions so that you will be able to test yourself in a situation as close to the actual test conditions as possible. However, as on introduction to the types of questions, we will quickly run through the whole question/answer/explanation when you sit a real test of this sort: process. Here are a few examples of the type of question you may encounter

to use a

ARITHMmC
These are usually the most basic of the types of numerical reasoning 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-today use, we a'll soon become less proficient at using these skills, You may have been studying a 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.

piece of paper for rough workings. Most people would not be able

to do long division calculations in their head .. so do not

panic. It cannot be overstated .. practice can make a g:reat deal of difference here. If you find that you struggle wi,th this type of question, a basic book on arithmetic, added to plenty of practice, 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 AN,D DECIMALS

Although the questions in this section may seem varied and unrelated, the way centagesare aSl~ or in which the calculations work is very similar . .Percentages are closely related to fractions in that perexpressed in ports of one hundred, for example 50% is 50 parts of one hundred and could also be expressed

Questions

1 29333 + A3A + 17 "" ? 2 623.4 - 5979 = ? 3 25 x 321 = ?

4616+22=?
Answers

i, that is one half. Decimals are also closely connected

.. the decimal point separates the whole this section.

number from the

29784 255 8025

decimal fraction. You may also encounter ratio calculations in

2
3

4 28

As you

can see, the questions in this section have a selection of

answers supplied for you

to choose from ..When you are 9'iven

Numerical

Reasoning

Advanced

Level Answers

Introduction

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 as a list of suggestions. A word of warning at this point. Do not guess at random. Some tests penalise this via the scoring system and there may be deductions for wrong or unanswered questions.

c £6.75
b 3~
d 17.92

2
3

Explanations
1 Answer c £6.75 is correct. Remember that 45 per cent is the same as l~ths and that there are a number of ways that you can tackle this sort of question. For example, you

One more l'hing to be aware of is that, in dealing with multiple-choice questions, it is especially important to take notice of the instructions you will be given on how to indicate your answer. There ore 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 interchangeable. You are asking for a low score if you ignore instructions of this type.

£ 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 calculation is:l~ X 15.
could divide

2 Answer b 3~ is correct. As with most fraction calculations, 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 denominators will divide). In this case it is

8, as both 8 and 4 - the

Questions
1 45% of £15 a £:1.75

two denominators - will go into this. After expressing the

=?
c £6.75 d £5.75 e £6.25

calculation using the common denominator, it will tively easy to find your answer, i.e. 9~ 3 Answer d

b £5.00
•

6j =

be rela-

3i,

9~-61=2 8 '" a4~ b3~

17.92 is correct. Probably the onJy place

where you may go wrong - whether because you are hur-

c2

d3~ c 18.0

e3~ d 17.92 e 18.82

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.

3 5.35 + 14.9 - 2.33 = ?

a 22.58 b 21

Numerical Reasoning Advanced LeveL WORD PROBLEMS

Word problems of this sort are designed to test nof only your arithmetical ability but also your understanding of the calculations when placed in 'real-life' situations. These could involve percentages, ratios, fractio.ns 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.

Introduction NUMBER SEQUENCES

Here you must find the number that completes a sequence of numbers.

If

you are practised in using numbers, finding the

solution can become almost automatic. The answer is obvious and you may not think about how you found it.

If, however, you

are nol 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 difficult and almost incomprehensible process in our very early childhood, counting becomes something that, by the time we

Question
The initial price of two dresses was were both reduced by a further

£50 each but they were

reach the end of our schooldays, we do automatically. However, you will undoubtedly encounter more difficult number sequences if they form port of your tests and you need 10 know how to tackle them. The first step is 10 work oul the difference between each pair of numbers in the sequence. Jot it down. You are looking for a paHern. Try this example, which again includes multiple choices for the answer:

both reduced to half price in a sale. The following week they

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 10% X further

Question
Find the next number in Ihe series

its simplest terms, would read £50 -:-2 -

7, 9, 8, 10, 9, 11, ~

= ~ Work out the final price of each dress by first

dividing by two to get the half price figure, then deducting a

a9
Answer

b12

c7

d8

e10

10%. Finally, multiply by two because, remember, there

were two dresses bought. Calculation:

e If

lOis correct.

£50.00 -;- 2 = £25.00 minus 10% (£2.50) £22.50 x 2 = £45.00

Explanation
you jotted down the differences between each pair of numbers, you should have spotted the paHern +2,

-1, +2, -1, + 2 so you need to subtract 1 from 11 to get the final

number in the sequence and get the correct answer 10.

Numerical Reasoning Advanced Level A TABLE

Use Table 1. 1 to answer the follOWing questions.

Introduction

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 scalter diagrams (charts with the data points scaHered on the graph). Whichever type is used, your task will be the same - to find the relevant information quickly and accurately and use it to 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 lmportant 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.

Table 1.1 Production,deliveriesand reject product statistics Year Quarter Total predUdiotl (000s IOIIIIe5) 100 95 100 78 90 80 95 80 80 60 80 60 Paper delivered (000s fOllIes) 91.9 92.0 87.6 71.2 88.0 75.0 94.1 77.0 65.0 55.0 78.0 58.0
Paper rejeded

(0005 tonnesl

2002

1st 2nd 3rd 4th 1st 2nd 3rd 4th 1sf 2nd 3rd 4th

3.0 12.4

B.l

B.8

2001

2.0 5.0 0.9 3.0

2000

5. 15~
2.0 2.0

Ql How many more tonnes of paper were produced in 2002

than in 2000?

345,000

b
c

2B
18,000 28,000 93,000

(;7

o
~____..--------~--~--~
~ ~ ~
---

Numerical Reasoning Advanced Level

Q2

Introduction
Explanations

How does paper production in 2000 compare with 2oo1?

a b c d e

Increased by
Increased

12.3%

01 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 OOOstonnes.

Decreased by 2.3%

by 6.5%
18.8%

Increased by

Increased by 23.2%

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 [becouse there is an increase from 2000 to 2001) then mul.ti.ply by 100 to find the percentage increase.

Q3 Approximately what percentage of total production was rejected in the first quarter of 200m a b
10 18.75 8 12.5 20.3 percentage of paper produced in

c d
e

Q3 Answer b 18.75% is correct. To find the rejected

amount as a percentage of the total produced, divide 15.0 (reiected in Q1 2000) by 80 (total produced in Ql then express as a percentage by multiplying by 100. R.ecallthe formula for % change:
01 10

2000)

Q4 What approximate
2002 was delivered?

a b

92 98

conge

= actual change

originol whole

'00%

c d
Q1

8
3.73

Q4 Answer a 92% iscorrect, Express the delivered quantity as a percentage of the total, i.e. 342.7 -i- 373 x 100 == 91 .88 = opprox 92%.

Answers

93,000

A COLUMN CHART

Q2 e Increased Q3

by

23.2%

As .this is a sample question and you are not working against

any time limits here, take a good look at the chart before attempting the questions below. Pay particular oHention to the information given around the chart.

b 18..75%

Q4 a 92%./

Numerical Reasoning Advanced Level

Introduction
Q2

o Chairs
'Ii' ..

"Boo~ ------~n---------~
Bookcases Wardrobes

Tables Cvpboards

In what year did table production repre.sent 40% of bookcase production?

1998 1999 2000 2001 2002

1 .. 1
D. 41

!!!.

400~-----------------1 ~--~~--~

..

b
c

d
e

300

:::.

Q3 In the highest producing year overall, approximately what proportion of total production did chairs represent? a b
1998 1999 2000
Year

11% 5%

2001

89%
15% 90%

Figure 1.1 Column chart - furniture production figures 1998-2002

Use the information given in Figure 1.1 to answer the following questions:
Q1

Q4 In the year that bed production was 66% of wardrobe

production, what was the value of chair and table production combined? a
£360,000

What was the greatest percentage fall in chair production from one year to the next?
14.3% 20% 25% 43% 70%

fJ
c d

b £500,000 A !c~ £430,000

d
£400,000 £350,000

Numerical Answers Q1
Q2

Reasoning

Advanced

Level
Q4 Answer c £430,000

Introd u cti 0 n
is correct. 66% is two-thirds so

20%

look first for the year where bed production is two-thirds 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 tog.ether remembering that the answer should be given in £OOOs.

e 2002

Q3 a 11%
Q4 c £.430,000

Explanations
Q1
Answer b 20% is correct. Only two of the years i.e. from 500 to show a year-on-year fall in chair production - 1999 and 2002. The greafer of these is 2002, 400. Express the difference as a percentage by dividing. the difference by the production figure f·or 2001 (the original whole) and multiply by 100 (100 -:- 500 x 100

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 ore centred on algebra and the section of explanations for these tests wil'l start

20).
Q2 Answer e 2002 is correct, The easiest way to tackle this question is

with a brief overview of the basics of algebra for all the people
- end there are an enormous number - who have not consciously encountered any algebra since they left school and are scared of tackling it now. These questions testing your understanding of basic algebraic principles may be sca.ttered throughout other numerical rests or they may be grouped

to look for the most likely year then to check

the calculation. For example, the year 2001 can below bookcase produdion

be elimi-

nated .straight away - toble production at 200 is not much of 265 so it is obviously not 40%. You are looking for something slighfly less than half. When you think that the year 2002 looks about right, check by calcul.ating the difference in percentage terms (l00 -:- 250 X 100

together and used when the employer deems that the deductive thought processes demonstrated by mastery of these questions is

'Of

particular

importance

to the iob area

in question.

40).

Secondly; tests of this type form an important part of the UK Civil Service Fast Stream Qualifying into the tests will help you a great deal Tests for gradua.te entry

Q3 Answer a 11 % is corred. 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 (OOOs).In that year £350 (£OOOs) chairs were produced. You can see at a g.lance that this is slightly more than 10% or calculate to check (350 -:- 3203 X 100

eMI Service. Completing plenty of practice on these

if

this is your aim. You must get

through the Qual~ifying Tests if you are to go on to the group ossessmsnt 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 porticulcr importance.

10.92%).

<:) Numerical

Reasoning Advanced level SAMPLE QUESTION A 5 6 9

11

Introd u cti 0 n

Usually - especially for the Civil Service tests - you will be asked to 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 a.nswers are dear enough and in a form that the machine can interpret. The rnochine 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

B 3

4
3 7 4

be carried

out on the test paper

C 7 8 15 15 ?

in this case - your jottings could be mistaken for your answersl 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 a.nswers, 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 ell, Take a look at these instructions and then attempt the sample question:

The answer to this example is 10 and you should indicate your answer as shown in the first of these three boxes - the remaining two boxes show you how NOT to indicate your answer.

00000.0_ 10.10010. 20.20.20. 30.30.30. 40.40.40. 50.50.50. 60.60.60. 70.70.70. 80.80.80. 90.90.90.

00.00.0_ 10.1_10. 20.20.20. 30.30.30. 40.40.40. 50.50.50. 60.60.60. 70.70.70. 80.80.80. 90.90.90.

000.00. 1.10.10. 20.20.20. 30.30.30. 40.40.40. 50.50.50. 60.60.60. 70.70.70. 80.80.80. 90.90.90.

correct
INSTRUCTIONS
Three or four numbers are

incorrect

incorrect

laid out in a row and four or five

In the boxes used in these tests the first column of figures is hundreds, the second tens 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 lndicere 10 but the number of hundreds (none) has not been recorded. This answer would therefore be treated asincomplete and no mark awarded. The answer in the third box .. indicates 1 hundred and 0 tens, but as no units are marked it would be viewed as anincomp.lete answer.

rows make up each question. Your task is to identify the numerical relationship in the first three or four rows and then to apply that same relationship number. You must indicate your answer by shading in the appropriate boxes as shown in this example: to the final row to find the missing

@ Numerical
(2 X 7) - 4
Therefore?

Reasoning Advanced·level

In trod u ctio n

The expl.anatian for working out this example is as follows: Formula = 2a - b = c

PROBLEMS AN DPITFALLS
Now that we have seen how the questions, answers and explanotions will be laid out in later chapters, we can look at the problems general. and pitfalls associated with numerical tests in

=? = 10
this example then !urn

If you have difficulties understanding tians section, which

quickly to the short discussion of basic algebra in the explonoshould 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:

For example, it is absolutely essential that you read the instructions 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 )

Question
Wha,t is the relationship between the rows of numbers? Use algebraic formulae to find the missing, figure (?) in the final row.

to use a calculator?

Can you write on the question paper? Or has some spare paper been supplied for the purpose of rough calculations? Do you need to estimate the answer?

A
3

B
2

5 9
12 12

4 5
11
?

C 5 7
17

14
10

000000 101010 202020 303030 404D40 505050 606060 707070 909090

These are general things thai you should look out for but there ore also some pitfalls that ore 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.

BOaoaD

Answer
The answer is 13

Here are a few guidelines for avoiding some of the problems and pitfalls you may come across:

Explanation
Formula

(3

1 21

3a - 2b

(2 x ?)

= =

With tests where you have to write your answers on a separate sheet of paper check from lime to time that you are writing your answers in the right place. It is easy - especially

10

Therefore ? = 13 Remember to indicate your answer as 0 'hundreds, 1 ten and 3 units.

if

you hove to miss out a difficult

question or are working under time constraints -

to

(i) Numerical

Reasoning Advanced Level

Introduction

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 Work out

NOW TRY TH E TESTS

Hopefully you are now convinced that preparation, including testing yourself using the lests in this book, will definitely improve your performance - and your chances of getting that job or promotion. So, on with the tests ...

(9 X 5) ==

9 X 5 == 45 first, then add 6 = 51 .

Do not panic valid answer.

if you

come across a negative number.

Remember that -1 is still a number so it would still

be

(I A negative multiplied by a negative is always a positive

(e.g. -2 X -2
= +4).

A negative number multiplied by a positive number is always a negative (e.g. -2 X3

-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. If a figure for steel production of lOis given, ask yourself '10 what?' - 10 tonnes, 10,000 tonnes? The answer to this question will be in the key.

Timed tests

CHAPTER 2
Timed tests

GENERAL MATH EMATICAL TEST 1

Allow yourself

28 minutes for this test.

Answer the following questions without using a calculator.

1934 + 24,555 - 18 = ? 116 x 3) .4-5-2=? 3 + 15 - (6 x 2) = ? 150x6=? (288 - 16) x 3 = ? 1060+25-5=? 199 -i- 3) - 16 = ?
-i-i-

2
Having looked at the variety of tests that you may be asked to take at 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 possible. 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

8=?

3 4

-12 + 8 = ?

5
6 7 8 9

10 (28 x 3)

12 = ?

You may use a calculator to answer the remainder af the questions in this test.

answers correct to only two decimal places.

11 ~+~=? 12 2~+ 3 = ? 13~+.4=?

14 2.3

+ 5.78 = ?

15 7 - '.6
160.33+ 17 1.5

=?
1.5+6=?

x 45 = ?

18 45% of 3000

Numerical

Reasoning

Advanced

level

Timed tests

19 5% of 25,500 = ?

20 £10 + 17.5% = ?
For the remainder of this test you must choose From the selection of five answers, only one of which is correct. 21 One thousand books were put on sale at a cover price of £7.99. Half sold at this price but 250 were sold of a 25% discount, 100 at 10% discount and the remainder were unsold. How much money was taken in total? a b £6212.22J £5493.12 £719.10 £1498.12 £6121.22

23 If every 250 bottles of bleach require 16.25 litres of

solvent to produce, how much solvent is required to produce 6500 bottles of bleach? a 42.31itres
100.0 litres 121.9 litres 422.5 litres 1219.0 litres

b c
~

24 Last years sales target was £265,000. This year's is

£328,000. Bywhat percentage has this years sales target increased over last years? a
b c d 17% 29%

c d e

22 If a maintenance contract costs £87 per month and a

technician call-out when not under a maintenance controd is priced at £325, how many call-outs per year would make the contrad worthwhile?

43%
81%

None of these hours of computer time. Approximately how much computer time would be required to perform an additional 300 analyses if all other factors remain unchanged?

4 b5 c6 d7 e8

25 A total of 5200 analyses last month required 17,300

330 hours

b
c d e

540 hours 660 hours 940 hours 1000 hourt /

c::>
a

Numerical

Reasoning

Advanced

Level

Timed tests 29 A survey carried out on 1500 people showed that 37% liked a new product, while 32% were indifferent. Ifthe rest said they disliked the product, how many people were in this category? .

26 A batch of shampoo requires 510 lifres of herbal extracts

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 were worked last week by each of 7 temporary staff, what was the total bill?
./

'b
c

a b
c

A8

237
A65/ 9A5

d
e

27 Temporary staff are paid £6.00 per hour. If A7 hours

d' e

1020 lost revenue per hour is £425,000. What is the approximate total revenue (to 2 decimal places) lost in a 52-week
year?

30 In on average week, the computer is down for 2.75 hours.

a b
c

£197 .£282 £329 £846 £1974, a b c

£0.23m £S.OAm £12.10m £47.26m £6O.78m/

d e

d
e

28 If 625 kg of fruit are. required to produce 200 jars of jam, approximately how much fruit is required to produce 450
jars of jam?
a.

144 kg 531 kg 864 kg ·1270 kg 1406 kg /

For the next ten questions in this test, you must Find the missing number in the sequence (indicated by?). There is a selection of five answers, only one of which is correct. 31 29,30,32,35, a A1 42 46 45 44/ 39,?

b
c

d e

b
c

d
e

Numerical

Reasoning
./~

Advanced level

Timed tests

3245,67,89,101,112,?
a

()
(

3681,87,84,90,87,? 90 b 93/ 96 C d 84 e 81
a

b c
d e

63 131 123132 109

Z,3

33 155,165,170,180, l85,?
a

37 1, 3,3,9,27,?
a

195/ 200 190 205 210

48 36 243 ,/ 241 263

b c d
e

b c d
e

34 70,80,160, 170,340,? a
b
c

38 2, -4,6, -8, 10,?

a

350_/ 360 370 380 400

-14
14

b c d a

d e

-10 -12/' 12

35 512,256, 128,64,32,?
a b c 30 20 16/ 8
.4

39 16,17, 19,22, 26, ?

a

b c d e

d e

27 28 29 30 31/

E:>
a

Numerical Reasoning Advanced LeveL

Timed tests

40 1,8,27,64, 2M
216../ '98 224 220

125,?

TEST 2
You may use a calculator to answer the following Allow yourself 29 minutes. questions.

b
c

1
3

1234 + 29 - 137 = ?
(900 + 3) (19 (9
X

d
e

266+4=? 4
5
6

(49 + 7J X
X

=? 8=?
2

1000)

16,754

=?

(63 + 9) - 2
X

=?
3

7 8

7)

+ 484 =?
17)
X

9 (21 + 67)+
10 100,666

(903

=?

=? 3=?
11

For the next ten questions in this test, you must estimate the answers. Note the word ESTIMATE. For each question you are req.uired to choose the answer, from the five answers given, which is nearest to your estimate.

11 24.1 x 0.85 = ? a
16

b
c d

220

19 24.1 20

Numerical Reasoning Advanced Level 12 76% of 15,605 = ?

Timed tests 15 Estimate the number of words in a book of 210 pages with on overage of 250 words per poge. a
59,000 58,000 20,000 52,500/ 57,000

a
b
C

11,880 11,860/

11,9AO
12,000 10,180

d e

b c d
e =?

13 ~of297

a b
c

3A
59} 70

16 A01 - 903 = ? a 1300 500

-500 /

b c d
e

d e

5A
66

-AOo -1300

14 How many minutes in two days?

a
b

6000
5600

17 50% of 9389 = ?

a
b c

3700 3900 A200 A700 /

5000

c e

6400
2880

d MOO
I

d e

Numerical 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 b c d e

£3975 £3973 £3980 £3929 £9385

21 A company's operating profit last year was £7.75 million.

If there is on increase this year of 13%, what will this

year's operating proFitbe?

£7,945,000 £8,126,800 £8,346,200 £8,757,500/ None of these

19 89% of 635 = ?

a
b
c

700 565 520 510 500

b c d
e

d e

22 OF a tolal of 225 employees, 32% are female. 89% of female employees are between the ages of 20 and 35.
How many employees are females between the ages 20 and 35?

of

20 ~of£50
a b
c £6.75 £9.50'" £15.25 £6.20 £6.00

=?

12
58 64/ 89 201

b
c d
e

Numerical Reasoning Advanced Level

Timed tests 25 A computer costs £1250, a scanner £99 and a printer £145 (all excluding VAT). With VAT added at 17.5%, what would be the Iotol cost? a c
£1655.99 £1494.00 £1755.45./ £1800.00

23 If a deporfment makes a profit of 30% on a turnover of

£85,000, what percentage profit can be expected if overheads increase by £10,000 but other faclors remain unchanged? a 5% 10% 14% 18% 25%

b £1694.45 d e

b
c

d
e

24 A basic working week is 37.5 hours for which the hourlypay rate is £6.50. Overtime after this is paid at 'time and a half' for the Arst four hours and 'double time' for the remainder. How much would you earn if you worked 45 hours? a
£2.43.75

26 A new car costs £15,000. Each year it decreases in value by 25% of the value at the start of that year. What is its value after 3 years?

a b
c

£4000.00 £3750.00 £6328.13/ £7300.15 £6500.00

b£358.25 c £328.25./ d £325.25

e £292.50

d
e

27 A shop sells computer games at £20. If the cost price is £12, what is the percentage profit?

a b
c d e

33%

67%
40% 60%
45%

Numerical Reasoning Advanced Level

Timed tests

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 40%? a £149.50'/ £92.50 £175.00 £129.50 £105.00 25.4 mm a b c e 81.28./ 76.2 82 80.3 get one-third of a pie each, the third child gets a half and the fourth a quarter. How much is left for the fifth child?

For the final ten questions in this test you are required to find the missing number in the sequence (indicated by?). There is a selection of five answers, only one of which is correct. 31 10, 15, 22.5, 33.75, 50.63, ? a b c 83 75.10 75.94/' 65.5 95.94

b
c

d
e

d
e

29 How many millimetres are there in 3.2 inches. 1 inch =

32 20, 16, 12.8, 10.24, 8.19, ? a b c d 6.55/ 5.55 7.55 6.17 5.97

d 72
30 Two pies are divided between five children. The first two

33 11, 30, 49, 68, ?, 106 a 85 86 87/ 88 89

a b c d e

12

b
c d e

L/
12
1

'3

4" '2
1

<

Numerical Reasoning Advanced Level

Timed tests

34 83, 166, 332, ?, 1328, 2656 a 974 1128 964

38 390,625, 78,125, 15,625, 3125, 625, ?

a b c d 125./ 150
550
( '~ 4

b
c

d e

900
664/ 112,?

500 250 ~t
I~

35 84,91,98,105,
a 118 119-" 120 121 122

39 8,11, 19,30,49,?
a c d e ~ a b
60
11

b
c d

b 69
59
79r

128 34,567,8910,1112, 1516/' 1506 1485 1617 1819 1314,?

36840,827,814,801,788,?
a b c 772 773 774 775/ 762

d e

c d
e

374,12,36,108,?,972
a b c d e 424 324./ 285 365 522

Numerical Reasoning Advanced Level

Timed tests 1 Using an exchange rate of £:euro of 1:1.55, what was the highest average order value attained by any representative? £21,000/ £19,230 £29,800 £21 £12,970 What is the approximate overage order value in the company? NB Use an exchange rate of £:euro of 1:1 .55 £12,970 £19,250 £8390 £12,000. £29,800 What was the ratio of order value to salary of the second highest earner? 1:6.29/ 1 :7.75 1:5 1:40

TESTS BASED ON TABLES, GRAPHS AND CHARTS TEST 3

Using the data shown in the relevant table, chart or graph as indicated, 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 Representative

b c d
e 2

figures

a of arcIen 24 40 6 10 15
Number Valulof orders (£OOOs) AVlrage order value (£OOOs) Salary (£p.a.'

John
Pete Sally Jim

Sue

216 200 126 100 135

?~ 5 10 9

? '1."

21,600 21,000 19,500 20,000 20,000

c d
e 3

Table 2.2 Rlpreselllative

Export sales figures

a b
AVeRlge order value (€OOOs) Salary I£p.a.)

Number of arcIen

V.lulol orders (€OOOs)

c d e

Colin Bill
Ian

29 50

13

400 310 387.5

13.8 6.2 ?

u..
~~

f\P;

41,000 40,000 30,000

1:310

Numerical

Reasoning

Advanced

Level

Timed tests

4 a
b c

What is the difference between the highest and the lowest average order values?
£23,600 £16

7 a
b

By what percentage does the average export salary exceed the average UK salary?
16% 19% 75%

£15,000
£17 £17,000';"'-

c
d e

78% 81% I Express the ratio of the average number of orders per UK sales person to the average number of orders per export sales person in its simplest form.
1:3

e
5 a

By what percentage was the highest export salary greater than the lowest UK salary?
110%/

b c d
e 6

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 ecrner in the UK?
£9000

b c d e
9 a

95:92
92:95 19:31 / 31:19

Omitting the top two UK representatives, what was the value of UKorders?
£777,000 £361,000/ £36,100 £3610 £361

b
c d e

£4 £4000
£5000 £600{

b e d
e

Numerical Reasoning Advanced Level

10 The target for export orders was 1 million euros. By what percentage did the result exceed this?

Timed tests

a
b

9.75% / 9% 7% 1% 10%

c d
e

Use the pie charts shown in Figures 2.1 and 2.2 to answer the following five questions. Function
Total number of staff .. 275

Figure 2.2

Pie chart - length of service of administrative production staff (in years)

and

11 How many more production staff are there than adminisAdmini$tration 44%

trative staff?

a b
c

12

27 33
110

d e

Cannot tell

Figure 2.1

Pie chart - staff profiles, year 1

Numerical Reasoning Advanced level 12 How many administrative staff have served between , 0 and 20 years?

Timed tests 15 If50% of the production staff plus 12 members of staff from the administrative department were to leave the company, how many members of staff would be left in total?

a b
c

31 57
72

a b c d
e

89 98
186/ 275 77

d e

89
Cannot say,....,-

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 Forthis group as For the overall group?

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 to 3 (£0005) Product group
A
Y.I y... 2 Y_3

a
b
c

11 29../ 37 49 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? a b 110/ 132 164 231 Cannot tell

8 C D E

1,420 2,670 4,100 2,360 930

1,560 2,940 3,690 2,830 ',040

1,610 2,880 3,140 3,120 860

16 By what percentage did total sales staff numbers change from Year 1 to Year 3?

c d
e

a b
c

2.3% 3.5% 4.8% 6.0%/ 9.4%

d e

NumericaL Reasoning Advanced leveL

30

Timed tests

28 26 24 22 OIl .J 20 E 18 :::II c 16 ;a: 14 12 III 10

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

b
c d

I ,;
lit

Product group D ..... Product group E

•
a

19 If there are 7 additional sales staff in Year 3, and the

overage sales per person remains constant, how much greater would the· total sales for Year 3 be?
A

6 4 2 0

D
group

£12,500 £855,500 £923,500./ £1,253,400

Connot say

Product

b c d
e

Figure 2.3 Sales deparlmenl- staff numbers,years I to 3

17 Which product group achieved the best sales results per

sales person in Year 2?

20 In the year that the sales of product group E were at their

lowest, what was the average amount of this product group sold per sales person?

a b
C

Product group A product group B Product group C Product group D Produd group E

a b c

£930,000 £115,600 £215,000 £860,000 £1,040,000

d e

Numerical

Reasoning

Advanced

level

Timed tests

Using the details contained in Figure 2.4, answer the remaining questions in this test.
150
140

130 120 110

-- --..,....,. ./
~
./ /' .L-/ / /

lClbour ./'

..,....,.

-~
7

22 What percentage of total expenditure in 1998 was the amount spent on property rent in that year? a
15% 20% 30% 25%/ 50%

b c d
e

Prooerlv rent

"'100
90

./

./""'

-/ ./

80

P',,<in .. ~~ rnIR • ./

23 What was the percentage increase in the amount spent on business rates from 1998 to 2002?

70
60

..,....,. ../

137.5%~ 95% 105% 37.5%.,.(' 110%

50
40

..

30

--.

2000
Year

,......"

1998

1999

2001

b c

2002

d e

Figure 2.4

Operating costs

24 How much more, over the Five-yearperiod, was spent on electricity than on water? a
£229,000 £185,000 £4400 £40,000 £44,000 ...

21 What was the total cost over five years of the highest cost item of expenditure?

b
c

a b
c

£670,000 £14,500 £66,100 £661,000 £145,000 ~

d
e

) Numerical

Reasoning

Advanced

level

Timed tests

25
a b c

How much less in total was spent in

1998 than in 2002?

1E5T4
Use the data contained in the tahles, charts and graphs as indicated to answer the questions in this test. You may use a calculator. Allow yourself AO minutes. Use the data contained in Table questions. Table

£125,000 / £320,000 £445,000 £225,000 £115,000

d
e

2.4 to answer the next ten

2A Trcin timetable - Chesterford to Middletown Che$lerford Whileknk 07.00 10.05 15.50 21:,05 07.45 08.30 09.45 14.15 11.00 16.20 Neanown 07.45 10.50 16.35 21.50 08.30 09.15 10.30 15.00 12.00 17..20 Longdale MiddletoWi 08.20 11.25 17..10 22.25 09.00 09.45 11.00 15.30 12.40 18.00 08.30 11.35 17.20 22.35 09.10 09.55 11.10 15.40 12.55 18.15

Mon-Fri

Saturday

Sunday

06.40 09.45 15.30 20.45 07.30 08.15 09.30 14.00 10.30 15.50

NB: All train journeys are the some duration on the some day and return journeys take the same time as the outward [ourney over the same route on the same day.

Numerical Reasoning Advanced Level 1 How much longer would it take to get from Chesterford to longdale travening on Sunday than if you did the same journey on Monday? 1 hour 30 minutes ,( .45 minutes
1 hour 30 minutes

Timed tests 4 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 to Middletown on each day from Monday to Thursday and one return journey on Sunday. How many hours does he work in toto" assuming that the return journeys take the same amount of time as the outward journeys? 27 hours .45 minutes
29 hours 50 minutes

a b c d e 2

a
b c d e
to

35 minutes

How long would a journey from Chesterford

Middletown take on Tuesday if there was a delay of 20 minutes at Neartown? a b c d •

1 hour 30 minutes

1 hour 40 minutes 1 hour 50 minutes 2 hours 10 minutes) 2 hours If a 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 lA.50 1A.55 ~ a b c d e a b c d e 6

34 hours 10 minutes ." 33 hours 30 minutes 35 hours Whatwould 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 ~ 4 hours 4 hours 10 minutes

a
b c

d e

Numer~cal Reasoning

Advanced

level

Timed tests

How much longer W01.Jld take to get from Chesterford to it longdale travelling on Sunday thaI') if you did the same journey on Monday?
1 hour

A man travelled from Whitebonk to longdale on Saturday and returned on Sunday. What was his totol 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 to Middletown on each day from Monday to Thursday and one return journey on Sunday. How many hours does he work in totol, assuming that the return journeys 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 wou'ld be the total tra.vellingtime of a return journey between Whitebank and Middletown on Sunday? 3 hours 30 minutes 3 hours 40 minutes 3 hours 50 minutes ../ .4 hours
4 hours 10 minutes
.I'

a b
C

b
c d e

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

d
e 5

b
C

d e

b
c d e 6 a

3 If a Further train was provided to run on Sunday to leave Chesterford at 12.30, what time would it be scheduled to
arrive in Middletown? a 14.30 13.50 13.. 5 5 lA.50 14.55 ...

b
c

d e

b
c d e

.~ •

NumericaL Reasoning Advanced

LeveL

Timed tests

How much longer does it take to Iravel~from Chesterford to Middletown on Sunday than it takes to travel from Longdale to Middletown on Monday~

lOA

a b
C

2 hours 25 minutes
2 hours 15 minutes / 2 hours 35 minutes 1 hour 4.5 minutes

man makes the outward journey from Whitebank to Neartown by train from Monday to Friday each week and also takes an extra journey from Whitebank to Middletown on Saturdays. How much time will he have spent on trains after four weeks?

15 hours 5 hours 10 minutes 20 hours 40 minutes 21 hours 4.0 minutes 15 hours 40 minutes

d e
8

b
c

1 hour 25 minutes
If Saturday'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

d e

Using the pie chart in Figure 2.5, answer the next ten questions.
8 3

a b
c

d e
9

e:
00-10 fi.liiI11-20 _21-30 _31-40 _41-50_51-60 .. _61-70. .71-80 .81-90 .91-100

16.40 The train due to leave Chesterford at 08.15 on Saturday is cancelled and the 09.30 departure is brought forward by 15 minutes. What time would ,hi,s train now arrive at Whitebank?

a 09.15 b 09.30'"
c d e 09.45 10.00
10.15
NB: Figures on the pie chart show the actual number of exam entrants. The key shows scores achi~

Figure 2.5

Examination marks

e
a b c d e

Numerical Reasoning Advanced Level

Timed tests 14 All entrants who obtained scores between 21 and 50 were offered the chance to re-sit the examination and 40% of these were successful. How many passed at the re-sit? a b 20/ 25 50 45 Cannot tell

11 How many people in Iotal entered the examination? 130 140 125 100 120.~~

12 Approximately what percentage of entrants were in the largest score group? a 30% 40% 25% 21%;1' 50%

c d
e

b
c

15 Approximately what percentage of the Iotal number of entrants obtcined marks in the very lop score bracket? a 10 8

d
e

b
c

20
7~

13 Ifthe pass mark for this examination was 55%, how many people in total passed? a

d e

100

b
c d e

80 45 20
78 Cannot tellt!

16 How many more people obtained scores of 51 % or over than obtained scores of 50% or less? a 50

b c d e

58
4/

62 6

Numerical Reasoning Advanced LeveL

Timed tests

17 Approximately what percentage of entrants obtained scores of 51 % or more? a b

60

20 What percentage of entrants obtained scores of between 41% and 70%? a 25%

40 62 52,1 42

c d
e

b c

45% 50%/
60% 65%

d
e

18 Ifthe pass mark for this examination was 51 %, how many people in total failed?

Use

the column chart in Figure 2.6 to answer the following ten

a
b c

58" 62 51
50

d e

60

19 How many more people obtained scores in the top 10% than scored 10% or less?

a b
c

8 3 5I 10 0
E
Figura 2.6 Production costs

d
e

-0

NumericaL Reasoning Advanced LeveL

Timed tests

21 If labour costs were excluded, what would be the produc· tion costs per 100 of produd A?

24 What is the Iotal cost per 100 of the most expen$ive product to produce? a £119 £5A £139/ £172 £103
to

a
b c

£103 £101 £49 £51 £25 of the five products?

I

b c
d

d e

22 How much would labour costs be in total for 100 of each a b c d e

£1721' £103 £54 £127 £142 much would the row material costs for that order be?

25 Which is the least expensive product a

b c Product A Product B r Product C ProdudO ProductE

produce?

d e

26 What 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 leost expensive?

23 IFa customer ordered 200 each of products A and E, how

a
b c
d

£82/ £109 £218 £36 £41

a
b c
d
e

£139 £17/ £80 £60 £79

c:,) Numerical

Reasoning Advanced level

Timed tests

27 If the manufacturing company produces 500 of each produd in a week, what would be their labour costs for
four weeks? a £760 £1780 £2225

30 If the company achieves its target in the coming year 10

reduce overall production costs of produd B by 10%, what would be the new total production cost per 100 o.f this produd? a

b c d
e

£60
£45 £66 £54' £109

£3440./
£688

b c d
e

28 Labour costs are the greatest cost area that the manufacturers hove to meet. How much do they spend at the second highest cost area to produce 100 of each of the five products? a £172 £130 ..... £109
£445

Using the information shown in Figure 2.7, solve the final ten problems in this test.
100

b c d
•

90

.;

80 70 60

£139

"c ..

i:
•

---- -- ---centrol ~ letephone • On .. car

"-

'& :, 50

29 The company develops a new produd, which is 15% more expensive overall to produce than the average of the original 5 products. What would be the approximate Iotal production costs per 100 of this new product?

Ij
I

40 30 20 10

/"
/
I

.7
Secondeor

_/

:.

a
b
C

£102.35.(" £104 £105 £89 £99

1998

1999

2000
Year

2001

2002

Number of households surveyed 1000.

d e

Figure 2.7 Household survey

e0

e
a b
C'

Numerical Reasoning Advanced level

Timed tests 34 How many more households hod use of a telephone in 2002 thon in 2001 ? a
b

31 By what percentage did the access to telephones increase between 1999 and 2oo2?
5% 10%' 80% 90%

500
850

c d e

5% SO...... 900
2003, what percentage of the households surveyed would to a second car?

85%

32 How many more of the households surveyed had use of a second car in 2002 than in 2000? a 30% 300

35 If 50 more households have the use of a second cor in

then have access

a
40%

b c d
e

O(
100 Cannot soy

b c d
e

25%
30% 350

33 Which item showed the greatest change in ownership during the period shown? a
pe/

35% ......

36 How many more households owned a PC in 2002 compared with 1998? a

400

b Telephone c Central heating d One cor

e Second car

b 350/ c 300 d 250

e

200

0)

Numerical Reasoning Advanced Level had a telephone, how many people had a telephone but not a PC?

Timed tests

37 If all the households that have use of a PC in 2002 also

40 In 1998 how many more households had use of the item

with the largest percentage compared with the item with the lowest percentage?

a 400fP b 200
c 900 600 300

a b
c

300 400
500

d e

d 600'" e 700

38 Which two items showed the lowest increase in percentage of households having use of them between 1998 and 200l? a b c PC and telephone Central heating and second car One car and a second car Telephone and one car /
PC and central heating

d e

39 How many households had both central heating and the use of two cars in 2oo1? a b c d
e 300·

800
500

0
Cannot tell t("

C) Numerical

Reasoning Advanced LeveL

Timed tests

QUANTIrrATIVERELATIONS
The remainder of rhe timed tests require you to identify the numerical relationship between A, Band C in each of the first four rows in the following questions and use it to work out the value of the missing number (indicated by?) in the

3
A 5
2

C
11 5 18

4 6
22 ?

fifth

row.

The relationship uses the some algebraic formula in each row. Indicate your answer in the grid provided. Full instructions on how to use this method of showing your answer are given in Chapter 1. Allow yourself 10 minutes for each test.

5 3

000000 101010 202020 303030 .4oA040 505050 606060 707070 B08080 909090

4 A
8

B
2

TESTS
1 A
2

15 .4
B

3
2

7
.4

3 8
2

5
15 6
21

19 8

2 23

000000 101010 202020 303030 .4040.40 505050 606060 707070 B08080 909090

21 ?

3
2

C 3 6 1 9 4

000000 101010 202020 303030 .404040 505050 606060 707070 808080 909090

5
A
27 1.4

B 3
2 2

C
9

7
8

2 A
8 14

3 3
1

5
11 6 6
16

7
9

3
8

000000 101010 202020 303030 .40.4040 505050 606060 707070 80B080 909090

16 18
21

6 3

3
?

000000 101010 202020 303030 .40.4040 505050 606060 707070 808080 909090

e
6
A 6

Numerical Reasoning Advanced level

Timed tests

1£5T6
B

4 20 15 8
7 A

9 4 6
9 6

C 2
3

10 5
~

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

1 A 3

A 8 20
6 2 A

15 8 16 48
?

C 6 2 4 14
7

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

B
3

C
7

5 8
19

14 7 8
A 6

4 8 2
~

12 30 26 10

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

6 5 12 8 14 3
A

B 6 3 4 3 2

C 72 30
96

48
?

000000 101010 202020 303030 .404040 505050 606060 707070 808080 909090

B
3

18 8 45
?

2
9 3

C 12 22 26 51 21

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

5
9

45
3

18

2 8 25 6

11 13 61 53
?

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

Numerical Reasoning Advanced Level

Timed tests

4 A 14 6-

B 7

93
16

89
4 3

C 7 5 4

12 29
C
17

000000 101010 202020 303030 404040 505050 606060 707070 8080BO 909090

7 A

5 3 10
9 4

B 4 3 6 5 ?

40
18

120 90
16

000000 101010 202020 303030 40AOAO 505050 606060 707070 808080 909090

5
A

10
6

20
4 9 6 A 2

B 3 3 6 ?

34
7

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

8
A

18 21 90 25
?

B 3

3 10
5 8

C 6 7 9 5 2

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

B 8

5
6 7

13 20 21 95

C 3 4 7 7 ?

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

Numerical Reasoning Advanced Level

Timed tests 4 A B C 13
000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

TEST 7
1 A 14 B

18 42 23 36 2
A

2 12
32 5 4

C 6 3 5 9
?

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

4
3

11

7 6 8 5
A

10
5 ?

17 27 16 20
C 11

6 20 10 9 25 3
A

4
5 5

3
8 4

3
?

6 5 C
5

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

4
14

9 6 18
6 A

3 2 7
45 ?

30

25
57 39
C

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

1 18 4
3

16 24 22 24 27

2
6

7 ?

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

6
3

2
2 5

7 2
?

1
7

14 8 19
5

21

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

o
7 A
5

Numerical Reasoning Advanced Levell

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

Timed tests

TESTS
1 A
B 3

3 4

C 30 40

2 6
3

7 2
3

28 24
?

8 25
14

C 3

12
3

7
9
000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

4
2

7 6 2
?

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

8
A 5
B

2 2
?

3 3
9

18
9

2 A

27
4

16
5 3 6

2
4

5 8

C 26
21 43

16

20 17
?

40
23
C
19

5 3
A
4

000000 10JOlO 202020 303030 404040. 505050 606060 707070 808080 909090

8
3 7
23 9

17
6

22
19 48

3
?

25

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

--

-------_.....~----

Numerical

Reasoning

Advanced
000000 101010 202020 303030 404040 505050 606060 707070 608080 909090

Level 7
000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

Timed tests

4 A

14 21 45 81
?

2 7 9
9

14

7 3 5 9 2
C 6

5 2 4 6 8
A

3 5 8 14 4

7 8 13 23
?

5
A
B

14 14 27 14 34
6

2
6

3 8 18

4 12 3
?

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

29 5 21 49
?

8 3 5 15 8

7 0
6

10 5

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

4
5 1

2 4
3 8

12
18 8

5
?

26 24

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

Numerical

Reasoning

Advanced Level 4
000000 101010 202020 303030 404040 505050 606060 707070 808OBo 909090

Timed tests

TEST9
1
A
14

19 5 8

B 4 3

1
2 3

11 2
A

C 5 8 2 3 ?

A 5 1 4 3 9

8 23 7 18 19

C 9 3 7 8 45

000000 101010 202020 303030 404040 505050 606060 707070 BOBOBO 909090

5
A 7 23 3 8 ? 6 A B 4 7 14 9 8 C 15 37 31 26 30
000000 101010 202020 303030 404040 505050 606060 707070 B08080 909090

5 23
17 11 8

B 2 12 2 6
?

C 2 6 8 3 3

000000 101010 202020 303030 404040 505050 606060 707070 B08080 909090

3
A 24 9 18 81 ? B 3 3 6 9 .2

C
8

3 3 9 7

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

5
7 2 .2
?

B 3 8 3 10 3

C
18

64
9

30 21

000000 101010 202020 303030 404040 505050 606060 707070 80BoBo 909090

Numerical Reasoning

Advanced level

Timed tests

7 A 2 7

TEST 10
B

24 35
8

10 25 36 45
?

C A 9 6 5 3

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

1
A 4 7 9 5
B

6
2

C 6

6 ?

19 21 14
27

8
A 3 5
B

10
3 3 C 2 6
000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

2
A
B

15
8

19
4 6

10
11 ?

95
4

3 7

C 98

11

18
5 ?

18 21 16

11 36 26 20
C 8 8

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

3
A 7 4 9
2 B

3 4 5 6 7

12 10
?

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

Numerical

Reasoning

Advanced Level
000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

Timed tests

4 A 21
17

3
5
2

9 10

C 9 8 2

7 A 5

17
8 9
?

B 2
6

11
39

4
2

11 17
3

65
5 A 2 6

26 34 14
C

000000 101010 202020 303030 404040 505050 606060 707070 BOBOBO 909090

5 4
4 6 A 9 12

B 5 3 2
9 8

15 21 12 45
?

000000 101010 202020 303030 404040 505050 606060 707070 BOBoBO 909090

8
A

14 7 30
3 19

B 27
3

10 1
?

11 50 5 36

000000 101010 202020 303030 404040 505050 606060 707070 BOBOBO 909090

3 4

3
3

21 30
?

7 10
8

3
3 3

000000 101010 202020 303030 404040 505'050 606060 707070 80BOBo 909090

Numerical Reasoning Advanced Level 4

A
000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

Timed tests 8 4 C 14

TEST 11
I A 5

8 20 12
10 2 A 3 8 30 4 ?

B 3 9 2 6
5

30
144 80

144
?

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

20 32 12 8 16 5
A 8

3
2

19
8

14 2
B

18
?

B 2
4

25 5
3

C 3 11 34 2 14

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

21
14

2
3

C 3

19 9 6
A

10 3
?

9 2
8 3

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

3
A 5 11 B 6 5 3

C
16

20
57

52
7 ?

7 9

20 30

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

20
10
7 8

B 9
57

C 6

1 19 4

3 29 2
?

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

------------~~--

NumericaL Reasoning Advanced LeveL

Timed tests

7 A 6

TEST 12
B 5 9 5

C
16 36

18
11

3
?

20 15
B

21 43 36 C
9

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

1 A 6 5 6 4 3 2 A
14

B 3

10
7 9
?

C 21 60 49 45 20 C
36

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

8
A 6 8 5 2
?

4 12
5 6 9

22 10 10 15

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

19
4 5

3 24
6
?

100 3
A

44 56 22 208 C
5
4

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

11
9

B 2 2

18 60 14

3
3 7

29
?

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

;) Numerical Reasoning Advanced level

4

Timed tests 7 A B 3 3 4 3
5

A 5

4
7 13 8 5 A

B 7 5 9 15

C
1

10
B

2 3 9 ?

000000 101010 202020 303030 404040 505050 606060 707070 806080 909090

20 14 10
12 ?

C 7 4 3 8

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

4
3 7

16
19 21

6
8 7 2 3

36
2

40
?

000000 101010 202020 303030 404040 505050 606060 707070 808060 909090

8
A

40 15
6 9 7

B 5 3

C
85

18
23

33 13 36
?

000000 101010 202020 303030 404040 505050 606060 707070 808080 909090

6
A
5

11 43
15 7

3 4 4
7 3

3
8

40
9 ?

000000 101010 202020 303030 4040.40 505050 606060 707070 808080 909090

Answers to timed tests

CHAPTER 3
Answers to timed tests

35 c 16 36 b 93 37 c 243

38 d -12 39 e 31 40 b 216

TEST 2
1 1126 16.5 600 56 35,754 5 547 2760 8 21 d £8,757,500 22 c 64 23 d 18% 24 c £328.25 25 d £1755.45 26 c £6328.13 27 b 67% 28 d £129.50 29 a 81.28 30 b~ 31 c 75.94 32 a 6.55 33 c 87 34 e 664 35 b 119 36 d 775 37 b 324 38 a 125 39 d 79

TEST 1
1 26,471 6 -4 -3 6 900 816 1080 17 18 1350 19 1275 20 £11.75 21 e £6212.22 22 a 4 23 d 422.5 litres 24 e None of these 25 e 1000 hours 26 a 26:1 27 e £1974 28 e 1406 kg 29 c 465 30 e £60.78m 31 e 44 32 b 131 33 a 195 34 a 350

3
4

2 3
4

5 6
7 8 9

5 6
7 8 9

10 301,998 11 e 20 12 b 11,860 13 b 59 14 e 2880 15 d 52,500 16 c -500 17 d 4700 18 c £3980 19 b 565 20 b £9.50

10 7 11 1f2 12 ~ 13 ~ 14 8.08 15 5.4 16 7.83 17 67.5

40 a 1516

~8

j Numerical Reasoning Advanced Level TEST 3

1 2 19 c 5 14 a 110 15 c 186 16 d 6.0% 17 e Product group E 18 d Product g.roup D 19 c £923,500 20 c £215,000 21 d £661,000 22 d 25% 23 a 137.5% 24 e £M,OOO 25 a £125,000 20 c 50% 21 c £49 22 a £172 23 a £82 24 c £139 25 b Product B 26 b £17 27 d £3440 28 b £130 29 a £102.35 30 d £54

Answers to timed tests 31 b 10% 32 c 0 33 a PC

a £21,000
c £8390 c ':5 e £17,000

3
4

34d50
35 e 35% 36 b 350 37 e 300 38 d Telephone and one car 39 e Cannot tell 40 d 600

5
6 7

a 110%
c £4000 e 81% d 19:31 b £361,000

8
9

10 a 9.75% 11 c 33 12 e Cannot say 13 b 29

TESTS
1 31 24 12 10

57

TEST 4
1 b 30 minutes 10 e 20 hours 40 minutes 11 e 120 12 d 21% 13 e Cannot tell 14 a 20 15 d 7 16 c 4 17 d 52 18 a 58

2 3
4

64
74
8 11

2
3 4

d 2 hours 10 minutes
e 14.55 b 2 hours 55 minutes c 34 hours 10 minutes " c 3 hours 50 minutes b 2 hours 15 minutes ., d 16.50 b 09.30

TEST 6
1 2 20 56 30 32

5 6
7

3
4

8 9

5 17 6 45 72 8
16

, Numerical Reasoning Advanced Level

Answers to timed tests

TEST 7
1

TEST 11
5 6 7 8

16
10 7

3
7

100
9

5 6 7

2 3
4

2 3
4

18 3

13
10

3 20 6

83

TESTS
1 2
4

TEST 12
5 6 7 9

8 8
9

2
4

80 4
4

5 6 7

3
4

8 28

34

25

8 5 26
37

TESTg
1 4 3 14 99 5 6 7 14

2 3
4

6 14 15

TEST 10
1 3 4
11

5 6 7

40
24

2 3
4

61

6 2

Explanations

of timed tests
tuition in basic

CHAPTER 4
ExpLanations of timed tests

You might also benefit from some individual arithmetic.

Unless you have got all of this section correct, you would benefit from more practice and also from a little revision of the basic concepts. Some suggestions include: Know your multiplication tobles

GENERAL MATHEMATICAL TEST 1

This uncomplicated section is a mixture of questions testing your knowledge of the four basic rules of arithmetic - addition, subtraction, multiplication and division. It is this type of question where practice should really help you. Getting plenty of practice on this type of question will improve your accuracy and also increase the speed with which you work. These are basic numerical skills, so improving your performance in this section will also help with other types of numerical test. If you find that you are struggling with the basic arithmetic sections, ask yourself whether it is because of the time constraints or because you have difficulty using the four basic rules. If you feel thot the problem is that you are too tense or that you panic because you are working against the dock, go to Chapter 5. Look at the relaxation techniques and advice, then put some into practice. If, however, you think that you need a better understanding of arithmetic, get some help. Go back to basics by finding a course - enquire at your local college for this. Alternatively, you could buy yourself a good basic moths book. , )

Try to visualise the addition and subtraction problems. If you can picture putting the figures to be added together One under the other - just as you would do if you were writing the sum down On paper - it might help to avoid mistakes and you might see the solution a little quicker Remember to work out the figures inside a pair of brackets first, then continue with the calculation Practise, practise, practise! and not

Questions of this type will usually be straightforward

have any particular traps or pitfalls. However, certain areas frequently cause difficulty for many people so extra explanation is included where appropriate 1 The answer is with the answers below:

26,471.

2 The answer is 6. Always work out the calculation in the brackets first. 3 The answer is - 4. Negative numbers are still numberslearn the basic principles and they will become as easy for you to deal with as positive numbers, with which we are all more familiar. Some people find that negative numbers

~ NumericaL Reasoning Advanced LeveL

become more comprehensible if they imagine a scale in the form of a line with 0 in the middle and positive numbers extending out to the right and negative numbers going out from the 0 to the left as shown below: -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 + 8 +9 + 10 If you had any difficulty at all with questions 3 and 4 in this section, try doing them again using a scale like the one above.

Explanations of timed tests

standard - the one part in a hundred method, i.e, 1 per cent of a quantity is one-hundredth of it. Fraction calculations are usually best tackled by converting to improper fractions by finding the common denominator (the number at the bottom of the fraction into which all the denominators in the question can be divided]. With this in mind, we can look at the questions in this next section.

4 The answer is -3.

The answer is 6.

11 The answer is 1

k With

denominators of 3 and 4, it is

6 The answer is 900. 7 The answer is B16. 8 The answer is 1080.

easy to see that the common denominator, which will enable you to work out your answer to this question, is 12. You can then state the question as .J.... + J!. == Q = 12..
12 12 12 12'

12 The answer is i· To solve this problem convert the fraction to ~ so that you can divide it by

The answer is 17.

f. DiViding

the number

of quarters by three qUickly gives you your answer ·of

1.

10 The answer is 7.
Calculations involving percentages and fractions can cause

The answer is ~. To divide the fraction by four you need to multiply the denominator by four.

'3

panic in many people - especially under test conditions and time constraints. However, it must be remembered that we use percentages and fractions every day. We are all familiar with interest rates shown in newspapers and fractions used in shops - the offer of half price goods or 'a third off' for example. What we sometimes fail to appreciate is that percentages and fractions are closely connected. Percentages are, in fact, fractions expressed as parts of one hundred. This helps us with comparison of increases or decreases by using a common

14 The answer is B.08. This is a simple addition involving

decimals. If you find this slightly confuSing - especially under the pressure of time - write it down on your rough paper so that the decimal points are aligned then do addition.

the

15 The answer is 5.4. A quick way to work this out in

your head is to round up the 1.6 to 2 (so you have added 0.4) then subtract the 2 from 7 and add the 0.4 back on. With practice, this sort of operation will become so familiar

Numerical Reasoning Advanced Level

that you may not even realise that that is what you are doing.

Explanations

of ti med tests

21 Answer e £6212.22
follows: 500 @ £7.99 250 @ £5.99251£7.99 100 @ £7.191 (£7.99 -

is correct. Calculate the different

ports then add the three different fjgures together as

16 The answer is 7.83. Place these figures one under the

other, not forgetting that 6 should be stated as 6.0 so that you can keep the decimal places aligned.

- 25%) 10,%)

17 The answer is 67.5. Either work this out on paper,

taking care about the decimal point, or alternatively, work it out in your head remembering thot 1.5 is one and a half, i.e, add half of 45 on to 45.

Total

= = = =

£3995.00 £1498.12 £719.10 £6212.22

22
IS

Answer a 4 is correct. To answer this question you need

~owork out how many times more expensive the call-out fee than the annual contract, but first you need to calculate the cost of the annual contract, i.e. 12 X 87 = 1044 then 1044 -;- 325

18 The answer is 1350. The thought process for this colculation could be 45% of 100 is 45 so 45% of 1000 is 450. Multiply this by three to get the correct answer.

3.21

the breakeven point. This lells you

that 3 call-outs would be less expensive thon the annual contract whereas 4 cell-outs would be more expensive.

19 The answer is 1275. This is a similar calculation to

that shown in question 8 above but on alternative way to show the calculation is
1~

23

Answer d 422.5

lilres is correct. Here you must find

X 25,500

(as 5% is five hun-

dredths). Cancel that down so that you are left with 5 255 and you arrive at the correct answer of 1275.

out ~ow man~ lots of 250 bottles are in the suggested produchon quanhty of 6500 then multiply that by the quantity of solvent necessary to produce 250 bottles, i.e. 6500 250 x 16.25. -;-

20 The

answer is £11.75.

17.5% of £1 is 17.5p so Add this on to the original £10 to

17.5% of £10 is £1.75. arrive at your answer.

24

Answer e None of these is correct. First of all work out

the change from lost year to this year

£63,000.

You

could try estimating what percentage increase this repreWord problems at this level tend to be two-step calculations and therefore more difficult than at more basic levels. This means that you must toke a more logical approoch to them and before you stort working out the arithmetic, toke a step bock and ask yourself exacrly what you are being asked. It often helps to restate the question in simple terms, discarding extraneous details. any
01 10

sents - it is a little less than a quarter or 25%. A glance at the choice of answers shows that none of them are around this figure so you could select the lost option. Alternatively, you can use the percentage change formula 10 work it out precisely. h actual change c ange= .. anginal whole
X

1000/.
0

Numerical

Reasoning

Advanced

Level

Expla nations of timed tests

25

Answer e 1000 hours is correct. Here is a good

30

Answer e £60.78m

is correct. This is easy with a cal-

example of the value of restating the question simply. It asks you how long 300 analyses would take so w~rk out how long for each analysis then multiply by 300, I.e. 17,300 -:- 5200 X 300 "" 998. Note that the question how much time' so the answer of 998 asks 'approximately

culator, i.e. 425 X 2.75

52. As you can see, you can,

in this case, discard the zeros as all the answers are suffiCiently different but all given in millions. To be successful with number sequence questions you must be able to spot the pattern in the numbers. As always, speed and accuracy are important. However, if you spend a little time now on your practice and on working through the explanations, you will soon see how the patterns develop and you will become quicker at completing this type of test. There are cerlain number sequences that come up time and time again and if you become familiar with these you may save yourself soma time. Useful patterns in this respect include square roots (the square root of 16 is 4 for example), squared numbers (4 squared is 16, 3 squared is 9 and so on), basic multiplication tables and prime numbers {numbers that can only

can be rounded up to 1000.

26

Answer a 26: 1 is correct. In a ratio the numbers show

the size of one quantity compared with the size of the , other. It is important that they are always written in the some order as the quantities in the question, so in this example only the answers a or b are possible choices as the waler is a larger quantity than the herbal extracts. If you cannot estimate the answer here, work it out by dividing 13,400 by 510.

27 Answer e £ 1974 is correct. This is a fairly straightforward question requiring you to calculate the number of hours worked in total then multiply by the hourly rate simple to do with the help of your-calculator.

be

divided by 1 and by

themselves, i.e. 2, 3, 7, 11, 13 and so on}. Unless the panern is immediately apparent to you, your first move when faced with a number sequence question should be to work out (and note down) the difference between each pair of figures. This will often give you the answer straight away if you can see a pattern in the differences you have noted down. Having fried the first set of number sequences in Chapler 2, work through the explanations given here.

28

Answer e 1406 kg is correct. There are two ways - at

least - to solve this question. Firstly, you might see the relationship of 200 to 450 as 2.25 times. If this strikes you as you read the question, then continue and multiply 625 by 2.25 to get the answer. Alternatively, you could calculate as follows: 625 -:- 200

450

1406.

29

31 Answer a 44 is correct. This is an easy sequence to

start you off. Unless you immediately know the answer, write down the differences between each pair of digits and a well-known sequence will appear, Le. 1, 2, 3,4 and so on - a sequence we have all known for many years by the

Answer c 465 is correct. It is an advantage here to

ask yourself 'what percentage disliked the product?' The answer to that is 31 % so then you can work out 31 % of 1500.

NumericaL Reasoning Advanced leveL

time we corme to be applying for jobs and sitting these tests!

Explanations of ti med tests

38 Answer d -12 is correct. The positive and negative

signs are added to this sequence to make the pattern more difficult to spot - they do not serve any other purpose than to confuse.

32

Answer b 131 is correct. Sometimes test compilers try sequence as has been done

to disguise a straightforward

here. It is simply counting up from

but the arrangement

of the digits is designed to confuse.

39

Answer e 31 is correct. Here there are two sequences

in one. By jotting down the differences between each pair of numbers you will see the most common sequence of all _

33 Answer a 195 is correct. Again you should jot down

the differences between each pair and look for a pattern. Here it is add on.

1, 2, 3, 4, 5, 6 - being used to create another sequence. 40 Answer b 216 is correct. This is a very common
sequence - the cubes of numbers.

5, then add 10, then odd 5, then 10 and so 350 is correct. The ponem in this question is If, as in this case, the

34

Answer a

mode more difficult to spot because it involves a combination of mathematical operations. element of multiplication. quickly spot the pattern of on. numbers increase rapidly then it is likely that there is some Bear this in mind and you should

TEST 2
If you get any of these first difficult in any way, look back to Chapter

ten questions wrong, or find them 1 of this book and

The and

+ 10, x 2, + 10, x 2

and so

also to the first section in this chapter of explanations. metic questions but, providing you work methodically

figures are slightly more difficult than the first section of arith. Answer c 16 is correct. Here the numbers are halved remember to work out the sum in the brackets before completing your calculation, they should not pose any real problems.

35

each time. In contrast to the previous question, the number decreases rapidly so you should look for a pattern involving division.

1 The answer is 1126.

36

Answer b

93 is correct. Look for the obvious patterns

first. Here you should see that first 6 is added then 3 is subtracted and this pattern is repeated to the end of the sequence.

2 The answer is 16.5.

The answer is

600.

4 The answer is 56. 5 The answer is 35,754. 6 The answer is 5. 7 The answer is 547.

37 Answer c 243 is correct. This sequence is a common

one. It involves multiplying the two previous digits. So

3, 3

3 == 9, 3 X 9 ==

27 and so on.

Numerical Reasoning Advanced Level

8 The answer is

Explanati'ons of timed tests

minutes per hour, you would get

2760.

3000, which is slightly

The answer is

8.

more than the correct answer so there is only one reasonable choice left to you.

10 The answer is 301,998.

In this next section of ten questions you are being asked to estimate your answers and choose the answer nearest to the correct one. You will need to work quickly and will obviously not be allowed to use a calculator. In estimating, you need to develop the skill of rounding up or down as appropriate to make your calculation easier and quicker. Your estimating skills can be grearly improved with practice so do plenty of sums involving mental arithmetic and practise estimating your shopping bill as you go around the supermarket or ploy games involving scoring, such as darts or board games.

15 Answer d 52,500 is correct. At 4 pages per 1000 words you could estimate that the total in 210 pages would be slighlfy more than 50,000 words.
16 Answer c - 500 is correct. All the onswers appear to
have .been ro~nded, so you know that the exact answer is ~ot given, so Ignore the units in both numbers in the question: 400 - 900 gives you number will be negative.

-500. Remember thot the

Round up

17 Answer d 4700 is correct. This is stralightforward. 9389 to 9400 and diVide by 2 to get 50%.

11 Answer e 20 is correct. This is on example of having to round up and down to facilitate calculations. 24.1 can be rounded down to 24 and 0.85 rounded up to 1. You will then know that the answer is less than 24. 12 Answer b 11,860 is correct. A very rough estimate of this answer could be obtained by rounding up 15,605 to 16,000. Three-quarters of this (75%) would be 12,000 so
you know that this would be too much and this immediately eliminates two of the answers given. To get closer you could divide by

18 Answer c £3980 is correct. A glance at the choice of

answers tells you to ignore the pence in the question. Round up both amounts and add together to get your estimated answer.

deduct (roughly) 1 0% from choose the dosest answer.

19 Answer b 565 is correct. As 89% is so dose to 90%, 635 to get 572 and then
Answer b

20

£9.50 is correct. As

ft is less than ~, you

£6.2.5

100 (to get 1%) by deleting the lost two digits and then multiply by 76.

know that the answer will be less than £ 12 50 Hal th· . 1:2 • • ve IS ogom to get 8 (or T6)' The answer is somewhere between these two figures. There is only one answer between and £12.50.

13 Answer b 59 is correct. Here you should round up 297 to 300 then divide by 5. 14 Answer e 2880 is correct. If you round up the number of hours in two days from 48 to 50 then multiply by

you to Increase

21 A~swer d £8,757,500 is correct. This simply requires £7.75 million by 13%. Ordinarily, this

would mean that you would need to toke care regarding

Numerical Reasoning Advanced LeveL

the zeros on the end of the figure - a problem that causes many people to panic under test conditions - but in this case the answer choices make this unnecessary, proving that a quick glance at the answers in multiple-choice questions can often save you some time. i.e. percentage pro f It

ExpLanations of timed tests

27 Answer b 67% is correct. The formula for calculating the percentage profit is .

price

cost price

x 100

22

64 is correct. Make sure that you read this question carefully. It is asking you to calculate 89% of 32% of 225 and the trap is that you will only calculate one or
Answer c

1'2 x

100 = 67 £ 129.50 is correct. As the profit margin is 40% profit to your total
calcula-

28

Answer d

the same on both items, you can odd the cost price of the suit and the shirt together then add to get the total price.

other of the percentages.

23

Answer d

18% is correct. Here you are being asked to (25.5 - 10)

-i-

work out what difference the increase in overheads makes to the profit percentage. The calculation is

85 x 100 = percentage profit.

24

29 Answer a 81.28 is correct. A straightforward tion using decimals, i.e. 3.2 X 25.4 81.28.

£328.25 is correct. There are three elements to the total pay - the basic pay (£243.75), the pay at 1.5 times the hourly rate (£39.00) and the pay at twice the standard rate 1£45.50). You must split the hours into these
Answer c three elements and then multiply by the appropriate rate. hourly

30

Answer b

t is correct. Once you have found the

12, you will quickly see that

common denominator of

have already been shared out and the remainder of the pies (two pies =0 M:) will be

t.

31 Answer c 75.94 is correct. This is a geometrical progression known as exponential growth. Each number is multiplied by 1.5. Note that they are rounded to two decimal places.

25

Answer d

£1755.45 is correct. This is a straightfor17.5% to the total to get your answer.

ward question - add together the cost of the three items then add VAT at

32

Answer a

6.55 is correct. This is another example of a

£6328.13 is correct. The pitfall in this ques- , tion is that you may simply deduct 3 X 25% from the cost
Answer c of the new car. This would be incorrect as the question says that the depreciation of

26

geometrical progression but this time, with a decreaSing sequence, it is known as exponential decay. The numbers are divided by 1.25 each time. Answer c 87 is correct. This is a simple arithmetic progression where 19 is added between each pair of numbers.

25% is on 'the value at the start of

33

that year' so the amount of decrease must change in line with the falling value of the car. i.e,

£11,250-

£ 15,000- 25%, then 25%, then £8,437.50 - 25% = £6328.13.

Numerical Reasoning Advanced Level

34 Answer e 664 is correct. The numbers are doubled each time in this sequence. Where a sequence increases steeply like this you should look for an element of multiplication.

Explanations

of timed tests

role then simply choose the highest value using both tables. NB Answer should be in £OOOs.

Answer c £8,390

is correct. First find all the missing

35 36

Answer b 119 is correct. Seven is added between

pieces of information (in Table 2.1) and ensure Ihal all values are converted to £ (in Table 2.2). Add all the average order values together and divide by 177 (the number of orders) to find the average. Again, nole that the answer is in £OOOs.

each pair of numbers. Answer d 775 is correct. Here you must subtract 13

each time to get the next number in the sequence.

37 Answer b 324 is correct. Here the numbers are multiplied by three each time.

Answer c 1:5 is correct. First identify the second-

highest earner (Bill), then work out the ratio of his orders to his salary by dividing the order value (in £) by his salary. Take care that the order value is 310,000 ratio. euros (not 310) and that you should convert to £ before calculating the

38

Answer a 125 is correct. Here the sequence decreases so you should look for possible division. In this

dramatically

question, the numbers are divided by 5.

39

Answer d 79 is correct. You must add the two previous next number in the sequence.

numbers together to gellhe

4 Answer e £17,000

is correct. Complete the missing

information in the 'overage order values' for both lists. NB Ensure that you convert the export figures to £OOOs. Find the highest and lowest values, take the lowest from the highest,

40 Answer a 1516 is correct. This sequence attempts to

hide the most common sequence of all - simply counting upwards. Starting at 3 you should see that, although the digits are grouped in a different way it is simply a counting sequence from 3 to 16, i.e. if the commas were placed as we would expect to see them in this sequence, it would read 3, 4, 5, 6,7, 8,9, 10,

i.e. £21,000

(Pete) - £4000

(Bill)

= £ 17000

5 Answer a 110% is correct. Here you must take care to

locate the two correct figures to work with, i.e. one salary from each table, then use the formula to calculate the percentage change.

11 and so on.

TABLES, CHARTS AND GRAPHS

6 Answer c £4000 is correct. This requires you to

compare the average order value of John and Sue and to state the difference. Note that the answer will be in

TEST 3
1 Answer a £21,000
is correct. First convert the three order values quoted in euros by dividing by the exchange

£OOOs.

Numerical Reasoning Advanced Level

7 Answer e 81 % is correct. This takes figures for the table and reqoires you to carry out a number of operations on them. The calculations will be: (total export salaries == £ 111,000 £102,100
-i-

Explanations
subtract, multiply and divide. This test is also d

of timed tests

+ 3 == £37,000) - (total UK salaries = + 5 == £20,420) £16,580, then (£16,580

. ad eSlgn to test your a b I Ity to work logically and to understand the' fa . I'ed A f In rmotion supp I h . t ace value the pie charts 'Iust contoi In . f ormation . b I In a o~t t ~ percentages of types of stoff and about the length of

'I'

£20,420)

service

In

on organisation.

However, by combining

the two

100 gives you the percentage difference.

charts and by the addition of one more piece of information the total b number of staff - there is a great deal a f' Inormation f . h t at can. e gleaned and it is this that the questions will requi you to find. Ire

Answer d 19:31 is correct. This is a straightforward

ratio but you must remember that your answer must be in the some order as the question and also that you are comparing the figures for the averages and these must be calculated first by adding up the two departments and dividing by the number in that deportment.

11 Answer c 33 is correct. Your first step here should be

to work out the numbers of administrative and production staff based on the percentages of the total number of staff. Jot d~wn your answers in case you need to use them in the

Answer b £361,000

is correct. This one is easy -

if

you

questions to come. Toke the number of administrative stoff from the number of production stoff to get your answer i e 154-121 =33. , ..

follow the instruction to omit the top two

UK

representatives

and remember that the answer will be in £OOOs.

10 Answer a 9.75% is correct. First find the total amount

of orders rec:eived and then the difference between that and the target. Then use the familiar formula to find the percentage difference. If you are still finding this type of percentage question at all difficult, commit the following formula to memory:
01 10

12 ~nswer e Cannot say is correct. As there is no cotegory :n the.len~t~ ~f service pie chart that details 10 to 20
years service, It su.ch.a cat~ory. It
IS IS

Impossible to work out the number in

Do not be afraid of selecting this answer.

lust.as Important to be able to say what information is

not ~valloble as it is to be able to use information that is actual change 100°1 . I hIx 10 origlna w oe avadable.

h conge

13 Ans~er b 29 is correct. This question demands that

you use Information from both pie charts to arrive at your answer. First find how many people are in the t . 24% f co egory I.e. 00 275 = 66. Now, split this number into the ' sam~ proportions as shown for administrative staff and production staff as shown in the other pie chart . II 44% of 66. ' i.e. cotcu ate

This next set of questions combines two pie charts containing different aspects of information about the some subject. It also tests a combination you will be working of skills. A quick glance will tell you that with percentages (as is often the case

when pie charts are used to display data) and as you work through the questions, you will be tested on your ability to odd,

'B

Numerical Reasoni.ng Advanced Level

Explanations

of timed tests

14 Answer a 110 is correct. This is a complex question,

wnich will be easier if you break it down into its component ports, First find the percentage of production .staff in the two groups (0 to 5 group 36+ group = 8%,. 8

16 Answer d 6,0% is correct. Here it is only necessary to

use the chart showing staff numbers, Find the figures for total staff numbers in Years 1 and 3 then use the formula for

8% Ihalf of 16%J plus

% change:
01 10

16%), then calculate the

number of production staff in these two groups (16% of 275 = 44), Having calculated the total number of production staff when you were doing the first question in this section, you can now complete the calculation by subtractingM from 154 (the total number of production staff) to get your answer of 110.

h actual change c onge= ., x 100% oriqinol whole

17 Answer e Product group E is correct. This question

requires you to combine the data from Table 2,3 with thot in Fig~re 2,3. Questions like this can appear complicated but If broken down into the different calculations necessary to arrive at an answer, none of them are difficult, The most important phrose in the question is 'sales results p.er sales person' so, concentrating should f·l·rstof all workthls on Year 2 you out. Step one is to note

15 Answer c 186 is correct, The calculations involved

in this question are straightforward but you do need to

be

careful that you understand what is being asked and

tnat you use the correct figures, Note that one port of tne question - the stoff leaving the production departmentis expressed as a percentage, while the other port - the stoff leaving the admi,nistration department - is stated as on actual number, You fherefore need 10 work out the number of leavers from the production deportment (77) and then odd tne number of administrative staff leaving You will then have 89 leavers and this must remaining, For the next five questions you are again combine two different sets of information being asked to to find out the

against each prodvct group, in the column for Year 2,in Tobie 2,3, the number of sales stoff. Now divide each product group's sales figures by the number of sales staff. e.g, Group A compcrison person,

1,560 -;.12

== 130 and so on, A simple

of the five resulting figures will show you the

product group with the highest sales results per sales

112),

be deducted

from the fatal number of stoff to get the number of staff

18 Answer d Product group D is correct, This question is asking you to look at trends, i.e, a generall tendency or
direction, It would be advisable to start with product groups D and E as these both show a general direction one rising stea.dily over the three years ond the other foiling consistently. These are definite trends so it is likely to be one of these two product groups. The sales figures for product group D rise steadily from 2,360 to 2,830 to 3, 120 wherecs those for product group E go up then

answers to the questions. Sometimes you will need to decide where the required data is to be found and for other questions you will need to extract information from both Table 2.3 and Figure 2,3.

Numerical Reasoning Advanced Level

down. The trend for D therefore is closest to its stoff numbers but E does not share the trend.

Explanations of timed tests

22

Answer d 25% is correct. The total expenditure in and property rent in that year If you spot that 80 is exactly a

1998 was £320,000 amounted to £80,000.

19 Answer c £923,500
find the average totol

is correct. Again you should

break this question down into its component parts. First

quarter .of 320, then the answer of 25% is easy to find. Otherwise, you will have to calculate by diViding 80 by 320 then multiplying by 100.

soles per person in Vear 3 [i.e. over

all product groups) then multiply by seven. Note that the question only osks 'how much greater' the total sales for that year would be, so do not add your answer on lathe total sales figure. The calculation would therefore be total sales for Veor 3 divided by the total number of sales multiplied by the number of new sales people, i.e.

23

Answe.r a 137.5% is correct. Before using the formula

for c.alculohng the percentage increase, you should

assess

staff

th~ figures. With business rates in 2002 costing more than twice as much as in 1998, it wi" be obvious to you that you should expect an answer in Calculate using the formula:

(£ 11,61 0,000

-i-

88) x 7

0:

£923,500.

excess of 100% increase

.
X 1000/.
0

20

Answer c £215,000

is correct. This question must be

tackled methodically. Go through the question locating and noting each piece of information as it is mentioned, then the calculation is as

'% c hange o
24 Answer e £44,000

actual change original whole

follows: sales in Year 3 -:- number of sales

is correct. Here you Simply need to

staff, i.e. 860 -:- 4. Your answer, of course, will be in £Ooos. The remaining five questions in this test use a line diagram

add together the amounts spent on electricity then on water over the period and then subtract one from the other ,. 229 - 185 _ ' .e. . - 44. Do not forget that your answer will be 10 £OOOs. It can be a good idea to jot down your answers where you have to do separate calculations like this as it may save you time on a subsequent question.

(Figure 2.4). These are used to display trends and to compare similar figures from different sources. You must read figures from the graph to get the information for your answers. As with all graphs and charts, you must take core that you note the information in the key.

25

Answer a £ 125,000

is correct. In T 998 £320,000

was

was spent whereas in 2002 a total of £445,000 is correct. Labour is obviously the spent. It other.

21 Answer d £661,000

is then a simple matter to subtract one from the

greatest expenditure here and you must read off the values for each year then odd them together. The exact figure for the year 2000 is £ 131,000 and if you are in any doubt, let the choice of answers given gUide you. Do not forget that the answer will be in £OOOs as stated on the diagram.

Numerical Reasoning Advanced Level

Explanations of timed tests

Whitebank at minutes, this would give a new arrival time of

TEST 4

1 Answer b 30 minutes is correct. Here you are compar(1 hour 40 minutes) from the

09.45. If this is brought forward by 15 09.30.

ing the same journey on different days. You should subtract the time taken on a Monday time on Sunday

(2 hours 10 minutes).

2 Answer d 2 hours 10 minutes is correct. Add 20

minutes to the length of the weekday journey between the two stations - it is irrelevant where the delay is.

10 Answer c 20 hours 40 minutes is correct, The calculo45 minutes (Monday to Friday, Whitebonk to Neartown) X 5 (5 days) X 4 (journeys per day) = 15 hours. Then calculate 1 hour 25 minutes (Saturday,
tion is Whitebank hours to Middletown) X

40 minutes. Then 15 hours + 5 hours 40 minutes = 20 hours 40 minutes.

Another pie chart (Figure

(number of journeys)

=5

3 Answer e 14.55 is correct. Add the Sunday journey

time on to the new departure time.

2.5) for the next ten questions, but this

4 Answer b 2 hours 55 minutes is correct. This is straightforward if you ensure that you are looking at the correct day and stations.

time you should note that, as stated, the figures shown on the pie chart relate to actual numbers rather than percentages of entrants. Other than that, this is a standard sort of pie chart.

5 Answer c 34 hours 10 minutes is correct. Work out the

standard weekday journey time and multiply by the return journey time) and by

11 Answere 120 is correct. Simply odd together aU the

figures around the perimeter of the 'pie' cs these represent the examination entrants.

(to g.et

2 again (because he goes twice every day), !hen multiply by 4 (he works on each of 4 days during the week), then add on the Sunday journey time multiplied by 2 (as ilis a return trip).
6 Answer c 3 hours

12 Answer d 21% is correct. There were 25 people in the group scoring 41-50% and 120 people in Ihe whole exam group. You therefore need to express 25 as a percentage
of 120.

50 minutes is correct. Find the

journey time between the relevant stations on a Sunday then multiply by 2 as it is a return journey. 7 Answer b 2 hours

13 Answer e Cannot tell is correct. This question shows

the limitation of the informotion presented in this way. To answer this question accurately - and you are not expected to estimate this a.nswer - you would need to know how many people would ing scores of

15 minutes is correct.

Answer d

16.50 is correct. Add 1 hour 10 minutes on 09.30 is correct. The 09.30 train on

be

in the group

51-55. You do not

to the original arrival time given in the table. 9 Answer b

know the distribution of the 20 people in fhe group obtain-

51-60 [i.e. how many gained scores of 51

Saturday from Chesterford was scheduled to arrive at

10 55 and how many obtained scores of over 55) and cannot therefore answer the question.

Numerical

Reasoning

Advanced level Explanations of timed tests

the boffom group. Subtract the bottom group from the top group to get your answer.

14 Answer a 20 is correct. The scores between 21 and

50 cover three score groups. To answer this question you must odd together all the people with scores falling in these three groups, i.e. 5 entrants.

+ 20 + 25 = 50

then select the

answer that represents those who passed, i.e. 40% of the

20 Answer c 50% is correct. Three groups are relevant to this question and you can see quite clearly that these are
half of the pie. If you have time to check,you the relevant groups and should locate

15 Answer d 7 is correct. Here you need to express 8 (the

number of entrants with scores in the top bracket of

add them together, i.e. 25 + 20

15 = 60. Then, note that the question asks for a per-

91-100} as a percentage of 120 (the total number of

entrants). You should note that the question is looking For an approximate answer. The actual answer worked out on your calculator will be 6.666 recurring so round this up to 7%.

centage. 60 is, of course, 50% of the total group of 120. The next ten questions in these timed tests use a column chart (Figure 2.6).

16 Answer c 4 is correct. First find out how many people

obtained scores of 51 or over (62). You should not need to add up the other five score groups as you already have the total number of entrants from the first question so calculate as follows: 62 - (120 - 62)

21 Answer c £49 is correct. Add together the three

remaining cost areas for this product. Electricity 25 packaging 6 + raw materials 18.

22 Answer a £ 172 is correct. Here you must odd together

the values in the labour costs column for all five products.

4.

17 Answer d 52 is correct. You already know that 62

entrants obtained results in the top half of the scores so you simply need to calculate 62 as a percentage of 120. A shortcut here is to estimate your answer as a little more than a half of the entrants so the only possible answer from the choices given is 52.

23 Answer a £82 is correct. locate the correct products and columns and then be sure to multiply by two.
24 Answer c £ 139 is correct. It is obvious that products B,
C and E are not in the running for this so just tot up the totals of columns for products A and D ond select the highest total.

18 Answer a 58 is correct. Hopefully you will have noted

this answer when working out on earlier question. If not, simply add together the actual numbers of people who fall in the relevant five groups.

25

Answer b Product B is correct. Work out 'he toto I pro-

duction costs for each product. Be sure to write these totals down as they may come in handy for later questions.

19 Answer c 5 is correct. You will see from the pie chart

that 8 people fell into the fop group while only 3 were in

26
D}.
sive

Answer b £ 17 is correct. Subtract £23 (least expen-

= product

B) from £40 (most expensive

= product

Numerical

Reasoning

Advanced level
second car in then express as a percentage of

Explanations

of timed tests

27

£3440 is correct. Multiply the total labour costs by five (to give costs for 500) and then by four (number of weeks], l.e, 172 x 5 x 4 = 3440.
Answer d

2002 130% of 1000 = 300), add 50 to this 1000. 60% of households had use

36
of
Q

Answer b 350 is correct. PC in

28

Answer b

£ 130 is correct. The second highest are~ of

2002, l.e, 600 households. Subtract from this

costs is electricity and the total of all the columns shOWing electricity is

the number in 1998 (250).

£ 130. £ 102.35 is correct. Firsl fi nd the overage

29

Answer a

37 Answer e 300 is correct. In 2002 900 households had use of Q telephone, while 600 had use of a PC.
Simply subtract one from the other.

production costs of the existing products {445 + 5 =. £89.00} then increase this by 15% to get the approximate cost of the new product.

38 39

Answer d Telephone and one cor is correct. Both these

items increased by just

5%.

30

Answer d £54 is correct. The production costs for this

Answer e Cannot tell is correct. There is no informa-

product this year total £60. A 10% decrease would take this to

tion given in the diagram about the overlap in access to the items.

£54.

Another line diagram (Figure 2.7) for the remaining questions in this test.

40

Answer d 600 is correct. The highest is a telephone at 80%, i.e. 800 households. Subtract the lowest, a second car at 20% = 200 households, to get the answer.

31 Answer b 10% is correct. This question invo.lves only

percentages so you can read directly from the diagram.

QUANmATIVE

RELATIONS

32 Answer c 0 is correct. The line stayed at a .constant level 130%)during these years, l.e. no change In the
number of households.

This type of test relies on your ability to use numbers algebraically and is used as part of the Fast Stream Qualifying Tests for the Civil Service in the United Kingdom. Quantitative relations questions test your reasoning and deductive capabilities when using numbers and also your ability to manipulate data. These skills are useful in many areas in business. Algebra symbols involves the use of letters to represent numbers. It

33

Answer a PC is correct. Access to a PC increased from

25% to 60%, i.e. 35% increase.

34 Answer d 50 is correct. Access to a telephone

. d Increase 900.

fr am

85°/ to 90'0/. i e from 850 households to

/0 0, • .

follows exactly the some rules as arithmetic and uses the same Answer e 35% is correct. To calculate this answer you

35

l+.

=, X and -:-). Formulae from which you are trying

need to work out the number of households with use ofa

to find the value of a letter (it could be X or, as here, A, B or

Numerical Reasoning Advanced leveL

are like a balance or set of scales so that whatever you do to one side of the equation or formula, you must also do to the other side to keep it in balance. Here is an easy formula to demonstrate this balance effect:

Explanations of timed tests

The formulae in these tests are quite basic and use only three ~etters as a s~bstit~te for numbers. Algebra used in this way Involves relationships - you need to find the numerical relationship between the figures in each row and the easiest way to express this relationship - or pattern - is by using an algebraic expression. Your task in this type of question is to Find the formula fhat applies to aU the rows of numbers in the question. This will then allow you to find the missing number in the final row. You can do this by studying the first four rows to find

8 = 10

Now, just one glance will tell you that A must equal 2 but how did we solve this formula? The method is firstly to isolate the item that we are trying to find by removing the 8 from the left-hand side. To.keep the balance we must also remove

a pattern. You must

express this pattern as a formula that can then be applied to the final row to find the missing number. The way that you must indicate your answers in this type of test is very specific. You should follow the instructions very carefully. Any deviation from this may result in your answer being marked as incorrect.

8 from the right-hand Side:

A+8- 8
and this is equivalent to: A=2

10 -

TESTS
1 The answer is 31 and the formula is A + B = C. This is
a simple formula to start this section and is 0 sequence that you should find easy to spot, i.e. in the first row 2

If there

is a coefficient (a number by which the unknown letter is

+3=

multiplied) on one side of the equation you should divide both sides by that coefficient. This keeps it balanced. For example: 2A divide both sides by 2:

5, in the second row 7 + B = 15 and so on until the final row 8 + 23 = ? must give the answer 31 • 2 The answer is 24 and the formula is A - B = C. This is
another straightforward formula but you have to find the number at the beginning of the row so you will need to restote the formula to read A = B

10

+ C.

A=
therefore A
::=

10

-i-

The answer is 12 and the formula is 3A - C

B. That

is, subtract C (3J from 3 x A (15) to give the answer. 5.

-------------

--

Numerical Reasoning Advanced Level f 10 is A - B ::::2C. You 4 The answer is lOan d the ormu win find this easier if you restate the relationship as [C x 21 + B "'" A, i.e, 14
X

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

5 The answer is 7 and the ormu a

21 + 2 = 10. fl'

. h . olved addition and subtraction an vious questions .ave mv t now division is being introduced. The ca~culations ar~ no between the three columns.

IS'

A..;.. B :: C. The pre•

2C

+ A. x (2B) "'"
C.

The answer is 56 and the formula is A

difficult and the key to success is in spottmg the relations Ip

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

The answer is 4 and the f ormu a IS . • . .. again but also multiplication in that the figures O IVISlon .h di ided by the column A must be multiplied by 3 f en IVI figure in column

l'

3A..;.. B == C.

column
. In

C are significantly higher than both the figures in

columns

and

B,

you should look for an element of multi-

plication. In the first row, it could be either A or

B that

should be multiplied by itself as these figures are the some but when you move on to the next row or two you can see

B to get the answer C.

2A - B == C The 7 The answer is 4 and the fl' ormu a IS .' wa to spot the pattern is to ask yourself what needs t~ be done to the figures in the first two columns to get the figure
in the third column. In this case you must do~ble ~e number in the first column then subtract the figure column
III

B is multiplied by itself before being multiplied by A to get your answer, C.

that

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

B to

get the number in column

C.

fincl row, 18

+ (6

X 2) = 30.

8 The answer is11 and the formula is A + 2B = C.

er way to state this relationship so that it shows A as A no th f' d i C - 2B :: A the art of the formula that you must III IS . v P '11 ote that by changing which side of the formula IOU WI n h th athone of the figures is stated, you must also c an~e e m ematical operation to be performed, i.e. from p us to minus.

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 = C. As you are looking for B in the final row, it will again be helpful to restate the formula as B = 2A - C.

6 The answer is 45 and the formula is B - A = 2C. If you

take the value of A from the value of B you will get a 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 1 The answer is 2 and the formula is A X (2B) = C. The key to finding the relationship between the numbers in the three columns here is finding what you have to do to the number in column

EXplanations

of timed tests

A to arrive at the number in column C,

e.g. in the first row A (5) must be multiplied by 8 to get 40

h = 3C . e values decrease from right tift o :ook for the multiplier. If you subtract th: v:'u: ~o~ ;~;uld rom B (27) you get C x 3 so divide by 3 t< t answer of 7. 0 ge your A
galO, t

3 The answer is 7 and the formula I'SB

(C). Then you can see how 8 relates to B - it is twice the

value of

B.

8 The answer is 16 and the formula is A -;- B

the value of A by the value of

= C.

Working with the figures in the first four rows, if you divide

B, you will arrive at C. So,

4 The answer is 6 and the formula is A + 2B - C Restate this as 2B = C A h. . 20 so t at If you subtract 8 fro you get 12 and as this is 2 X B you must hal thO m get the correct value of B. ve ISto

to find A, as in this case, you should restate this as B

A -;- C.

5 The answer is 3 and the formula is 2A + B = C A you are looking for the value of B in this . . . .s helpful to restare this as B = C _ 2A . Q3ue9shon, will be It = 3. . I.e. - (2 X J 8)
6 The answer is 7 and the formula is C - B = A ..;-2 If you take the value of B (7) away from C (2]1 th I" numb . h If &l. I e resu hng er IS a me value of A. i.e. 21 - 7 14 ..;-2 = 7.

TEST 7
1 The answer is 16 and the formula is A - B

= 2C.

Here, as in many of these questions it may help you to look at the general direction of the numbers from right to left. That is, do they go up or down and is this rise or fall a steep one or are the figures close to one another? In this case, the numbers decrease sharply and this could signify an element of multipljcation in the formula. Here by deducting B (4) from A (36), you get the value of two Cs (32) so halve this to get your answer.

~ The answer is .18 and the formula is A X (2B) = C To find C you must multiply double the value of B b th . _,.. of A, i.e. C = (2 X 3) X 3 18. Y e vo ue

2 The answer is 10 and the formula is 2A -;- B

tionship is (2 X A) -;- B =

= C. Here

both multiplication and division are involved as the rela-

C. As usual when solving

algebra questions, you should isolate the unknown figure on one side of the formula. This would give you B

8 T~e answer is 3 and the formula is C ..;- B A+I That IS C (16) divided by the value of B (4) . h' value of A pI 1 Th" h gives you t e . . . us . IS IS per aps a more difficult formula to flOd as It Involves division as well as a' I I but h va ue p us one' l~oU s .ould follow the some approach of finding the re atlonshrp of the numbers in the f' t f apply it to the fifth row. irs our rows and then

C, i.e. (25

2) -;- 5

2A -;-

10.

Numerical Reasoning Advanced level

Explanations of ti med tests

TESTS

au deduct the value of B (2) from A + 1 (9 + I, Wnen y n Id naive it to get your answer. you get two Cs so you s au

1 Ihe answer is A and the formula

.
IS (A

_
1)

2C

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

"

and the figures in

dh f I is A + 2B = C. Here Tne answer is 9 an t e ormu a 2B _ C _ A the cal. you are looking for the value of B. As , culation wiU be (23 - 5)
-i-

the A row all have one added to their value before being used in the formula. The relationship can be restated as A

9.

(28

ls 8 and the formula is A + 28 = C + 1. The answer lb' te th . A - IC + (8 X 2) then su shtu e Restate thiS as . _ + 11 - (9 X 2) figures that you know to give A - (25

- 1 = 25.

+ 2C) - "

i.e. (8

x 2) + (5 x 2) - 1 = 16 +

10

11 -

TEST9
1 The answer is A and the formula is A - B == 2C. When
you subtract B (3) from A (11

26 - 18 = 8.

d th f ula is A .s: 8 = C. To 4 The answer is 28 an . e arm rk out C ~ B = A so that f' d the value of A you should wo 1A In L f' I w you will nave 2 X using the figures form me Ina ro = 28.

J, you

will get a figure that is

twice the volue of C so halve it to get the answer.

h f ula is A - 8 2C. Here The answer is 8 on d t e arm I fA btr d the value of B (1 B) from the va ue a you must.su a 2C Divide this by two to give you the {3A} to give you .
value of fl' A + B - C ....2 To 6 The answer is Band. t e ormul:e'~f A in Iin~1 r~w, find tne missing figure, I.e: the ~a _ C..:.. 2} _ B. you could restate the relatlonsnlp as A - { .

(A + 1) - B = 2C. Here you are trying to find the value of B so it may help to
The answer is 3 and the formula is restate the question as 8

(A

1) - 2C.

C.

3 The answer is 1A and the formula is A -;- B = C. This relationship could also be stated as C x 8 = A, so you can find the value of A by multiplying C (7) by B (2).
4 The answer is 99 and the formula isB - 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 (8 simple calculation.

the

he answer is 9 and the formula is A + 38 = 7T I. I t A (6) plus 38 (A X 31 you will arrive When you ca cu a e I' t at a figure tnat is twice the value of C so ho ve It to ge your answer.

_2C ..

2C

AI, it is a

S The answer is 1A 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 (1

AJ.

Numerical Reasoning Advanced Level

6 The answer is you divide is A

Explanations

of timed tests

6 and the formula. is C +- B = A + 1. If the value of C (21) by B (3), the resulting figure

6 The answer is 24 and the formula is A +- B = C. You

may also have noticed fhat the values in column

(all

+1

so subtract one to get lhe correct volue for A.

~) multiplied by the values in celurnn B give you the va~:s 10 column A. .

7 The answer is 14 and lhe formula is B - A = 2C. If you

subtract the value of A {81 from B (14), the result is twice the value of C (3).

7 The answer is 6 and the formula is 2A + B = C + 1 This is the same as (C + 1) - B = 2A so (14 + 1) - 3 .=

12; which is twice the value of

8 The answer is 15 and the formula is 2A - (B + 11 = c. By subtracting the value of B + 1 (6 + 1) from lhe value of 2A t 1 1 X 2), you will arrive at the value of C (15).

A.

8 The answer is 2 and the formula is 2A - B = C. By

deducting the value of C (36) from twice the value of A

(19 x 2) you will arrive at the value of B(2).

TEST 10

1 The answer is 3 and the formula is 3A - C B. If you multiply the value of A (10) by 3 and subtract the value of

TEST 11
" The a.nswer is

100 and the formula is A X (2B) =

c. If

C {271 you will arrive at the value ofB (3). 2 The answer is A and the formula is A + B = C. This is probably the simplest formula and is one thai should be
apparent to you immediately.

y~lul.multiply A (10) by twice the value of B (5 WI get the value of C (100).

x 2),

you

To find A you should calculate (3

2 The answer is 9 and the formula is 2A - (B + 1) = C + 1 + lA) +- 2 = 9 .. 3 The answer is1 3 and the formula is A
Find ing the value of two Bs from this.

The answer is 11 and the formula is A

+ 3B = 2C. If

+ 2B = C + 1

you multiply the value of B by answer will be twice

3 then the value of C.

add it to A, the

A by deducting one from the value of C then subtrees

4 The answer is 61 and th.e formula is A - B 2C. To find B you could restate the relationship as B A - 2C so that by deducting twice the value of C from the value of A
you obtain the value of B.

= =
B

4 The answer is 10 and the formula is C - B = A -;.-2. If

you divide A (16) by two and odd the value of B you will get the value of C.

5 The answer is 3 and the formula is A - B = 2C. If you

subtract B (?) from A (9), the result is the value of two Cs

5 The answer is 40 and the formula is C

Another way to show this relationship is i.e. {4

-i-

A
X

(A + 1)

B = C,

+ I.

(3 x 2), i.e, you must subtract 3.

11 X

40.

Numerical Reasoning Advanced level

6 The answer is 20 and the formula is 3A - C times the value of A (8

Explanations of tirned t
B. Three !d;he

ests

x 3)

less the value of C (20) will

give you the value of B (4).

answer is 5 and 'he formula is (A + 1) - B :; C one to the value of A then subtract B to f" d th . of C. In e value

Restate the relationship as A =

7 The answer is 6 and the formula is A + 2B == C. := C - (B X 2). i.e, 36 30

6.

8 The answer is 3 and the formula is A find

3B

== 2C. To

A.

calculate 2C (15 X 2) - 3B (9 X 3).

7 The ~nswer is 26 and the formula is A - 28 = 2C A alternative way of h " th· .n _ A Yc S oWing IS relationship is (B + X2 . ou can therefore add Band C togeth b t: I· th d er erors multip Ylng e pro uct of this calculation by two ~ th value of A. 0 get e

CJ

TEST 12
1 The answer is 80 and the formula is C +- B == A value of A and then multiply by B, i.e. (3 80.

+ 1.

8 ~he ~nswer is 37 and the formula is 2A + B CB mulhplYlng the value of A by 2 th dd" .Y '11 en a '"g the value of B you WI arrive at the value of C. .

To arrive at the volue of C. you need to add one to the

+ 1)
+B

X 20

The answer is 4 and the formula is A

=C

+- 2.

Restate this relationship as B

== (C -:- 2) - A and the calcu100 == 4.

lation is then B == (208 -:- 2) -

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 thot is twice the value of C so
divide by two to get the correct value. 4 The answer is 4 and the formula is 3A - C

2B. This

relationship can be restated as C to get the value of C (4).

3A - 2B. Multiply A

by 3 (8 X 3) and take awoy twice the value of B (2 X 10)

5 The answer is 8 and the formula is B - A will arrive at the value of B.

2C. If you

multiply the value of C by 2 and add the value of A you

CHAPTER 5
Diagnosis and further reading

Diagnosis

and further

reading

For each question that you did not attempt, deduct 2 marks from your final 'correct marks' score as follows:

Deducted
marks

Questions not aHem~ 1

234 5 6 7 8 9 10 11 12 2 4 6 8 10 12 14 16 18 20 22 24

DIAGNOSIS
There is no way for you to know, before you start, ho:," the test will

For example, 36 questions correct, 2 incorrect, 2 not attempted, would score as follows:

be

scored. However, your score will

be

standardised relo-

five to those of other candidates in your peer group. Some tests allow use of a calculator, some award points for completing more questions, others may deduct points for inco~rect answers. There are many variables about these tests and It is therefore vital that you read the instructions carefully. Scores ore usually calculated using a percentile scoring system. This is why the final number of answers you have given correctly does not necessarily translate directly into a percentage score but into a percentile rating relative to a known distribution. answers and get an ideo of your aptitude for this subject, Each question that you have answered correctly scores as follows:

2 incorrect X 0 marks = 0 2 incomplete X -2 = -4

'Raw' test score

36 correct

5 marks = 180

= 180 - 4 = 176
to the

NB Each test will have a potential Score according number of questions in that particular test, of course.

You will have a separate score for eoch of the tests _ do not add these together but use them to chart your progress as you go through the book. Now use the follOWing chart according to the number of questions in the tests to interpret your final score for each test: Number-of quesHons in lest
25 32 40

basic scoring system is shown here so that you can score your

5 marks

Well

below
av8fQge

Below
average

Average

Above
average

Well abcmt average

answers

Correct

3 4 5 6 7 8 9 10 11 12 5 10 15 20 25 30 35 40 45 50 55 60
12

o to 50

o to 40

o to 35

36 to 59 41 to 85 51 to 99

60 to 75 86 to 100 100 10125

7610104 101 to 130 126 to 164

105 or Over 131 or over 165 or over

----

--

Nume ri ca l Reas 0 ni n9 Adva n ced 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. If your score is 'Above average' or 'Well above average', you may decide that you would like to spend more of your preparation time on other sections of the tests you may sit - maybe verbal reasoning, or diagrammatic reasoning. If the results indicate 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 - tests are only part of the interview process and it is possible to improve with practice.

Diagnosis and further reading

is with the people with whom you are competing for a [ob, thO . .. d . IS IS a competrtlon - an we want to help you to Winl

Yi

es,

MARKING SCHEMES
When the test publishers - the people who devise the tests _ check the effectiveness of the tests by using it with large numbers of people, they will develop 'norm' tables. They then work out what will be on overage score and what will be above or below overage taking into account the interviewee's age, sex, education and so on. Employers use these norm in the tests. tables to assist them in evaluating performance

They help in assessing the potential of the candidate to do the job in question. When employers are testing a large number of people the

HOW WILL AN EMPLOYER ASSESS AND USE THE RESULTS OFTHESE TESTS?
The person conducting according the tests will mark and interpret them to a pre-set marking scheme. Different test-setters

may rnfro uce a cut~ff point and, for example, toke the top 10 per cent. Alternatively, they may have a target score in mind

'

and take anyone who reaches this score for further assessment or interview.

and employers may have their own, quite complex, marking schemes and it is therefore impossible

to predict final scores.

It should be noted here that some marking schemes use what is known as 'negative scoring'. That is case in a test

Indeed, your actual score is not important in itself. It is important to 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 to a standard marking system. This is so that scores can be compared and interpreted. When you take a psychometric test, you will be compared with your peers, that

to say that you will have

your score reduced for every incorrect answer. If that is the

that you find yourself sitting, do not be tempted

to guess the answers. Accuracy, not esfimotion, is the name of Ihe game if negative scoring is used.

WHAT DO TH E TESTS PROVE?

When used and selected correctly, this sort of test will help to prove - or disprove - your suitability for the job in question. If

Numerical Reasoning Advanced level Diagnosis and fUrther

employers have decided that a certain job requires particular competencies and aptitudes then that is what they must test for. Of 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 aptitude tests like this should not be viewed as 'pass' or 'fail'. The test is more on exercise in exploring where you will be best suited. There is little point in geHing a job that would be wrong for you - that would be counter-productive for you and expensive for the employer. But what other forms of preparation should

. readlng

.. you consIder?

Apart from the intensive practice that tak . h you can e adva o f b y uSing t e timed tests ther .L ntoge I ' e are otner sorts of prac'i examp e, you should make yourself aware of the n b ce, For are all around you _ and use th um ers that em. When you are shopping in the supermarket estimate

what your total bill will be or continually calculate h much you can save by buying one product ratner In:: anot h er. ..;; When you are On

SUGGESTIONS FOR FURTHER IMPROVEMENT

The value of preparation

It 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 at the track and set off as fast as they can - they will practise, treat their mind and body well and find out all they 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 element of your preparation strategy. It will help you to revise the things you learned at school and to improve your test technique. The timed tests in Chapter 2 will help you to become familiar with the test formats and how to tackle the variety of questions that you may face. Aim to practise for up to two hours in anyone productive. session. Any more than that may be counterIt is almost impossible to sustain the intense

a long Car journey use the

opportunity to practise a little mental ~rithmetic out how many more miles to your destination

Wk
~ouror

an

avedrage speed, percentage of the journey co~pleted so on.

~o,ic~ t;e data that is presented to you everyday in the lOancra pages of newspapers.

Seek out numerical information in company reports . trade magazines. Or In

~se trai~ timetables to gain familiarily with information presented in this way.

usin
g

fI

Practise using currency exchange rates given in newspapers or by your travel agent. Brush up on us'

tables, percentages and decimals.

109 roc Ions, square roots, multiplication

t'

concentration needed for much longer than two hours.

~~ke sur~ you can use your calculator effiCiently _ you WI not a ways be allowed to use one, but be prepared.

Numerical

Reasoning

Advanced level

Diagnosis and further

reading

Above all, do not be afraid of numbers. If, after doing the tests in this book, you have speciHc concerns about your mathematical knowledge, get yourself a good, basic maths book and gel yourself up to speed. Then practise until you are happy using numbers. Apart from concentrating your efforts on improving your ability with numbers, you might want to consider other forms of preparation. For example, psychological preparation can be extremely important. Worrying number of relaxation about your interview or your There are a

THE TEST ITSELF

Tes: will be timed and not much time will be allowed f . to 0 the tests - it will be tight _ and it is fr .. or yo~ ble to complete 011 the tes~ in the fims 011 not possiworry you, a eo. a not lei this

.~ue;;tly

Even when you are silting in the test room, you can still im your chances of success, Ther e ore a f' . . . ew impcrtc I th' prove remember at this stage: .. n mgs to • li~ten ~ -thand be sure to comply with -the glveny .e test cdrninisrrofor. Read the instrudions on the testpc per . cover Items such as: how much time you will instructions

test results will not improve your performance.

techniques that can reduce your stress

levels and help you to control your anxiety. These include: ~ listening to relaxation tapes Meditation Yoga Hypnotherapy Stress counselling Positive visualisation An exercise regime

o
o o o
o

·these may

a
" ~ ~ • ~

whether or not you may . .. margins of the test paper or If rough paper is supplied for your.. war kimgs whether the use of calculators is perm ilted exactly how you shau rn diicote your answer - with a ·Id' , tick or a cross for example . how to makealteralions

be allowed wn'te on th e

to your answers if necessary

Work through the questions methodically - do not

be

Whatever you choose - and it is very much on individual choice _ your aim should be to arrive for your test in a calm, controlled stole of mind. You need to shut out negative thoughts such as 'I'm hopeless at moths' or 'I can't do lests' and aUowextensive practice to increase your confidence. If you can concentrate on positive outcomes you will calmness. increase your confidence and

tern.pted to rush on to latef questions first . Some papers . tr .. d are s ;,~~re : so that the questions get progressively more I icult - if you look at the later qU'eslions first youmayw ase r t nne on more difFicu·ltquestions while .. ' th' rowm~ away easy points you could have scored on the earlier questions,

c:>
.n

Numerical

Reasoning

Advanced Level

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 thot you are doing badly. They might hove all their answers wrongl

..

If you do not understand something at thIs stage - . . k e There are sometimes before the test begins - speo up. . d .. . I questions that you will be instructed to rea :~:~ :he timed test beg.ins. Use the time allowed for to d exactly what you are this to ensure that you und ersn no e . . k d to do Do not try to prete.nd t.hat y.au know '. d.. b elOg as e ' you do not need to impress the omer ever yth mgcandidates. Alth gh you will be trying Read the questions care f uIIy. ... au . . '.. 11 th work uickly, there is no point in answermg oe ~uestion~ but getting many of them. wrong because you did not understond what was required.

T;ming
The time allowed for the various numerical tests that you will undertake will range from just a few minutes for an arithmetic lest to 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

Strategy
Th . tr .tegy during. the test win involve timing - see ~elow . e mom s 00 . also wont to consider how much you Will use - o:~t Y:~;s Yof estimation. Here again, practice ~ill help. y p . .'1 . easoning test are Ideal for Some questions on a numenco n con often be a quick way of esti.m.ation~~:u:~:~gp~~s~:::swer from those given in m~flti. ornvmg a .. H s noted above, take care L a hoice quest10ns . owever, 0 . . p Ie-c OIC . .• '. will be used _ then accuracy IS system using negative sconng really important. articular question, do not If you are really p. b. . . For g wostetime. Finding a difficult question can.e unnhervm .f" d there may be later quesflOns t at you rn better to move on easy.

much time will be allowed for a numerical reasoning test. It is for more likely that you will run out of time. You win therefore need 10 work quickly while trying to be as accurate as possi-ble. Try not to let one question toke up too much of your time. If a particular question is proving difficult for you, move on. You could always 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 itis beHer to aHempt every question and get some wrong. then 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

r ·th strugg Lng WI a

may be penalties applied for incorrect answers or for questions not aHempted. You will therefore need to manage your time carefully.

Numerical Reasoning Advanced level

Remember that your own reactions to your performance in the tests are subjective. You are quite often not the best judge of your own performance. feedback about your It might help you if you can get some results from the test administrators.

Diagnosis and further reading

start of .the sessi . . ssion, co II the administrator fo ask f instructions. or 2b ~ry to get a good night's sleep before the test Thl . :a;:i~~~a~l~vii;;oaun~~:;~:~c~~IY, it is nth0t al:--ays 'posl:i~~e, test Ho nerves e night before a C . ld wevke~,you can take some positive steps to help onsi er ta 109 a hot bath before . herbal rather than ff' d you go to bed, drinking co emote tea dd ' cise Thi k b k ' an olOg some exer. rn ac to what worked last time you took exam and try to replicate the scenario. an 3 The night befo re the test, organise eve yth' h need to take with Thi r 109 t at you tions, your identifi::~~ IS includes test instructions, direcI n, pens, erasers, possibly your
C

However, this is sometimes difficult to obtain as it is a timeconsuming task for employers to undertake. Above all, keep an open mind. You can improve, and your dislike of maths at school does not have to last for the rest of your life. The obvious incentive for you to undertake all this extra effort is the iob you really want and the salary you deserve.

Good luckl

ONTHEDAY
You must plan to arrive at the test centre in a state that is conducive to achieving your best possible score. This means being calm and focused. It is possible that you may feel nervous before the test, but you can help yourself by preparing in advance the practical details that will enable you to do well. Remember, it is unlikely that you are the only person who is feeling nervous; what is important is how you deal with your nervesl The following suggestions may help you to overcome unnecessary test-related anxiety. 1 Know where the test centre is located, and estimate how long it will take you to get there - plan your' setting off time'. Now plan to leave

coanctaulattol new batteries in it), reading glasses and r (with c enses. '

4 Decide what you are going to wear and h clothes ready the night bef B. ave your centre to b Ily hare, e prepared for the test e unusua at or cold ' and d ress 'I ayers so th t 10 b: p~:~~:~ :rgf~~::':= ~Iimat~ your,self. If your test will d . Y an interview, make sure you ress ~ccordmglY for the interview which is likely to be a more ormal event than the test itself. 5 E~~brea~~astl Even if you usually skip breakfast you shou CO~SI er that insufficient sugar levels affect to concentration and that a healthy breakfast mi ht

h~1ur

AS minutes before your setting

to conce~trate, especially towards the end of ~he tesi y:u you are likely to be tired, w en 6 If.you know that you have specific or exceptional

off time to allow for travel delays. This way, you can be more or less certain that you will arrive at the test centre in good time. If, for any reason, you think you will miss the

requirements which will require preparation on the da y,

be

Numerical Reasoning Advanced level

sure to inForm the test administrators in advance so that they can assist you as necessary. This may include wheelchair access, the availability of the test in Braille, or a facility for those with hearing difficulties. Similarly, sure that the test administrator is aware of it.

Diagnosis and further

reading

FURTHER SOURCES OF PRAmCE

In this final section, you wi" find a list of us f I types of psychometric tests. e u sources for all

if you

are feeling unusually unwell on the day of the test, make

Books
from the Barrett, J., Tesf Yourself! Test Your Aptitud p, . MOtivation, and Plan Yc e, ersonahty and 2000. our Career. london: Kogan Page, Bo"es, Richard N., The 1997 What ell Yc Berkeley, CA: Ten Speed Press, 1997. a our s our Parachute? Carter, and K. Russell, Psychometric Testing' 1000 Wi P. Ass ess Your Persona/ilv C " . ays fo

7 If, when you read the test instructions, there is something you don't understand, ask for clarification mayor administrator. The time given to you to read the instructions may not be limited but, within the allowed time, you can usually ask 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
sWiftty and methodically through each question in order. Unless you are taking a computerised test where the level of difficulty of

Think' mg.

Chi h
IC

ester: John ,

",

Wiley, 200 1.
Yc

reaflVlly, Intelligence and lateral

Chin-lee 1993.'

Cynthia

It' Wh
s

a ou Know. Toronto, ON: Pfeiffer,

t P.

the

next question depends on you correctly

answering the previous question (such as the

GMAT or

Cohen, D., How fa Succeed o She Jd on Press, 1999. ~~:~~~~n~2~. Jackson, 1990.

syc ometric Tests London:

.

GREI, don't waste time on questions that you know require

a lot of time. You can return to these questions at the end if you have time left over.

Your Verbal Reasoning. London: Hodder &

.

Tom, The Perfect Resume N

9 After you hove token the test, Find out the mechanism
for feedback, and approximately the number of days you will have to wait to find out your results. Ask whether there is scope for objective feedback on your performance for your future reFerence.

ew 10"e Doubleday,

I.

~7;~:s'Sl'9~icho/ogica/ ~:;ni:, JR~nalddL

Testing for Managers. London: Judy

Cand Caryl Rae Krannich, Network Your

areer Success. Mana
ssa,
y'A.
M.,

10 Celebrate that you have finished.

Pubhcations,

J 989.

an

Impact

Parkinson M H ,., ow to Kogon Poge, 1997.

aster Psychometric Tests. London'.

Numerical Reasoning Advanced level Pelshenke, P., How to Win at Aptitude Thorsons, 1993. Tests. Keltering: Diag

Useful websites
Conge, the time of going fa press.
0

nOS1S

and further reading

.

Smith, Heidi, How to Pass Numerical Reasoning Tests: A Stepby-Step Guide to Learning the Basic Skills. london: Kogan Page, 2002. Tolley, H. and K. Thomes, How to Pass Verbal Reasoning Tests. london: Kogan Pagel 2001. Williams, R'I Prepare for Tests at Interview for Graduates and Managers. Cheltenham: NFER-Nelson, 1999.

Websites are p

rone

but

the folio

Wing are correct at

WWw.ase-solutions.co.uk . WWw.bhgplc.com WWw.barcap

comlgf

dt a ua ecareers/barcap

test

.p

df

WWw.bps
WWW.careerpsychologycentre.com WWW.careers-uk.com WWw.cipd.org.uk WWw.civi~service.gov.

Test publishers and suppliers

Assessment for Selection and Employment Chiswick Centre 414 Chiswick High Road london W45TF telephone: 0208 996 3337 Oxford Psychologists Press Elsfield Hall 15-17 Etsfield Way Oxford OX28EP telephone: 01865 404500 Psytech International ltd The Grange Church Road Pulloxhill Bedfordshire MK455HE telephone: 01525 720003 Saville & Holdsworth ltd The Pavilion 1 Atwell Place Thomes Oilton Surrey KT7 OSR telephone: 0208 398 4170 The Psychological Corporation 32 Jamestown Rood london NWl 7BY The Test Agency ltd Burgner House 4630 Kingsgate Oxford Business Pork South Oxford OX42SU telephone: 01865 402900

uk/l'obs/f sIf s.saq.asp

WWw.deloitte.co.uk/index.asp

WWw.englishforum
WWw.englishtago WWw.ets.org

www.freesatlprep.com
WWw.home.g2a.net WWw.kagan-page.co.uk WWw.mensa.org.uk

WWw.morrisby.co.uk
WWw.newmonday.co.uk WWw.oneclickhr.com www.opp.co.uk . WWw.psychtests.com WWw.pgcareers

com/a pp I/h ow Irecruitment.asp Y

Numedcal Reasoning Advanced Level www.psychtesting.org.uk www.psytech.co.uk www.pwcglobal.com/uk/eng/carinexp/undergrad/quiz.html www.publicjobs.gov.ie/nu mericatest. asp www.puzz.com www.rinkworks.com/brainfood.maths.html www.testogency.co.uk www.tests-direct.com www.thewizardofodds.xom/math/groupl.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 Canadian Psychological Society The Chartered Institute of Marketing The Chartered Management Institute The Institute of Personnel and Development Psyconsult Singapore Psychological Society Society for Industrial and Organisational Assessment (South Africa) (SIOPSA)