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Scaler Management Test Prep Kit

 Scaler Management Test (SMT)

The Scaler Management Test is structured to assess candidates' proficiency in key

areas relevant to business management.

Overall, the Scaler Management Test aims to evaluate candidates' aptitude. It serves as
a comprehensive assessment tool to identify candidates' strengths and areas for
improvement, helping them prepare for a successful career in business management.

Some Points To Keep In Mind:

1. Don’t Be Afraid
The exam ranges from easy to moderate in difficulty and requires 1-2 days of
preparation.

2. Some Essentials
The exam link will be shared with you on your registered email. Make sure you have a
stable internet connection at all times and do appear for the exam before submitting
your application.

3. Stay Focused
This session is proctored. To avoid disqualification, please refrain from interacting with
others, using additional devices, or switching tabs.

4. Manage your Time

Each exercise has a time limit. Ensure you manage your time effectively to complete
each section.
 5. Tread with caution
You cannot skip or return to previous questions. Answer each question carefully before
moving on.

Scaler Management Test Has Three Sections:

● Quantitative Aptitude
● Data Interpretation and Logical Reasoning
● Verbal Ability

Section Difficulty Total Marks Time (mins)

Quantitative Easy to 10 20
Aptitude Moderate

Data Interpretation and Easy to 10 20

Logical Reasoning Moderate

Verbal Ability Easy to 10 15

Moderate
Quantitative Aptitude:

This section evaluates candidates' mathematical abilities. Candidates are expected to

demonstrate their proficiency in solving quantitative problems commonly encountered
in business scenarios.

The questions can be on :

● Arithmetic
○ Averages
○ Mixture and Alligation
○ Time and Work
○ Average speed concepts and problems
● Algebra
● Number Systems
● Simple & Compound interest
● Percentages
● Ratios

Data Interpretation and Logical Reasoning:

The Data Interpretation and Logical Reasoning section has questions that will test your
ability to read and analyze visual representations of data. It will also test your ability to
think logically. You may also need to structure data that appears unstructured. This
section requires the candidate to have sound skills in logical reasoning and data
representation.
The questions can be on :
● Charts, graphs, tables to extract meaningful insights and make deductions based
on the information provided
● Seating Arrangement
● Data Sufficiency
● Coding- Decoding
● Pattern recognition
● Clocks and Calendars

Verbal Ability:

The Verbal Ability section assesses candidates' English language skills, including
reading comprehension and grammar. Candidates are presented with passages to read
and comprehend, followed by questions that test their understanding of the text.
Additionally, grammar exercises may be included to evaluate candidates' proficiency in
language usage and comprehension.
Sample Questions:

Quantitative Aptitude

Quant set 1
If Rohit drives at 20kmph, he reaches office at 3 pm. If he drives at 30kmph, he reaches
the office at 11 am. At what speed he should drive if he wishes to reach office at 1 pm

A. 25 kmph
B. 24 kmph
C. 27 kmph
D. None of these

Quant set 2
The compound interest on a certain amount for two years is Rs. 291.2 and the simple
interest on the same amount is Rs. 280. If the rate of interest is same in both the cases,
find the Principal amount

A. 1200
B. 1400
C. 1700
D. 1750

Quant set 3
A, B, C, D, and E are five friends. The sums of the weights of each group of four of them
are 132, 138, 113, 131, and 126. What is the positive difference of the weights of the
heaviest and lightest among them?

A. 25
B. 26
C. 27
D. None of these
Quant set 4
A can do a piece of work in 10 days, and B can do the same work in 20 days. With the
help of C, they finished the work in 4 days. C can do the work in how many days, working
alone?

A. 5 days
B. 10 days
C. 15 days
D. 20 days

Data Interpretation and Logical Reasoning

DILR Set 1
The following bar chart represents the number of people in 6 different villages (A, B, C,
D, E and F). The tabular column depicts the ratio of literate to illiterate people and the
percentage of males living in those villages.
1. If 40% of the females from village B are literate, then what is the percentage of males
who are illiterate from village B?

A. 38%
B. 35%
C. 37%
D. Cannot be determined

2. What is the percentage of literate people in all six villages?

A. 55%
B. 53%
C. 51%
D. Cannot be determined

3. What is the ratio between illiterate people from villages B, C & D to the number of
females from villages A, E & F?

A. 320:527
B. 527:330
C. 330:527
D. 527:320

4. If 3% of females from village D & 5% of females from village E are literate, then what
is the total number of literate males from D & F together?

A. 1823
B. 1723
C. 1623
D. Cannot be determined
5. The number of females from villages A & C is how much is the percentage more or
less than the number of females from villages D & F?

A. 24.76%
B. 24.72%
C. 25.76%
D. 25.72%

DILR Set 2
There is a group of six students M, N, O, P, Q and R in a class. Each of the six students
opts for two subjects, one compulsory and the other optional subject.

1. P's optional subject was Geography while three others have it as a compulsory
subject.
2. Q and R have Chemistry as one of their subjects.
3. R's compulsory subject is Physics which is an optional subject of both O and Q.
4. Geography and English are M's subjects, as compulsory and optional
respectively.
5. Biology is an optional subject of only one of them.
6. The only female student in the group is the one who has Geography as the
optional subject and English as the compulsory one.

6. Who is the female student in the group?

A. M
B. N
C. 0
D. P

7. What is the compulsory subject of 'O'?

A. Geography
B. Chemistry
C. Physics
D. English
8. Which of the following have the same "compulsory/optional" set as that of R?

A. M
B. N
C. 0
D. None of these

9. Disregarding which is compulsory and which is the optional subject, who has the
same combination as that of R?

A. M
B. N
C. O
D. Q

10. Which of the following groups of students have Geography as their compulsory
subject?

A. M, O & P
B. O, N & P
C. O, P & R
D. M, N & O

DILR Set 3

11. Identify the right option in sequence.

A.
 B.

C.

D.

Verbal Ability

Verbal Set 1
Q1. By ….. of their athletic activities, a few sportsmen are able to escape the pressures
that living in …. can create

A. knowledge, affluence
B. way, prosperity
C. order, vicinity
D. virtue, poverty

Verbal Set 2
Q2. Doctors and lawyers ….. that advertising will certainly ….. their profession adversely.

A. trust, damage
B. believe, affect
C. contemplate, boost
D. argue, effect
Verbal Set 3
Q3. The four sentences (labelled 1, 2, 3 and 4) given below, when properly sequenced,
would yield a coherent paragraph. Decide on the proper sequencing of the order of the
sentences and key in the sequence of the four numbers as your answer

1. What precisely are the “unusual elements” that make a particular case so attractive to
a certain kind of audience?
2 . It might be a particularly savage or unfathomable level of depravity, but very often, it
has something to do with the precise amount of mystery involved.
3. Unsolved and perhaps unsolvable cases offer something that “ordinary” murder
doesn’t.
4. Why are some crimes destined for perpetual re-examination and others locked into
permanent obscurity?...

A. 2314
B. 4123
C. 4213
D. 1423

Verbal Set 4
The passage below is accompanied by a set of questions. Choose the best answer to
each question.

Stoicism was founded in 300 BC by the Greek philosopher Zeno and survived into the
Roman era until about AD 300. According to the Stoics, emotions consist of two
movements. The first movement is the immediate feeling and other reactions (e.g.,
physiological response) that occur when a stimulus or event occurs. For instance,
consider what could have happened if an army general accused Marcus Aurelius of
treason in front of other officers. The first movement for Marcus may have been
(internal) surprise and anger in response to this insult, accompanied perhaps by some
involuntary physiological and expressive responses such as face flushing and a
movement of the eyebrows. The second movement is what one does next about the
emotion. Second movement behaviors occur after thinking and are under one's control.
Examples of second movements for Marcus might have included a plot to seek revenge,
actions signifying deference and appeasement, or perhaps proceeding as he would
have proceeded whether or not this event occurred: continuing to lead the Romans in a
way that Marcus Aurelius believed best benefited them. In the Stoic view, choosing a
reasoned, unemotional response as the second movement is the only appropriate
response.

The Stoics believed that to live the good life and be a good person, we need to free
ourselves of nearly all desires such as too much desire for money, power, or sexual
gratification. Prior to second movements, we can consider what is important in life.
Money, power, and excessive sexual gratification are not important. Character,
rationality, and kindness are important. The Epicureans, first associated with the Greek
philosopher Epicurus . . . held a similar view, believing that people should enjoy simple
pleasures, such as good conversation, friendship, food, and wine, but not be indulgent in
these pursuits and not follow passion for those things that hold no real value like power
and money. As Oatley (2004) states, "the Epicureans articulated a view-enjoyment of
relationship with friends, of things that are real rather than illusory, simple rather than
artificially inflated, possible rather than vanishingly unlikely-that is certainly relevant
today" . . . In sum, these ancient Greek and Roman philosophers saw emotions,
especially strong ones, as potentially dangerous. They viewed emotions as experiences
that needed to be [reined] in and controlled.

As Oatley (2004) points out, the Stoic idea bears some similarity to Buddhism. Buddha,
living in India in the 6th century BC, argued for cultivating a certain attitude that
decreases the probability of (in Stoic terms) destructive second movements. Through
meditation and the right attitude, one allows emotions to happen to oneself (it is
impossible to prevent this), but one is advised to observe the emotions without
necessarily acting on them; one achieves some distance and decides what has value
and what does not have value. Additionally, the Stoic idea of developing virtue in
oneself, of becoming a good person, which the Stoics believed we could do because we
have a touch of the divine, laid the foundation for the three monotheistic religions:
Judaism, Christianity, and Islam . . . As with Stoicism, tenets of these religions include
controlling our emotions lest we engage in sinful behavior.

Q4. Which one of the following statements, if false, could be seen as contradicting the
facts/arguments in the passage?

A. Despite practising meditation and cultivating the right attitude, emotions cannot
ever be controlled.
B. The Greek philosopher Zeno survived into the Roman era until about AD 300.
C. In the Stoic view, choosing a reasoned, unemotional response as the first
movement is an appropriate response to emotional situations.
D. In the Epicurean view, indulging in simple pleasures is not desirable.
Q5. " Through meditation and the right attitude, one allows emotions to happen to
oneself (it is impossible to prevent this), but one is advised to observe the emotions
without necessarily acting on them; one achieves some distance and decides what has
value and what does not have value." In the context of the passage, which one of the
following is not a possible implication of the quoted statement?

A. Emotional responses can make it difficult to distinguish valuable experiences

from valueless experiences.
B. " Meditation and the right attitude" , in this instance, implies an initially passive
reception of all experiences.
C. Meditation allows certain out-of-body experiences that permit us to gain the
distance necessary to control our emotions.
D. The observation of emotions in a distant manner corresponds to the second
movement referred to earlier in the passage.

Q6. " Through meditation and the right attitude, one allows emotions to happen to
oneself (it is impossible to prevent this), but one is advised to observe the emotions
without necessarily acting on them; one achieves some distance and decides what has
value and what does not have value." In the context of the passage, which one of the
following is not a possible implication of the quoted statement?

A. Emotional responses can make it difficult to distinguish valuable experiences

from valueless experiences.
B. " Meditation and the right attitude" , in this instance, implies an initially passive
reception of all experiences.
C. Meditation allows certain out-of-body experiences that permit us to gain the
distance necessary to control our emotions.
D. The observation of emotions in a distant manner corresponds to the second
movement referred to earlier in the passage.

Q7. Which one of the following statements would be an accurate inference from the
example of Marcus Aurelius?

A. Marcus Aurelius was one of the leaders of the Roman army.

B. Marcus Aurelius was humiliated by the accusation of treason in front of the other
officers.
C. Marcus Aurelius was a Stoic whose philosophy survived into the Roman era.
D. Marcus Aurelius plotted revenge in his quest for justice.
Answers

Quant

1. B
2. D
3. A
4. B

DI & LR

1. C
2. B
3. C
4. D
5. A
6. D
7. A
8. D
9. D
10. D
11. D

Verbal

1. D
2. B
3. B
4. D
5. C
6. C
7. A