# Guidance Numeric

This guidance includes a series of general guidelines on optimization of test results as well as rules and examples regarding the questions used in the tests. Since the questions used across the tests have significant variation in their presentation it is not possible to go into detail on all the permutations that exist. Many different colors, shapes and patterns are used to illustrate a single logic/rule, leading to many different individual questions in the same way as 2-addition table can be shown as 2-4-6-8 or 8-10-12-14. Regardless of the presentation the aim is for you to identify the logic of the elements of the question and use this to select the correct answer from the presented options. The evaluation of your cognitive ability is derived from your aptitude to identify the rule/logic and apply it to the solutions.

In general

• Answer as many questions as possible. Each answer will increase the probability of an increased score while questions that remain un-answered cannot impact the score.
• Do not get stopped by difficult questions. Spending a long time on a question reduces the time you have available for easier questions. If some questions cause extra difficulty, chose an answer quickly and move on to the next question.
• Do not skip questions. Always select an answer even if it is just a guess. Unless you are told otherwise, it is only correct answers that are used for evaluation and a correct guess is equal to a correct calculation.
• Read the entire question and answer only the question that is stated. Many questions can seem alike with small but significant variations, such as highest/lowest, true/false, same as/opposite of.
• Learn as many rules and logics as possible. This will make you faster at identifying which one to use on the question.
• Practice makes perfect so train as much as possible to master the words, arithmetic, logics and time pressure.

The tests contain three categories of questions; Numeric, Verbal and Abstract, i.e. numbers, words and shapes. Each of these has distinct characteristics and will be presented in individual tabs.

Numeric

Contain the sub-categories Number Series, Number Value and Math Word Problems and is used to show numerical skills and cognitive ability when combining numbers and words.

The basis for most of these questions is math and calculations so a good starting point is to have arithmetic skills, addition and subtraction, multiplication and division. Using whole numbers, decimals, fractions and negative numbers.

Number Series contain these types of questions:

What is the next number in the sequence below? 7, 14, 28, 56, ?

and

What is the missing number in the sequence below? 28, 17, 11, ?, 5

The purpose is to find the connection between the numbers in the sequence and use this logic to identify the correct answer. It will be a numerical connection, often a calculation, between the numbers and it applies to the entire series. It is also possible to see a connection that combines calculation and logic or a math concept such as prime numbers.

The most basic options are simple arithmetic tables e.g.:

3-table, 3, 6, 9, 12…

17-table, 17, 34, 51, 68…

These can be addition as shown or subtraction (12, 9, 6, 3…). It can also be negative numbers (-3, -6, -9, -12…) or have a different starting point than 0 (14, 17, 20, 23…).

A simple way to reveal the logic behind the series is to subtract the numbers next to each other:

In the series 14, 18, 22, 26, ?, the difference between the numbers is 4 (14-18=4, 18-22=4, etc.) and the logic is then a 4-addition table and the correct answer 30 (26-30=4).

When the difference between the numbers in the series is not the same result every time the logic is more complex than a straight forward addition/subtraction table. Some examples:

N+1, +2, +3… -> (4, 5, 7, 10, 14) or (17, 23, 30, 38, 47) or (44, 61, 79, 98, 118)

N+1, +2, +4, +8… -> (5, 7, 11, 19, 35) or (9, 13, 21, 37, 69) or (22, 38, 70, 164, 292)

N+1,+2, +1, +2 -> (2, 3, 5, 6, 8) or (11, 13, 14, 16, 17) or (64, 65, 67, 68, 70)

N+3,+6,+9… (2, 5, 11, 20, 32) or (8, 17, 29, 44, 62) or (23, 29, 38, 50, 65)

N-2, +3, -4, +5… -> (9, 7, 10, 6, 11) or (7, 10, 6, 11, 5) or (3, -2, 4, -3, 5)

N+10, -1, +9, -2… -> (3, 13, 12, 21, 20) or (27, 24, 31, 27, 33) or (29, 27, 35, 32, 39)

N+N(-1) -> (2, 3, 5, 8, 13) or (4, 7, 11, 18, 29) or (5, 9, 14, 23, 37)

N-N(-1) -> (15, 8, 7, 1, 6) or (8, 7, 1, 6, -5) or (191, 118, 73, 45, 28)

Simple multiplication

N*2 -> (6, 12, 24, 48, 96) or (7, 14, 28, 56, 112) or (-24, -48, -96, -192, -384)

N*2, *3, *2, *3 -> (1, 2, 6, 12, 36) or (3, 6, 18, 36, 108) or (108, 216, 648, 1296, 3888)

N*2, *4, *2, *4 -> (1, 2, 8, 16, 64) or (24, 48, 192, 384, 1536) or (8, 16, 64, 128, 512)

1*1, 2*2, 3*3…-> (4, 9, 16, 25, 36) or (36, 49, 64, 81, 100) or (441, 484, 529, 576, 625)

1*1, 3*3, 5*5…-> (1, 9, 25, 49, 81) or (121, 169, 225, 289, 361) or (961, 1089, 1225,1369, 1521)

N*N(-1) -> (4, 8, 32, 256, 8192) or (3, 9, 27, 243, 6561) or (2, 4, 8, 32, 256)

(+)(N1-N2)*2 -> (24, 28, 8, 40, 64) or (6, 2, 8, 8, 12) or (48, 32, 32, 0, 64)

(N1-N2)*2 -> (7, -8, 30, -76, 212) or (6, 11, -10, 42, -104) or (-2, 11, -26, 74, -200)

Combinations

N*2, +2 -> (-3, -6, -4, -8, -6) or (5, 10, 12, 24, 26) or (-6, -12, -10, -20, -18)

N*-2, +2 -> (-3, 6, 8, -16, -14) or (-4, 8, 10, -20, -18) or (-98, 196, 198, -396,-394)

N*2, -7 -> (4, 8, 1, 2, -5) or (-3, -6, -13, -26, -33) or (-25, -50, -57, -114, -121)

N*-2, -7 -> (2, -4, -11, 22, 15) or (-3, 6, -1, 2, -5) or (27, -54, -61, 122, 115)

It is possible for number series to have a logic that is not pure arithmetic. E.g. the series consist or even or odd numbers or logic exists between the parts of the series like in the game Dominoes.

These examples a connectivity between the parts of the series:

ABCD -> BCD(D+1) -> CDE(E+1) -> (7483, 4834, 8345, 3456, 4567) or (2037, 378, 3789, 7890, 8901)

ABCD -> BCD(D+?) -> CDE(E+?) -> (2943, 9437, 4377, 3771, 7710) or (7710, 7103, 1039, 394, 3940)

ABCD -> BCD(D-1) -> CDE(E-1) -> (9437, 4376, 3765, 7654, 6543) or (3271, 2710, 7109, 1098, 987)

ABCD, WXYZ -> C+D=W+X -> (7267, 8529, 7483, 9277, 6878) or (8166, 3925, 7011, 2037, 4651)

ABCD, WXYZ -> D=W -> (123, 3456, 6789, 9012, 2345) or (7250, 123, 3456, 6912, 9012)

ABCD, WXYZ -> D=W+1 -> (6944, 5690, 1317, 8269, 277) or (8183, 4579, 134, 5878, 9166)

ABCD, WXYZ -> D=W-1 -> (7483, 2277, 6878, 7634, 3166) or (5925, 6011, 537, 6451, 573)

Number Value contains these types of questions:

Which number has the (highest or lowest) value? A) 1/9 B) 0,15 C) 1/2-0,39 D) 0,1

and

What is the result of the calculation? 12 + 1,3 – 14 x 1,5

This will test the knowledge and understanding of numbers, mostly decimal, percentage/permille, fractions and their relationships as well as the ability to make calculations with these numbers, translate them into something comparable so highest/lowest can be found.

Math Word Problems contains these types of questions:

Jane buys a gym membership. She pays 55 USD in sign-up fee and 42 USD per month. She gets the first month for free. How much is the total cost for Jane for the first 12 months?

and

If 4 men can dig 4 meters of hole in 1 day how many meters can 2 men dig in 2 days?

The purpose is to find the relevant information in the text that provides the basis to make the calculation that will provide the correct answer. A verbal analysis combined with arithmetic ability.

The text can sometimes include limitations or not relevant information that can make a simple calculation more intricate. E.g. it looks at first glance like Jane has to pay 12x42+55 USD for the first 12 months in the example above but when including the information that she gets the first month for free that correct calculation is 11x42+55.

It can also be necessary to make translator calculations to make the answer options match the question, e.g.:

Two trains are departing the same station at the same time in the same direction. Train One is travelling at 100 km/h. Train Two is travelling at 132 km/h. How far much time has passed when Train Two has traveled 396 km?

1. A) 176 minutes B) 182 minutes C) 177 minutes D) 180 minutes

3 hours has passed when Train Two has traveled 396 km (396km/132km/h = 3h), but that answer option does not exist. Hours are translated into minutes (3 hours = 180 minutes (3x60=180)) and the correct answer is D. The first two sentences of the question are not relevant for the answer but have to be read regardless as this could not be identified a priori.

Practice of arithmetic skills and training in answering questions will be key to improving test performance.