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162 succeeding in numerical reasoning tests 1. we interpreted the data in the table. 2. we applied our reasoning to determine what calculations we needed to perform. 3. we made estimations to simplify our calculations. 4. finally, we performed the actual calculations. hopefully, this example demonstrates how the various skills required for succeeding in numerical reasoning depend on one another. if you keep these simple principles in mind and follow the steps laid out above, you will gain a systematic approach to solv- ing all numerical reasoning tests successfully. there are, of course, lots of other things to look out for in test items, traps to avoid and tactics to use and become accustomed to and these are explored in the practice questions in chapters 7 and 8. based on the required skills and the aspects introduced above, we will not provide an overview of the following: • mental calculus • ratio calculation percentages and percentage points per capita calculations • order of magnitude • calculations around speed, time andistance estimation equations • tables and charts after reviewing these various methods and aspects, we will discuss how to approach numerical reasoning tests, what to focus on in each exercise and how to practice for the exam. mental calculus if you read through the information made available to candidates, it will be stated that a physical calculator will be available for you to use at the exam centre. in light of this, you might be doubtful as to why it is so important to be able to perform quick mental calculations. there are a few important reasons for this: • there are some calculations that it is faster to perform in your head • overreliance on a calculator may make you less intuitive and prevent you from reall izing whether certain calculations are really required to answer the question • you will be able to make any necessary reality checks for every step of the solution, which can be useful, for example, when you are not finding a plausible answer (e.g. because of wrongly inserting numbers into the calculator) wherever possible, therefore, it is strongly advised to practise without using a calcula- tor, saving the calculator for problems where its use is essential. fractions as mentioned above, certain types of calculations can quite simply be performed more

succeeding in numerical reasoning tests 161 we can concentrate on the 2010 column in the table knowing that all the other figures are irrelevant to the task. next, we need to figure out what calculations we actually need to perform - in other words, we apply our numerical reasoning skills to the task at hand. since the question is about belgium's share of the total number of television sets in the four countries shown in the table, we need to calculate the total (by adding up the individual figures for the four countries), and then calculate belgium's share in it (by dividing belgium's number by the total). finally, we need to convert the result of this division into a percentage figure (multiplying it by 100). the next question we have to decide is whether we actually need to perform the exact above calculations at all. we can decide this by considering if there is any possibility of estimating certain results. let's look at the four numbers we need to add up from this perspective: 880 510 1002 1600 whenever making a decision about the use of estimation, we must take into account the answer options first. in our case, these are percentages which are quite far apart from one another: 10%, 15%, 22%, 30% and 35% - this will tell us that the level of accuracy required to answer the question is not too high and you can feel free to "guesstimate". looking at the numbers, we can see that they lend themselves quite nicely to round- ing up and down. by doing this, we can arrive at some more "convenient" numbers: 900 (rounded up) 500 (rounded down) 1000 (rounded down) 1600 (stays the same) now that the numbers are easy to work with, we can perform some actual computa- tion. since all numbers end in 00, we can disregard those two digits and work with one and two-digit numbers as their relative proportions (percentages) will remain the same. add up these four numbers to get to the total number of subscriptions: 9+5+10+16 = 40 remember that we are looking for a percentage. this means that we do not need to add back the two zeroes - that would only be needed if we had to arrive at an actual value. instead, we can just compare our total (40))with belgium's number: 9. (the methodology for this calculation is under ratios below. ) 9 / 40 = 0.225 to convert this to a percentage, simply multiply the number by 100: 0.225 x 100 = 22.5% remember at this point that we rounded all the numbers up and down a bit - this explains why our result is not exactly the same as any of the answer options provided. it is, however, overwhelmingly clear that it is closest to answer c (22%), which will be the correct answer. let's take stock of what we did in solving this test problem:

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djeca mogu koristiti ovaj balanser za vježbe ravnoteže , step vježbe , cjeloviti trening , ali isto tako da “ ispušu višak energije ” na pametan način .

children can use this balancer for balance exercises , step exercises , complete training , but also that " blow off steam " in the clever way .

Last Update: 2012-07-08

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ključne riječi : transformator , jezgra , modeli , step- lap preklop , magnetske karakteristike .

keywords : transformer , core , models , step-lap overlap , magnetic characteristics .

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ključne riječi : transformator , jezgra , step- lap preklop , gubici magnetiziranja .

keywords : transformer , core , step-lap overlap , core loss .

Last Update: 2012-07-08

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ključne riječi : transformator , magnetska jezgra , step- lap konstrukcija , buka , modeli .

keywords : transformer , magnetic core , step-lap design , noise , models .

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ključne riječi : transformator , magnetska jezgra , step- lap konstrukcija , modeli , magnetske karakteristike .

keywords : transformer , magnetic core , step-lap design , models , magnetic characteristics .

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ključne riječi : transformatorska jezgra , modeli , magnetske karakteristike , step- lap preklop .

keywords : transformer core , models , magnetic characteristics , step-lap overlap .

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koristeći step- lap konstrukciju postignuto je smanjenje ukupnih gubitaka magnetiziranja jezgre 2- 4. 4 % i uzbudne snage 31- 37 % .

using the step-lap joint design , a reduction of the total core loss of 2 to 4.4 % and of the exciting power of 31 to 37 % has been obtained .

Last Update: 2012-07-08

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korištena su dva tipa jezgre ( uobičajeno tzv . mitred preklapanje i tzv . step- lap preklapanje ) .

two types of core design were used ( conventional mitred and step-lap overlapping ) .

Last Update: 2012-07-08

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primjenom step- lap konstrukcije smanjeni su gubici magnetiziranja 2- 4. 4 % , a struja nagnetiziranja 31- 37 % .

the reduction of the core loss and the magnetizing current obtained with the step-lap design is 2-4.4 % and 31-37 % , respectively .

Last Update: 2012-07-08

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režirao sam film prije dvije godine pod nazivom " step up 2 : ulice . "

i directed a movie two years ago called " step up 2 : the streets . " anybody ?

Last Update: 2013-01-10

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s ponosom želimo istaknuti da je e- glas jedna od prvih tvrtki koja je postala korisnik programa inkubacije tvrtki na znanstveno- tehnologijskom parku sveučilišta u rijeci ( step ri ) .

with pride we point out that e-glas is one of the first companies to become a user of the program of incubation of companies in the science and technology park of the university of rijeka ( step ri ) .

Last Update: 2012-07-08

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sažetak : analizirane su magnetske karakteristike trostupnih trofaznih transformatora sa step- lap jezgrama .

summary : magnetic characteristics of three-phase step-lap transformer cores were analized .

Last Update: 2012-07-08

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