Any questions regarding the UMAT questions found on umatTutor questions page?

If you are struggling with any of the questions found on the UMAT Tutor Questions page, well this is the place to question them. Post your question and you’ll get a response in a very short space of time. umat-tutor_-_UMAT_webQ_06_fitsTheMiddle

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34 Comments

  1. Question 14 solution attempts:
    There are 3 ‘trees’ and 3 shapes in each grid.
    i)The most obvious attempt is Σnumber of sides& branches- NO Success
    ii) Examine possibility of 2 sequences, that of tree branches, & number of sides- No Success
    iii) Investigate the orientation of symbols: perhaps there is a sequence for the 3 ‘rows’
    i.e. In ‘A’, on the left most row, there is 5 branches and a hexagon, totaling 11
    Applying this for the 15 rows, and seeing if there is a pattern for each individual row (Left, Middle, Right)- No Success
    iv) Evaluate whether a mathematical relationship exists between the 6 symbols in each grid
    e.g. (# of shape sides) – (# of branches), and searching for a pattern- NO success

    Reply

    1. Wow thats an excellent set of analyses! your number i) most obvious is the correct observation, and will give you the answer: try again, relate C to A for example, focus on just these two diagrams. When you work out how they relate, you will unravel the question rather quickly…!

      Reply

      1. I found a solution,but am unsure since you said to look at C relating to A;
        I got a palindrome sequence 25,27,29,27,25 (for Σ(branches) + (Sides)

        NOTE: I have UMAT 456 & have incorporated your “nomenclature” into my own and others; so you might see a palindrome as simple “symmetry”.
        Similarly, you use “movement” and alternating sequence, where as I learned it as simply “pendulum”.
        The list goes on and on, but my point is :yes I have plagiarised your nomenclature, but have added to it, and have paid royalties to your nomenclature when I bought UMAT 457 🙂

      2. Ha, k cool; didnt know you had the book? Well try relating branches to number of sides: C to A. Note there a 3 trees and 3 shapes in each diagram so the ‘MATCH-UP’s are from tree to shape…umatTutor web Q14

      3. Yeah I got it, thankfully.
        But here is a quick question:
        why can’t the sequence be ABECD ???????
        (as opposed to the correct ECABD)

        I got as follows

        15-12, 12-15, 10-15, 15-14, 15-10

        For A-E from Left to right, with the
        1st no. denoting # of sides,
        2nd no denoting # of branches

      4. Well, remember not to make these questions more complicated than they are; mostly they have a very elegant, simple solution. Your sequence does have similarities (the 15) but its not a very logical explanation: note at the top of each question (as on THE test) it states “…most logically and simply…”

  2. Question 15 solution attempts:
    i) Investigate ‘Tetris’- NO success
    ii) Attempt ‘Snake’ Movement- NO success
    iii) Evaluate ‘Match up’ continuation of image on the next grid- NO success
    iv) Examine symmetry of 5 grids – NO success
    v) Try basic rotation of image- NO success

    Reply

    1. The ‘snake’ investigation should be re-attempted. The basic part of the brain, the original mammalian part loves contrast and so notices the obvious difference between the black and white segments and their length and sequence, which can lead to counting and re-counting. A sleight of hand, leading to the quick disillusionment of the ‘snake’ theory. Try lining up C and E after first noting, they are all bound to a 6×5 grid, and they are all BWBWBWB! In C try matching up A2 (using chess type xy co-ordinates as an analogy) to E3; and see what you come up with…

      Reply

      1. Still lost 😦
        I don’t understand what you mean by “BWBWBWB”. (I got the simple abbreviation but no what it means as it applies to each grid)
        And I tried the match up, but cannot see how E matches up with any other grid, (and it’s hard to see how A matches up with E also)

      2. Start with E, follow the snake around from the left side 1 black square, you’ll also notice something else; the sequence is 1,1 2,2 3,3 the length of the rectangular shapes so one black 1 is followed by a white 2 then a black 2 then a white 3 then a black 3 then a white 1 then a black 1 then a white 2 – then it jumps to diagram C: black 2 white 3 black 3 white 1 and so on… if youre unsure how the jump was made, use the grid for reference – ‘it begins where it ends’umatTutor webQ 15

      3. Got it!
        E,C,D,A,B. That’s ingenious!
        Combining Snake, Superimposition,Match Up, Delayed AP with alternating colour. Wow, that’ a very good one ! 🙂

  3. Question 17 solution attempts:
    i) Investigate Number symbol of 4 levels from left to right, with first white area on left denoting a value of 1, the black region second from left denoting a value of 2 etc.- NO success
    ii) Rotate each image 60 degree clockwise, and examine Number symbol of 4 levels from bottom to top, with first white area on bottom denoting a value of 1, the black region second from bottom denoting a value of 2 etc.- NO success
    iii) Repeat (ii) except assign value of 1 to top level (4th level), and continue assigning values of a simple arithmetic sequence (AP=1,2,3,4) downwards- NO success

    Reply

    1. So the NUMBER-SYMBOLS theory is correct. ‘NUMBER-SYMBOLS’ is a term I coined when I came up with a series of icons and definitions for UMAT/HPAT methods & code-hints for umat456. And means as it seems to, a symbol representing a number. Your i) attempt was again the best theory, maybe you just didnt try enough variations? When NUMBER-SYMBOLS are used in UMAT/HPAT they are never too difficult or would be beyond the scope of the test. Still simple here is very effective. Test your theory again using just 1 & 2. So then there would be black & white representing a number: 1 or 2 as your test elements, and the white squares as the marker.

      Reply

      1. This solution is very easy,but the question is so insidiously crafted!
        It looks like a 4 level building, not just “2 elements assigned values and a marker”.
        Answer: AP with d=1, and α=3, giving B,C,A,D,E resp.

  4. Question 22 solution attempts:
    i) Investigate Σnumber of black lines (which link the 6 circles in each grid)- NO success
    ii) Examine a staggered count of # of black dots, # of x marks, or # of white circle- NO success
    iii)Evaluate whether a number symbol exists for black dots where top row of circles is assigned value of 2, bottom row is valued at 1- NO success
    iv) Inspect whether a number symbol exists for black dots where top row of circles is assigned values of 1,2,3, from LEFT to right, & similarly for bottom row of cirlces has a value of 4,5,6 from LEFT to right- NO success

    Reply

    1. Your analysis is again excellent, and well laid out. The scientist in you is all over it! So, what if you count the number of lines joining each black dot? In the first diagram that would total 7. Then you count the number of lines joining each X, that would total 3…

      Reply

      1. It is an AP with common difference (d) of 2, and initial term(α) equal to 9; the solution being E,C,D,B,A resp.

      2. as you said, for q. 22 you need to add the number of black lines touching each of the 3 items (black dot,cross,white circle).

        For A first, there are 7 touching black,3 touching cross, and 7 touching white, totaling 17.

        Similarly for B, 11+4+0=15
        ” ” C 7+3+1=11
        ” ” D 9+4+0-13
        E 5+3+1=9

        Therefore 9 to 17, in 2’s

        NOTE: just rechecked, there is only 6 touching blacks in E so sequence is not valid (10,11,13,15,17).
        What could it be so…..Hmmm…

        I tried (#touching black)-(#touching cross), but got sequence
        3,4,4,5,7, (Hoping one of the 4’s was a 6, so it would be AP)

      3. try again: count the number of lines joining each black dot: In the first diagram that would total 7. Then count the number of lines joining each X, that would total 3… so A .=7 X=3, B .=12 X=4 and so on – you keep going now; remember, simple! you will end up with 5 sets of numbers, then do something simple with them you will end up with a COUNT. umatTutor web Q22

      4. GOT IT!!
        Again, very straightforward, but I found this questions really pedantic!
        The number of permutations was very high, & how can one realise that you have to double count black lines if they are shared by the black circles (I originally got a count of 11 for the number of black lines touching black circles, when apparently it is double counted & actually 12……
        .Hmmm……that’s very difficult.

      5. Actually simple with the use of the word ‘each’ each circle has n number of lines touching it. Each X has n number of lines touching it. The overlap or double count is a way of looking at it, a perception, not necessarily the right way, and actually makes it more complicated hence your confusion. Congratulations!

      6. Thanks for all your help and assistance; it is 3am local time- probably should be heading to bed 🙂

      7. Yes thats correct. I think so far the greatest hindrance for you will be involving maths which you obviously love and are almost compelled to use. Remember these are visual questions. If COUNTs are involved or NUMBER-SYMBOLs leading to COUNTs they will be simple ones (doesnt mean the question will be straight off easy of course!). If you keep using your solving method and it ends up always helping then continue with it; but if you find you keep tripping up by tying in Math or any other of your skills then start learning not to use them. Take from me, umat456 or who ever you get help from, what helps YOU the most. 🙂

  5. Hi again.
    I was wondering if you disclose a hint for what is going on with the horizontal lines in Question 8. Clearly, one can infer from the obvious palindrome movement of black dot, that D is the middle.
    But I’m baffled by the lines;
    I tried number symbol for 3 levels (of circles),
    # of lines touching the perimeter,
    clockwise motion (think Ferris wheel)
    “MATCH UP” with subsequent grid
    Symmetry of 5 shapes

    No Success………..:(
    what am i missing that’s so obvious??

    Reply

    1. umatTutor umat webQ8 Once you’ve found the middle (which you have already) you can establish the pattern of the circles MOVEMENT. The lines also adhere to a MOVEMENT. Every line moves once, 1 position.

      Reply

      1. Yep as I expected. That one is more difficult to determine, as each one moving per morph is not as noticeable to the eye as you scan them……thanks again!

  6. Furthermore, what is going on inside the 2 touching circles in question 12.
    I tried several permuations of alternating progression,
    or sequence of 3 items reoccurring
    pointing of eye being a progression, OR “Spot Swap”
    …..NOTHING 😦

    Clearly there is a sequence of 3 items for the smile, and a staggered count for the # of branches (with alternating up-down progression)

    Reply

    1. umatTutor UMAT webQ 12His eyes are moving from one ‘state’ to another. His smile follows another pattern – one that you justpointed out (hint!) but dismissed (prob cause you thought every element should be obeying the same rules, oops!), an the arrow spikes, or branches follow a STAGGERED-SEQUENCE, and FLIPs.

      Reply

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