Mawhiba Multiple Mental Abilities Test – Level 3: free practice test

Practice question Unit: Verbal Reasoning and Reading Comprehension

1. Apalm tree : dates

   «palm tree : dates» shows a plant and its fruit, which differs from the original relationship (a raw material and the product made from it by processing).

2. Bmill : flour

   «mill : flour» shows a machine and its output, which differs from the original relationship (a raw material and the product made from it by processing).

3. Choney : bee

   «honey : bee» shows a product and its producer (reversed), which differs from the original relationship (a raw material and the product made from it by processing).

4. Dolives : oil ✓ Correct answer

   The pair «sugar cane : sugar» shows a raw material and the product made from it by processing. «olives : oil» shows the same relationship: a raw material and the product made from it by processing.

Reference: Mawhiba, National Program for Gifted Identification page: test components – Verbal Reasoning and Reading Comprehension, verbal analogies

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Practice question Unit: Verbal Reasoning and Reading Comprehension

1. Awell constructed ✓ Correct answer

   "Well constructed" means carefully built, which contrasts with failing in practice.

2. Bimpossible

   If it looked impossible, no one would expect success, so there is no contrast as "although" requires.

3. Ccostly

   High cost neither contrasts with nor explains the failure.

4. Drandom

   A random plan is expected to fail, so it does not fit "although".

Reference: Mawhiba, National Program for Gifted Identification page: test components – Verbal Reasoning and Reading Comprehension

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Practice question Unit: Verbal Reasoning and Reading Comprehension

1. Aoptimistic

   It fits: heavy rain gives a farmer reason for hope about the harvest.

2. Bwells

   It fits: wells filling up is a natural result of heavy rain.

3. Cpoured

   It fits: it describes rain falling heavily, as the rest of the sentence says.

4. Dmeagre ✓ Correct answer

   It contradicts the context: heavy rain and full wells point to an abundant crop, not a scanty one.

Reference: Mawhiba, National Program for Gifted Identification page: test components – Verbal Reasoning and Reading Comprehension

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Practice question Unit: Mathematical and Spatial Reasoning

1. A23

   23 is the average of the four numbers (92 ÷ 4) and is odd, so it is not one of them.

2. B24

   24 is the third of the numbers 20, 22, 24 and 26, not the largest.

3. C26 ✓ Correct answer

   x + (x+2) + (x+4) + (x+6) = 92 gives 4x = 80 and x = 20; the numbers are 20, 22, 24, 26 and the largest is 26.

4. D28

   If 28 were the largest, the sum would be 22 + 24 + 26 + 28 = 100.

Reference: Mawhiba, National Program for Gifted Identification page: test components – Mathematical and Spatial Reasoning

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Practice question Unit: Mathematical and Spatial Reasoning

1. A41

   41 comes from adding 11 again instead of the next prime, which does not match the rule of the sequence.

2. B42

   42 comes from adding 12 as if it were the next number, which does not match the rule of the sequence.

3. C43 ✓ Correct answer

   The differences between consecutive terms, 2, 3, 5, 7, 11, are consecutive prime numbers, so the next difference is 13 and the missing term is 30 + 13 = 43.

4. D45

   45 comes from adding 15, which is not a prime number, so it does not match the rule of the sequence.

Reference: Mawhiba, National Program for Gifted Identification page: test components – Mathematical and Spatial Reasoning

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Practice question Unit: Mathematical and Spatial Reasoning

1. AFigure A

   Wrong: this arrow points down, which does not follow the rule; after the last step it should point down-left.

2. BFigure B ✓ Correct answer

   Correct: the successive turns are: 135° clockwise, 45° anticlockwise, 135° clockwise, 45° anticlockwise, so in the fifth frame the arrow points down-left.

3. CFigure C

   Wrong: this arrow points left, which does not follow the rule; after the last step it should point down-left.

4. DFigure D

   Wrong: this arrow points up-left, which does not follow the rule; after the last step it should point down-left.

Reference: Mawhiba, National Program for Gifted Identification page: test components – mathematical and spatial reasoning

Practice question Unit: Scientific and Mechanical Reasoning

1. ASome water spills, because the melted ice adds extra volume to the glass

   The melted water adds no new volume; it fills the volume the submerged part was displacing.

2. BThe water level drops below the rim, because ice is lighter than water and takes up less room

   Ice is indeed lighter, but it floats by displacing its own weight of water, and the melted water fills that same volume, so the level does not drop.

3. CNothing spills, because the melted water exactly fills the space of the submerged part ✓ Correct answer

   Floating ice displaces water equal to its whole weight, and the melted water has that same weight, so it fills the displaced volume exactly.

4. DWater spills equal to the volume of the part that sticks out above the rim

   The visible part is not displaced water, but the water from the whole cube fills the submerged volume, so nothing spills.

Reference: Mawhiba, National Program for Gifted Identification page: test components – Scientific and Mechanical Reasoning, concept: buoyancy and density

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Practice question Unit: Scientific and Mechanical Reasoning

1. A4 ✓ Correct answer

   The product of distance and count is constant (10 × 24 = 240, 20 × 12 = 240 ...), so at 60 cm: 240 ÷ 60 = 4.

2. B3

   This is the count at 80 cm (240 ÷ 80 = 3), not at 60 cm.

3. C2

   This is the count at 120 cm (240 ÷ 120 = 2), not at 60 cm.

4. D5

   This is the count at 48 cm (240 ÷ 48 = 5), not at 60 cm.

Reference: Mawhiba, National Program for Gifted Identification page: test components – Scientific and Mechanical Reasoning

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Practice question Unit: Mental Flexibility

1. A9638

   This comes from reversing the order of the digits, then adding 1 to every digit (after 9 the count wraps to 0), but that rule does not fit the example: 1234 would become 5432, not 3254.

2. B3896 ✓ Correct answer

   The rule is swapping each pair of neighbouring digits (first with second, third with fourth), then adding 1 to every digit (after 9 the count wraps to 0). It matches the example: 1234 becomes 3254. Applying it to 7258 gives 3896.

3. C8369

   This comes from adding 1 to every digit (after 9 the count wraps to 0), but that rule does not fit the example: 1234 would become 2345, not 3254.

4. D2785

   This comes from swapping each pair of neighbouring digits (first with second, third with fourth), but that rule does not fit the example: 1234 would become 2143, not 3254.

Reference: Mawhiba, National Program for Gifted Identification page: test components – Mental Flexibility, codes and symbols

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Practice question Unit: Mental Flexibility

1. A10

   This would need ■ = 5, but ▲ is the smaller number, so ■ is not 5.

2. B8 ✓ Correct answer

   The numbers are 5 and 7 (product 35, sum 12); ▲ is the smaller, so ■ = 7 and ● = 15 − 7 = 8.

3. C6

   This does not satisfy ● + 7 = 15.

4. D12

   This is ▲ + ■, not ●.

Reference: Mawhiba, National Program for Gifted Identification page: test components – Mental Flexibility

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