Though this is true for the other two types of subsections as well, quantitative reasoning questions in particular often can be tackled by several different approaches.
One approach that is useful across many types of questions involves taking advantage of the multiple choice nature of the test by substituting given possible answers into the question and seeing whether the result "works out", or working by elimination.
The majority of nouns and verbs in Hebrew are constructed by combining a template with a root; for example, the template Xa Xe Xet is frequently used to indicate some type of disease, and the root K. A Letter Substitution question consists of four sentences with one word in each having had its root replaced by the letters Pe, Teth, Lamed, successively.
(This fictitious root has led to these questions being informally known as "petel questions" – "petel" means 'raspberry'.) Three of these words share the same root and the objective is to find the odd one out, usually by figuring out the original root common to the three others via associative thinking.
While it is generally able to predict academic success, there may be a small number of examinees who do not do well on the test but nonetheless succeed in their studies, and vice versa.
Neither is the test a direct measure of such factors as motivation, creativity, and diligence, which are definitely related to academic success – although some of these elements are measured indirectly, by both the Psychometric Entrance Test and the matriculation exams.
They examine verbal abilities necessary for academic studies: vocabulary, logical thought processes, the ability to analyze and understand complex texts, and the ability to think clearly and methodically.
The reason for the lower average time given for questions than in the quantitative section is mainly that questions earlier in the verbal section often require much less time to answer than even the easiest questions in quantitative reasoning; the first few questions typically constitute a vocabulary quiz, and even in the event of failing to recognize a word it is a matter of seconds to realize the question is a lost cause and skip it (unlike quantitative reasoning questions—the difficulties with which are typically much less immediately obvious, and often inviting of insistent retries).
The test ranks all applicants on a uniform scale and, compared to other admissions tools, is less affected by differences in applicants' backgrounds or other subjective factors.Higher difficulty questions are sometimes phrased in such a way as to make this approach highly impractical (such as requiring the calculation of two independent values X and Y and then asking for their sum—any given sum could have been the result of infinitely many possible values of X and Y and thus it is impossible to conclude, foregoing analysis of the constraints on X and Y, whether a given sum might possibly fit them or not).On the flip side, some types of questions might be effectively tackled with methods that are above 9th–10th grade level, such as high-level combinatorics, or even methods that are generally not taught in Israeli high schools at all, such as modular arithmetic.The test is divided into 8 sections, each typically containing 20 to 23 multiple choice questions of equal weight with 20 minutes allotted (for a total time of 2 hours and 40 minutes).Of the eight sections, only six actually factor into the final test score—two quantitative reasoning chapters, two verbal reasoning chapters and two English chapters.