Police Prep Package PDF

Dear Candidate,
Feel confident in knowing you have just made a very sensible decision to purchase the Police Test Prep.com
professional police recruitment preparation guide. As president and successful applicant, I am confident it
will truly help you achieve your goals. Be confident, this system works – we have had not 1 reported failure
to date from any user across Ontario – or Canada for that matter.
Regardless of the package you have chosen to buy, our commitment to your success remains the same.
Every package has been designed to the same standards of excellence.
To be a Police Officer takes dedication. It takes commitment. It takes a lot of time and patience to properly
prepare for the testing both mentally and physically. In order to score highly (in testing), you absolutely
must master the basics. After successfully completing these preliminary tests, and other behavioural testing
in some cases, you will be eligible to enter the interview stage. It is here that you must be able to convey
your professionalism, dedication and drive to want to be a police officer and more importantly you
absolutely must be able to clarify and justify every event in your past and current life. I discuss in more
detail essential competencies that you are required to demonstrate in your interviews a little bit later on.
This preparation tool specifically reviews and builds essential skills in basic math and literacy while providing
a complete and essential resource, invaluable for the entire recruitment process. I highly recommend that
this tool be used in conjunction with any additional material your service recommends. So my direct advice
before you begin – talk to your recruiting officer, tell them what you are studying, make sure it is right. As I
have testified, this product can be used as a stand-alone tool. I know many current officers; some are best
friends, which have told me literally that they wish they had this product when they were preparing for
testing. They all endorse this product. I followed this exact process and passed all of my testing and was
invited to all interviews, although just passing these preliminary tests do not guarantee an interview. (As a
bonus I included my cover letter which is, I have been told, is worth more than this entire package).
My personal opinion however is this, if you have the funds and access, I recommend buying and obtaining
as much preparation material(s) as possible. I won’t recommend anything; I’ll leave that to your own
discretion. This product is an essential for developing your essential skills – which cannot be substituted.
Your understanding and mastering of the basics is essential in any discipline. So in my opinion this should
be treated as such, an essential, and if you can afford more then do it – it can’t do you harm. That’s how I
would do it again if I had to – master the basics, then move on.
I wish you all the best, remember this:

If you fail to prepare, you are preparing to fail!
Sincerely,
President
Chris Bedwell Dip.B.Admin, B.Bus., B.Teach.
Police Test Prep.com
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PTP Recruitment Pro® PATI Package (Version Updated 5/1/07)
Table of Contents
Dear Candidate, ................................................................................................................................... 2

Legal Notice ......................................................................................................................................... 5
Coming Soon! Exclusive Membership & Product Enhancements ..................Error! Bookmark not defined.
Where To Locate Product Updates ...........................................................Error! Bookmark not defined.
Police Test Prep.com ............................................................................................................................ 7
Preparation Hints.................................................................................................................................. 9
Essential Characteristics and Skill Set ................................................................................................... 10
Quantitative Reasoning ....................................................................................................................... 11
The Rules : Order of Operations ......................................................................................................... 11
Order of Operations : Another Example ................................................................................................ 13
Fractions............................................................................................................................................ 17
Decimals............................................................................................................................................ 27
Percent.............................................................................................................................................. 38
Ratios and Proportions ........................................................................................................................ 45
Geometry: The Essentials.................................................................................................................... 52
Word Problems................................................................................................................................... 57
Practice Exam (Quantitative Reasoning) ............................................................................................... 63
Math Answer Key ............................................................................................................................... 69
Practice Test Answer Key .................................................................................................................... 86
Spatial Orientation, Pattern Recognition & Mapping (Inductive & Deductive Reasoning) ........................... 88
Solving Syllogisms (Deductive Reasoning) .......................................................................................... 102
Understanding The Syllogism............................................................................................................. 102
Syllogisms : Practice Set 1................................................................................................................. 105
Syllogisms : Practice Set 2................................................................................................................. 109
Syllogism Practice Set 1 Answers ....................................................................................................... 117
Syllogism Practice Set 2 Answers ....................................................................................................... 121
Literacy and Grammar – Introduction (WCT Preparation) ..................................................................... 126
Grammar Glossary ............................................................................................................................ 127
Frequently Misspelled Words ............................................................................................................. 130
Exercise 1 : Writing Numbers ............................................................................................................ 133
Exercise 2 : Writing Using To, On (to), In (to)..................................................................................... 133
Exercise 3 : Writing Using At, In, On .................................................................................................. 134
Exercise 4: A Further Review of Synonyms ......................................................................................... 134
Exercise 5: Reviewing Nouns as Adjectives ......................................................................................... 135
Exercise 6: Grammatical Analogies..................................................................................................... 136
Literacy and Grammar Answer Key .................................................................................................... 139
Exercise 1 : Writing Numbers ............................................................................................................ 139
Exercise 2 : Writing Using To, On (to), In (to)..................................................................................... 140
Exercise 3 : Writing Using At, In, On .................................................................................................. 140
Exercise 4: A Further Review of Synonyms ......................................................................................... 140
Exercise 5: Reviewing Nouns as Adjectives ......................................................................................... 141
Exercise 6: Grammatical Analogies..................................................................................................... 142
Written Communication Test (WCT) Preparation ................................................................................. 145
WCT Strategies for Success ............................................................................................................... 145
Be Aware of the Following:................................................................................................................ 146
Preparation Advice & Practice Test 1 .................................................................................................. 146
Report Structure & Content ..................................................................................................... 146
WCT PRACTICE TEST SECTION (21 WCT TEST SCENARIOS) ............................................................... 152
WCT PRACTICE TEST ANSWERS........................................................................................................ 157
Keyboard Test Preparation ................................................................................................................ 164
BPAD Preparation ............................................................................................................................. 165
BPAD – THE SPECIFICS .................................................................................................................... 165
BPAD – PASSING STRATEGIES .......................................................................................................... 165
BPAD Scenario List: (All attempts to be accurate are made, however we can make no guarantee that
these same scenarios will be used in your test) ......................................................................... 168
BPAD Response Check List ................................................................................................................ 169
**Place a tick in the box as appropriate. 1 the lowest, 4 the best. Use N/A if not applicable. .................. 172
Assertive VS Aggressive : Assertiveness Training................................................................................. 173
Physical Preparation for Physical Testing (PREP, JrPAT, POPAT) ........................................................... 175
Program Structure, Guideline and Recommendations........................................................................... 175
Program Design................................................................................................................................ 176
Stretching Routine ............................................................................................................................ 176
Upper Body Strength Training ........................................................................................................... 177
Lower Body Strength Training ........................................................................................................... 178
Core Strength Training (Abdominal, Back and Hips)............................................................................. 179
Cardiovascular and Endurance Training .............................................................................................. 180
Interview Preparation ....................................................................................................................... 183
What are behavioural interview questions? ......................................................................................... 186
Sample Interview Questionnaire ........................................................................................................ 188
RCMP : Six Factor Personality Questionnaire Prep & Advice.................................................................. 193
Pre-Employment Polygraph Preparation.............................................................................................. 194
Bonus Material & Application Suggestions........................................................................................... 198
I.Q. Machine: Essentials for mental conditioning ................................................................................. 200
(Additional Preparation for Spatial, Pattern & Sequence Testing) .......................................................... 200
Web Links – Useful Information ......................................................................................................... 217
BONUS – Cover Letter & Essential Application Advice .......................................................................... 218
Your Feedback Please ....................................................................................................................... 221
Miscellaneous Resources ................................................................................................................... 222
Preparation Hints
You absolutely must be accurate and fast to excel in this testing area, but don’t worry it’s not hard – in fact
because you have this package you are much further ahead than many applicants. Now to begin, you need
to take note of a couple things:
1) This preparation tool is organized from easiest (absolute basics) to more challenging concepts. Math
concepts first followed by Literacy and Grammar. Be sure to have mastered each section before
moving on to the next. Master the basics and you will master the tests.
2) Set a study schedule for yourself, set goals – and achieve them, make them realistic, and most
importantly find or create a study area, a quiet area where you can fully apply yourself.
3) Before attempting these questions, or any section of this guide, briefly read through the question(s)
before attempting.
4) I highly recommend that you read as much as you can, if you do not normally read. By this I mean
read books, novels, anything that will help expose you to a broader vocabulary and help you with
spelling. All of which will help you in your written testing.
5) Practice, practice, and practice. You will know what your weakness are – and work on them. HINT:
After each section is completed go back to the previous section and write down on separate piece of
paper similar questions, or re-do the summary questions, this will keep you fresh in all areas. I highly
recommend that after each section you create your own questions and answer them – check your
answers with a calculator. The more practice the better.
6) If you do not understand something or need more help, then ASK someone. Specifically, ask your
recruiting officers – they are more than willing to help and most people do not consider this option.
7) Get a really good sleep and eat a nutritious meal before testing. This should be obvious, but it is so
important it always worth mentioning!
Essential Characteristics and Skill Set:
Before you begin studying, we believe it would be useful for you to start considering the psychological
characteristics and skills that you must demonstrate during your interviews and in all communication (both
dialogue and in written format). We suggest you read this list and refer back to it as needed. Beginning
thinking and acting with these characteristics in mind as well start thinking about how you may be able to
give examples of these characteristics in your interviews.
Personality Characteristics & Skills Personal Skills and Abilities
• trustworthiness • vocabulary
• self-esteem • spelling
• moral judgement • perception
• internal locus of control • abstract reasoning
• orderliness • inductive reasoning
• empathy • deductive reasoning
• sensitivity • observation skills
• integrity • decision-making skills
• tolerance • memory
• agreeableness • manual dexterity
• responsibility • finger dexterity
• conformity • speed and accuracy
• self-control • mechanical ability
• cooperativeness • clerical ability
• flexibility • writing ability
• sociability • motor skills
• objectivity • spatial relations
• conscientiousness • reading comprehension
• assertiveness • judgement
• conflict resolution skills
• interpersonal relations skills
• communication skills
• listening skills
Quantitative Reasoning
Quantitative reasoning is an important component of the PATI test. In fact, your ability to solve
mathematical based questions such as found in mapping questions, word problems or linear equations such
as solve for y types or for questions based on general problem solving – you must know and understand the
basics. To begin, we will review the basics beginning with the rules…
The Rules : Order of Operations
Here you find the basics or rules you must remember when solving arithmetic problems.
Rules
1. All calculations must be done from left to right.
2. All calculations in brackets (parenthesis) are done first. When you have more than one set of brackets, do
the inner brackets first.
3. Exponents (or radicals) must be done next.
4. Multiply and divide in the order the operations occur.
5. Add and subtract in the order the operations occur.
Remember to:
• Simplify inside groupings of parentheses, brackets and braces first. Work with the
innermost pair, moving outward.
• Simplify the exponents.
• Do the multiplication and division in order from left to right.
• Do the addition and subtraction in order from left to right.
How Can I Remember This?
Try the following Acronyms and Review This Information:
• Whole numbers are used commonly everyday, such as 0, 1, 2, 3, 4, 5, 6…..etc.

• An Operation means the combining of two or more numbers.
• Addition and Multiplication are two simple operations
• Inverse operation deals with subtraction and division
• A specific order must be followed in each operation. The easiest way to remember this order is:
o B E D M A S – which means: Brackets, Exponents, Division, Multiplication, Add and Subtract

o First, do all operations that lie inside brackets.
o Next, do any work with exponents or roots.
o Working from left to right, do all multiplication and division.
o Finally, working from left to right, do all addition and subtraction.
Please Excuse My Dear Aunt Sally: Parenthesis, Exponents, Multiplication, Division, Add, Subtract
Big Elephants Destroy Mice And Snails: Brackets, Exponents, Divide, Multiplication, Add, Subtract
Pink Elephants Destroy Mice And Snails: Parenthesis, Exponents, Divide, Multiply, Add, Subtract
Examples
12 ÷ 4 + 32
12 ÷ 4 + 9 Rule 3: Exponent first
3+9 Rule 4: Multiply or Divide as they appear
12 Rule 5: Add or Subtract as they appear
(42 + 5) - 3
Rule 2: Everything in the brackets first
21 - 3
Rule 5: Add or Subtract as they appear
18
20 ÷ (12 - 2) X 32 -
2 Rule 2: Everything in the brackets first
2
20 ÷ 10 X 3 - 2 Rule 3: Exponents
20 ÷ 10 X 9 - 2 Rule 4: Multiply and Divide as they appear
18 -2 Rule 5: Add or Subtract as they appear
16
Does It Make a Difference? What If I Don't Use the Order of Operations?
YES! The order of operation was developed for a reason – because this order is the only correct order in
which to solve mathematical problems.
Without the correct order, watch what happens: Consider the following example.
15 + 5 X 10 -- Without following the correct order, we know that 15+5=20 multiplied by 10 gives us the
answer of 200.
15 + 5 X 10 -- Following the order of operations, we know that 5X10 = 50 plus 15 = 65. This is the correct
answer, the above is not!
TEST TIP:
It is absolutely critical to follow the order of operations.

Some of the most frequent errors students make occur when they do not follow the order of operations
when solving mathematical problems.
Students can often be fluent in computational work yet do not follow procedures. Use the acronyms to be
sure that you do make this mistake in your test.
Order of Operations : Another Example
Example:
16 − (3 + 3) + (2 × 10) =
16 − 6 + 20 =
30
Example:
16 − (3 × 3) + (2 + 10) =
7 + 12 =
19
Notice how a different operation within the brackets changes the answer in both questions. Be careful!
DEFINITIONS:
Sum = the answer to an addition operation

Difference = the answer to a subtraction operation
Product = the answer to a multiplication operation
Quotient = the answer to a division operation
Exponents
Remember exponents? Here’s a quick review:
2
6 X 6 = 6 which is the same as 36. This is read, “Six to the power of two”
3
12 X 12 X 12 = 12 which is the same as 1728. This is read, “Twelve to the power of three”
Note, that you may have some basic questions during your police test that requires you to know this
information, especially the order of operations. Remember, BEDMAS!
Rounding Numbers
Another common request in dealing with whole numbers and used in everyday life: Rounding.
Let’s review each place name for this number: 9, 876, 512
9 8 7 6 5 1 2
m h t t h t o
i u e h u e n
l n n o n n e
l d u d s s
i r t s r
o e h a e
n d o n d
s u d s
t s s
h a
o n
u d
s s
a
n
d
s
Therefore with this information, when asked to round a number you will remember the place value, so let’s
try this:
Round off to the nearest hundred thousand: 9, 8 76,512

Therefore since 7 is in the ten thousand place and seven is greater than the halfway mark to nearest
hundred thousand, we round the 8 in the hundred thousand place to 9. Thus the number is written as
9,900,000 rounded to the hundred thousand.
Try this:
Round off to the nearest thousand: 9, 876, 5 12
Since 5 is at the halfway mark to the nearest thousand we round up, thus the number becomes: 9, 877,000
rounded to the nearest thousand.
1P Practice:
1) Round to the nearest hundred: 43, 679

2) Round to the nearest thousand: 45,893
3) Round to the nearest million: 67, 405, 200
4) Round to the nearest ten: 5, 193
5) Round to the nearest ten thousand: 8, 458, 348
Remember this is pretty easy stuff, but it will help you form a solid foundation for more advanced
questioning. The advantage: You will improve your speed and accuracy when asked similar questions in
your exam.
2P Practice:
Complete the following:
1) 18 × 2 + 4 − 8 ÷ 2
2) 16 + 6 − (25 − 7) + (4 × 2)
3) (52 + 8) + (6 ÷ 2)
4) 6 3 =
5) 8 2 =
6) What number is divisible by both 5 and 2?

a) 3,110 b) 4,454 c) 2,198 d) 356
7) If N = 64 – 13 X 3 + 4, the value of N must be equal to:

a) 14 b) 38 c) 21 d) 29
8) 64 + 6 – (18 X 2) + 14 ÷ 2 =
9) 141 x 2 – 18 – (210 ÷ 2) =
10) 7 3 =
This completes this section. I highly recommend you write out as many of these questions on a separate
paper and with a calculator and without, work through the problems until you are completely comfortable
with them. You will have an opportunity to practice these questions later in the course.
Fractions
Inverse Operations
Fractions can (and usually do) make up a large portion of your math testing component. So it is very
important you have an excellent understanding, and for some of you a review, of the basics from the
ground up. So we begin with Inverse Operations, which really means the subtraction and division of
fractions. We will then look at the easier operations, addition and multiplication.
Inverse Operations:
Example:
25 + 15 – 15 = 25 which is the same as 25. Because the + 15 and – 15 cancel each other out.
Therefore, when we add 15 then subtract 15 from the result, we are right back where we started. The
addition of 15 then the subtraction of 15 cancels each other out. Simple, right? Look for whole numbers that
can be cancelled out like this in your test.
Thus the addition and subtraction of each whole number is known as the inverse of each other.
The same can be applied to multiplying and division.
Example:
75 x 25 ÷ 25 = 1875 ÷ 25 = 75
(What we are demonstrating here is that if you perform two operations with the same number, in this case
multiplying by 25 and then dividing by 25, the original number will remain the same. So in effect you can
immediately cancel out these operations.)
And again:
84 ÷ 12 X 12 ÷ 3 X 3 = ?
Simply cancel out the inverse operations, as the original number will remain the same.
= 84
Thus the multiplication and division of each whole number, exception of zero, are known as the inverse of
each other.
So look for any inverse operations in your test, they cancel each other out. You can use this to save time, as
a short cut.
Simplified:
25 ÷ 5 = 5 which is the same as 25 = 5 x 5 which further illustrates that multiplication as is addition, are
inverse to division and subtraction.
1 P) Practice:
Look for these inverse operations and cancel them out.
1) 84 x 18 ÷ 18 =
2) 76 ÷ 4 x 4 =
3) 91 + 13 – 13 =
4) 187 -16 + 16 =
5) 19 – n + n =
6) (15 + 10 – 15) ÷ 5 x 5 =
7) 13 x 13 ÷ 13 =
8) 51 x 51 ÷ 51 =
9) 140 ÷ 2 x 2 =
10) 8 + 9 – 9 =
11) 84 x 19 ÷ 19 =
12) 76 ÷ 2 x 2 =
13) 91 + 17 – 17 =
14) 187 -18 + 18 =
15) 19 – m + m =
16) (15 + 10 – 15) ÷ 6 x 6 =
17) 14 x 14 ÷ 14 =
18) 51 x 53 ÷ 53 =
19) 140 ÷ 4 x 4 =
20) 8 + 6 – 6 =
Fractions
Definitions of Fractions:
4
Most common definition: refers to part of a whole. Such as is 4 of 5 equal
Part of a Whole Number 5
parts, also known as a PROPER FRACTION.
4 1
also means 4 fifths, which is written as 4 x
A Multiplication 5 5
A Division 4
can also mean 4 ÷ 5, or 5 4 and is explained as the QUOTIENT
5
Numerator This is the number on the TOP of a written fraction. The number of units.
Denominator This is the number on the BOTTOM of a written fraction. The total number of
units in the whole.
4
The numerator is LESS than the denominator. Example:
Proper Fraction 5
5
The numerator is GREATER than or EQUAL to the denominator. Example:
Improper Fraction 4
Mixed Fractions
3 3
Any mixed fraction is simply a whole number, such as 5, and a fraction together, such as . Which is 5 .
4 4
3
This is read as 5 and 3 quarters. This really means, 5 + . Therefore any whole number plus a fraction is
4
known as an IMPROPER FRACTION.
Improper Fractions to Mixed Numbers
To create an improper fraction, the numerator must be greater than the denominator to begin with. For
example,
23
is really 23 ÷ 4 . 23 divided by 4 equals 5 with a remainder of 3. The whole number is 5 while the
4
remainder, 3, becomes the numerator in the original fraction, that is, the numerator 3 is placed over 4
3
which is the denominator as in the original fraction. Like this: 5
4
Example:
47
Convert to a mixed number.
5
This really means 47 ÷ 5 = 9 + 2 remainder. Since 9 is the whole number, 2 is now the remainder
2
(numerator) which is placed on top of the original denominator of 5, the bottom number. Like this: 9
5
2P Practice:
Convert the following to mixed numbers. Notice that these fractions are already improper fractions.
3 63 91 18 23 33
1) 2) 3) 4) 5) 6)
2 6 13 5 7 4
2 2
Converting a mixed number back to a fraction is quite simple. Let’s look at 3 . This really means, 3 +
3 3
3 2 3 9 2 11
which is the same as + , but since you cannot add unequal denominators becomes + = .
1 3 1 3 3 3
But there is a much easier way described below.
Simply multiply the denominator (the bottom number of the fraction) in this case, 3, with the whole number
11
3. Which becomes 9. Now add 9, the new whole number to the numerator 2. This is now: . Very simple
3
and fast.
3P Practice:
Covert these mixed numbers into improper fractions.
1 1 3 1 7 1
1) 2 2) 4 3) 5 4) 3 5) 9 6) 7
3 10 4 4 8 5
Multiplication of Fractions
First of all, I will remind you of an important process of speeding up the process of multiplying fractions.
What is that? Remember Cancellation?
18 2 36 6
Example: x = which reduced = , of course to figure that out would take you a few more steps.
28 3 84 14
That is why the Cancellation process is a much faster shortcut.
You proceed like this: Look for the numerator of the second fraction, which is 2. Now see if it evenly divides
into the denominator of the first fraction, 28. It does, 28 divided by 2 = 14 (the reduced denominator). We
say that 2 divides into itself 1 (once) and into 28 14 times. Now do the same with the second fraction
denominator, 3. Does it divide evenly into 18? Yes. That equals 6. So 3 divides into itself 1 (once) and into
6
18 6 times. Put it together = .
14
Just remember, start with the fraction on the right of the first, does the numerator divide evenly in the first
fraction denominator, and does the denominator divide evenly into the first fraction numerator? If so cancel
each number out. That’s a quick and easy way to answer this type of question in a testing environment.
Take a look below for an illustrated explanation.

4P Practice:
Multiply each fraction. Remember to cancel when possible and to convert mixed numbers to improper
fractions before multiplying.
7 5
1) X =
8 6
10 33
2) X =
11 25
1 1
3) 16 X2 =
3 7
4 1
4) 2 X =
7 6
25 2
5) X =
24 5
8 3
6) X =
9 2
Division of Fractions
This is one of the most common areas were mistakes are made, especially under pressure. However,
remember the following and you will not make a mistake again, after practicing of course!
In order to divide a fraction by another fraction, MULTIPLY THE FIRST FRACTION WITH THE RECIPROCAL
OF THE SECOND FRACTION. Now repeat that out loud! Do it. That’s it!
Example:
a c a d
÷ is re-written as: X
b d b c
Let’s work through this example.
27 3
÷ =
4 2
27 2 9 1 9 1
X = Note: Now reduce and multiply; X = or 4
4 3 2 1 2 2
It’s really that easy. Now Practice.
5P Practice:
3
1) ÷3 =
5
1
2) 6 ÷ 1 =
2
3 3
3) ÷ =
5 4
8 2
4) ÷ =
4 1
2 2
5) 2 ÷ 1 =
3 3
1 1
6) 12 ÷ 2 =
2 2
Addition of Fractions
First of all, to add fractions the denominators must be the same. Therefore you either must make them the
same if they are different or simply add the numerators if the denominators are the same.
Like this:
6 5 11 2
1) + = or 1
9 9 9 9
Now try adding two fractions with DIFFERENT denominators.
1 1
2) +
2 4
1 2 2
The first step: make the denominators the same. Since,can be easily multiplied by to get .
2 2 4
Remember what you multiply the denominator by; you must multiply the numerator with the same number
so the fraction will still be same.
2 1 3
So, now we have + =
4 4 4
Adding Mixed Fractions
To add mixed fractions, simply add the whole numbers, then add the fractions. Easy!
1 2
1) 5 +3 =
4 3
The following breaks down the problem above, this equation now becomes:
1 2
(5 + 3) + ( + )=
4 3
1 3 2 4
8 + ( X ) + ( X ) = Note: Remember we had to make the denominators the same in order to add!
4 3 3 4
3 8
8+( + )=
12 12
11
8
12
TEST TIP!
1 3 2 4
Looking above, see how we had to multiply X and the X to get the same denominators? In your
4 3 3 4
test, simply take the second fraction denominator, in this case 3, then multiply the first fraction numerator
and denominator by 3 and rewrite it, then multiply the second fraction by the first denominator, in this case
4. Rewrite the second fraction and add. By doing this you eliminate having to write the second step.
Least Common Denominator
You now know you must have the same denominators in order to add fractions. You should always use the
least common denominator, another way to remember this, lowest common denominator LCD. This means,
use the lowest denominator number you can, so first see if you can divide the largest denominator by the
other denominator. If so, use this number. If not, use the number that all denominators can evenly divide
into, if this is not apparent to you quickly, you can multiply all the denominators together and use this
number as the common denominator in order to add.
Take a look:
3 1 3 2 1 4
If we want to add + , instead of ( X ) + ( X ) to get the common denominator, simply multiply
4 2 4 2 2 4
2
the second fraction denominator and numerator by 2 to get . Then add the fractions, this way it is much
4
5 1
faster to get the lowest form answer, which is in this case, or 1 .
4 4
6P Practice:
2 1
1) + =
3 6
5 3
2) + =
6 4
2 5
3) 3 +6 =
3 6
Subtraction of Fractions
Subtraction of fractions follows the same rules as in adding fractions, that is, the denominators must be the
same to subtract. If they are, then subtract the numerators. If not you must make the denominators the
same as in addition.
Example:
9 4
- =
16 16
5
.
16
Easy. Now what happens if the numerator is smaller and you cannot easily subtract?
It helps to remember the following in this example: Solve;
3
9- =
4
4
9 is the same as 8 + 1 or 8
4
4 3 1
So, rewrite 8 - =8
4 4 4
If you are subtracting mixed fractions, follow the same rules as addition. That is, subtract the whole
numbers first, then the fractions.
Example:
1 2
11 -7 =
5 3
2 1 1 5
Since is larger than we must borrow 1 from 11 and add that to . Like this: 1 is the same as . So
3 5 5 5
5 1 6
+ 1 = . Now rewrite the problem, (remember we still have to find the lowest common denominator)!
5 5 5
6 2
10 -7 =
5 3
18 10
10 -7 = (Remember: multiply the first fraction by the denominator of the second fraction and vice a
15 15
versa since we could not quickly see another lowest common denominator)
8
So the answer is: 3
15
7P Practice:
2 2
1) - =
3 5
1 3
2) 11 -4 =
16 32
1 15
3) 4 -3 =
4 16
Test Tip!
Ok. Now you should have an excellent understanding of fractions, this is usually the most challenging
component of your math testing as it usually requires the most time to solve these problems. I suggest, and
what I did that really helped was the following:
Rewrite on a separate sheet of paper all of these fractions that are covered in this practice area.
Answer all of them over, and over again until you know how to do them automatically.
Then create your own problems, and answer them following the learned procedures. Check your answers
with a calculator.
You will have another opportunity later to practice what you have learned, but as I assume you have more
desire than the average person to excel in your testing, I strongly recommend that you create your own
questions and answer them following what you have learned here. This is part of the learning process and
will really help you in your testing(s).
Now here is a tip that really helped me. As I had not really used any basic math skills without the aid of a
calculator for sometime before I entered police testing with Toronto Police Service, I spent some doing the
following to gain maximum efficiencies and speed. I suggest you write out all of the multiplication tables up
to 12 and review that a couple of times to really re-fresh your numbers. I did not include these tables,
because you should be able to do this on your own, and this will force you to review the basics even
further. As in martial arts, you will never become a master if you can’t master the basics. Another truism
that I have witnessed first hand by so many people, like I have said at the beginning;
For those of you who fail to prepare, you are preparing to fail!
Decimals
You should now be comfortable working with fractions, which is good news because working with decimals
is even easier. Working with decimals is equally essential as fractions for the police officer, calculating fines,
blood alcohol analysis etc. all require you to have mastered the basic calculations using decimals.
So let’s begin:
Think of a decimal as a bundle of 10, or a as a fraction with denominators in units or powers of 10.
For example: The power of…
10 1 = 10 which is 10 to the power of 1 (10 X 1 = 10)

10 2 = 100 which is 10 to the power of 2 (10 X 10 = 100)
10 3 = 1000 which is 10 to the power of 3 (10 X 10 X 10 = 1000) and so on…
In actual fact most common decimals have three parts, a whole number to the left of the decimal, the
5 1
decimal point and then one, two or more whole numbers. Like this: 0.5 which is or . It’s easy to
10 2
create a fraction from a decimal. The number of places to the left of the decimal indicates the number of
zero’s, bundles of 10, required in the denominator. So as in our example of 0.5, there is one place held to
5
the right of the decimal which is the tenths, equalling 5 tenths or . Now looking at 0.05, this is the same
10
5 5
as or 2 which is 5 hundredths, two decimal places to the right of the decimal = hundredths. Have a
100 10
look at the chart below for a clearer explanation.
5 5
0.5 = 1
or five tenths
10 10
5 5
0.05 = 2
or or five hundredths
10 100
5 5
0.005 = 3
or or five thousandths
10 1000
5 5
0.0005 = 4
or or five ten thousandths
10 10000
Review what we have learned:
37
0.37 =
100
989
0.989 =
1000
7 27
2.7 = 2 or
10 10
21 6521
65.21 = 65 or
100 100
Place Value
You should clearly understand place value. That is beginning from the first place from the left of the
decimal we have units sometimes referred to as ones, tens, hundreds, thousands, ten thousands, hundred
thousands and so on.
Beginning from the first place to the right of the decimal we have tenths, hundredths, thousandths,
ten thousandths and so on.
Have a look at the illustration below:
Multiplying Decimals
There are two rules that make multiplying, and as you will see shortly in division, easy.
To MULTIPLY a decimal number by a power of 10, move the decimal point to the right the same number
places as there are zeros in the power of ten.
Examples:
1) 10 X 5 = 50
2) 100 X 0.5 = 50
3) 1000 X 0.05 = 50
4) 1000 X 1.09876 = 1098.76
5) 100 X 23.76 = 2376.0
Note it is good practice to include the decimal place in the tenths value even when no number is holding
that place, as in example 5.
So it simple terms, just move the decimal to the right the same number of places as there are zeros in the
power of 10 multiplier.
Division of Decimals
Division of decimals is exactly the same principle as in multiplication except you simply move the decimal
place value to the LEFT instead of right. The rule then is, to divide a decimal by a power of 10, move the
decimal to the left the same number of places as there are zeros in the power of ten.
Examples:
1) 5 ÷ 10 = 0.5
2) 0.5 ÷ 100 = 0.005
3) 678.8 ÷ 100 = 6.788
4) 33.5 ÷ 1000 = 0.0335
1P Practice: Solve the following problems.
1) 10 X 33 =
2) 54.2 X 1000 =
3) 341.765 X 100 =
4) 1000 X 45.3 =
5) 76 x 100 =
6) 893.1 ÷ 10 =
7) 623.148 ÷ 100 =
8) 787.623 ÷ 1000 =
9) 23 ÷ 10 =
10)510.3 ÷ 100 =
Rounding Off Decimals
The rule: Start with the number immediately to the right of the number to be rounded. I.e. if you are
rounding dollars, units, then you use the number directly to the right which is ten cents, or tenths. If the
number immediately to the right of the number is to be rounded, in this case the ten cents, tenths, then 5
or greater we round up, if it is less than 5 we lower the corresponding numbers.
Example: Round to the nearest dollar. $76.85

Since we are rounding to the nearest dollar we are dealing with the units, or ones place. So we look at the
number immediately to the right of the units number, which is 8 (80 cents) notice we do not bother looking
at the 5, 5 cents as it is not used to round. ONLY the number immediately to the right of the place value is
to be rounded. Since 8 is greater than 5, we round the dollar value of 6 up to 7. So the answer becomes:
$77 dollars.
Beware: One of the most common errors made in rounding is to start rounding immediately from the right.
Relating to the $76.85, the mistake begins by looking at the 5 cents, rounding the 80 cents to 90 and so on.
In this case the answer would still be $77 dollars however, this is not the case in many situations. Bottom
line, look at the number only directly to the right of the number to be rounded.
Rounding whole numbers and decimals alike, all adhere to the same rule as above: Round using the number
to the right, if it is 5 or more round up, 4 or lower round down. Simple.
2P Practice: Round for the following.
1) Round to the nearest hundred:
a) 345.1 b) 879.25 c) 563.23 d) 775
2) Round to the nearest hundredth:
a) 5.1416 b) 9.6248 c) 7.0158 d) 7.005
3) Round to the nearest thousandth:
a) 2.3846 b) 22.4579 c) 65.9223 d) 3.6552
Adding Decimals
The trick to adding decimals: Keep decimals points directly underneath each other. Aside from this, adding
decimals is exactly the same as adding whole numbers.
Examples:
1) Add the following:
$2.27 + $3.78 +$19.36 =
Simply re-write the question with the decimals directly underneath one another vertically.
The solution:
$2.27
3.78
+19.36
$25.41
7.346 + 8.2 + 23.45 + 0.0032 =
Re-write the solution with the decimals directly underneath one another vertically. Note: For faster addition,
it helps to add a zero to hold the place where the last decimal place value is, in this case all numbers above
0.0032 get a zero above the ten thousandths place.
The solution:
7.3460
8.2000
23.4500
+0.0032
38.9992
Subtracting Decimals
To subtract decimals, follow the same rules as adding decimals: that is be sure to align the decimal points,
then subtract as done with whole numbers.
Examples:
1) Subtract the following:
$4.59 – $1.27 – $3.89 =
Simply re-write the question with the decimals directly underneath one another vertically.
$4.59
1.27
-0.89
$2.43
2) Subtract 7.231 from 9.6
Answer: First align the decimals, then add two zeros to the hundredths and thousandths places of 9.6 to
make the subtraction easier.
9.600
-7.231
2.369
3P Practice:
a) 11.345 + 122.23 + 56.7 =

b) 54.67 + 1.03 + 89.458 + 22.3 =
c) $40.02 + $52.37 + $26.40 =
d) 12.002 + 13.011 + 0.0007 =
4P Practice:
2) Subtract the following:
a) 12.45 – 9.078 – 1.03 =

b) 39.05 – 30.006 – 0.02 =
c) 1001.03 – 220.2 -0.1 =
d) $987.21 – $334.28 – $100.75 =
Multiplying Decimals
Here is the fastest way to multiply decimals: First look at the decimals being multiplied, beside the question
write down the number of decimal places being multiplied. I.e. 2.33 X 1.2 has three decimal places. Two
places in 2.33 and One place in 1.2 for a total of three decimal places. Now multiply the number as if they
were whole numbers then put a decimal three places from the end of the equation.
Like this: 2.33 X 1.2 = 233 X 12 = 2796 then insert the three decimal places from the end (the right) of the
equation = 2.796
5P Practice:
1) 2.64 X 23 =
2) 56.10 X 4.34 =
3) 65.21 X 43.41 =
4) 8.76 X 2.23 =
5) 12.54 X 1.215 =
Dividing Decimals
There are two rules for dividing decimals. The first: When working with whole numbers, when the divisor is
a whole number, simply keep the decimals directly over one another in the solution and in the dividend. Like
this:
0.012 0.12 0.301 0.012

1) 3 0.036 2) 12 1.44 3) 17 5.117 4) 8 0.096
12 51
24 17
24 17
Therefore you can see that when dividing a decimal by a whole number, simply align the decimal points in
the solution with the decimal point in the dividend and divide!
The second rule for dividing decimals concerns dividing one decimal with another decimal. The rule here is
to move the decimal point to the right as many places as required to make the divisor a whole number. Like
this:
1) 0.0108 ÷ 0.09 =
Move the decimal place to the right two places in both the dividend and the divisor. (In effect you are
multiplying by one hundred to make the divisor a whole number).
So the equation becomes:
.12
9 1.08
Notice the divisor becomes 9 from 0.09 due to moving the decimal point two places to the right and
the answer is still exactly the same, so don’t be fooled into thinking that the answer will different by
changing the decimal place – just be sure you move the decimal place the SAME number of places in the
dividend as in the divisor. Your best bet for speed and accuracy during your testing – quickly rewrite the
equation removing the decimal in the divisor and moving it the dividend and then solve. Simple!
Another example:
Find the quotient to nearest hundredth.
1) 0.0298 ÷ 0.08 =
Rewrite:
8 2.98 , now simply complete the division. Be careful to place the decimal directly above the dividend in the
answer, as shown in below.
0.3725
8 2.9800
So in this example we moved the decimal point again by two places to the right, again in effect multiplying
the divisor and dividend by one hundred to remove the decimal in the divisor.
Now write the answer, quotient, correct to the nearest Hundredth:
= 0.37
6P Practice:
1) 4.8 ÷ 1.2 =
2) 0.864 ÷ 0.024 =
3) 0.0072 ÷ 0.008 =
4) 9.9 ÷ 3 =
5) 0.08 ÷ 0.7 =
Converting Fractions to Decimals
To many of you, this sounds like the tricky part. It isn’t at all actually. Simply put, a fraction is simply
another manner of indicating division. So the rule is:
To convert a fraction to a decimal, divide the numerator by the denominator.
Examples:
Convert the following fractions to decimals.
1
1. = 8 1 = 0.125
8
3
2. = 5 3 = 0.60
5
3
3. = 4 3 = 0.75
4
Now for your testing, it is best to memorize the most common fraction and their decimal equivalent and
work out the problems you have not memorized. Below is a list of the most common fractions and their
decimal equivalents.
Fraction to Decimal Equivalencies
7 1 1 2 1
= 0.875 = 0.50 = 0.33 = 0.66 = 0.25
8 2 3 3 4
3 1 2 3 4
= 0.75 = 0.20 = 0.40 = 0.60 = 0.80
4 5 5 5 5
1 3 5 1 3
= 0.125 = 0.375 = 0.625 = 0.0625 = 0.1875
8 8 8 16 16
In some cases you must convert fractions with denominators of 10 or 100 or 1000 etc. This particularly easy
to deal with, simply move the decimal place to the left equivalent to the number of zero’s in the
denominator.
For example:
2 40 375 26 3
= 0.20 = 0.40 = 0.375 = 0.26 = 0.30
10 100 1000 100 10
7P Practice:
Convert the following fractions to decimals.
7
1) =
8
1
2) =
16
5
3) =
8
3
4) =
16
78
5) =
1000
This concludes the decimal section. Remember this is a core component of your understanding of essential
mathematics, be sure you fully understand each component – if you need additional practice write your own
questions and practice, practice, practice it will come to you quickly after several practice sessions!
Now try the Decimals Section Test!

Decimals Section Test
1) 0.653 + 1.347 =
a) 1.2 b) 3.2 c) 0.236 d) 2
2) 34.78 – 21.542 =
a) 13.238 b) 13.298 c) 14.342 d) 12.983
3) 7.8 X 9.25 =
a) 72.17 b) 72.15 c) 73.76 d) 80.19
4) 12.789 X 1.3 =
a) 16.6257 b) 17.5456 c) 21.78 d) 16.6258
5) (0.3) 3 =
a) 0.027 b) 0.27 c) 0.9 d) 1.9
5
6) This fraction, , is equivalent to what decimal?
8
a) 0.630 b) 0.625 c) 0.0625 d) 0.635
1
7) This fraction, , is equivalent to what decimal?
8
a) 0.125 b) 0.0125 c) 0.108 d) 0.0108
8) Which fraction represents this decimal, 0.115?

15 115 115 115
a) b) c) d)
100 100 1000 10000
9) What amount of change would you receive from $25 if you purchased three items costing $1.85, $9.59
and $0.67
a) $12.89 b) $12.67 c) $14.65 d) $13.93
10) 7.891 divided by 100 is equivalent to:

a) 0.07891 b) 0.17891 c) 1.7891 d) 0.007891
11) Suppose your hourly wage is $32.50. How much would you make in Two 40 hour work weeks?
a) $2500 b) $2700 c) $2800 d) $2600
15
12) Which is the decimal equivalent of: 13 ?
16
a) 13.8976 b) 13.6775 c) 13.9878 d) 13.9375
13) Round 1076.3568 to the nearest hundredth.

a) 1076.36 b) 1076.37 c) 1078 d) 1076.4
5
14) Add the following: 10.91 + 11.762 + =
8
a) 23.297 b) 26.231 c) 23.781 d) 23.2196
15) 7.832 X 11.2 =

a) 87.7185 b) 87.771 c) 88.9121 d) 87.7184
Percent
The definition of percent can be defined as the following: Percent simply means ‘out of one hundred’ or
more correctly, hundredths.
50 1
With that said, when a sale sign reads; “50% off,” it simply means or off the regular price.
100 2
Another common use of percent relates to interest. So if a bank advertises a credit card with 18% per
18
annum, interest is charged at for the value of the balance. So simply put, any percentage is really the
100
percent (the number i.e. 18) over One Hundred (Hundredths).
To put this in more useful terms, consider the following. Whenever you need to calculate a percentage,
1
simply rewrite the percentage as a fraction. To do this, first multiply the percent by . You will then have
100
a useful fraction to work with. Follow these examples:
1 17
1) 17% = 17 X =
100 100
1 25
2) 25% off = 25 X =
100 100
You get the idea, just put the percent value over 100 to get a useful fraction.
Working with Percentages
So following the example above, you can easily convert the percentage to a fraction. But you will also need
to know how to work with percentages as decimals, which is in fact easier than working with fractions.
1 18 18
Since percent means hundredths, or out of one hundred, 18% = 18 X = . Now as a decimal, is
100 100 100
equivalent to 0.18. Commonly percentages are greater than one hundred, but still follow the same rules.
118 18
Like this, 118% = or 1 which is the same as 1.18.
100 100
Examples:
1 139 39
1) 139% = 139 X = or 1 or 1.39
100 100 100
1 34
2) 34% = 34 X = or 0.34
100 100
1 69
3) 69% = 69 X = or 0.69
100 100
1 150 50 1
4) 150% = 150 X = =1 or 1 or 1.50
100 100 100 2
1P Practice:
Convert the following percentages to fractions.
1) 125%
2) 19%
3) 34%
4) 75%
5) 110%
6) 175%
7) 75%
8) 20%
9) 80%
10) 219%
Working with Fractional Percentages
Working with fractional percentages can be tricky – it requires you to pay specific attention, it’s not hard
just pay close attention to detail!
Have a look at this example: Watch as this percentage is changed to a fraction and then to a decimal.
3 3 1 3
%= X or
4 4 100 400
Now to convert this fraction into a decimal:
0.0075
1) Divide 400 into 3: 400 3.0000
3
2) There is also an easier method which you should follow: Remember the decimal equivalent of , which
4
3 1
is 0.75. Therefore % is the same as 0.75%. So 0.75% X (or 0.75 X 0.01) which equals 0.0075.
4 100
NOW THE EASY PART: Remember this trick:
Remember that percent simply means hundredths or out of one hundred, So to quickly convert a percent to
a decimal just drop the percent sign and move the decimal two places to the left. Like this:
1) 7.75% = 0.0775
2) 0.50% = 0.0050
3) 6.25% = 0.0625
4) 1.98% = 0.0198
5) 0.35% = 0.0035
Examples:
1) Convert 35% to a fraction and then to a decimal.
1 35
35 X or . Now drop the percent and move the decimal two places to the left. = 0.35
100 100
1
2) Convert 62 % to a fraction and then to a decimal.
2
1 125
First change 62 to an improper fraction:
2 2
1 125 1 125 5
Therefore 62 %= X = , now reduce: =
2 2 100 200 8
.625
5 5
Now change to a decimal: 8 5.000 (remember those common fractions…. = 0.625)
8 8
1 5
So finally, 62 % = = 0.625
2 8
Decimals and Fractions to Percent
To convert a decimal to percent is easy; just reverse the steps as above. The quick method: Simply move
the decimal point two places the right and add the percent sign. This is really the same as multiplying by
100; simply adding two zeros and a percent sign.
Example:
25
1) 0.25 = = 25%
100
76
2) 0.76 = = 76%
100
To change a fraction to a percent is just as easy, but requires a few extra steps. First convert the fraction to
a decimal and then follow the same rule as above; that is move the decimal two places to the right and add
a percent sign.
Example:
0.625
5
1) = 8 5.000 = 62.5% (move the decimal two places to the right and add the percent sign)
8
0.375
3
2) = 8 3.000 = 37.5% (move the decimal two places to the right and add the percent sign)
8
2P Practice:
Fill in the correct value for each question mark by completing the necessary conversion(s).
PERCENT % FRACTION DECIMAL
1 75% ? ?
2 ? 3 ?
4
3 ? ? 0.625
4 ? ? 0.25
5 ? 7 ?
8
6 13% ? ?
7 ? 1 ?
2
8 ? ? 0.8
9 ? 2 ?
3
10 ? ? 0.125
Word Problems Using Percent
Of obvious importance is the ability to solve word problems that encompass percentage. These problems
are very common in everyday life and therefore it is quite to your advantage as a Police Officer to be able to
quickly solve similar arithmetic problems.
There are three common categories of problem solving involving percent:
1) Find a number that is a given percentage of another number, i.e. what is the selling price of a pair of
boots that sell for $56.95 but are now on-sale for 30% off the selling price?
2) Finding what percent one number is of another number. I.e. you scored 36 out of 40 points on your test.
What percent is that?
1
3) Find a number when a percent of that number is known. I.e. pound of roast beef costs $0.86. How
4
much does a 1 pound cost? This commonly referred to as the, …of a number is a number problem. Where
of means times, and is means equals.
Let’s take a closer look at these problems.
Category Question 1)
The key word to look for in these types of question is the word, off. Thus you know you must find the
percent OF a number. In this case, 30% of $56.95, which is (0.30 X 56.95 = $17.09) this is the amount
taken off the selling price. So $56.95 - $17.09 = $39.86 is the sale price.
This question is the same as simply converting a fraction to a percentage, simply divide 36 by 40 and
multiply by 100 to get a percent. So 36 ÷ 40 = 0.9, times 100 to get a percent = 90%
This operation is sometimes requires closer attention to detail. In this category of questioning, we are
looking for a number when a percent of it is known – such as in determining interest in a bank account, or
determining the cost of greater or lesser portion of some item, as in the example above.
The rule for solving these problems is as follows: To find a number when a percent of it is known, simply
change the percent to a decimal and divide into the number that is known.
1
To determine how much a 1 lbs. of roast beef of costs when lbs. costs $0.86 we do the following;
4
1
Convert lbs. to a decimal (0.25) and now divide into the known (0.86 ÷ 0.25 = $3.44).
4
Have a look at this example, notice how fast it is to solve this problem using the rule.
Imagine your bank pays you 6% interest per annum on your savings account. At the end of the year you
accumulated $675 in interest. How much was your original investment?
Remember this 6% of what number is $675
So using the rule: (675 ÷ 0.06 = $11,250) Thus the original deposit would have been $11,250.
The biggest challenge you will have while answering these questions is to quickly determine which operation
to perform.
3P Practice:
Solve the following.
1) Find 38% of $400
2) What percent is 18 of 25?
3) $38 is what percent of $56
4) 75% of what number is 90?
5) 33 is what percent of 50?
6) 11% of 30 is?
7) What percent of 65 is 38?
8) What percent of 30 is 18?
9) 45 is what percent of 85?
10) 89% of what number is 50?
Here are some common percent word problems, you will encounter.
1) During the past 4 years, the population of Wollongong rose from 14,000 to 16,500. Find the percent of
increase.
First determine the increase: 16,500 – 14,000 = 2500
Now compare the increase to the original population to find the percent of increase: 2500 ÷ 14000 =
0.1785 X 100 = 17.85% increase in population.
2) A real state agent earns 7.5% commission on the sale of a home. If the home sells for $345,000 how
much would the seller earn?
First determine the commission: (0.075 X 345,000 = $25,875)
Subtract that amount from the selling price: (345,000 – 25, 875 = $319,125)
= $319, 125
Ratios and Proportions
Introduction
You will encounter Ratios and Proportions in word problems and in straightforward math questions. Ratios
and Proportions are used in everyday life, you almost certainly will experience at least several questions
during testing. We will take a further look at Ratios and Proportions below.
Ratios occur in mixing and comparing something to another thing. Take concrete for example. Concrete is
made of mixture of cement, sand and gravel in a definite ratio. For example, a ratio of 1:3:4 would mean
that no matter what volume of concrete you have, 1 part is cement, 3 parts is sand and 4 parts is gravel. An
alternative way of stating this is to say that 1/8 is cement, 3/8 is sand and 4/8 (i.e. 1/2) is gravel. Just as
common, or even in many cases, more common, you will find ratio as a comparison to 1. Such as, the ratio
of gasoline to oil is 20 : 1. This is known as a decimal ratio.
Simplification of Ratios
Conventionally ratios are stated as whole numbers or decimal numbers.
Whole number ratios would normally be stated in their lowest terms. For example,
A ratio in the form of

3:6:15
can be reduced to
1:2:5
by dividing every number by 3 (note the similarity with reducing fractions to their lowest terms).
Sometimes a fractional ratio is used, for example if a ratio was stated as

1/3, 1/6, 1/2
In this case, you must multiply every term by an appropriate number to achieve a ratio in whole numbers.
In this case, we would multiply every term by 6 to get
2:1:3
Looking At Decimal Ratios

Recall our gasoline and oil ratio in the introduction above. The ratios have been divided through so that the
lowest ratio is 1, and the others are either 1 or more than 1. This is a simple example; the engine company
has stated that the mixture must be 20:1, 20 parts gas to 1 part oil. But in many cases, it is not quite so
simple. Remember, all decimal ratios are compared to 1, so we must reduce.
For example, the ratio
2 : 3 : 15
could be represented as
1 : 1.5 : 7.5
by dividing the original ratios through by 2.
Example:
Of 200 customers of a cafe, 80 ordered and 120 ordered coffee. What is the ratio of tea drinkers to coffee
drinkers?
State the given figures as a ratio (in the right order)
80 : 120
and then reduce this to its lowest terms if applicable. Here we can see that both sides can be divided by 40,
to give
2:3
which is the final answer.
1P Practice:
Simplify these ratios
1. 3 : 6 : 9
2. 24 : 48 : 60
3. 3 : 27 : 36
4. 4 : 8 : 16
Represent these ratios in decimal form

5. 4 : 7 : 12
6. 5 : 7 : 24
Ratios and the Relation to Fractions : A Deeper Understanding
Ratios are closely related to fractions, for example if two items ( A and B ) are connected in the ratio, for
example:
3:4
then
A will constitute (3/7 of the whole)
B will constitute (4/7 of the whole)
Likewise, if three quantities are related in the ratio

1 : 9 : 15
then the quantities will constitute

1/25, 9/25, and 15/25 (= 3/5) of the whole, respectively
Example:
If a line 10 cm long is to be divided in the ratio

3:5
then stated as fractions of the whole, the two lengths will be

3/8 : 5/8
The two required lengths are then

3/8 × 10 = 30/8 = 3.75 cms.
5/8 × 10 = 50/8 = 6.25 cms.
Example:
If $4.50 is to be divided between three people in the ratio

4:5:6
then stated as fractions of the whole, the three amounts will be

4/15 : 5/15 (=1/3) : 6/15
So the required monetary amounts are then

4/15 × 4.50 = 18/15 = $1.20
1/3 × 4.50 = 4.5/3 = $1.50
6/15 × 4.50 = 27/15 = $1.80
Proportions
Proportions are also a common consideration in everyday life and, as such, you likely will encounter this
type of problem in your test. Usually in the form of a word problem, you can expect questions like this.
Example:
If a car travels for 300 kilometres on 35 litres of petrol. How far will it travel on 54 litres?
Explanation and Break-Down:
• find the ‘1’ unit by dividing 300 by 35 to find how far it will travel on 1 litre
• multiply this figure by 54 to find how far it will travel on 54 litres
TEST TIP: You can start off doing calculations of this type in these two stages, however after more practice,
you can do it in one step. For example, the calculations for the above question would be
300 × 54/35
= 462.9 : 1
If a similar (but different) question had been asked (remember if you see a similar question on your test, do
not jump to conclusions – the question may be similar – not the same and requires a slightly different
approach to solving.
Example:
A car travels for 300 kilometres on 35 litres of petrol. How much petrol would be needed for a journey of
369 kilometres?
• divide 35 by 300 to find how many liters would be required to travel for 1 kilometre (obviously this
would be quite a bit less than 1 litre)
• multiply this figure by 369 to find how much is needed to travel 369 kilometres
As before, you can start off doing calculations of this type in these two stages, however after more practice,
you can do it in one step. For example, the calculations for the above question would be:
35 × 369/300
= 43.05 litres
Extremes and Means
When considering proportions, remember we are comparing something to something, usually given a 3
known and 1 unknown.
In a proportion the outside numbers (A and D) are called the extremes. The inside numbers on the inside
are known as the means.
Typically, you will encounter problems which require you to solve for an unknown. These are very simple to
solve if follow the rules:
• whatever you do to one side, do to the other

• if you put a mean ‘on top’ on one side, put a mean ‘on top’ on the other and vice versa
• if we know three, we know the answer!
Example:
A truck is travelling at 68 miles per hour. How many Kilometers per hours is the truck travelling?
Recall, 1.609 kilometers equals 1 mile. Therefore, we know 3 parts.
68 is x Kilometers per hour, 1 mile = 1.609 Kilometers.
Therefore:
68 : x = 1 : 1.609
Or Visualize
109.412 = x X 1
109.412/1 = x
109.412 = X Kilometres, in other words the truck is travelling at 109.412 Kilometres per hour.
This was a long example, of course we could have simply multiplied 68 Miles by 1.609 to convert to
Kilometres, but you should get the idea.
2P Practice:
Solve for the following unknown numbers “x”:
1) 2:8 = x:64
2) 3:6 = 24:x
3) 14:x = 70:84
4) x:20= 15:200
5) x:24 = 30:15
3P Practice:
1. 5 kgs of potatoes cost $2.20 - how much will 28 kgs cost?

2. If 34 items cost $45.67, how many will 83 items cost?
3. If a train takes 3.4 hours to travel 980 kilometers, how long will it need to travel 1200 kilometers?
4. If a machine produces 34 items in 5 minutes, how many will it produce in 34 minutes?
5. If 56 items cost $120 pounds, how many can I get for $84?
Inverse Proportions
You sometimes encounter problems that have an inverse proportion. A very common example involves
workers doing a particular job - the more workers you have, the less time the job will take (assuming an
ideal situation where all workers produce exactly the same, at the same rate).
For problems like these, the technique would be the opposite to that used for 'proportions' as previously
described. There you carried out a two-stage operation, first dividing and then multiplying.
For an inverse proportion, a two-stage operation is involved, first multiplying and then dividing.
Example:
4 workers build a wall in 12 days. How long would it take 7 workers ?
• multiply 12 by 4 to find how long it would take 1 Worker (remember we are breaking this down to
our ‘1’ unit
• divide this figure by 7 to find how long it would take 7 workers
4 × 12/7 = 6.9 to 1
Example:
20 workers produce 3 000 articles in 15 days. How long would it take 13 workers ?
Note that the figure of 3 000 articles does not enter into the calculation (previously the details about the
wall that the workers were building did not enter into the calculation, apart from knowing that it had been
finished).
• multiply 15 by 20 to find how long it would take 1 worker

• divide this figure by 13 to find how long it would take 13 workers
15 × 20/13 = 23 (to nearest no. of whole days)
4P PRACTICE
1. If 12 workers take 11 days to harvest a crop, how long will 15 workers take ?
2. When a set amount of fruit is distributed equally to 7 people, each receive 2.3 kgs. How much would
each receive if the same amount had been divided among 12 people ?
3. If it takes 12 workers 2 hours to dig a hole, how long would 7 workers take ?
Geometry: The Essentials
Although most pre-entrance exams, i.e. GATB or similar aptitude tests do cover some basic geometry, I
highly recommend that you ASK your adviser, or officer. In most cases they will tell you out-right or allude
to what content will be presented in your testing. In any case you should know the basics – it certainly can’t
do any harm.
BASIC GEOMETRIC FORMULAS
Square:
Perimeter: P = 4s (Remember: when no operation symbol is shown between a number and a letter, in this
case the 4 and s, the operation means multiply – so this means 4 times(X) S, where S is the length of the
side of the square)
Area: A = S2
Rectangle:
Perimeter: P = 2w + 2l
Area: A = l x w
Triangles:
Perimeter: P = a + b + c
Area: A = (1/2) x b x h
b=base h=height
Types of Triangles:
Isosceles (two equal sides)

Equilateral (all equal sides)
Right one 90o (right) angle
Pythagorean Theorem (for right triangles only):
a2 + b 2 = c2
Sum of the Angles (all triangles):
A + B + C = 180o
Circle:
Diameter: d = 2r
Circumference C = 2 r= d
Area: A = r2
= Called Pi, equivalent to 3.14
Volumes: Rectangular Solid
Volume: V = l x w x h
Surface Area: S = (2 x h x w) + (2 x l x h ) +(2 x l x w)
Right Circular Cylinder:
Volume: V = r2 h
Surface Area: S = 2 r h + 2 r2
P1: Practice Basic Geometry
1. Two sides of a triangle are 7 and 13 centimetres. The perimeter is 27 centimetres. Find the third
side.
2. Find the area of the triangle:
3. If a square has an area of 49 ft2, what is the length of one of its sides? The perimeter?
4. If a rectangle has a width of 4, how long must its length be so that the area is 36?
5. If one angle of a right triangle is 70o, what are the other two angles?
6. Find b:
7. What is the diameter of a circle with an area of 16 ?
8. What is the circumference of the circle in problem 7? (allow =3.14)
9. If a box has a height of 4 in., a length of 12 in., and a volume 240 in3. What is the box's width?
10. Find the volume: (allow = 3.14)
Word Problems
The final section of the math component: Word Problems. This section really ties together all you have
learned so far. Word problems typically compose a major component of all aptitude testing; this means you
are very likely to encounter problems very similar to these in your testing.
There is no trick to answering word problems. The best way to answering these types of questions is as
follows: First read the entire question. Then re-read the question and take note of any operations involved.
At this point you should formulate the operation and input the number(s), then calculate the answer. Under
pressure, when time is limited, be sure to quickly check to see that your answer makes sense by reading the
question with your answer.
Practice Questions
1) Dora works for $9.60 per hour for eight hours each day on Thursday and Friday. On Saturday she works
for six hours at time-and-a-half. How much does Dora earn in total for Thursday, Friday and Saturday?
a) $193.00 b) $210.00 c) $240.00 d) $316.80
2) 5 Jim bought a new car at the beginning of 2001 for $40 000. At the end of 2001 the value of the car
had depreciated by 30%. In 2002 the value of the car depreciated by 25% of the value it had at the end of
2001. What was the value of the car at the end of 2002?
a) $18 000 b) $19 500 c) $20 000 d) $21 000
3) If your bank account has a balance of $1,900, how much yearly interest will be paid at a rate of 7.5% ?
a) 142.50 b) 143.80 c) 160 d) 98.75
4) Supposing a table and chair set is regularly sold at $890 and it is now on sale for 25% off. What is the
selling price now?
a) 720 b) 667.50 c) 680.25 d) 675

5) Natali started her new diet, dropping from 189 to 136 lbs. What was the percentage of decrease in
weight?
a) 29% b) 36% c) 28% d) 43%
6) The sales associate earns 15% commission on very book he sells. Suppose he sold 89 books in one
week, for a total sales value of $1,355. How much did he earn in commission?
a) $205 b) $300 c) $203 d) $203.25
7) The car you are looking at buying has been assessed at 80% of its book value of $23, 500. How much
would you pay, assuming you pay the assessed value price?
a) $18, 800 c) $21, 000 c) $19, 500 d) $17, 500
8) When tossing a coin, heads came up 14 times and tails 9 times. What percent of the time did tails come
up?
a) 18% b) 40% c) 6% d) 39%
9) A skateboard with a price of $250 is on sale at 15% off. If retail sales tax is 7%, how much will the
skateboard cost?
a) $227.38 b) $230 c) $237.25 d) $219.38
10) Oranges are on sale two for $0.55. How much change would you receive from $10 bill if you bought 1
dozen oranges?
a) $6.70 b) $3.30 c) $2.70 d) $7.30
11) Twenty divided by one-half, plus ten is:

a) 60 b) 40 c) 50 d) 45
12) A painting 4’ wide hangs in the center of a wall that is 22’ in length. How far from the end of the wall is
the nearest edge of the painting?
a) 18’ b) 7.5’ c) 6.2’ d) 9’

13) The perimeter of a large square is 24’. Another smaller square that is 9’ in perimeter is attached to the
side of the large square. What is the total combined perimeter? Remember that small square is attached to
big square.
a) 22.5’ b) 28.5’ c) 29’ d) 27.5’
14) When the clock reads 6:30 PM, What is the measure of the angle between the hands of the clock?
a) 12 0 b) 35 0 c) 24 0 d) 15 0
15) Lisa started her trip by car at 11AM travelling at a speed of 50Km/h. She arrived at her destination at
2PM. If she wanted to do this same trip by bicycle, and she figures her average would be 15 Km/h, at what
time would she arrive?
a) 6 PM b) 7 PM c) 8 PM d) 9 PM
16) On average, a typical television viewer will watch 2.5 hours of programming per day. How many
minutes will be watched in one week?
a) 1050 b) 1120 c) 1300 d) 975
17) If Jo has $10 roll of dimes, a $10 roll of nickels, a $10 roll of quarters, how many coins will he have?
a) 400 b) 290 c) 360 d) 340
18) If a slow burning candle burns at a rate of 0.5” an hour. How many hours will a 12” inch candle last?
a) 24 hours b) 12 hours c) 6 hours d) 3 hours
19) Two home theatres, A and B, sell at retail for $7500. Theatre A is on sale for a 6% discount plus a $400
dollar rebate. Theatre B is on sale for 20% off the selling price and no rebate. Which is the better buy and
by how much?
a) Theatre A by $1150 b) Theatre B by $1200 c) Theatre A by $750 d) Theatre B $1500

20) A new stereo is on sale for 20% off. The cost of the stereo is $769. Sales tax is 15%. How much will the
final price be?
a) $707.48 b) $710.50 c) $705.26 d) $708.17
1
21) Suppose your cat eats a can of cat food each day. The price of canned food sells for 2 cans for 98
2
cents, how much will food for two weeks cost?
a) $6.90 b) $6.75 c) $3.43 d) $7.96
1
22) If the house you are looking to buy costs 3 times your yearly income at $280, 000, how much is your
2
income?
a) $85,000 b) $90,000 c) $75,000 d) $ 80,000
23) The number 200 minus 10%, then add 10% equals:
a) 190 b) 188 c) 198 d) 208
24) How much money must you invest at 7% interest to generate a yearly income of $375?
a) $5357.14 b) $5375.18 c) $7600 d) $6527.14
25) Your base salary for first year constable is $42,620. Each year your salary increase by 18%. What is
your salary after 3 years?
a) $72, 027 b) $73, 478 c) $69, 876 d) 70, 026
26) Grass seed costs $1.25 a pound and will cover 200 sq. ft. How much will seed cost for a lawn that is
250’ by 80’ ?
a) $12.50 b) $150 c) $170 d) $125

1
27) The blue print showing the entrance points of an attempted break in is drawn at a scale of ” to 1’.
2
1
How long is a room that is 10 ” long on the blue print?
2
a) 34’ b) 36’ c) 28’ d) 21’
9
28) To change from Celsius to Fahrenheit you use the following formula: F =( )(C) + 32. What is the
5
temperature in degrees Fahrenheit when it is 32 degrees Celsius?
a) 89.6 degrees b) 90 degrees c) 92.1 degrees d) 88.9 degrees
29) Inflation has forced the price of a new car to rise from $32, 000 to $36, 000. What is the percent of
increase?
a) 12.5% b) 13% c) 14.6% d) 11.5%
30) One quart of milk and cream contains 28 oz. of milk. If you were to add another 6 oz. of cream, what
percent of the mixture is cream?
a) 24% b) 23% c) 22% d) 26%
31) Below you will see a picture, an arrow pointing north, and some directions on how to use the picture.
Read the directions and use this information to answer all of the travel time questions. Circle the correct
letter to indicate your answer.
Each line represents one block of a two-lane road. You may only travel on the roads. Unless you are
specifically told you must travel by a particular method, you may travel by any method or combination of
methods. Unless you are specifically told otherwise, the travel times are as follows: The time required to
drive one block is 4 minutes. Riding a bike takes 5 minutes per block. Pursuits on foot take 7 minutes per
block.
31 a) Using any method or combination of methods, what is the shortest amount of time it would take to
get from A to P?
a) 24 minutes b) 36 minutes c) 18 minutes d) 26 minutes
31 b) Using any method or combination of methods, what is the shortest amount of time it would take to
get from K to D?
31 c) Using any method or combination of methods, what is the shortest amount of time it would take to
get from M to C?
31 d) Using any method or combination of methods, what is the shortest amount of time it would take to
get from H to J?
31 e) Using any method or combination of methods, what is the shortest amount of time it would take to
get from G to M but you can only go by foot and bicycle?
31 f) Using any method or combination of methods, what is the shortest amount of time it would take to get
from M to D but you can only go by bicycle and every corner adds 1 minute to the trip?
a) 28 minutes b) 34 minutes c) 31 mins d) 22 minutes
31 g) Using any method or combination of methods, what is the shortest amount of time it would take to
get from N to C but you can only go by car and every corner adds 45 seconds to the trip?
a) 16 minutes b) 18 minutes 5 seconds c) 12 minutes d) 18 minutes

Practice Exam (Quantitative Reasoning)
Addition:
1) 7.343 + 3.21 + 0.06529

a) 10.61829 x
b) 11.71819
c) 9.61839
d) 12.61829
2) 2.31 + 93.21 + 76.432

a) 201.941
b) 210.742
c) 171.952 x
d) 265.31
Subtraction:
3) 34 – 92 –13
a) - 71x
b) - 61
c) - 65
d) - 73
4) 76.23 – 67.23 – 98.345

a) -65.628
b) -76.767
c) -90.67
d) -89.345x
Multiply
5) 23 x 4.2
a) 89.6
b) 88.3
c) 96.6x
d) 89.4
6) 5.34 X 71.2
a) 380.208x
b) 392.304
c) 280.398
d) 239.056
2 3
7) ×4 =
3 4
a) 2
2
7
b) 1
3
8
c) 38
13
d) 1
3
6
Division:
8) 32.3 ÷ 0.17
a) 19
b) 180
c) 190
d) 196
27 3
9) ÷
4 2
a) 2.3
b) 5
c) 2
4
3
d) 1
4
2
Word Problems
10) X Bank pays 7.5% interest per annum on extreme branded savings accounts. How much interest would
$1300.00 earn in one year?
a) 975
b) 97.50
c) 97.25
d) 87.50
11) William purchases several items. The first cost $4.25, the second $2.86 and the third $9.37. How much
change would Will receive from a $20 ?
a) $3.52
b) $2.76
c) $3.51
d) $3.53
12) Peters test results for the year are as follows: 76, 58, 67 and 89. What is his average mark?
a) 70
b) 61
c) 67.5
d) 72.5
13) If 3x + 7 = 28, then x = ?

a) 6
b) 4
c) 7
d) 8
14) Supposing Frank is paid $7.20 / hour plus time and a half for all hours worked over 40 hours. If he
worked 48 hours what would be his salary?
a) $374.40
b) $365.00
c) $385.91
d) $370.40
15) 64 is known as the (fill in the blank) using the numbers 8 and 8 in a specific operation?
a) Product
b) Sum
c) Difference
d) Quotient
16) The number of accidents in the United States last year was 186,345. How many accidents is that
rounded to the nearest thousand?
a) 186,300
b) 187,300
c) 186,000
d) 186,330
17) If one inch is approximately 2.54 centimetres. How many centimetres are in Two Feet?
a) 51.65
b) 60.96 cm
c) 62
d) 76
x
18) 60% is the equivalent to the fraction . Identify the value of x.
50
a) 29
b) 34
c) 24
d) 30
19) Select 27 tenths as a decimal.

a) 0.27
b) 0.027
c) 2.7
d) 27
20) If your rent was increased from $650/month to $900, what is the percentage of increase of price?
a) 27.77%
b) 29.87%
c) 30%
d) 38.46%
21) Your favourite retailer is selling 15% off all jeans, how much would three pairs of jeans cost if the ticket
price per pair was $60?
a) 153
b) 156
c) 166
d) 145
22) An airplane travelled 1500 miles, at an average of x miles per hour, the time of trip could be written as:
a) 1500
x
x
b) x
1500
c) 1500x
d) 1500-x
23) Three consecutive even numbers have a sum of 36. What is one unit greater of three numbers?
a) 13x
b) 11
c) 12
d) 14
24) If 3x + 8 = 17, then x = ?

a) 4
b) 9
c) 2
d) 3
25) Complete the factorization of the following: 8x 2 +4x -8

a) 4(2x 2 + x -2)
b) 8(1x + 2)
c) 4(x + 2x – 1)
d) 2(4x +1)(2x – 1)
″
1
26) If a floor map scale reads to 1′ and the length of the floor is 25′ how long will it be on the drawing?
2
a) ″
1
12
2
b) 12 ′
c) 11′′
d) 12 ′′
27) Which of the following numbers belongs in the following equation: 6 x ≥ 2 x + 7

a) 0
b) 2
c) 5
d) 3
28)Of the following numbers, which is not the same?

a) .5
b) 50%
c) 30
60
d) 1
%
2
29) Your last workout started at 7:15 AM and ended, after cool down and stretching at 10:35AM. How long
was your entire workout?
a) 3 hrs. and 20 mins.
b) 3 hrs. and 15 mins
c) 2 hrs. and 25 mins
d) 3 hrs. and 35 mins
30) The area of your office is 882 square feet. How many yards of underlay will be required to cover the
floor?
a) 86
b) 182
c) 98
d) 96
31) Upon opening a bank account, Steve deposited $500. His plan is to deposit $75 weekly for next year,
what formula would he use to calculate his total deposits, D, at the end of the year?
a) D = 500 + 75 / x
b) D = 500 + 75 x
c) D = 500 − 75 x
d) D = 500 − 75 x
32) If a new car cost $22,000 cash and you were offered a payment plan of $2000.00 down plus $600 a
month for 36 months, how much do you save by paying cash?
a) 1500
b) 1450
c) 1600
d) 1875
33) You have been awarded an increase of 7% on your hourly wage of $15.50. What is your new hourly
wage?
a) $16.58
b) $16.76
c) $15.86
d) $15.96
34) Your backyard is 47 feet long and 28 feet wide, what is the total area of your backyard?
a) 1306
b) 1416
c) 1200
d) 1316
35) What is the next term following this series: 26, 32, 38, 44…?
a) 50
b) 48
c) 46
d) 52
x
36) Solve for x : − 6 = −11
5
a) -20
b) -25
c) 25
d) 30
You should now have a good understanding of your strengths and weaknesses.
All answers are in the Answer Key page.
Math Answer Key
Whole Numbers Answer Key
1P Practice:
1) Round to the nearest hundred: 43, 679 = 43, 700
2) Round to the nearest thousand: 45,893 = 46, 000
3) Round to the nearest million: 67, 405, 200 = 67, 000, 000
4) Round to the nearest ten: 5, 193 = 5,190
5) Round to the nearest ten thousand: 8, 458, 348 = 8, 460, 000
2P Practice:
Complete the following:
1) 18 × 2 + 4 − 8 ÷ 2 = 36
2) 16 + 6 − (25 − 7) + (4 × 2) = 12
3) (52 + 8) + (6 ÷ 2) = 63
4) 6 3 = 6X6X6 = 216
5) 8 2 = 64
6) What number is divisible by both 5 and 2?

a) 3,110 b) 4,454 c) 2,198 d) 356
*here is a bit of trick to know when asked these types of questions; The number that is to be divided must
be divisible by the product of the two numbers, in this case the product of 5 and 2, which is 10. Any number
that has a zero in its units place is divisible by both 5, 2 and also 10.
7) If N = 64 – 13 X 3 + 4, the value of N must be equal to:

a) 14 b) 38 c) 21 d) 29
8) 64 + 6 – (18 X 2) + 14 ÷ 2 = 41
9) 141 x 2 – 18 – (210 ÷ 2) = 159
10) 7 3 = 343
Fractions Answer Key
1 P) Practice:
Look for these inverse operations and cancel them out.
1) 84 x 18 ÷ 18 = 84
2) 76 ÷ 4 x 4 = 76
3) 91 + 13 – 13 = 91
4) 187 -16 + 16 = 187
5) 19 – n + n = 19
6) (15 + 10 – 15) ÷ 5 x 5 = 10
7) 13 x 13 ÷ 13 = 13
8) 51 x 51 ÷ 51 = 51
9) 140 ÷ 2 x 2 = 140
10) 8 + 9 – 9 = 8
11) 84 x 19 ÷ 19 = 84
12) 76 ÷ 2 x 2 = 76
13) 91 + 17 – 17 = 91
14) 187 -18 + 18 = 187
15) 19 – m + m = 19
16) (15 + 10 – 15) ÷ 6 x 6 = 10
17) 14 x 14 ÷ 14 = 14
18) 51 x 53 ÷ 53 = 51
19) 140 ÷ 4 x 4 = 140
20) 8 + 6 – 6 = 8
2P Practice:
Convert the following to mixed numbers. Notice that these fractions are already improper fractions.
3 1 63 3 1 91 13 18 3
1) =1 2) = 10 or 10 3) = 6 4) = 3
2 2 6 6 2 13 13 5 5
23 2 33 1
5) =3 6) =8
7 7 4 4
3P Practice:
Covert these mixed numbers into improper fractions.
1 7 1 41 3 23 1 13
1) 2 = 2) 4 = 3) 5 = 4) 3 =
3 3 10 10 4 4 4 4
7 79 1 36
5) 9 = 6) 7 =
8 8 5 5
4P Practice:
Multiply each fraction. Remember to cancel when possible and to convert mixed numbers to improper
fractions before multiplying.
7 5 35
1) X =
8 6 48
10 33 2 3 6 1
2) X = remember to cancel! X = or 1
11 25 1 5 5 5
1 1 49 15 7 5 35
3) 16 X2 = X = X =
3 7 3 7 1 1 1
4 1 18 1 3 1 3
4) 2 X = X = X =
7 6 7 6 7 1 7
25 2 5 1 5
5) X = X =
24 5 12 1 12
8 3 4 1 4
6) X = X =
9 2 3 1 3
5P Practice:
Remember;, multiply the first fraction with the reciprocal of the second fraction!
3 3 1 3
1) ÷3 = X =
5 5 3 15
1 6 2 12
2) 6 ÷ 1 = X = or 4
2 1 3 3
3 3 3 4 4
3) ÷ = X = (remember to cancel when possible) =
5 4 5 3 5
8 2 8 1 4
4) ÷ = X = or 1
4 1 4 2 4
2 2 8 3 8
5) 2 ÷ 1 = X =
3 3 3 5 5
1 1 25 2 5
6) 12 ÷ 2 = X = or 5
2 2 2 5 1
6P Practice:
Remember; you must be sure to make the denominators the same in order to add.
2 1 2 6 1 3 12 3 15
1) + = ( X ) +( X ) = + =
3 6 3 6 6 3 18 18 18
5 3 5 4 3 6 20 18 38 14 7
2) + =( X )+( X )= + = = 1 =1
6 4 6 4 4 6 24 24 24 24 12
2 5 4 5 9 3 1
3) 3 +6 =9+( + )= 9 = 9 + 1 = 10
3 6 6 6 6 6 2
7P Practice:
2 2 2 5 2 3 10 6 4
1) - = ( X )–( X )= - =
3 5 3 5 5 3 15 15 15
1 3 2 3 34 3 31
2) 11 -4 = 11 ( )–4 ( ) = 10 ( ) – 4 ( ) = 6 (remember that we had to borrow from
16 32 32 32 32 32 32
32 2 3
11 to be able to add 1 ( ) to so we can subtract )
32 32 32
1 15 4 15 20 15 5
3) 4 -3 = 4( ) – 3( ) = 3( ) - 3 =
4 16 16 16 16 16 16
Decimals Answer Key
1P Practice:
1) 10 X 33 = 330
2) 54.2 X 1000 = 54200
3) 341.765 X 100 = 34176.5
4) 1000 X 45.3 = 45300.0
5) 76 x 100 = 7600
6) 893.1 ÷ 10 = 89.31
7) 623.148 ÷ 100 = 6.23148
8) 787.623 ÷ 1000 = 0.787623
9) 23 ÷ 10 = 2.3
10)510.3 ÷ 100 = 5.103
2P Practice: Rounding
1) Round to the nearest hundred:
a) 345.1 = 300 b) 879.25=900 c) 563.23=600 d) 775=800
2) Round to the nearest hundredth:
a) 5.1416=5.1400 b) 9.6248=9.6200 c) 7.0158=7.02 d) 7.005=7.01
3) Round to the nearest thousandth:
a) 2.3846=2.3850 b) 22.4579=22.4580 c) 65.9223=65.9220 d) 3.6552=3.6550
3P Practice: Add the following decimals: Remember to align the decimals!
a) 11.345 + 122.23 + 56.7 = 190.275

b) 54.67 + 1.03 + 89.458 + 22.3 = 167.458
c) $40.02 + $52.37 + $26.40 = $118.79
d) 12.002 + 13.011 + 0.0007 = 25.0137
4P Practice: Subtract the following decimals: Remember to align the decimals!
a) 12.45 – 9.078 – 1.03 = 2.342

b) 39.05 – 30.006 – 0.02 = 9.024
c) 1001.03 – 220.2 - 0.1 = 780.73
d) $987.21 – $334.28 – $100.75 = $552.18
5P Practice: Multiplying Decimals
1) 2.64 X 23 = 60.72
2) 56.10 X 4.34 = 243.474
3) 65.21 X 43.41 = 2830.7661
4) 8.76 X 2.23 = 19.5348
5) 12.54 X 1.215 = 15.2361
Remember! Take a quick note of the number of decimal places in both numbers, add them i.e. three
decimal places, then multiply, then place the decimal point in the answer the number of decimal places as
added, i.e. three places to the left.
6P Practice: Dividing Decimals
1) 4.8 ÷ 1.2 = 4
2) 0.864 ÷ 0.024 = 36
3) 0.0072 ÷ 0.008 = 0.9
4) 9.9 ÷ 3 = 3.3
5) 0.7 ÷ 0.08 = 8.75
7P Practice: Fractions to Decimals
7
1) = 0.875
8
1
2) = 0.0625
16
5
3) = 0.625
8
3
4) = 0.1875
16
78
5) = 0.078
1000
Decimals Section Test Answer Key
1) D
2) A
3) B
4) A
5) A
6) B
7) A
8) C
9) A
10) A
11) D
12) D
13) A
14) A
15) D
Percent Answer Key
1P Practice:
125 25
1) 125% = or 1
100 100
19
2) 19% =
100
34
3) 34% =
100
75
4) 75% =
100
110 10
5) 110% = or 1
100 100
175 75
6) 175% = or 1
100 100
75
7) 75% =
100
20
8) 20% =
100
80
9) 80% =
100
219 19
10) 219% = or 2
100 100
2P Practice:
PERCENT % FRACTION DECIMAL
1 75% 3 0.75
4
2 75% 3 0.75
4
3 62.5% 5 0.625
8
4 25% 1 0.25
4
5 87.5% 7 0.875
8
6 13% 13 0.13
100
7 50% 1 0.5
2
8 80% 80 0.8
100
9 66% 2 0.66
3
10 12.5% 125 0.125
1000
3P Practice:
Solve the following.
1) Find 38% of $400 = 0.38 X 400 = 152
2) What percent is 18 of 25? = 18 ÷ 25 = 0.72 X 100 = 72.5%
3) $38 is what percent of $56 = 38 ÷ 56 = 0.678 = 67.8%
4) 75% of what number is 90? = 120 (remember the rule; change the percent to a decimal and divide I
into the known number) (90 ÷ 0.75 = 120)
5) 33 is what percent of 50? = 33 ÷ 50 = 0.66 X 100 = 66%
6) 11% of 30 is? = 3.3 (0.11 X 30 = 3.3)
7) What percent of 65 is 38? = 58% (38 ÷ 65) remember it helps to completely write out the problem
and solve for the unknown. I.e. We know some number X 65 = 38 and then we solve for X. Which is
(38/65 X 100 to get a percentage)
8) What percent of 30 is 18? = 18 ÷ 30 = 0.6 X 100 = 60% Remember you can check your answer using
the rule: 60% of 30 is 18 right? Change the percent to a decimal and divide into the known number.
And it is… you try it.
9) 45 is what percent of 85? = 52.9%
10) 89% of what number is 50? = 56 (remember the rule!)

Ratios and Proportions Answers
1P Answers:
1. 1 : 2 : 3
2. 2 : 4 : 5
3. 1 : 9 : 12
4. 1 : 2 : 4
5. 1 : 1.75 : 3
6. 1 : 1.4 : 4.8
2PAnswers
1. 16
2. 48
3. 16.8
4. 1.5
5. 48
3P ANSWERS
1. 2.20 × 28/5 = $12.32
2. 45.67 × 83/34 = $111.49 to nearest cent
3. 3.4 × 1200/980 = 4.16 hours
4. 34 × 34/5 = 231.2
5. 56 × 84/120 = 39.2 (or 39 if the items must be sold whole)
4P Answers
1. 12 × 11/15 = 8.8 days
2. 2.3 × 7/12 = 1.34 Kilograms
3. 2 × 12/7 = 3.43 hours
Geometry Answer Key
1. P=a+b+c
27 = 7 + 13 + c
7=c (c = 7 centimetres)
2. A=
A=
A = 16 (A = 16)units2
3. A = s2
A = 49
A = 72
s=7 (s = 7 ft.)
P = 4(7)
P = 28 (P = 28ft.)
4. A=
36 =
9=l (l = 9 units)
5. Right triangle has one 90o angle

Problem tells us another angle is 70o
Sum of Angles: A + B + C = 180o
90o + 70o + C = 180o
C = 20o (C = 20o)
6. Right Triangles
a2 + b2 = c2
42 + b2 = 52
16 + b2 = 25
b2 = 9
b=3 (b = 3 units)
7. A=
16 =
16 = r2
r=4
d = 2r = 2(4) = 8 (d = 8 units)
8. C=2 4
C = 2 (4)
C = 8 ( =3.14)
C = 8(3.14)
C = 25.13 (C = 25.13 units)
9. V=
240 = 12
5=w (w = 5 in.)
10. V=
V =
V =
V = 28(3.14) ( =3.14)
V = 87.92 (V = 87.92 unit3)
Word Problem Answer Key (The Answers Appear in BOLD)
1) Dora works for $9.60 per hour for eight hours each day on Thursday and Friday. On Saturday she works
for six hours at time-and-a-half.
How much does Dora earn in total for Thursday, Friday and Saturday?
a) $193.00 b) $210.00 c) $240.00 d) $316.80
2) Jim bought a new car at the beginning of 2001 for $40 000. At the end of 2001 the value of the car had
depreciated by 30%. In 2002 the value of the car depreciated by 25% of the value it had at the end of
2001. What was the value of the car at the end of 2002?
a) $18 000 b) $19 500 c) $20 000 d) $21 000
3) If your bank account has a balance of $1,900, how much yearly interest will be paid at a rate of 7.5% ?
a) 142.50 b) 143.80 c) 160 d) 98.75
4) Supposing a table and chair set is regularly sold at $890 and it is now on sale for 25% off. What is the
selling price now?
a) 720 b) 667.50 c) 680.25 d) 675
5) Natali started her new diet, dropping from 189 to 136 lbs. What was the percentage of decrease in
weight?
a) 29% b) 36% c) 28% d) 43%
6) The sales associate earns 15% commission on very book he sells. Suppose he sold 89 books in one
week, for a total sales value of $1,355. How much did he earn in commission?
a) $205 b) $300 c) $203 d) $203.25

7) The car you are looking at buying has been assessed at 80% of its book value of $23, 500. How much
would you pay, assuming you pay the assessed value price?
a) $18, 800 c) $21, 000 c) $19, 500 d) $17, 500
8) When tossing a coin, heads came up 14 times and tails 9 times. What percent of the time did tails come
up?
a) 18% b) 40% c) 6% d) 39%
9) A skateboard with a price of $250 is on sale at 15% off. If retail sales tax is 7%, how much will the
skateboard cost?
a) $227.38 b) $230 c) $237.25 d) $219.38
10) Oranges are on sale two for $0.55. How much change would you receive from $10 bill if you bought 1
dozen oranges?
a) $6.70 b) $3.30 c) $2.70 d) $7.30
11) Twenty divided by one-half, plus ten is:

a) 60 b) 40 c) 50 d) 45
12) A painting 4’ wide hangs in the center of a wall that is 22’ in length. How far from the end of the wall is
the nearest edge of the painting?
a) 18’ b) 7.5’ c) 6.2’ d) 9’
13) The perimeter of a large square is 24’. Another smaller square that is 9’ in perimeter is attached to the
side of the large square. What is the total combined perimeter? Remember that small square is attached to
big square.
a) 22.5’ b) 28.5’ c) 29’ d) 27.5’
14) When the clock reads 6:30 PM, What is the measure of the angle between the hands of the clock?
a) 12 0 b) 35 0 c) 24 0 d) 15 0
This question seems tricky but it really isn’t. Picture the clock hands at 6:30 PM. The hour hand has moved
1 1
half way between 6 and 7. That is expressed as of of the circle. (12 hours in the circle and a circle is
2 12
1 1
360 0 ) So X X 360 = 15 0 .
2 12
15) Lisa started her trip by car at 11AM travelling at a speed of 50Km/h. She arrived at her destination at
2PM. If she wanted to do this same trip by bicycle, and she figures her average would be 15 Km/h, at what
time would she arrive?
a) 6 PM b) 7 PM c) 8 PM d) 9 PM
Lisa travels 150 Kilometres in 3 hours. (3 X 50). Therefore, 150 divided by 15 which is her predicted
average speed equals 10 hours. So 10 hours after 11AM is 9 PM.
16) On average, a typical television viewer will watch 2.5 hours of programming per day. How many
minutes will be watched in one week?
a) 1050 b) 1120 c) 1300 d) 975
17) If Jo has $10 roll of dimes, a $10 roll of nickels, a $10 roll of quarters, how many coins will he have?
a) 400 b) 290 c) 360 d) 340
The key here is to first find out how many coins are in a dollar, then multiply that amount by 10. I.e. 1
dollar in nickels has 20 coins, times 10 dollars and so on…
18) If a slow burning candle burns at a rate of 0.5” an hour. How many hours will a 12” inch candle last?
a) 24 hours b) 12 hours c) 6 hours d) 3 hours
Simple: 12/0.5 = 24
19) Two home theatres, A and B, sell at retail for $7500. Theatre A is on sale for a 6% discount plus a $400
dollar rebate. Theatre B is on sale for 20% off the selling price and no rebate. Which is the better buy and
by how much?
a) Theatre A by $1150 b) Theatre B by $1200 c) Theatre A by $750 d) Theatre B $1500

20) A new stereo is on sale for 20% off. The cost of the stereo is $769. Sales tax is 15%. How much will the
final price be?
a) $707.48 b) $710.50 c) $705.26 d) $708.17
1
21) Suppose your cat eats a can of cat food each day. The price of canned food sells for 2 cans for 98
2
cents, how much will food for two weeks cost? You will require 7 cans for two weeks at $0.49 per can
therefore the answer should be $3.43
a) $6.90 b) $6.75 c) $3.43 d) $7.96
1
22) If the house you are looking to buy costs 3 times your yearly income at $280, 000, how much is your
2
income?
a) $85,000 b) $90,000 c) $75,000 d) $ 80,000
23) The number 200 minus 10%, then add 10% equals:
a) 190 b) 188 c) 198 d) 208
24) How much money must you invest at 7% interest to generate a yearly income of $375?
a) $5357.14 b) $5375.18 c) $7600 d) $6527.14
This is simply: 375 ÷ 7% (0.07) = 5357.14
25) Your base salary for first year constable is $42,620. Each year your salary increase by 18%. What is
your salary after 3 years?
a) $72, 027 b) $73, 478 c) $69, 876 d) 70, 026
Simply add 18% for each year. 42, 620 X 1.18 (for three periods)
26) Grass seed costs $1.25 a pound and will cover 200 sq. ft. How much will seed cost for a lawn that is
250’ by 80’ ?
a) $12.50 b) $150 c) $170 d) $125

1
27) The blue print showing the entrance points of an attempted break in is drawn at a scale of ” to 1’.
2
1
How long is a room that is 10 ” long on the blue print?
2
a) 34’ b) 36’ c) 28’ d) 21’
9
28) To change from Celsius to Fahrenheit you use the following formula: F =( )(C) + 32. What is the
5
temperature in degrees Fahrenheit when it is 32 degrees Celsius?
a) 89.6 degrees b) 90 degrees c) 92.1 degrees d) 88.9 degrees
29) Inflation has forced the rice of a new car to rise from $32, 000 to $36, 000. What is the percent of
increase?
a) 12.5% b) 13% c) 14.6% d) 11.5%
Remember for this type of question the difference over the BASE. That is 4000 over 32, 000 = .125 Then to
get a percentage, multiply by 100.
30) One quart of milk and cream contains 28 oz. of milk. If you were to add another 6 oz. of cream, what
percent of the mixture is cream?
a) 24% b) 23% c) 22% d) 26%
This question is a bit tricky. Recall that there are 32oz in a quart. Therefore, if 28oz of the 32oz is milk then
4oz must be cream. We then added 6oz of cream. The total mixture is now 32oz + 6oz. = 38oz with 10oz of
cream. Now convert this number to a percentage. That is 10 ÷ 38 X 100 = 26%
31) Using any method or combination of methods, what is the shortest amount of time it would take to get
from A to P?
a) 24 minutes : Because it’s 6 blocks in any order and by car is the fastest method (6 blocks X 4
minutes)
31 b) Using any method or combination of methods, what is the shortest amount of time it would take to
get from K to D?
b) 12 minutes : Because it’s 3 blocks in any order and by car is the fastest method (3 blocks X 4
minutes)
31 c) Using any method or combination of methods, what is the shortest amount of time it would take to
get from M to C?
d) 20 minutes 5x4 : Because it’s 5 blocks in any order and by car is the fastest method (5
blocks X 4 minutes)
31 d) Using any method or combination of methods, what is the shortest amount of time it would take to
get from H to J?
a) 12 minutes : Because it’s 3 blocks in any order and by car is the fastest method (3 blocks X 4
minutes)
31 e) Using any method or combination of methods, what is the shortest amount of time it would take to
get from G to M but you can only go by foot and bicycle?
c) 20 minutes Because it’s 4 blocks in any order and by bicycle is the fastest, that is 5 minutes
a block. (4 blocks X 5 minutes)
31 f) Using any method or combination of methods, what is the shortest amount of time it would take to get
from M to D but you can only go by bicycle and every corner adds 1 minute to the trip?
c) 31 minutes : Because the route MPD is the fastest with 1 Turn. By bicycle that 5 minutes,
plus 1 turn (1 minute) times 6 blocks equals 31 minutes.
31 g) Using any method or combination of methods, what is the shortest amount of time it would take to
get from N to C but you can only go by car and every corner adds 45 seconds to the trip?
a) 16 minutes 45 seconds because the combination of NOC or MBC is the fastest with only 1
turn. So 4 minutes a block by car times 4 blocks plus 45 seconds for the turn.
Practice Test Answer Key
1) A: Keep all decimal points in line, directly below each other and add.
2) C
3) A
4) D
5) C
6) A
2 3 2 19 38 2 1
7) D: × 4 = X = =3 =3
3 4 3 4 12 12 6
8) C: 32.3 ÷ 0.17 = (Eliminate the decimal in the divisor to make it whole. So multiply by 100 and add a
190.
zero to 32.3) = 0.17 32.30 = 17 3230 = 17 3230.
17
153
153
0
27 3
9) D: ÷ = (Rewrite this equation by writing the reciprocal of the second fraction then cancel out and
4 2
multiply)
27 2 9 1 9 1
= x Now Cancel Out and Multiply: x = = 4
4 3 2 1 2 2
10) B (7.5% is 0.075 x $1300.0 = $97.50)
11) A
12) D (Add all Marks (values) together then divide by the number of Marks (values)
13) C
14) A (Time and a half = $10.80 (7.20 + 3.60 which is half of 7.20 multiply by 8 overtime hours) then
Multiply 7.20 by 40 hours and add overtime amount)
15) A
16) A
17) B: (12 inches per foot, thus 24 inches X 2.54cm)
18) D: (to find x: this question is asking what is 60% of 50, x over 50. Thus, 60% (0.60) multiply by 50
equals 30.
19) C
20) D: Find the amount of the increase (900 – 650 = 250) and compare this to the base unit of 650. Write
as a fraction 250 over 640, in decimal form that is 250 divided 650 which equals 38.46% or 0.3846)
21) A
22) B
23) A
24) D
25) A
26) A
27) C
28) D
29) A
30) C
31) B
32) C
33) A
34) D
35) A
36) B
Spatial Orientation, Pattern Recognition & Mapping (Inductive &
Deductive Reasoning)
Matching & Pattern Solving
Some people find Spatial Orientation, Mapping, Matching and Problem Solving simple and apparent. They
can look at the scenes or objects and tell which ones belong and which ones do not, or which scene or
object out of a selection continues a pattern. Interestingly, ask that same person how they solved it and
they are likely to point out what they think are obvious clues.
However, what you really want to know is how they solved it – and generally they won’t be able to tell you,
because they’re not using a systematic process, they are using their unconscious pattern recognition skills
and intuition.
But, if all the solutions are obvious, there would be no need for a test for a skill in seeing them, would
there? If you’re one to find Matching and Problem Solving simple and easy, skip this explanation. If
you’re scoring less than 12 out of 15, you should probably consider the following advice.
The ODA Technique (Developed By Jay Patterson)
ODA stands for Observations, Documentation and Analysis. These are the three main tools you will
use to find the right answer.
Observations – anything you observe about the objects/graphic/puzzle/scenes or sequence that

stands out. Write them all down regardless if you think they might be important or not. The Analysis
stage is where you discard or reorganize information, but the observation stage is a pure information
gathering process.
Documentation – as you observe, document what you observe. Number your observations for ease
of organization.
Analysis – once you’ve completed Observations and Documentation begin analyzing what you’ve
written in your documentation. Don’t do observing while you do this (you can look at the objects to
confirm your observations), as you want to concentrate on looking for patterns, trends or other details
you’ve documented without being distracted. If you feel your observations are too few to draw any
conclusions, go back to the observation and documentation stages and look for more items and
ignore analysis until you complete that task.
It is important NOT to distract yourself with Analysis
while you Observe and Document, particularly for complex patterns or matches. The trick is not to
split your mental resources so that you can more clearly focus on one task at a time.
Presuming your documentation is clear, there are two main kinds of failures to solving a match or solving a
pattern. One is a failure to observe all the elements that the test writer intended you to observe, and the
other is faulty analysis. The observation failure cascades into the analysis and complete failure because
you’ve not picked up all the relevant facts to draw the correct conclusion the Tester is looking for. So don’t
be afraid to repeat the process until you feel you’ve got a proper set of observations.
Lets look at a simple example provided by the Toronto Police Services Employment Unit handout.
Documenting Observations
1. The objects are cars.
2. The cars have doors.
3. The cars have two wheels in the picture.
4. All the wheels are the same.
5. Two cars have long antennas and two have little stumpy antennas.
6. All the cars have lines on their doors.
7. Three cars have horizontal lines.
8. There is only one car with one line on the door (vertical).
Analysis
Lets try to eliminate extraneous observations that don’t help us find out which car does not belong. In
this case we are looking for characteristics that are shared and non-unique.
1. The objects are cars. So what, that does not seem important since they are ALL cars.
2. The cars have doors. Nothing unique to one object
3. The cars have two wheels in the picture. Nothing unique to one object
4. All the wheels are the same. Nothing unique to one object
5. Two cars have long antennas and two have little stumpy antennas. Nothing unique to one
object
6. All the cars have lines on their doors.
7. Three cars have horizontal lines.
8. There is only one car with one line on the door (vertical).
7, 8 and 9 are linked by the fact there are lines but they are different from one another. Let’s drill it
down further.
1. All the cars have lines on their doors. Not unique to one object but they are different from
object to object.
2. Three cars have horizontal lines. Ah, getting warmer, as one car does not fit this pattern!
3. There is only one car with one line on the door (vertical). Bingo, that’s the unique difference.
Conclusion?
All the cars have antennas up or down, all the cars are cars with wheels and doors, and all the cars have
stripes on the doors, but one car has vertical stripes while the rest have horizontal stripes. The vertical strip
is a feature unique to one object, therefore the answer is C. In this case the answer was fairly simply to get
to and you probably figured it out by just looking at the picture – however, what is important here is the
demonstrable process and the fact that we did the observations and analysis in a conscious and step by
step manner.
Testing Situation Point

Because the PATI Test is a timed test, make sure that you do not spend ‘all day’ working over one difficult
problem. It is a proven fact that 9 times out of 10, your first observation or choice is usually the correct
choice. If you cannot quickly apply ODA process, simply eliminate as many choices as possible then GUESS.
Eliminate four options, then guess. You should make note as well, that, as the test progresses so does the
level of question difficulty. This means you may have to spend more time near the end of the test, so do not
waste time. Remember, it is important to answer as many questions correctly as you can.
Being a Good Observer

Skills of observation are used by everyone in almost every profession, and good police officers tend to be
excellent observers. What sorts of things do you look for when reviewing questions like the one above?
Here are some tips:
1. Look for multiple attributes. – attend to ALL details.

2. Look for same elements but in different numbers (quantity)
3. Look for numeric patterns in objects from scene to scene (ie: 2:4:8:16 or 1:2:3:4 or 2:4:6:8)
4. Shape can be used to deceive you, sometimes it is important, sometimes not.
5. On letter or number questions say them out loud, the answer may be auditory/phonetic.
6. Think chronologically and of each image as a ‘scene’ in progression.
7. Use clock faces to detect clockwise and counter-clockwise element movement.
8. The pattern you may be looking for may be that there is NO pattern!
9. If all else fails, look for the answers that DON’T fit – process of elimination. If finding the right
SINGLE answer eludes you, it may be easier to find the 3 wrong ones and work your way backwards.
10. If movement is complex, draw arrows on the first scene to indicate where objects move to complete the
next scene –the arrows themselves will form an easier pattern to decipher.
You can probably add more to these ten tips as you do more of these practice problems and see even more
variations.
Practice
As with math or English or any other study, you need to practice to develop skill. Pattern matching and
solving can be learned. Repeatedly exercising the brain with these puzzles causes you to develop the
problem solving skills. Just like training muscles, repeat it enough and the body will adjust itself to more
efficiently completing the task. Repetition breeds excellence and advanced pattern matching skills are
nothing more than the basics mastered.
Your ability as a police officer to be able to recognize sequences and patterns is extremely important as is
the ability to visualize scenarios. We have compiled a number of sample test questions that are designed to
help you prepare for this portion of your testing. Remember not all police services administer this portion of
testing, however most do. It is up to you to double check with your recruiting officer to see if spatial and/or
pattern recognition testing will be administered.
Mapping
The PATI Test will test your ability to determine how quickly you can travel between given points or
intersections. Using the Map Below (you should be familiar with this map by now!) each circle represents an
intersection while each line represents one city block.
The questions that you will be asked will be similar the ones you should have already answered in the word
problem section, to repeat, questions may be:
How long would it take you to drive from A to C if it takes 6 minutes to drive each block? A to C represents
two city blocks of travel time, so the drive would take 12 minutes.
When you are calculating time for mapping questions, the quickest way answer each question is to add up
the total number of blocks and then multiply the number of blocks by the time it takes to travel each block.
For example, if it takes 4 minutes to drive one block, and you must drive from P to F, your quickest and
correct answer would be to count the number of blocks from P to F. The fastest route would be 4 city
blocks.
Now multiply 4 x 4 = 16 minutes of travel time.
You should be prepared for questions that involve changes in times for turning corners, routes that are
obstructed and combining different modes of transportation at different speeds, such as riding a bicycle,
walking or driving a car.
For example, you may encounter a question that states that every turn requires an additional 30 seconds of
travel time. Therefore you must choose a route with as few turns as possible.
Looking at the scenario below, B requires fewer turns and therefore would be the quickest route.
Apply & Practice
1)
B) C) D)
2)
A) B) C) D)
3)
B) C) D)
4) Which is the odd one out?

A) B) C) D)
5)
A) B) C) D)
6)
A) B) C) D)
A) B) C) D)
8) YES NO
9) YES NO
10) YES NO
11) YES NO
12) YES NO
13) YES NO
14) YES NO
15) YES NO
16) YES NO
17) YES NO
18) YES NO
19) YES NO
20) YES NO
21) YES NO
22) YES NO
23) YES NO
24) YES NO
25) YES NO
26) YES NO
27)
A) B) C) D)
28)
A) B) C) D)
29)
A) B) C) D)
30)
A) B) C) D)
31)
A) B) C) D)
B) C) D)
33) Select the figure that does not belong.

PATTERN AND SPATIAL ANSWER KEY
1) C
2) C
3) D
4) B
5) D
6) B
7) C
8) NO
9) YES
10) YES
11) NO
12) NO
13) NO
14) YES
15) NO
16) YES
17) YES
18) NO
19) NO
20) NO
21) NO
22) YES
23) NO
24) NO
25) YES
26) YES
27) C
28) C
29) C
30) D
31) A
32) D
33) D (missing right eyebrow)
34) D (left side point is slightly skewed, this is not the same polygon)
35) B (Earring on the right side ear)
Solving Syllogisms (Deductive Reasoning)
About Deductive Reasoning
Deductive reasoning is considered the process of reaching a conclusion based on either:
• An Observation
• A Rule
• A Common Belief
The conclusion is based on the specific observation, Rule or Belief that is stated and which logical forms
the correct concluding statement.
Common Errors
• Include information that is in the question to draw your conclusion

• An answer may be true in life, but if the information is not drawn from the question, do not include
this in your response or conclusion
So what is a Syllogism?
Syllogisms are argument statements that take several parts, typically with two statements which are
assumed to be true known as a premise, which lead to a logical conclusion. This takes the general form:
Major premise: A general statement.

Minor premise: A specific statement.
Conclusion: Based on the two premises.
There are three components to Syllogistic argument:
1: The Major Premise is the first general statement.

2: The Minor Premise is the second specific statement.
3: The Conclusion is the logical solution of the two premises.
There are three major types of syllogism:
• Conditional syllogism: If A is true then B is true (If A then B).

• Categorical syllogism: If A is in C then B is in C.
• Disjunctive syllogism: If A is true, then B is false (A or B).
The PATI Test focuses on the Categorical Syllogism.
Understanding The Syllogism
Syllogisms are evaluated in terms of their validity. The validity of an argument (syllogism) does not depend
upon whether its premises or conclusions are true. It is the relationship between the premises and
conclusion that is important. It is very important that you understand that Valid syllogisms can have false
premises or false conclusions – that is the premises and conclusion do not have to make literal sense to be
correct, because it is the relationship or pattern that is important. The term sound is used to describe a
syllogism that makes sense, that is that the premises and conclusion make literal sense. An argument
(syllogism) is sound when it is valid and has true premises (premise statement that make literal
sense). Validity is only part of what it takes to make an argument sound. So as a recap, a syllogism may
not make sense but be valid – be correct.
But don’t panic, the PATI usually only uses Syllogisms that are both valid and sound, so you pretty much
have to select the answer that looks the most correct.
We will show you a secret to solve these problems in less than half the time it normally would.
Let’s break this down further.
In your testing, most questions will be sound and valid because the premises will be true (make literal
sense). We will teach you how to recognize the syllogism pattern, regardless of the validity or soundness.
The categorical syllogism can follow any 15 different structures; however the majority in the PATI will follow
the following two:
This is the formula for solving the first most common syllogism:
Major Premise : All M are P.

Minor Premise : All S are M.
Therefore : All S are P.
In this type of syllogism, what you need to do is recognize the pattern immediately. If the syllogism gives
you both premises that start with All, you immediately know you are looking for answer that starts with
All.
Now follow the formula : Take the first word of the second premise and put it with the last word of the first
premise, that is your correct answer. Just remember, the answer does not have to be sound to be valid, but
in your PATI test, most, if not all, will be sound and valid – so look for those conclusions first.
OR Visually, as a short cut try this: (Imagine this is a question in your test)
Step 1) quickly and carefully read the syllogism. Recognize that both premises start with All
All goats are animals

All sheep are goats
A) All goats are sheep

B) All animals are goats
C) All sheep are animals
D) None of the above conclusions are valid
Step 2) Because both premises start with All; you know your answer must as well. But look they all do! Use
the rule, or quickly draw a line (in your head or on the paper) from the first word in the second premise to
the last word in the first premise = sheep to animals.
All goats are animals
All sheep are goats

Therefore the correct answer is C) All sheep are animals
Now practice this rule below:
All inmates are felons.

All thieves are inmates.
a) Some thieves are felons
b) Some thieves are not felons
c) All thieves are felons
d) None of the given conclusions are valid
Therefore: All thieves are felons.

Syllogisms : Practice Set 1
(full answers and answer descriptions are at the end of this section)
1) All police are human.

All men are police.
A) All people are not police

B) All police are not people
C) All men are human
2)
All dogs are hairy
All canines are dogs
A) All dogs are not canines

B) All canines are hairy
C) All canines are human
3)
All tools are hard
All metals are tools
A) All tools are metal

B) Some metals are tools
C) All metals are hard
4)
All girls are women
All females are girls
A) All females are women

B) Some women are girls
C) All girls are women
5)
All robots are majors.
All rooms are robots.
A) All robots are majors

B) Some majors are robots
C) All rooms are robots
6)
All singers are blondes.
All people are singers.
A) All blondes are people

B) All singers are blondes
C) All people are blondes
7)
All walnuts are green
All people are walnuts
A) All walnuts are people

B) All people are walnuts
C) All people are green
8)
All weeds are plants
All trees are weeds
A) All trees are weeds

B) All trees are plants
C) All plants are weeds
9)
All houses are brick
All caves are houses
A) All bricks are houses

B) All caves are houses
C) All caves are brick
10)
All wolves are predators
All dogs are wolves
A) All wolves are dogs

B) All dogs are wolves
C) All dogs are predators
11)
All lights are orange
All apples are lights
A) All apples are lights

B) All apples are orange
C) All lights are apples
12)
All geese are brown
All birds are geese
E) All geese are brown

F) All geese are birds
G) All birds are brown
H) None of the above conclusions are valid
13)
All glasses are clear
All cups are glasses
I) All glasses are cups

J) All cups are glasses
K) All cups are clear
L) None of the above conclusions are valid
15)
All speakers are loud
All woofers are speakers
A) All speakers are loud

B) All woofers are loud
C) All speakers are woofers
16)
All circles are round
All balls are circles
A) All circles are balls

B) All balls are round
C) All circles are balls
17)
All constables are police officers
All sergeants are constables
A) All police officers are sergeants

B) All constables are police officers
C) All sergeants are police officers
18)
All runners are people
All dancers are runners
A) All runners are dancers

B) All people are dancers
C) All dancers are people
19)
All carpets are brown
All gardens are carpets
M) All gardens are brown

N) All carpets are brown
O) Some gardens are brown
P) None of the above conclusions are valid
20)
All oceans are large
All lakes are oceans
Q) All lakes are large

R) All oceans are lakes
S) All lakes are oceans
T) None of the above conclusions are valid
The Second Most Common Syllogism in the PATI
The second most common form of categorical syllogism you will encounter follows this format:
First Premise : All M are P

Second Premise: Some M are S
Conclusion: Some S are P
Take a look at the following example:
All Chiefs of Police are police constables

Some Chiefs of Police are women.
a) Some women are police constables

b) Some women are not police constables
c) All women are police constables
d) None of the given conclusions are valid
Therefore A) Some women are police constables is correct (follow the rule, valid, not sound)
By now you have probably realized that you can follow the same short-cut as before. This time, simply join
the last word of the second premise with the last word of the first premise (as the arrow above indicates)
and you have your answer. Again, the answers in the actual test will, in most cases, be valid and sound –
meaning the answer that both looks literally correct and follows this short cut will be correct.
Note that the premises must follow the All …. are, Some …. are; structure for this to be true.
In this next set of syllogisms, the purpose, as above, is to teach you to recognize the syllogism format so will
be able to immediately identify the type, and thus you will be able to instantly realize the answer.
Syllogisms : Practice Set 2

(full answers and answer descriptions are at the end of this section)
1)
Some oceans are lakes
A) Some lakes are large

B) Some oceans are lakes
C) All lakes are oceans
2)
All Roosters are male
Some Roosters are chicks
A) Some chickens are male

B) Some chickens are Roosters
C) All chicks are roosters
3)
All phones are animals
Some phones are boxes
A) Some phones are boxes

B) Some boxes are animals
C) All phones are animals
4)
All cars are mice
Some cars are bicycles
A) Some bicycles are mice

B) Some mice are cars
C) Some bicycles are cars
5)
All People are Police
Some People are Constables
A) All people are police

B) Some constables and people
C) Some Constables are police
6)
All pictures are photographs
Some pictures are portraits
A) Some pictures are photographs

B) Some pictures are portraits
C) Some portraits are photographs
7)
All airplanes are people
Some airplanes are daisies
A) Some airplanes are daisies

B) Some daisies are people
C) Some people are daisies
8)
All pliers are cats
Some pliers are bicycles
A) Some bicycles are cats

B) Some cats are pliers
C) Some cats are bicycles
9)
All donkeys are robots
Some donkeys are elephants
A) Some donkeys are elephants

B) All elephants are robots
C) Some elephants are robots
10)
All animals are people
Some animals are rats
A) Some animals are rats

B) All rats are people
C) Some rats and people
11)
All magazines are books
Some magazines are papers
A) Some magazines are papers

B) Some magazines are books
C) Some papers are books
12)
All cans are brownies
Some cans are felines
A) Some felines are brownies

B) Some felines are cans
C) Some cans are felines
13)
All computers are cameras
Some computers are laptops
A) Some laptops are cameras

B) All laptops are cameras
C) Some computers are cameras
14)
All microphones are horses
Some microphones are cameras
A) Some microphones are horses

B) All microphones are horses
C) Some cameras are horses
15)
All libraries are books
Some libraries are places
A) Some places are books

B) All places are libraries
C) Some places are libraries
16)
All televisions are boxes
Some televisions are rectangles
A) Some rectangles are boxes

B) All televisions are boxes
C) Some boxes are televisions
17)
All theories are strategies
Some theories are stories
A) Some theories are stories

B) Some theories are strategies
C) Some stories are strategies
18)
All friends are humans
Some friends are police
A) Some police are humans

B) Some friends are police
C) Some humans are friends
19)
All wires are hairs
Some wires are microphones
A) Some microphones are wires

B) All microphones are wires
C) Some microphones are hairs
20)
All chairs are seats
Some chairs are stools
A) Some stools are chairs

B) Some chairs are seats
C) Some stools are seats
Conditional Syllogism
Note that this type of syllogism is not as common and will likely not appear on your test. So we will not go
into detail, but please take the time to understand the rule that applies to this type of syllogism.
The basic rule:
If A is true then B is true (If A then B). It is always constructed through the use of the Major Premise, Minor
Premise and Conclusion.
Major Premise:
This is the opening statement, for example: You need knowledge. This statement is not challenged which
means it is true.
Minor Premise:
The minor premise will always give you further detail about the major premise, for example: I am a licensed
teacher. It also assumed to be true.
Conclusion:
The conclusion is the combined results of the major and minor premise, for example: I can teach you.
You need knowledge.
I am a licensed teacher.
I can teach you.
An example:
1. All Police Applicants receive a test score

2. I am a Police Applicant
3. (therefore) I receive a test score
So if you encounter any syllogism like this, the general rule is that the answer will noticeably make sense
immediately. We will assume you will be able to solve these without difficulty.
Disjunctive Syllogism
This syllogism is not common, but please takes the time to understand this structure. Again it is slightly
different again. It takes the form either A is true or B is true. Specifically if A is true, B is false, and if B is
true, A is false. A and B cannot both be true.
Major Premise
The major premise is stated in the form of a choice between an alternative. The choice is that one out of
two or more alternatives is right and that the rest are wrong. Again, this first statement is usually a single
sentence. For example, It was either Brian, Dan or Steve who did it.
Minor Premise
The minor premise either selects or rejects alternatives, which will lead to the conclusion. For example,
Brian was in the fight. But Dan had the motive.
Conclusion
The conclusion can be the tricky part in that it may not actually be spoken, in this example it is. Remember
that the intention of the Major Premise is to conclude this statement. For example, Dan killed Martin.
It is easier to see when it is put together:
It was Brian, Dan or Steve who did it.
Brian was in the fight. But Dan had the motive.
Dan killed Martin.
What is important to remember for your test, is this: Look for an argument that makes sense; that is the
argument must be effective. What this means specifically, both premises must be true and they must
relate logically (they must make sense) to one another. Therefore you must select an answer that makes
the most sense. During your testing, look at both premises, does the conclusion (or answer choice) make
sense when related to the two premises? Read it, then quickly re-read it. As rule, if the answer choice
makes sense, go with it!
Learn to recognize arguments that fail (known as faulty reasoning); that is logically they just don’t make
sense. Have a look at the following examples.
Delicious Apples taste sweet.

Delicious Apples are red.
All red foods taste sweet.
Steve stole a car.

Steve is poor.
All poor people are thieves.
Jeffrey Dahmer, John Wayne Gacy, and Richard Speck were mass murderers.
Dahmer, Gacy, and Speck were white men.
All white men are mass murderers.
It should be obvious why these syllogisms fail. The reasoning is faulty. It just does not make sense that all
“red foods taste sweet”, they don’t. However, in your test, it is very likely that as well as testing your ability
in deductive reasoning, they are looking for your ability to determine prejudices regarding people. Be very
careful not to make assumptions. As “all white men are mass murderers” is obviously not true, other
question containing less subtle premises may be present – watch and read carefully.
Syllogism Practice Set 1 Answers
1) All police are human.

All men are police.
A) All people are not police

B) All police are not people
C) All men are human
Therefore C) All men are human.
2)
All dogs are hairy
All canines are dogs
A) All dogs are not canines

B) All canines are hairy
C) All canines are human
Therefore C) All canines are hairy
3)
All tools are hard
All metals are tools
A) All tools are metal

B) Some metals are tools
C) All metals are hard
Therefore C) All metals are hard
4)
All girls are women
All females are girls
A) All females are women

B) Some women are girls
C) All girls are women
Therefore A) All females are women
5)
All robots are majors.
All rooms are robots.
A) All robots are majors

B) Some majors are robots
C) All rooms are robots
Therefore C) All rooms are robots (remember this is valid because of the rule, not sound)
6)
All singers are blondes.
All people are singers.
A) All blondes are people

B) All singers are blondes
C) All people are blondes
Therefore C) All people are blondes (remember this is valid because of the rule, not sound)
7)
All walnuts are green
All people are walnuts
A) All walnuts are people

B) All people are walnuts
C) All people are green
Therefore C) All people are green (remember this is valid because of the rule, not sound)
8)
All weeds are plants
All trees are weeds
A) All trees are weeds

B) All trees are plants
C) All plants are weeds
Therefore B) All trees are plants (remember this is valid because of the rule and it is sound, the conclusion
is true)
9)
All houses are brick
All caves are houses
A) All bricks are houses

B) All caves are houses
C) All caves are brick
Therefore C) All caves are brick (remember this is valid because of the rule, not sound)
10)
All wolves are predators
All dogs are wolves
A) All wolves are dogs

B) All dogs are wolves
C) All dogs are predators
Therefore C) All dogs are predators (remember this is valid because of the rule, not sound)
11)
All lights are orange
All apples are lights
A) All apples are lights

B) All apples are orange
C) All lights are apples
Therefore B) All apples are orange (remember this is valid because of the rule, not sound)
12)
All geese are brown
All birds are geese
A) All geese are brown

B) All geese are birds
C) All birds are brown
Therefore C) All birds are brown (remember this is valid because of the rule, not sound)
13)
All glasses are clear
All cups are glasses
A) All glasses are cups

B) All cups are glasses
C) All cups are clear
Therefore C) All cups are clear (remember this is valid because of the rule, not sound)
15)
All speakers are loud
All whoofers are speakers
A) All speakers are loud

B) All whoofers are loud
C) All speakers are whoofers
Therefore C) All whoofers are loud (remember this is valid because of the rule, not sound)
16)
All circles are round
All balls are circles
A) All circles are balls

B) All balls are round
C) All circles are balls
Therefore B) All balls are round (remember this is valid because of the rule AND the conclusion is sound)
17)
All constables are police officers
All sergeants are constables
A) All police officers are sergeants

B) All constables are police officers
C) All sergeants are police officers
Therefore C) All sergeants are police officers (remember this is valid because of the rule AND the conclusion
is sound)
18)
All runners are people
All dancers are runners
A) All runners are dancers

B) All people are dancers
C) All dancers are people
Therefore C) All dancers are people (remember this is valid because of the rule AND the conclusion is
sound)
19)
All carpets are brown
All gardens are carpets
A) All gardens are brown

B) All carpets are brown
C) Some gardens are brown
Therefore A) All gardens are brown (remember this is valid because of the rule, the conclusion is not sound,
remember you can immediately rule out C because it starts with Some – be careful though, because you will
have a mix of different syllogisms – only the ones that both premises start with ALL can you immediately
disqualify Some)
20)
All lakes are oceans
A) All lakes are large

B) All oceans are lakes
C) All lakes are oceans
Therefore A) All lakes are large (remember this is valid because of the rule, the conclusion is not sound)
Syllogism Practice Set 2 Answers
1)
Some oceans are lakes
E) Some lakes are large

F) Some oceans are lakes
G) All lakes are oceans
Therefore A) Some lakes are large (remember this is valid because of the rule, and the conclusion is not
sound)
2)
All Roosters are male
Some Roosters are chicks
E) Some chickens are male

F) Some chicke are Roosters
G) All chicks are roosters
Therefore A) Some chicks are male (remember this is valid because of the rule, and the conclusion is sound)
3)
All phones are animals
Some phones are boxes
E) Some phones are boxes

F) Some boxes are animals
G) All phones are animals
Therefore B) Some boxes are animals (remember this is valid because of the rule, and the conclusion is not
sound)
4)
All cars are mice
Some cars are bicycles
E) Some bicycles are mice

F) Some mice are cars
G) Some bicycles are cars
Therefore A) Some boxes are animals (remember this is valid because of the rule, and the conclusion is not
sound)
5)
All People are Police
Some People are Constables
E) All people are police

F) Some constables and people
G) Some Constables are police
Therefore C) Some Constables are police (remember this is valid because of the rule, and the conclusion is
not sound – remember a valid syllogism does not have to ‘make sense’ as in the police services, all
constable are in fact police officers. Again, the purpose if using these ‘nonsense’ syllogisms is to prepare for
recognizing the pattern. The real test will in most cases, use only syllogisms that are sound – that is the
premises and conclusion will make sense)
6)
All pictures are photographs
Some pictures are portraits
E) Some pictures are photographs

F) Some pictures are portraits
G) Some portraits are photographs
Therefore C) Some portraits are photographs (remember this is valid because of the rule, and the
conclusion is in fact sound. Look how much easier this syllogism is to solve as you can, by applying our
strategy, combined with the fact that the premises ‘make sense’ and therefore the answer must ‘make
sense’.)
7)
All airplanes are people
Some airplanes are daisies
E) Some airplanes are daisies

F) Some daisies are people
G) Some people are daisies
Therefore B) Some daisies are people (remember this is valid because of the rule, and the conclusion is not
sound)
8)
All pliers are cats
Some pliers are bicycles
E) Some bicycles are cats

F) Some cats are pliers
G) Some cats are bicycles
Therefore A) Some bicycles are cats (remember this is valid because of the rule, and the conclusion is not
sound)
9)
All donkeys are robots
Some donkeys are elephants
E) Some donkeys are elephants

F) All elephants are robots
G) Some elephants are robots
Therefore C) Some elephants are robots (remember this is valid because of the rule, and the conclusion is
not sound)
10)
All animals are people
Some animals are rats
E) Some animals are rats

F) All rats are people
G) Some rats and people
Therefore C) Some rats and people (remember this is valid because of the rule, and the conclusion is not
sound)
11)
All magazines are books
Some magazines are papers
E) Some magazines are papers

F) Some magazines are books
G) Some papers are books
Therefore C) Some books are papers (remember this is valid because of the rule, and the conclusion is not
sound)
12)
All cans are brownies
Some cans are felines
E) Some felines are brownies

F) Some felines are cans
G) Some cans are felines
Therefore C) Some felines are brownies (remember this is valid because of the rule, and the conclusion is
not sound)
13)
All computers are cameras
Some computers are laptops
E) Some laptops are cameras

F) All laptops are cameras
G) Some computers are cameras
Therefore A) Some laptops are cameras (remember this is valid because of the rule, and the conclusion is
not sound)
14)
All microphones are horses
Some microphones are cameras
E) Some microphones are horses

F) All microphones are horses
G) Some cameras are horses
Therefore C) Some cameras are horses (remember this is valid because of the rule, and the conclusion is
not sound)
15)
All libraries are books
Some libraries are places
E) Some places are books

F) All places are libraries
G) Some places are libraries
Therefore A) Some places are books (remember this is valid because of the rule, and the conclusion is not
sound. NOTE: Be careful with questions like this because the answer is not the one that make sense, C
appears to be the correct answer because it makes sense. Most questions will not try and trick you like this,
but be aware – remember the pattern)
16)
All televisions are boxes
Some televisions are rectangles
E) Some rectangles are boxes

F) All televisions are boxes
G) Some boxes are televisions
Therefore C) Some rectangles are boxes (remember this is valid because of the rule, and the conclusion is
not sound)
17)
All theories are strategies
Some theories are stories
E) Some theories are stories

F) Some theories are strategies
G) Some stories are strategies
Therefore C) Some stories are strategies (remember this is valid because of the rule, and the conclusion is
not sound)
18)
All friends are humans
Some friends are police
E) Some police are humans

F) Some friends are police
G) Some humans are friends
Therefore C) Some police are humans (hopefully all are!) (remember this is valid because of the rule, and
the conclusion is not sound and grammatically incorrect)
19)
All wires are hairs
Some wires are microphones
E) Some microphones are wires

F) All microphones are wires
G) Some microphones are hairs
Therefore C) Some microphones are hairs (remember this is valid because of the rule, and the conclusion is
not sound)
20)
All chairs are seats
Some chairs are stools
E) Some stools are chairs

F) Some chairs are seats
G) Some stools are seats
Therefore C) Some stools are seats (remember this is valid because of the rule, and the conclusion is not
sound)
Literacy and Grammar – Introduction (WCT Preparation)
Fortunately you do not have to be a literary expert to be a police officer. However, there are several skills
that are essential for you to master. To begin with you need to be able to read, comprehend information
and write clearly. This will mean using correct spelling and utilizing basic grammar skills. Why is this
important? Your reports that you will be required to write can and will be used for court proceedings, writing
offence reports, tickets etc. and if they are not correct, legible and clearly written they may not be
admissible. Secondly you must be able to write a factual report that is unbiased, records the essential facts
and information involved in each particular matter and be able to correctly structure, interpret and apply
reasonable assumptions based on your evaluated facts.
You are required to write a Written Communication Test. You may, and in most cases you do, have to be
able to understand a wide variety of English words and their meanings which you will be tested on during
the selection test, remember you must write clearly, factual, have a broad understanding of English words
and their meanings etc.
This unit contains a glossary of grammatical terminology and definitions which are useful to refresh your
memory and your understanding of basic literacy, it includes commonly miss-spelled words, commonly used
Forms, an extensive collection of English words and a review of preposition of location, i.e. the correct uses
of At, In, On, To, On (to), In (to). Following this primary building of grammar, we examine the WCT in more
detail.
Grammar Glossary
Adjective: A word that describes a noun. Different types of describing words include:
• possessive adjectives (e.g. my, his, her)
• numbering adjectives (e.g. two, many, lots of)
• describing adjectives (e.g. big, old, yellow, beautiful)
• comparing adjectives (e.g. more delicate, best, bigger)
• classifying adjectives (e.g. Persian cat, air transport).
Adjectival phrase: A group of words (usually beginning with a preposition) that give more information
about a noun.
E.g. the girl with brown curly hair sat at the front.
The flowers in the vase were wilting.
Adverbials: A general term to refer to those language features that tell more about a verb (e.g. when,
where, how). The main adverbials are adverbs and adverbial phrases.
Adverb: A word that tells something about a verb, adjective or another adverb to indicate such things as
manner, place or time. An adverb commonly ends in -ly.
E.g. Krista ran quickly.
Binh ran more quickly.
Go there after school.
She is most helpful.
He listened very carefully.
Antonym: A word or word group with a meaning opposite to that of another word or word group. E.g. hot
— cold, go away — come back
Article: There are three articles in the English language: a, an and the. Articles are placed before nouns
and form part of the noun group when referring to either a specific person or thing (the) or a nonspecific
person or thing (a, an)
.
Colon (:) A punctuation marker used to introduce an explanatory statement or a list of items that complete
the sense of the sentence.
E.g. there were three things in the back of the truck: a tent, a cricket bat and a wet blanket.
Comma (,) A punctuation marker used to indicate the grammatical organization of sentences.
Commas are used in sentences:
• To indicate separation between parts of a sentence such as clauses or phrases where such separation is
important to the meaning
E.g. Children, who cannot lift such heavy weights, will not be allowed to participate.
Children who cannot lift such heavy weights will not be allowed to participate.
• To separate words, phrases or numbers in a series
E.g. Children like to eat apples, bananas, oranges and watermelons.
Homonym A word having the same sound and often the same spelling, but a different meaning.
E.g. weak (adjective), week (noun)
Noun: A word used to represent people, places, ideas and things.
Nouns used to name any one of a class of things are known as common nouns, e.g. girl, classroom, egg.
Nouns used to name a place, a person or the title of something is known are proper nouns. Proper
nouns commence with a capital letter.
E.g. Sam, Olympic Games
Nouns used to name a group of things are known as collective nouns.
E.g. crowd, swarm, team
Nouns used to name things that we cannot see but which exist in thoughts and feelings are known as
abstract nouns.
E.g. sadness, love, wonder
Other types of nouns include human/nonhuman, general/particular, everyday/technical, count/mass.
Noun group: A group of words representing who or what is involved. It may include different types of
articles, adjectives and nouns linked together.
E.g. The run-down old inner-city terrace house is for sale.
Noun groups can also include adjectival phrases and adjectival clauses.
E.g. The house with the broken windows is for sale.
The house that we saw yesterday is for sale.
A noun group can consist of two or more nouns.
E.g. Boys and girls come out to play.
Jenny, the oldest child, came into the room.
Noun–pronoun: Occurs when a writer or speaker selects the correct pronoun for the noun or noun group
to which agreement it is referring.
E.g. The boy was looking for his father in the supermarket.
Object: The noun, noun group or pronoun in a sentence that is affected by an action.
E.g. The girl threw the ball.
Parentheses ( ) Punctuation markers used to enclose an explanatory word, phrase or sentence.

E.g. She was referring to her friend (Shirley) again.
Prefix: Word parts that are attached to the beginning or end of base words to change the meaning.
And Suffix e.g. unhappy, happiness
The word to which the prefixes and suffixes are attached is called the base word (e.g. ‘happy’ in the
above example).
Preposition: A word that begins an adverbial phrase or an adjectival phrase (indicating, for example, time,
place, manner, causality).
E.g. in, on, after, before, by, under, over, of
Pronoun: A word that is used in place of a noun.

E.g. The bag is heavy. It is full of bricks.
It may be a:
• personal pronoun, e.g. he, she, we
• demonstrative pronoun, e.g. that, this
• relative pronoun, e.g. who.
Simile: A relationship between two things or ideas, created by comparing them.

E.g. The room was like a tomb.
Syllable: A unit of sound within a word, e.g. won-der-ful.

Synonym: A word or word group with the same or similar meaning as another word or word group.
E.g. want — desire
Go away — leave
Tense: The form of the verb that indicates when something is happening in relation to the speaker’s time:
past, present or future.
This is indicated through the use of an inflection or through the use of auxiliary verbs.
E.g. She ate bananas. (Past)
She is eating bananas. (Present)
She will eat bananas. (Future)
Term of address: A name or title used when addressing different people.
E.g. mum, Dr Singh, Johnno, sir, darling
Verb: A word that tells what is happening or what is. Different types of verbs include:
• action verbs (e.g. They danced all night.)
• thinking verbs (e.g. She forgot his name.)
• feeling verbs (e.g. Sarah likes baked beans.)
• saying verbs (e.g. He whispered softly.)
• relating verbs (e.g. Cows are herbivores.).
Verb group: A group of words built up around a verb. Verb groups may include auxiliary verbs (i.e. those
‘helping’ verbs used to indicate tense or modality).
E.g. She is going soon.
They must leave before dark.
Verb groups can contain two or more verbs.
E.g. He huffed and puffed.
They were going to climb the fence.
These are sometimes called complex/compound verbs.
Some verb groups include other words such as adverbs and prepositions.
E.g. The plane took off.
Frequently Misspelled Words
accidentally formerly privilege

advice humorous pursue
affect hypocrisy repetition
beginning immediately rhyme
believe incidentally rhythm
benefit latter ridiculous
challenge led sacrilegious
criticize lose seize
deceive marriage separate
definite mischief shepherd
describe murmur siege
despise necessary similar
develop occurred simile
disappoint parallel too
duel Philip tragedy
ecstasy playwright tries
effect preceding undoubtedly
existence prejudice until
fiery principal
Common Forms
The following forms should be an excellent review for you. In fact, many of these words (forms) are
commonly used incorrectly. As a professional, you should know these correct forms.
Accept, Except
accept = verb meaning to receive or to agree: He accepted their praise graciously.
except = preposition meaning all but, other than: Everyone went to the game except Alyson.
Affect, Effect
affect = verb meaning to influence: Will lack of sleep affect your game?
effect = noun meaning result or consequence: Will lack of sleep have an effect on your game?
effect = verb meaning to bring about, to accomplish: Our efforts have effected a major change in
university policy.
A memory-help for affect and effect is RAVEN: Remember, Affect is a Verb and Effect is a Noun.
Advise, Advice
advise = verb that means to recommend, suggest, or counsel: I advise you to be cautious.
advice = noun that means an opinion or recommendation about what could or should be done: I'd like to
ask for your advice on this matter.
Conscious, Conscience
conscious = adjective meaning awake, perceiving: Despite a head injury, the patient remained conscious.
conscience = noun meaning the sense of obligation to be good: Chris wouldn't cheat because his
conscience wouldn't let him.
Idea, Ideal
idea = noun meaning a thought, belief, or conception held in the mind, or a general notion or conception
formed by generalization: Jennifer had a brilliant idea -- she'd go to the Writing Lab for help with her
papers!
ideal = noun meaning something or someone that embodies perfection, or an ultimate object or
endeavour: Mickey was the ideal for tutors everywhere.
ideal = adjective meaning embodying an ultimate standard of excellence or perfection, or the best; Jennifer
was an ideal student.
Its, It's
its = possessive adjective (possessive form of the pronoun it): The crab had an unusual growth on its shell.
it's = contraction for it is or it has (in a verb phrase): It's still raining; it's been raining for three days.
(Pronouns have apostrophes only when two words are being shortened into one.)
Lead, Led
lead = noun referring to a dense metallic element: The X-ray technician wore a vest lined with lead.
led = past-tense and past-participle form of the verb to lead, meaning to guide or direct: The evidence led
the jury to reach a unanimous decision.
Than, Then
Than
Comments: He is richer than I.
Statements of preference: I would rather run than eat.
Suggest quantities beyond a specified amount: Read more than the first paragraph.
Then
In another time: I was younger then. He will start the project then.
In another time, space, or order: First we study; then we play.
Suggest a conclusion: If you've studied hard, then the exam should be no problem.
Their, There, They're

Their = possessive pronoun: They got their books.
There = that place: My house is over there. (This is a place word, and so it contains the word here.)
They're = contraction for they are: They're making dinner. (Pronouns have apostrophes only when two
words are being shortened into one.)
To, Too, Two
To = preposition, or first part of the infinitive form of a verb: They went to the lake to swim.
Too = very, also: I was too tired to continue. I was hungry, too.
Two = the number 2: Two students scored below passing on the exam.
Two, twelve, and between are all words related to the number 2, and all contain the letters tw.
Too can mean also or can be an intensifier, and you might say that it contains an extra o ("one too many")
We're, Where, Were

We're = contraction for we are: We're glad to help. (Pronouns have apostrophes only when two words are
being shortened into one.)
Where = location: Where are you going? (This is a place word, and so it contains the word here.)
Were = a past tense form of the verb be: They were walking side by side.
Your, You're
Your = possessive pronoun: Your shoes are untied.
You're = contraction for you are: You're walking around with your shoes untied. (Pronouns have
apostrophes only when two words are being shortened into one.)
Common Errors
All ready/already
all ready: used as an adjective to express complete preparedness
already: an adverb expressing time
At last I was all ready to go, but everyone had already left.
All right/alright
all right: used as an adjective or adverb; older and more formal spelling, more common in scientific &
academic writing: Will you be all right on your own?
alright: Alternate spelling of all right; less frequent but used often in journalistic and business publications,
and especially common in
fictional dialogue: He does alright in school.
All together/altogether
all together: an adverb meaning considered as a whole, summed up: All together, there were thirty-two
students at the museum.
altogether: an intensifying adverb meaning wholly, completely, entirely: His comment raises an
altogether different problem.
Anyone/any one
anyone: a pronoun meaning any person at all: Anyone who can solve this problem deserves an award.
any one: a paired adjective and noun meaning a specific item in a group; usually used with of: Any one of
those papers could serve as an example.
Note: There are similar distinctions in meaning for everyone and every one
Anyway/any way
anyway: an adverb meaning in any case or nonetheless: He objected, but she went anyway.
any way: a paired adjective and noun meaning any particular course, direction, or manner: Any way we
chose would lead to danger.
Awhile/a while
awhile: an adverb meaning for a short time; some readers consider it non-standard; usually needs no
preposition: Won't you stay awhile?
a while: a paired article and noun meaning a period of time; usually used with for: We talked for a while,
and then we said good night.
Maybe/may be
maybe: an adverb meaning perhaps: Maybe we should wait until the rain stops.
may be: a form of the verb be: This may be our only chance to win the championship.
Exercise 1 : Writing Numbers
Make Corrections Beside Each Sentence. Some Are Correct – Mark Those As Correct
A) 900 People attended the performance at Sydney Opera House.
B) There were one hundred and fifty people at the show.
C) Police College began at eight-fifteen AM today.
D) Possibly 100’s of officers were in attendance.
E) Lunch break is at three o’clock every day.
F) Approximately ninety percent of the police candidates will pass their entrance exams.
Exercise 2 : Writing Using To, On (to), In (to)
Complete the following sentences with the correct preposition: to, toward, on, onto, in, or into. Some
answers could have more than one answer.
1. Steve has returned ____________ his University.

2. Sarah leaped __________the lake.
3. Are the surfers still surfing __________ the bay?
4. Dan fell _____________ the floor.
5. The plane landed _____________ the runway.
6. Our platoon ran _______________ the city for 1.5 Hours, then headed back to base.
7. Martin climbed ________________ the rigging platform.
8. Craig Lee got __________________ a difficult dilemma.
9. John dropped a map book _________________ the floor.
10. Lewis yelled, "Hang ____________!"
Exercise 3 : Writing Using At, In, On
Complete the following sentences with the correct preposition: at, in, or on.
1. Natali asked, “ Will you meet me ___________ the mall?

2. The thief locked himself ________________ the backroom.
3. The notebooks are _______________ the desk.
4. Our Police participates in the annual parade _________________ the festival.
5. Will you be _________ movie start at 9PM tonight?
6. Does Frank still live ____________ the city or ____________ the suburbs?
7. The cops arrived ___________ the crime scene.
8. The cold beer was kept ______________ the fridge.
9. The team practices _________________ the football field.
10. When we approached the scene, we could see a light ________________ the window.
Exercise 4: A Further Review of Synonyms
Remember: Synonyms are words that have the same or similar meanings.
Note the highlighted word in each selection. Underline its synonym. The first one has been
done for you.
1. This law is far from perfect. We need to change parts of it to make it fair. Unfortunately, it’s difficult to
amend a law.
2. That woman’s remarks are always rude! Why can’t she keep her comments to herself?
3. Don’t expend too much energy on that game or you won’t have enough left to use on homework.
4. You shouldn’t make a big deal about Sam’s errors when you haven’t even corrected your own mistakes!
5. I’ll create a new account for you if you make a list of features you want it to have.
6. Carefully observe the behavior of John’s sister Ashley. If you study her actions, you’ll understand why
John says she’s weird.
7. Jordan is a very smart girl. She’s intelligent enough to solve puzzles that some adults can’t handle.
8. The smell of your shoes is a most unpleasant door.
9. The smell of that flower is a very pleasant fragrance.

Exercise 5: Reviewing Nouns as Adjectives
Sometimes words that are usually nouns can function as adjectives. This happens when the
“noun” is used to define a noun. Underline the adjective in each sentence that is often a noun.
The first one is done for you.
1. Karen always wipes her runny nose with paper towels.
2. Teasing a junkyard dog is a bad idea.
3. An intelligent person will never put his head into an empty pickle jar.
4. I hear that apple juice is a healthy drink.
5. Troy would like an onion sandwich with a touch of mustard.
6. Remind Kurt to stop eating cat food!
7. That’s what you get for using a glue stick as lipstick!
8. The chubby little frog refused to try the new beef diet.
9. Yes, there are automobile dealers you can trust.

Exercise 6: Grammatical Analogies
Note: some testing Analogies make up part of your testing. Remember your Police Service will
tell you exactly what will be on your tests, my hint; if you ask for a mentor/tutor/coach they
will be able to provide you with the most accurate testing hints. In any case, solving Analogies
will help boost your overall I.Q. in most cases.
Complete each analogy by writing the best word in the blank.
1. They is to go as he is to _______________.
leave come his goes
2. See is to seen as run is to _______________.
run ran runs running
3. I is to my as who is to _______________.
whose who's question why
4. I is to I'm as who is to _______________.
whose who's whom who'd
5. Pane is to pain as he'll is to _______________.
they'll he'd heel paying
6. Potato is to a as orange is to _______________.
fruit an the singular
7. Do is to did as is to _______________.
was been isn't are
8. Top is to rotate as satellite is to _______________.
move spin launch revolve

9. Cow is to bull as hen is to _______________.
chicken eggs nuggets rooster
10. Place is to set as yield is to _______________.
protect obstinate retention capitulate
11. Octagon is to eight as pentagon is to _______________.
four five six seven
12. Site is to sight as quay is to _______________.
dock bird k key
13. Cat is to cats as leaf is to _______________.
leaves leaf's leafs tree
14. Down is to descend as up is to _______________.
resend ascend extend offend
15. Train is to engineer as airplane is to _______________.
fly air pilot wings
16. Boat is to water as airplane is to _______________.
fly air pilot wings
17. Annoyed is to furious as pleased is to _______________.
satisfied helped delighted angry
18. Pen is to write as towel is to _______________.

bath cloth clean dry
19. Mammoth is to mammal as dodo is to _______________.
extinct hen bird flightless
20. It is to its as paper is to _______________.
papers paper's papers' write

Literacy and Grammar Answer Key
Exercise 1 : Writing Numbers
Make Corrections Beside Each Sentence. Some Are Correct – Mark Those As Correct
A) 900 People attended the performance at Sydney Opera House.
900 People attended the performance at THE Sydney Opera House.
B) There were one hundred and fifty people at the show.
There were 150 people at the show.
C) Police College began at eight-fifteen AM today.
Police College began at 8:15 AM today.
D) Possibly 100’s of officers were in attendance.
Possibly hundred’s of officers were in attendance.
E) Lunch break is at three o’clock every day.
Lunch break is at three o’clock every day.
F) Approximately ninety percent of the police candidates will pass their entrance exams.
Approximately 90% of the police candidates will pass their entrance exams.
Exercise 2 : Writing Using To, On (to), In (to)
Complete the following sentences with the correct preposition: to, toward, on, onto, in, or into. Some
answers could have more than one answer.
1. Steve has returned ____to________ her University.

2. Sarah leaped ___into_______the lake.
3. Are the surfers still surfing ____in______ the bay?
4. Dan fell _____onto________ the floor.
5. The plane landed ______on_______ the runway.
6. Our platoon ran ______towards_________ the city for 1.5 Hours, then headed back to base.
7. Martin climbed ________onto________ the rigging platform.
8. Craig Lee got ______into____________ a difficult dilemma.
9. John dropped a map book ______on___________ the floor.
10. Lewis yelled, "Hang ______on______!"
Exercise 3 : Writing Using At, In, On
Complete the following sentences with the correct preposition: at, in, or on.
1. Natali asked, “ Will you meet me ___at________ the mall?

2. The thief locked himself _______in_________ the backroom.
3. The notebooks are ______on_________ the desk.
4. Our Police service participates in the annual parade __________at______ the festival.
5. Will you be ____at_____ movie start at 9PM tonight?
6. Does Frank still live ______in______ the city or _____in_______ the suburbs?
7. The cops arrived _____at______the crime scene.
8. The cold beer was kept ______in________ the fridge.
9. The team practices _______at__________ the football field.
10. When we approached the scene, we could see a light ______in__________ the window.
Exercise 4: A Further Review of Synonyms
Remember: Synonyms are words that have the same or similar meanings.
Note the highlighted word in each selection. Underline its synonym. The first one has been
done for you.
1. This law is far from perfect. We need to change parts of it to make it fair. Unfortunately, it’s difficult to
amend a law.
2. That woman’s remarks are always rude! Why can’t she keep her comments to herself?
3. Don’t expend too much energy on that game or you won’t have enough left to use on homework.
4. You shouldn’t make a big deal about Sam’s errors when you haven’t even corrected your own
mistakes!
5. I’ll create a new account for you if you make a list of features you want it to have.
6. Carefully observe the behaviour of John’s sister Ashley. If you study her actions, you’ll understand why
John says she’s weird.
7. Jordan is a very smart girl. She’s intelligent enough to solve puzzles that some adults can’t handle.
8. The smell of your shoes is a most unpleasant odour.
9. The smell of that flower is a very pleasant fragrance.
Exercise 5: Reviewing Nouns as Adjectives
Sometimes words that are usually nouns can function as adjectives. This happens when the
“noun” is used to define a noun. Underline the adjective in each sentence that is often a noun.
The first one is done for you.
1. Karen always wipes her runny nose with paper towels.
2. Teasing a junkyard dog is a bad idea.
3. An intelligent person will never put his head into an empty pickle jar.
4. I hear that apple juice is a healthy drink.
5. Troy would like an onion sandwich with a touch of mustard.
6. Remind Kurt to stop eating cat food!
7. That’s what you get for using a glue stick as lipstick!
8. The chubby little frog refused to try the new beef diet.
9. Yes, there are automobile dealers you can trust.

Exercise 6: Grammatical Analogies
Note: some testing Analogies make up part of your testing. Remember your Police Service will
tell you exactly what will be on your tests, my hint; if you ask for a mentor/tutor/coach they
will be able to provide you with the most accurate testing hints. In any case, solving Analogies
will help boost your overall I.Q. in most cases.
Complete each analogy by writing the best word in the blank.
1. They is to go as he is to _______________.
leave come his goes
2. See is to seen as run is to _______________.
run ran runs running
3. I is to my as who is to _______________.
whose who's question why
4. I is to I'm as who is to _______________.
whose who's whom who'd
5. Pane is to pain as he'll is to _______________.
they'll he'd heel paying
6. Potato is to a as orange is to _______________.
fruit an the singular
7. Do is to did as is to _______________.
was been isn't are
8. Top is to rotate as satellite is to _______________.
move spin launch revolve

9. Cow is to bull as hen is to _______________.
chicken eggs nuggets rooster
10. Place is to set as yield is to _______________.
protect obstinate retention capitulate
11. Octagon is to eight as pentagon is to _______________.
four five six seven
12. Site is to sight as quay is to _______________.
dock bird k key
13. Cat is to cats as leaf is to _______________.
leaves leaf's leafs tree
14. Down is to descend as up is to _______________.
resend ascend extend offend
15. Train is to engineer as airplane is to _______________.
fly air pilot wings
16. Boat is to water as airplane is to _______________.
fly air pilot wings
17. Annoyed is to furious as pleased is to _______________.
satisfied helped delighted angry
18. Pen is to write as towel is to _______________.

bath cloth clean dry
19. Mammoth is to mammal as dodo is to _______________.
extinct hen bird flightless
20. It is to its as paper is to _______________.
papers paper's papers' write

Written Communication Test (WCT) Preparation
The Written Communication Test (WCT) is a testing component in almost all police selection tests across
Canada. It can be the most challenging portion of testing because it is truly a test of your individual ability
to observe, understand and express your interpretation of events surrounding an incident.
As a police officer it is critical that you have the ability to accurately observe events, that you comprehend
these events and that you can accurately express such observations and understanding. For example,
complex circumstances and events must be analysed through observation, interviewing of witnesses or
parties at an incident followed by a clearly written, accurate and grammatically correct report. Your ability to
clearly communicate such observations will be used to defend your actions or senior officers actions in court
proceedings and in some cases, the entire case may rest on your report.
Your report must be factual and contextual, that is it must relay the facts of incidents in a logical, orderly
and comprehensible manner. The report must follow correct spelling, grammar, punctuation and layout or
structure. Your essay (report) must make a conclusion as to the occurrence of the incident.
WCT Strategies for Success
In testing you will be given a scenario in the form of a paragraph that may include a number of facts and/or
evidence that is unorganized and remember that you must identify the appropriate, relevant facts from the
irrelevant facts.
In order to successfully and correctly complete the WCT test you must:
1) Make an ordered list of facts that took place or surround the incident
2) Write an essay that clearly describes and concludes what took place
The WCT Test is graded on the following criteria, remember your ability to follow correct grammar, spelling,
punctuation and structure are paramount while you must not speculate or draw inaccurate conclusions.
Simply write an essay that draws an accurate conclusion that details the facts and events that surround the
incident, conclude with what may have happened to each person or party involved. Remember your WCT
report will be graded on the following criteria.
1) Comprehensiveness: All facts are correctly listed, relevant and orderly
2) Conclusion: Your report must make an accurate conclusion that clearly utilises those events, factual
evidence and that delivers an accurate conclusion about what happened to the involved parties.
3) Technical: The correct use of grammar, spelling, punctuation, structure.
3) Legibility: The readability and clarity of your essay, such as correct formation of sentences, word use
and spacing of words.
Be Aware of the Following:
• Each question/scenario will include information that is irrelevant to the situation

o Strategy: Discard this information. Watch for information that is there to purposely put you off
track, such as an incident that does not affect the current situation.
• The scenario will be described in a random order

o Strategy: When creating your list of events, list them in the chronological order they occur.
• Write Your Report in Simple and Clear Manner

o Strategy: Make sure your report is easy to read, makes legitimate sense and all grammar and
spelling is correct.
• Watch the TIME!

o Strategy: Keep an eye on the time! Read, List and Write!
Preparation Advice & Practice Test 1
Practice Test: This is an actual practice test, we provide an analysis and strategy to solve this after the
scenario – but try to solve it first!
Following this practice WCT, you will find a total of 14 more WCT tests. These scenarios are developed from
actual police reports and vary in nature from assault, robbery, motor vehicle accidents and even indecent
exposure. There is a complete answer sheet provided at the end of this section.
Put yourself in the role of a police constable at the scene described below. Read the scenario very carefully.
The information has not been organized. Based on your observations and comments from witnesses,
prepare a report for your supervisor in the following manner.
Report Structure & Content
1. Make a chronological list, in point form, list all the facts you think are important. Use the following
headings:
o Time
o Date
o Location
o Parties Involved
o Evidence
o Property Description
o Include Any Other Relevant Heading if Required/Necessary
2. In essay form, reconstruct what you think happened, drawing on the information you have listed. Clearly
demonstrate how the facts you have chosen support your view of the incident. It is important that you
create your written report in such a manner that clearly addresses the Where, What, Who, Where, When
and Why. Be sure that you do not create and imaginary scenario, draw a logical conclusion based only on
the facts – not what you THINK may have happened.
Be sure to begin the report with stating the date, time and location. E.g. At 16:35 May 10, 2006 at the 13
Chest St…. Keep your report simple, legible and in chronological order that clearly lists the facts while your
conclusion reflects your ability to clearly comprehend the set of events/evidence. Remember to break your
report in paragraphs – introduction, body and conclusion.
You must pay close attention to your spelling and grammar.
WCT PRACTICE WORK THROUGH:
A black Chevy was on the other side of the street from the Pontiac Firebird. It is September 12. Mr. Frank
Hammel parked his car facing south at 9:15 a.m. When he returned to his car, Mr. Hammel found the paint
on his driver’s door had been scratched. Most of the parking spaces were blocked by storefront sale booths.
The owner of a blue Honda had parked his car at 9:35 a.m. A black Chevy was parked, facing north. There
was a delivery cart overturned in the street, beside a blue Honda. There was a large storefront sidewalk sale
taking place in front of the stores. A silver Pontiac Firebird was parked in front of Champs Sports. The police
were notified of the damage at 9:50 a.m. A Honda was parked in front of the Pontiac Firebird. Traffic was
detouring around a delivery cart which was blocking the southbound lane. The sports store is at 15 Main
Street. It was a very windy day. There were a lot of people on the sidewalk. All of Mr. Hammel’s shopping
gifts were in his car. The owner of the blue Honda said he had parked in front of the silver Pontiac Firebird,
and that he had taken the last available parking spot. He stated that the delivery was not there when he
pulled in. There were only three vehicles parked along the street. There was silver paint evident on the front
right corner of the delivery cart.
Complete your report in the space provided below (or use blank sheet of paper)
Answer Sheet (blank)
WCT PRACTICE ANSWER STRATEGY:
Remember to first start with the headings and relevant facts only, as outlined below. Remember personal
variation is fine, but your answer should be similar.
FACT LIST:
Time & Date

•• September 12
•• 9:15 a.m. – Pontiac Firebird parked
•• 9:35 a.m. – Honda parked
•• 9:50 a.m. – call received
Location
•• parking space in front of 15 Main St., Champs Sports
Evidence at the scene

•• silver Pontiac Firebird parked behind blue Honda
•• driver’s door scratched on Hammel's car
•• delivery cart overturned in street
•• a lot of people on sidewalk
•• silver paint evident on front right corner of delivery cart
Other (TIP: Use other for any important miscellaneous tips)

•• windy day
Report:
The damage to Mr. Hammel’s car, a silver Pontiac Firebird, occurred between 9:35 a.m. and 9:50 a.m. on
September 12, in front of the Champs Sports at 15 Main Street. Since the delivery cart was overturned and
laying beside the Honda, and it was blocking the lane, the Honda would not be able to park around it. The
owner of the Honda said he had parked in front of the Pontiac Firebird at 9:35 a.m. Therefore, the incident
must have occurred after 9:35 a.m. since the call was received by the police at 9:50 a.m.
The most likely explanation for the damage is that the delivery cart had been left on the street, and the
wind then pushed it into Mr. Hammel’s car. The impact of this could then have caused the delivery cart to
fall over into the street, beside the Honda.
As there were a lot of people on the sidewalk during the sidewalk sale, it is very likely that someone would
have seen the incident, and could verify this theory.
Remember & Recall !
•• Gather all of the relevant information

•• Decide what information is important to the investigation of the occurrence
•• Organize the information in broad categories, such as time, location, evidence at the scene
•• Draw your conclusions as to what happened using your factual information
•• Try to link facts together to make it easy to make a judgment as to what happened
•• Check your conclusion against your facts, does it make sense? Is it logical?
•• Be sure you have not assumed anything
•• Develop a point form outline before you write your final copy
•• Check the clock – leave time to proof read
•• Correct all spelling or grammar mistakes you find
•• The aim is to express your ideas clearly and to support your version of the events with the facts
provided!
NOW: IN THIS NEXT SCENARIO, PRACTICE WRITING OUT THE FACT LIST.
The green Cavalier is facing west in the passing lane ditch. There are tracks in the snow leading from the
far right hand north bound lane that cross the passing lane. There are tracks in the snow that cross over the
Cavalier tracks. There is ice and snow on the road. It has been snowing all day. The police received a phone
call at 14:20. The police arrived at 14:50. The black truck was stopped on the right hand shoulder. A silver
dodge ram was in the right lane ditch facing west. The sun was due south. There was a lot of traffic
heading south. Mrs. Smith was not injured in the Cavalier. Mr. Henry witnessed the entire incident at 14.18.
Mr. Blackthorne was not injured in the dodge but was shaken-up over the spin out. Mr. Henry was following
both vehicles about 1.5 km behind them. The green Cavalier was ahead of the dodge ram. Mr. Henry does
not believe that the vehicles were speeding. Mr. Henry was travelling at 80km/h.
(USE A SEPARATE SHEET OF PAPER TO SOLVE)

Answer Sheet (blank)
WCT PRACTICE TEST SECTION (18 WCT TEST SCENARIOS)
Note Answers Are Found Below This Section.
The scenarios increase in difficulty. Only the final report answers are given for the first (easy) scenarios.
The final ‘difficult’ scenarios include full answers. Remember, the difficult scenarios will be found in the
actual test.
Instructions: (Same as above)
1. List, in point form, all the facts you think are important. You may use the following headings: time,
location and evidence at the scene
2. In essay form, reconstruct what you think happened, drawing on the information you have listed. Clearly
demonstrate how the facts you have chosen support your view of the incident.
You must be attention to your spelling and grammar.
Note that the following WCT Reports are developed from actual real police reports & incidents, so this will
give you a good idea of what is expected. These incidents will be shorter that the real test, this is done by
design in order to help you to develop the required WCT skills. Remember to the following the previous
structure!
WCT PRACTICE TEST 1)
Jessip claims that a tire blew and he lost control of the car. Constable Peter Frank arrived on the scene
there was no driver there.The vehicle went into the west ditch, into a hay field and then entered and exited
a small creek. When a Mr. Jessip was involved in a one-car accident about a mile and a half south of
Newburry on Main St. East around 9 p.m. July 9. A car driven by Peter Jessip, residing at 23 Harris St. A 911
call was made by Jessip at approximately 8:20 p.m.
Barrie Police Constable Peters arrived at the scene at 2:45 p.m. to assist Danforth. Danforth was going east
when the pickup began to fishtail because of icy road conditions. The tow truck removed the vehicle, the
1999 Dodge Pick-up, from the ditch and gave Danforth a ride to town.
No one was injured in the incident. A pickup driven by Eric Danforth, address 76 Fountain St. of Barrie, ON
received damages in a one-vehicle accident a mile and a half east of Keswick on Highway 69 North about 2
p.m. Sunday, April 1 2005. Danforth called Barrie police at 2:30 p.m. Sunday to report the incident.A tow
truck was arriving at this same time. The pickup slipped into the south ditch and when the wheels dug into
the snow in the ditch, the pickup rolled onto its side.
No injuries were sustained. The Blazer went into the east ditch where it hit a telephone pedestal junction
box operated by RCC Communications of Morrisvale. The roof and all four doors were severely damaged
Damage to the Blazer, which rolled as a result of the accident, was extensive. Michael Parker of Kaniston
residing at 14 Crowe St. was driving a Blazer north on Halton County Rd. 1 about a mile north of Morrisvale
when the Blazer began to fishtail because of icy roads about 4:30 p.m. Saturday, March 10 2005. The
damage to the telephone equipment was also severe and telephone officials were already on scene at 4:45
p.m. when Constable Smith arrived.
Anna was going south on Park and when she saw the driver of the red Bonneville going west on Chestnut,
Anna attempted to stop but the cars hit. Minor damages were located on the front bumper of the Bonneville
and damages were located on the driver side door of the green Toyota. Anna placed a phone call to Bellville
Police at 3:25 p.m. and Constable Waynes arrived at 3:37 p.m. No injuries occurred. Cars driven by Anna
Franks of Bellville, and Mark Smith of Peterborough, collided at the intersection of Park Street and Chestnut
in Bellville Township about 3:20 p.m. Jan. 4 2005.
Suspect #2 is described as a black male, 20-21 years old, 5'10"-5'11", and wearing a black hooded
sweatshirt and blue jeans. One of the suspects pointed a handgun at Andy and demanded money. Suspect
#1 is described as a Hispanic male, 20-21 years old, 5'8", with black hair pulled back in a ponytail, and
wearing a black hooded sweatshirt and white sneakers. No further details are available. At the corner of
Cross St and Welland in downtown Toronto between 9:10 a.m. and 10:55 a.m. of January 19, 2005 a 35-
year-old Andy Tyres a Toronto man, was approached by two men as he stood in the lobby of an apartment
building located the corner of Cross and Welland Streets. The victim complied and the two suspects fled on
foot.
What she discovered was a man exposing himself to her. The suspect is described as a white male, 25-35
years old, clean shaven, brown hair, 5'4"-5'7", 120-140 pounds and was wearing a grey hooded jacket and
blue pants. The victim then called police and the suspect fled from the area on foot. At approximately 7:50
p.m. April 23, 2005 Sarah Jones a 30-year-old Regina woman, went to investigate someone knocking at her
balcony door.
Mr. Charnzy handed over $236 dollars in mixed bills and change. Mr. Charnzy was approached by a man
with a knife. The suspect is described as a black male, 20-30 years old, 6'1"-6'5", 180-200 pounds and was
wearing all black clothing. At 8:30 p.m. Sam Charnzy 26 years of age residing at 14 Carol St. of Streetsville,
ON had just delivered a pizza at 36 Peters Place, Streetsville. The suspect demanded money and the victim
complied.
Constable Bauer arrived at the scene at 2:55 a.m. but could not find any suspects. The suspects retrieved
the property and fled on foot. Suspect #1 is described as a white male, 17-18 years old, 5'9"-5'11", and was
wearing all black clothing. Two suspects were behind Mr. Lewton yelling and the Mr. Lewton began to run.
The suspects gave chase and the Mr. Lewton dropped his leather backpack he was carrying and continued
to run away. Suspect #2 is described as a black male, 18-19 years old, 5'9"-5'11", and was wearing all black
clothing. Mr. Lewton reported the call to police at 2:45 a.m. At approximately 2:00 a.m. Mr. Brian Lewton
D.O.B. June 23, 1976 of North York, was walking home from Walters Saloon located at 543 Lawrence St.
Mr. Lewton was walking westbound on the sidewalk when he heard men yelling at him.
Mrs. Linelead had called an ambulance which was arriving on the scene at 12:48 a.m. The suspects,
approximately 6-8 males of middle-eastern appearance, began to assault him. On December 14, 2006 at
12:36 a.m. Peter Vike, 42 residing at 23 Acorn St. Stanford, was walking home when he was approached by
a group of individuals. The suspects then fled on foot. Mrs. Marry Linelead of 36 Acorn St. witnessed the
assault and called Stanford Police. Constables Darwin and Lanford arrived on scene at 12:48 a.m. and
apprehended four individuals; a 17-year-old and two 16-year-olds, all Stanford residents, and a 17-year-old
Peterstown resident was stopped, identified and charged with assault and robbery at 1:18 a.m. Mr. Vike was
taken to hospital. The suspects repeatedly punched and kicked the Mr. Vike. During the assault the suspects
stole the Mr. Vikes wallet and his jewelry.
Suspect #2 is described as a black male, 18-25 years old, 5'6"-5'7", muscular build, short black hair and was
wearing a bluish-purple colored jacket and blue jeans. Suspect #1 is described as a white male, 18-25 years
old, 5'11" to 6', medium build, corn row hair style and was wearing a black bandana around his head, a
black jacket and black sweat pants. The two men then fled down the driveway and entered a brown colored
Ford Crown Victoria and left the area. On September 17, 2005 at 6:23 p.m. Neil Baks of Orangeville was
approached by two men at his residence at 2356 Clarence St. Orangeville. The two men implied they had a
weapon and stole a DVD player, money and jewelry from the Mr. Baks.
Mr. Pindle refused medical treatment for his minor injury. The suspect is described as a white Hispanic
male, 16-19, 5'8", 140 pounds, with a pony tail, and wearing a black sweatshirt and blue jeans. Constable
Davies arrived on the scene at 10:38 p.m. but no suspect was found. The suspect began to argue with the
Mr. Pindle. Mr. Pindle cannot recall what initiated the argument. When Mr. Pindle attempted to end the
conversation, the suspect cut him on the arm with a bladed utility tool. At approximately 10:19 p.m. July 16,
2005 Mr. Larry Pindle was in the Stuarts Park walking along the pathway when a man, whom he does not
know, approached him. Mr. Pindle then ran north to payphone 150 meters away and call police.
Mrs. Lakely was not injured. When she looked back, he suddenly ran toward her, grabbed her purse and
then fled. He was last seen turning east on Park St. At 14:22 Mrs. Lakely residing at 13 Summerside St. in
Perry Sound was walking south on Front St. when she noticed a male carrying a small handbag following
her. Mrs. Lakely describes the suspect as a white male, 25-29, 6'-6'1", 130-140 pounds, and wearing a blue
jacket and blue jeans. Mrs. Lakely ran after him, but then lost sight of him as he ran south down Front St
and disappeared around the corner at Park St.
The suspects then fled. The suspect with the knife is described as a white Hispanic male; 20-25, 5'6", 150-
160 pounds, and wearing black clothing Mr. Hewitt then ran to the Motown Tavern and called police. One
displayed a handgun and the other displayed a knife and both robbed him of his wallet. Constable Barry
White arrived at Motown Tavern at 4:15 p.m. between 4:00 p.m. and 4:05 p.m. November 18, 2005 Dan
Hewitt was approached by two men on the corner of Frank St. and Milford St. No suspects were found. Mr.
Hewitt describes the suspect with the gun as a white Hispanic male, 20-25, 5'6", 160-170 pounds, and
wearing a black sweater and black pants. The victim was not injured.
WCT PRACTICE 14)
The suspect entered the bank and approached a teller. The suspect demanded money and the victim
complied. The Hometown Bank was robbed by a lone suspect. At 11:09 a.m. on June, 13 2006 at 18
Margaret Avenue at the corner of Washington St. in Middleton, ON. No weapon was displayed and no one
was injured. The suspect is described as a white male in his early 30s, 5'6"-5'7" tall with a thin build. The
suspect then fled from the bank with an undisclosed amount of money. He has a salt and pepper beard and
was wearing a red sweatshirt, dark jeans, a white baseball cap, and sunglasses with dark rims.
WCT PRACTICE 15)
The suspect armed with the handgun is described as a black male,18-19 years old, 5'8"-5'9", 140-150
pounds and was wearing a black shirt and black pants. The last suspect is described as a black male, 20-22
years old, 5'4"-5'5", 140-150 pounds and he too was wearing all black clothing. A 20-year-old Mr. Larry
Stinit of 5676 Main St., Calgary was approached from behind by four men. Mr. Stinit complied and after
doing so, he was struck in the head and fell to the ground. All four suspects then fled from the area on foot.
April 12, 2006 at 12:45 a.m. at the location of 32 Street in downtown Oakville. Two of the three other
suspects were described as black males, 18-19 years old, 6'3"-6'4", 150-160 pounds and both were wearing
all black clothing. All suspects were last seen fleeing on foot at the location heading West on 32 Street,
Oakville. One of the suspects produced a gun and demanded money.
WCT PRACTICE 16)
The Station Wagon was last seen heading North on Kenmore Rd. at approximately 8:25 p.m. The suspect
began to yell at the Mr. Black and words were exchanged. Suspect #3 is described as a male of Middle
Eastern appearance, 25-27 years old, 5'7"-5'8", and was wearing a white shirt and blue jeans. During the
argument, the suspect attempted to cut Mr. Blacks arm with a razor and then punched him in the face. At
5600 Kenmore Ave. on January 10, 2006 at 8:10 p.m. Two other suspects joined in, assaulted the victim
and stole a brief case Mr. Black was carrying. Mr. Fred Black, 22 years of age residing 5667 Kenmore
Avenue of London, ON., was approached by an acquaintance. All three suspects then entered a blue four-
door Ford Station Wagon and drove away. Suspect #2 is described as a black male, 25-27 years old, and
was wearing a white shirt and black jogging shorts. Suspect #1 is described as a white male, 28 years old,
5'11", 175 pounds and was wearing a white tank-top shirt and blue jean shorts.
WCT PRACTICE 17)
The suspect was not at the scene. Mr. Babcock was able to run away to the pay phone located behind the
Tim Horton’s where he called Police at 2:44 a.m. The weapon was recovered at this time, lying in the grass
next to Mr. Brown. The incident occurred in a parking lot of the Tim Horton’s Donut Shop at 67 Fourteenth
St. The suspect shot at the victim several times but missed. Mr. Babcock believes the weapon to be a small
handgun. Officer Stanelly arrived at the scene at 2:52 a.m. where Mr. Babcock described the events. The
suspect, John Brown, a 30-year-old male of 12 First Street, Parry Sound, was stopped on the corner of First
Street and Morton Avenue and was taken into custody by Officer Daniels.. At 67 Fourteenth St., Parry Sound
on March 16, 2006 at 2:41 a.m. Mr. Erin Babcock, 29 of 98 Lake St., Parry Sound, was shot at by a known
acquaintance. The incident occurred after Mr. Babcock and the suspect argued.
WCT PRACTICE 18)
The customer pulled a knife on her and chased her to the back office where Mrs. Lacky was able to lock the
door to protect herself. At approximately 13:15 May 21, 2006 the victim Mrs. Lacky of 18 Henry St., Victoria,
was working at the Shiny Laundromat when a customer approached her. Mrs. Lacky called police at 13:18
from the office. Constable McNeil arrived at the scene at 13:23 where the suspect was no longer there. The
customer was not satisfied with the laundry machines and asked for his money back. The suspect is
described as a white male, approximately 33 years of age, had a thick black beard and was wearing a blue
plaid jacket and blue jeans. Mrs. Lacky an employee, of the Shiny Laundromat refused.
WCT PRACTICE 19) Increased Difficulty
The accident occurred approximately 18 meters from the on-ramp entry from Winston Churchill Blvd. Traffic
slowed and stopped at this merger due to the fog. The highway on-ramp turns to the right and into the fog
as the lane merges with the stopped traffic. No one was injured. There was moderate morning traffic, with
a heavy fog that covered this stretch of highway. The VW and Mustang had minor scratches and damage to
both front bumpers.
The driver of the green Chevy Camaro was also at a stop just in front of the Mustang. Three vehicles were
involved in this accident. The highway itself was wet from the fog and appeared to be slippery. The
Mustang then moved forward due to the collision and hit the rear of the Camaro. The driver of the black
Ford Mustang was stopped approximately 18 meters after the on-ramp merge into the right traffic lane. On
Tuesday, June 3 at approximately 10:52AM, there was a three vehicle accident on the 407 eastbound. All
cars then parked on the right shoulder. The VW was parked behind the Mustang and Camaro. There were
black scratches on the front bumper of the VW. The driver of the silver VW Jetta was entering the
eastbound 407 from Winston Churchill Blvd., into the fog.
The Camaro had black scratches on the rear bumper. There were green scratches on the front bumper of
the Mustang. The Mustang also had minor scratches to the rear mid-bumper. The Camaro had minor
scratches to the rear bumper. All cars were in running condition with no major damage.
WCT PRACTICE 20) Increased Difficulty
There are no reported witnesses to the event and no apparent suspects. The restaurant staff did not notice
anything peculiar. Mr. Davies reports that the vehicle has an anti theft system with traceable serial
identification numbers. The sun was shining as it was a very clear, bright day. Mr. Davies had parked in the
fourth row, east of the main entrance of Moxy’s Restaurant located at 64 Renfrew Avenue. The plate
numbers were MAPA 455. Mr. Davies returned from lunch to find his vehicle missing. A large transport
truck, with a gray trailer was noticed by Mr. Davies on his drive to the restaurant. Mr. Davies made several
phone calls to friends during lunch. There were approximately 28 people in the restaurant. On July 18, 2006
between 12:00 and 13:00, Mr. Davies had his black 2006 Chevrolet Pick-Up stolen. Mr. Davies indicates that
there was no personal property in the vehicle and that the vehicle was properly locked with the security
system enabled.
WCT PRACTICE TEST ANSWERS
We have left it up to you to compile the evidence and fact list from each scenario, as that is the easy part!
We have outlined how each of your reports should read. Remember, each report can be different than what
you have written. Just make sure that the report you create for each practice WCT test follows a logical
order and sequence of events – each of your answers should be close to our answers below.
A car driven by Peter Jessip, residing at 23 Harris St. Mr. Jessip was involved in a one-car accident about a
mile and a half south of Newburry on Main St. East around 9 p.m. July 9. The vehicle went into the west
ditch, into a hay field and then entered and exited a small creek. When a Constable Peter Frank arrived on
the scene there was no driver there. A 911 call was made by Jessip at approximately 8:20 p.m. Jessip
claims that a tire blew and he lost control of the car.
A pickup driven by Eric Danforth, address 76 Fountain St. of Barrie, ON received damages in a one-vehicle
accident a mile and a half east of Keswick on Highway 69 North about 2 p.m. Sunday, April 1 2005.
Danforth was going east when the pickup began to fishtail because of icy road conditions. The pickup
slipped into the south ditch and when the wheels dug into the snow in the ditch, the pickup rolled onto its
side. Danforth called Barrie police at 2:30 p.m. Sunday to report the incident. No one was injured in the
incident. Barrie Police Constable Peters arrived at the scene at 2:45 p.m. to assist Danforth. A tow truck was
arriving at this same time. The tow truck removed the vehicle, the 1999 Dodge Pick-up, from the ditch and
gave Danforth a ride to town.
Michael Parker of Kaniston residing at 14 Crowe St. was driving a Blazer north on Halton County Rd. 1 about
a mile north of Morrisvale when the Blazer began to fishtail because of icy roads about 4:30 p.m. Saturday,
March 10 2005. The Blazer went into the east ditch where it hit a telephone pedestal junction box operated
by RCC Communications of Morrisvale. Damage to the Blazer, which rolled as a result of the accident, was
extensive. The roof and all four doors were severely damaged. No injuries were sustained. The damage to
the telephone equipment was also severely and telephone officials were already on scene at 4:45 p.m.
when Constable Smith arrived.

Cars driven by Anna Franks of Bellville, and Mark Smith of Peterborough, collided at the intersection of Park
Street and Chestnut in Bellville Township about 3:20 p.m. Jan. 4 2005. Anna was going south on Park and
when she saw the driver of the red Bonneville going west on Chestnut, Anna attempted to stop but the cars
hit. Anna placed a phone call to Bellville Police at 3:25 p.m. and Constable Waynes arrived at 3:37 p.m.
Minor damages were located on the front bumper of the Bonneville and damages were located on the driver
side door of the green Toyota. No injuries occurred.
WCT PRACTICE 5)
At the corner of Cross St and Welland in downtown Toronto between 9:10 a.m. and 10:55 a.m. of January
19, 2005 a 35-year-old Andy Tyres a Toronto man, was approached by two men as he stood in the lobby of
an apartment building located the corner of Cross and Welland Streets. One of the suspects pointed a
handgun at Andy and demanded money. The victim complied and the two suspects fled on foot. Suspect #1
is described as a Hispanic male, 20-21 years old, 5'8", with black hair pulled back in a ponytail, and wearing
a black hooded sweatshirt and white sneakers. Suspect #2 is described as a black male, 20-21 years old,
5'10"-5'11", and wearing a black hooded sweatshirt and blue jeans. No further details are available.
WCT PRACTICE 6)
At approximately 7:50 p.m. April 23, 2005 Sarah Jones a 30-year-old Regina woman, went to investigate
someone knocking at her balcony door. What she discovered was a man exposing himself to her. The victim
then called police and the suspect fled from the area on foot. The suspect is described as a white male, 25-
35 years old, clean shaven, brown hair, 5'4"-5'7", 120-140 pounds and was wearing a grey hooded jacket
and blue pants.
WCT PRACTICE 7)
At 8:30 p.m. Sam Charnzy 26 years of age residing at 14 Carol St. of Streetsville, ON had just delivered a
pizza at 36 Peters Place, Streetsville. Mr. Charnzy was approached by a man with a knife. The suspect
demanded money and the victim complied. Mr. Charnzy handed over $236 dollars in mixed bills and
change. The suspect is described as a black male, 20-30 years old, 6'1"-6'5", 180-200 pounds and was
wearing all black clothing.
WCT PRACTICE 8)
At approximately 2:00 a.m. Mr. Brian Lewton D.O.B. June 23, 1976 of North York, was walking home from
Walters Saloon located at 543 Lawrence St. Mr. Lewton was walking westbound on the sidewalk when he
heard men yelling at him. Two suspects were behind Mr. Lewton yelling and the Mr. Lewton began to run.
The suspects gave chase and the Mr. Lewton dropped his leather backpack he was carrying and continued
to run away. The suspects retrieved the property and fled on foot. Suspect #1 is described as a white male,
17-18 years old, 5'9"-5'11", and was wearing all black clothing. Suspect #2 is described as a black male, 18-
19 years old, 5'9"-5'11", and was wearing all black clothing. Mr. Lewton reported the call to police at 2:45
a.m. Constable Bauer arrived at the scene at 2:55 a.m. but could not find any suspects.
On December 14, 2006 at 12:36 a.m. Peter Vike, 42 residing at 23 Acorn St. Stanford, was walking home
when he was approached by a group of individuals. The suspects, approximately 6-8 males of middle-
eastern appearance, began to assault him. The suspects repeatedly punched and kicked the Mr. Vike.
During the assault the suspects stole the Mr. Vikes wallet and his jewelry. The suspects then fled on foot.
Mrs. Marry Linelead of 36 Acorn St. witnessed the assault and called Stanford Police. Mrs. Linelead had
called an ambulance which was arriving on the scene at 12:48 a.m. Constables Darwin and Lanford arrived
on scene at 12:48 a.m. and apprehended four individuals; a 17-year-old and two 16-year-olds, all Stanford
residents, and a 17-year-old Peterstown resident was stopped, identified and charged with assault and
robbery at 1:18 a.m. Mr. Vike was taken to hospital.
On September 17, 2005 at 6:23 p.m. Neil Baks of Orangeville was approached by two men at his residence
at 2356 Clarence St. Orangeville. The two men implied they had a weapon and stole a DVD player, money
and jewelry from the Mr. Baks. The two men then fled down the driveway and entered a brown colored
Ford Crown Victoria and left the area. Suspect #1 is described as a white male, 18-25 years old, 5'11" to 6',
medium build, corn row hair style and was wearing a black bandana around his head, a black jacket and
black sweat pants. Suspect #2 is described as a black male, 18-25 years old, 5'6"-5'7", muscular build, short
black hair and was wearing a bluish-purple colored jacket and blue jeans.
At approximately 10:19 p.m. July 16, 2005 Mr. Larry Pindle was in the Stuarts Park walking along the
pathway when a man, whom he does not know, approached him. The suspect began to argue with the Mr.
Pindle. Mr. Pindle cannot recall what initiated the argument. When Mr. Pindle attempted to end the
conversation, the suspect cut him on the arm with a bladed utility tool. Mr. Pindle then ran north to
payphone 150 meters away and call police. Constable Davies arrived on the scene at 10:38 p.m. but no
suspect was found. Mr. Pindle refused medical treatment for his minor injury. The suspect is described as a
white Hispanic male, 16-19, 5'8", 140 pounds, with a pony tail, and wearing a black sweatshirt and blue
jeans.
At 14:22 Mrs. Lakely residing at 13 Summerside St. in Perry Sound was walking south on Front St. when she
noticed a male carrying a small handbag following her. When she looked back, he suddenly ran toward her,
grabbed her purse and then fled. Mrs. Lakely ran after him, but then lost sight of him as he ran south down
Front St and disappeared around the corner at Park St. He was last seen turning east on Park St. Mrs.
Lakely was not injured. Mrs. Lakely describes the suspect as a white male, 25-29, 6'-6'1", 130-140 pounds,
and wearing a blue jacket and blue jeans.
Between 4:00 p.m. and 4:05 p.m. November 18, 2005 Dan Hewitt was approached by two men on the
corner of Frank St. and Milford St. One displayed a handgun and the other displayed a knife and both
robbed him of his wallet. The suspects then fled. Mr. Hewitt then ran to the Motown Tavern and called
police. Constable Barry White arrived at Motown Tavern at 4:15 p.m. No suspects were found. The victim
was not injured. Mr. Hewitt describes the suspect with the gun as a white Hispanic male, 20-25, 5'6", 160-
170 pounds, and wearing a black sweater and black pants. The suspect with the knife is described as a
white Hispanic male, 20-25, 5'6", 150-160 pounds, and wearing black clothing.
WCT PRACTICE 14)
At 11:09 a.m. on June, 13 2006 at 18 Margaret Avenue at the corner of Washington St. in Middleton, ON.
The Hometown Bank was robbed by a lone suspect. The suspect entered the bank and approached a teller.
The suspect demanded money and the victim complied. No weapon was displayed and no one was injured.
The suspect then fled from the bank with an undisclosed amount of money. The suspect is described as a
white male in his early 30s, 5'6"-5'7" tall with a thin build. He has a salt and pepper beard and was wearing
a red sweatshirt, dark jeans, a white baseball cap, and sunglasses with dark rims.
WCT PRACTICE 15)

April 12, 2006 at 12:45 a.m. at the location of 32 Street in downtown Oakville. A 20-year-old Mr. Larry Stinit
of 5676 Main St., Calgary was approached from behind by four men. One of the suspects produced a gun
and demanded money. Mr. Stinit complied and after doing so, he was struck in the head and fell to the
ground. All four suspects then fled from the area on foot. The suspect armed with the handgun is described
as a black male,18-19 years old, 5'8"-5'9", 140-150 pounds and was wearing a black shirt and black pants.
Two of the three other suspects were described as black males, 18-19 years old, 6'3"-6'4", 150-160 pounds
and both were wearing all black clothing. The last suspect is described as a black male, 20-22 years old,
5'4"-5'5", 140-150 pounds and he too was wearing all black clothing. All suspects were last seen fleeing on
foot at the location heading West on 32 Street, Oakville.
WCT PRACTICE 16)

At 5600 Kenmore Ave. on January 10, 2006 at 8:10 p.m. Mr. Fred Black, 22 years of age residing 5667
Kenmore Avenue of London, ON., was approached by an acquaintance. The suspect began to yell at the Mr.
Black and words were exchanged. During the argument, the suspect attempted to cut Mr. Blacks arm with a
razor and then punched him in the face. Two other suspects joined in, assaulted the victim and stole a brief
case Mr. Black was carrying. All three suspects then entered a blue four-door Ford Station Wagon and drove
away. Suspect #1 is described as a white male, 28 years old, 5'11", 175 pounds and was wearing a white
tank-top shirt and blue jean shorts. Suspect #2 is described as a black male, 25-27 years old, and was
wearing a white shirt and black jogging shorts. Suspect #3 is described as a male of Middle Eastern
appearance, 25-27 years old, 5'7"-5'8", and was wearing a white shirt and blue jeans. The Station Wagon
was last seen heading North on Kenmore Rd. at approximately 8:25 p.m.
WCT PRACTICE 17)

At 67 Fourteenth St., Parry Sound on March 16, 2006 at 2:41 a.m. Mr. Erin Babcock, 29 of 98 Lake St.,
Parry Sound, was shot at by a known acquaintance. The incident occurred in a parking lot of the Tim
Horton’s Donut Shop at 67 Fourteenth St. The incident occurred after Mr. Babcock and the suspect argued.
The suspect shot at the victim several times but missed. Mr. Babcock believes the weapon to be a small
handgun. Mr. Babcock was able to run away to the pay phone located behind the Tim Horton’s where he
called Police at 2:44 a.m. Officer Stanelly arrived at the scene at 2:52 a.m. where Mr. Babcock described the
events. The suspect was not at the scene. The suspect, John Brown, a 30-year-old male of 12 First Street,
Parry Sound, was stopped on the corner of First Street and Morton Avenue and was taken into custody by
Officer Daniels. The weapon was recovered at this time, lying in the grass next to Mr. Brown.
WCT PRACTICE 18)
At approximately 13:15 May 21, 2006 the victim Mrs. Lacky of 18 Henry St., Victoria, was working at the
Shiny Laundromat when a customer approached her. The customer was not satisfied with the laundry
machines and asked for his money back. Mrs. Lacky an employee, of the Shiny Laundromat refused. The
customer pulled a knife on her and chased her to the back office where Mrs. Lacky was able to lock the door
to protect herself. Mrs. Lacky called police at 13:18 from the office. Constable McNeil arrived at the scene at
13:23 where the suspect was no longer there. The suspect is described as a white male, approximately 33
years of age, had a thick black beard and was wearing a blue plaid jacket and blue jeans.
WCT PRACTICE 19)
FACT LIST:
Time & Date

•• Tuesday, June 3. 10:52 AM
Location
•• 407 Eastbound on ramp
Vehicles Involved
•• Silver VW Jetta (parked behind Mustang, black scratches on front bumper)
•• Black Ford Mustang (parked behind Camaro, green scratches on front bumper, silver on rear
bumper)
•• Green Chevy Camaro (parked in front of the Mustang, black scratches on rear bumper)
Road Conditions
•• Foggy, wet

•• Fog and traveling to fast was likely the main cause of the accident
Final Report:
On Tuesday, June 3 at approximately 10:52AM, there was a three vehicle accident on the 407 eastbound.
There was moderate morning traffic, with a heavy fog that covered this stretch of highway. The likely cause
of this accident is that the driver of the VW Jetta did not see the black Mustang due to the fog and hit the
rear of the Mustang. The Mustang then moved forward due to the collision and hit the rear of the Camaro.
The VW and Mustang had minor scratches and damage to both front bumpers. The Mustang also had minor
scratches to the rear mid-bumper. The Camaro had minor scratches to the rear bumper. All cars were in
running condition with no major damage. No one was injured.
WCT PRACTICE 20)
FACT LIST:
Time & Date

•• July 18, 2006 between 12:00 and 13:00
Location
•• Moxys, 64 Renrew Avenue (fourth row parking space, just east of this address)

•• None

•• License Plate Number: MAPA 455, Anti Theft System is Active, Vehicle was Locked
Final Report:
On July 18, 2006 between 12:00 and 13:00, Mr. Davies had his black 2006 Chevrolet Pick-Up with plate
numbers MAPA 455 stolen. Mr. Davies had parked in the fourth row, east of the main entrance of Moxy’s
Restaurant located at 64 Renfrew Avenue. Mr. Davies returned from lunch to find his vehicle missing. Mr.
Davies reports that the vehicle has an anti theft system with traceable serial identification numbers.
There are no reported witnesses to the event and no apparent suspects. Mr. Davies indicates that there was
no personal property in the vehicle and that the vehicle was properly locked with the security system
enabled.
WCT PRACTICE 21)
FACT LIST:
Time & Date

•• 8:15 am on April 13, 2005
Location
•• Tim Horton’s 667 Delfinch Road.

•• No Pedestrian Warning or Construction in Progress signage
•• Minor blood on the sidewalk
•• Large piece of plastic signage, broken, was found laying next to the scene

•• Mr. Mead indicated that he only cut is ankle and shin, not seriously.
•• Mr. Androzzi is a certified First Responder through the Red Cross.
REPORT
At 8:15 am on April 13, 2005 Mr. Mead was approaching the Tim Horton building on foot, on the south-east
sidewalk, located at 667 Delfinch Rd. This portion of sidewalk passes the construction of a new Petro
Canada gas station, located next to the Tim Horton’s in the same lot. As Mr. Mead passed beside the
scaffolding, on the sidewalk, where workers were assembling the Petro Canada signage, a large piece of
plastic signage fell and hit Mr. Mead in the leg. Mr. Mead fell to the ground, where Mr. Androzzi
administered first-aid to minor abrasions to Mr. Mead’s right shin and ankle.
The signage that fell and hit Mr. Mead slipped from two workmen, Mr. Mike Nickels and Mr. Brian Campion
while being installed. There was no significant signage to re-route pedestrians from passing beside this
construction site or signage to indicate caution as work was taking place.
Mr. Mead after receiving first-aid was taken to the hospital, where no other significant injuries were
reported and was released.
Keyboard Test Preparation
Some police services are now requiring all police applicants to pass a keyboard typing test. Unfortunately, if
you fail this test you can be disqualified from the recruitment process but in most cases a re-test will be
reissued. You are usually required to take three 5 minute tests, with a goal of 30 words per minute without
error.
The keyboard is quite simple really. You can ,in most cases correct your answers as you go, but you will
have to confirm this with your police service. The test is done on an IBM/PC using Microsoft Word.
The best way to prepare for your typing test is to practice typing, if you have limited typing skills and/or you
need practice we highly recommend that you open a text book or novel and practice re-typing the text on
each page. Yes this sounds ridiculously simple, but this in fact almost exactly what you will have to do in the
actual test. You just need practice typing – this is no mystery or secret – just type away!
As well, there are a number of FREE typing test tools available on-line. We highly recommend that you use
these to practice; we have listed the best ones below. If you still feel you need help, you can get
commercial training software at most computer stores – but follow our advice, start typing out pages from
books and use these free services:
•• http://www.typingtest.com/
•• http://www.learn2type.com/
•• http://www.powertyping.com/typing_test/typing_test.shtml
•• http://www.mrkent.com/kb/kbtest.asp
BPAD Preparation
What is the B-PAD Test?
According the B-PAD Group Inc. “B-PAD is a video test: a structured, valid and fair method for observing
and assessing interpersonal skills and judgment under standardized testing conditions. B-PAD is not a test of
knowledge; rather it is a test of the candidate's competence in dealing with different types of people in
different situations.”
The BPAD is merely a simulation of actual situations you may experience as a Police Officer. That is, you sit
in an enclosed room with a T.V. monitor and a video recorder on top of the T.V. facing you. The television
plays a series of events where you must role play and act (respond) as though you were the Police Officer
actually responding.
This is the system used by almost all police services in Canada and the United States. To be honest, the
majority of applicants consider the BPAD as probably the easiest part of testing, so long as you use common
sense and demonstrate good interpersonal ‘people skills’. So relax – chances are you will pass this portion of
testing without much difficulty.
BPAD – THE SPECIFICS

In particular you will be seated in closed room in front of a video monitor and camcorder. You will receive
instructions orally and in writing from the recruiting officer/ATS personel on duty.
You will be presented a series of eight simulations (situations). At a given point in each scene, the word
“respond” appears on the monitor and you will then have 45 seconds to respond verbally. You MUST
respond as if you are actually at the scene – as if the scene is reality. After 45 seconds the scene will fade
and next one will begin. The camcorder will be recording your responses. The test is usually completed
within 20 minutes.
Your repsonse to each scenario is graded on a scale rated from 1 – 4, with 4 being the highest possible
mark. See the strategies below for success.
BPAD – PASSING STRATEGIES
Your success is based on your ability to respond to each scenario with an acceptable level of interpersonal
competence – simply you must be able to demonstrate ‘good to excellent’ interpersonal skills.
These interpersonal skills are based on TWO scales, this means that you must demonstrate competency in
TWO areas:
Problem Solving Ability and Interpersonal Skills

In other words, your result will be based on an evaluation of your problem solving and interpersonal skills.
To demonstrate these skills, you should focus on responding to every situation with:
•• CONCERN FOR SAFETY, YOUR SAFETY, FELLOW OFFICERS & THE PUBLIC
•• INFORMATION SEEKING
o (gather as much information as possible, from as many sources as possible before you make
any decision)
•• GOOD JUDGEMENT
•• GOOD COMMUNICATION & NEGOTIATION SKILLS
•• COMMON SENSE
•• YOU SHOULD DEMONSTRATE EMPATHY & COMPASSION

o (ability to relate & communicate with people in difficult circumstances)
•• COOPERATION
o (Can you encourage communication, participation from all parties)
•• ASSERTIVENESS
o (when or if required) POINT: There is definite difference between aggressive and assertive, if
you are not sure of the difference or need practice see our assertive section at the bottom of
this section.
•• INITIATIVE (Can you demonstrate self motivation and self direction)
•• DEMONSTRATE PERSONAL CONTROL (emotional & physical)
Remember, this is NOT a test of Police Knowledge or of Police Protocol. This is purely and simply a test of
your interpersonal competence.
Skill Set Overview
Think of your life as a police officer. The entire job is centered on dealing with people in every possible
situation. From serving a ticket to handling an aggressive attack in a dangerous situation to helping
someone cross the street or to give directions, you are the spotlight of attention and you are always
interacting with people. Of course, you are expected to be able work well in teams but you must have the
confidence to work individually, but those skills will be examined much more thoroughly in the interview
process and not so much in the BPAD.
Therefore it should be becoming obvious why your interpersonal competence and personal control is so
important. As mentioned above, you are likely a people person already, most of us do already possess these
skills but you must start thinking about using them and demonstrating them for the test. Below is a
summary of what skills you should be able to demonstrate.
•• An individual who demonstrates and acts with safety as a primary concern

•• An individual who can demonstrate personal confidence in any situation
•• An individual who knows how to and has the ability to take charge of any number of situations
•• An individual who can resolve any number of different conflicts
•• An individual who can demonstrate empathy and compassion
•• An individual who can be assertive both verbally and physically if need be
•• An individual who can be persuasive
•• An individual who can effectively communicate his/her message
•• An individual who can establish rapport with strangers
•• An individual who is respectful of others
•• An individual who remains in control at all times
Be natural, be professional and make sure you respond with empathy and most importantly confidence. The
service is not looking for you to say necessarily the ‘right’ thing – such as using the correct procedure, they
are looking for a response that considers the situation and that you are confident in your response.
Remember they will train you how to respond to various situations in police training / police college.
BPAD : The Correct Answer Is?
It is not fair to say that there an absolute correct answer, that includes all of the right words to use and the
‘right’ response structure. The reason for this is simple – all of us have our own unique way of
communicating with others. That is, we may use similar words or structure, but we all communicate
differently through body language and linguistically. Therefore, when you are practicing your responses for
the BPAD, you must be your own toughest critic. It is up to you to ensure that you are responding clearly,
professionally and in a controlled, assertive but polite tone. Is your message clear? Are fumbling with
words? Remember be natural, be your self. It would be of no use to you memorize someone else’s ‘correct’
response.
I suggest for all applicants who do have to take this test that they role play with another applicant if
possible or with a close friend, as well mentally visualize and verbally practice your responses to following
situations. Truly envision yourself at each scene, think of how you would respond based on the above
criteria / characteristics. If you have a video camera or webcam, record yourself responding to each
scenario. When our on-line BPAD are available, watch the scenario and record your response on your
computer using your webcam. Use our unique BPAD answer checklist below to help you to improve your
communication skills.
Just To Mention:
A funny and true story, just before I went through this test some candidate had actually made a fake
cardboard gun and pulled it out during one of the scenarios – obviously this guy failed! The point, simply be
yourself – practice role playing with a friend, be assertive, honest – this test is simply used determine if you
have people – communication – skills, so simply practice clear, concise communication with a partner! Re-
read and become familiar with the skills listed above and think of them every day, try to respond to every
situation in your life, from now on, with these skills in mind – then by the time you take the test, applying
these skills will be natural.
The actual scenarios can and do change from time to time, so although we have aimed to be ass accurate
as possible some of these scenarios may or may not be included in your test. Either way, they represent
what is to be expected and are excellent for preparation purposes!
BPAD Scenario List: (All attempts to be accurate are made, however we can make no
guarantee that these same scenarios will be used in your test)
Possible Scenario List 1

Practice Scene: Sr. Citizen Complaint
• Parent/Child Problem
• Rape Victim
• Public Disturbance
• Mentally Ill Man
• Officer Misconduct
• Infant Death
• Potential Suicide
• Male Resistant Driver

Practice Scene: Angry Female Motorist
• Senior Citizen Complaint
• Parent/Child Problem
• Infant Death
• Domestic Dispute
• Officer Caught Drinking
• Potential Suicide
• Sexual Abuse Report
• Male Resistant Driver

Practice Scene: Male Resistant Driver
• Angry Female Motorist
• Sexual Assault on Juvenile
• Public Disturbance
• Senior Citizen Complaint
• Officer Shot Kid
• Officer Misconduct
• Mentally Ill Man
• Supervisor Reprimand
NOTE: Remember to wear a suit and tie or other professional attire!
PLEASE NOTE: WE WILL PROVIDE ON-LINE SAMPLE BPAD TESTS SOON. PLEASE CHECK OUR
WEBSITE FOR DETAILS. YOU WILL HAVE FREE TO ACCESS TO THIS SERVICE WHEN IT
BECOMES AVAILABLE.
BPAD Response Check List
How to use this checklist:
1. Print the check list page directly below.

2. If you have a webcam or a recording device, set it up so that you can record yourself responding.
3. This is where you two choices: Either create your own scenario from the provided list or use the
BPAD sample video provided on our website.
4. Practice responding to each situation; remember you have 8 scenarios with no more than 45
seconds to respond to each scenario.
5. Play back your responses and use our checklist to help you identify your weaknesses for
improvement OR have a friend sit in front of you and record/grade your response.
6. Place a mark from 1 – 4 in each competency category, 1 the lowest and 4 the highest.
Additional Suggestions
• Remember Safety – Your Safety First. So if there is a scenario where this is an issue, begin by
responding with this in mind. ‘…This is Constable Daniels, I request backup for a possible aggressive
situation…’
• Speak with clarity and remain calm
• Never use inappropriate language, be professional and assertive
• Demonstrate empathy and respect
• If you are responding to an ‘angry’ person, try to restore calmness to open dialogue
• Respond the key issue at stake in all scenarios, e.g. if there is a drug deal going on, focus on
responding to this issue and not something else.
• Remember your are being graded your ability to solve the problem using good interpersonal skills
• Be objective
• Be yourself – natural!
BPAD Response Check List (PRINT)
1) Scenario Name: Response Response Response Response

Level 1 Level 2 Level 3 Level 4
Competency Demonstrated
Concern for Safety
Information Seeking
Good Judgement
Good Communication
Good Negotiation
Common Sense
Demontrates Empathy, Compassion
Cooperation
Assertiveness
Initiative
Personal Control

Concern for Safety
Information Seeking
Good Judgement
Good Communication
Good Negotiation
Common Sense
Cooperation
Assertiveness
Initiative
Personal Control

Concern for Safety
Information Seeking
Good Judgement
Good Communication
Good Negotiation
Common Sense
Cooperation
Assertiveness
Initiative
Personal Control
Concern for Safety
Information Seeking
Good Judgement
Good Communication
Good Negotiation
Common Sense
Cooperation
Assertiveness
Initiative
Personal Control

Concern for Safety
Information Seeking
Good Judgement
Good Communication
Good Negotiation
Common Sense
Cooperation
Assertiveness
Initiative
Personal Control

Concern for Safety
Information Seeking
Good Judgement
Good Communication
Good Negotiation
Common Sense
Cooperation
Assertiveness
Initiative
Personal Control
Concern for Safety
Information Seeking
Good Judgement
Good Communication
Good Negotiation
Common Sense
Cooperation
Assertiveness
Initiative
Personal Control

Concern for Safety
Information Seeking
Good Judgement
Good Communication
Good Negotiation
Common Sense
Cooperation
Assertiveness
Initiative
Personal Control
**Place a tick in the box as appropriate. 1 the lowest, 4 the best. Use N/A if not applicable.
Assertive VS Aggressive : Assertiveness Training
What does being assertive mean?
Being assertive is an important characteristic and an important ability or skill to have as a police officer. To
be assertive means communicating what you really want in a clear manner, respecting your own rights and
feelings and the rights and feelings of others. It has also been defined as an honest and appropriate
expression of one's feelings, opinions, and needs.
The difference between Assertive and Aggressive?
Being aggressive can be described as representing yourself in ways that violate the rights of others.
Aggressive behaviour is typically punishing, hostile, blaming, and demanding. It may involve threats, name-
calling, and even actual physical contact. It can also involve sarcasm, catty comments, gossip and "slips of
the tongue."
As an officer you will be expected to be assertive and be able to recognize and respond to aggressive
behaviours. Your ability to respond, assertively, to end or diffuse possible confrontations or situations may
depend on your assertive communications.
Types of Assertion
1) Basic Assertion
This is a simple, straightforward expression of your beliefs, feelings, or opinions. It's usually a simple "I
want" or "I feel" statement. “I want you to stop what you are doing now please”.
2) Empathic Assertion
This conveys some sensitivity and understanding towards another person. It usually contains two parts 1) a
recognition of the other person's situation or feelings 2) followed by a statement in which you stand up for
your rights. “I understand this is a very upsetting situation for you, but your actions towards myself simply
not appropriate…”
NOTE: It is important that you do not start a statement I with I understand if the situation is such that you
really do not, for example: If you are attending the scene where a mother is being informed that her child
has been killed, you would not start with saying how you understand...
3) Escalating Assertion
This occurs when the other person fails to respond to your basic assertion and continues to violate your
rights. You gradually escalate the assertion and become increasingly firm. It may even include the mention
of some type of resulting action on your part, made only after several basic assertive statements.
For example, “I have asked you to provide me with your drivers licence, if you do not provide me with the
licence now I will be forced to write a ticket…” etc…
4)I Language Assertion
This is especially useful for expressing negative feelings. It involves a 3-part statement:
When you do . . . (describe the behavior).
The effects are… (I feel. . .) (describe how the behavior concretely affects you).
I'd prefer. . .(Would you please…) (describe what you want).
There are a number of excellent communication books available that provide in-depth communication skills
and practice, if you feel that you need to work on your communication skills we recommend either taking a
communication course through your community college or visit your local book shop. An excellent book is
called: When I Say No, I Feel Guilty. By Manuel Jay Smith, Doubleday. And is available at all major book
stores.
Here is how the Toronto Police Service defines the BPAD (Video Simulation):
Just a note: all BPAD testing in Ontario and across Canada for that matter, is exactly the same in the
number of scenes and duration. The only variance is in the actual scene content, which may vary.
“This test is available only to those candidates who have been successful in the first 3 tests.
Candidates are required to view on a TV monitor, scenarios representing what police constables
experience on the job, and respond as if they were speaking to the people in the scene. Knowledge
of police procedures is not required.
Test Administration
This assessment procedure takes about 20 minutes of activity to complete.
Validity Period
A successful result in this assessment procedure remains valid for a period of 3 years.
Re-test
Where a successful result is due to expire, a candidate may retake within 2 months prior to the
expiry date, or anytime thereafter.
Candidates who are unsuccessful in this test must, however, wait for a period of 6 months before the
test can be taken again with any organization or agency which provides testing for the Constable
Selection System: Applicant Testing Services (ATS) or the Ontario Provincial Police (OPP).” Source:
OACP constable selection system
Physical Preparation for Physical Testing (PREP, JrPAT, POPAT)
Essentially, all police services require similar abilities from each applicant with slightly differences between
male and female. There are differences between tests however – in general, the PREP test is the easiest,
with PEEL and most other tests including the POPAT and JrPAT are slightly more demanding.
The important thing to remember is this: if you have not had or do not regularly participate in both cardio
and physically demanding activities on a regular basis, you will probably fail these tests. So you must get a
routine going and stick with it, at minimum we suggest you begin and maintain workout program for several
months before you take your physical test.
REMEMBER SIMPLY FINISHING OR COMLETING THE PHYSICAL TEST DOES NOT MEAN YOU PASS. YOUR
ABILITY TO COMPLETE THE TEST AS QUICKLY AS POSSIBLE IS THE ONLY THING THAT MATTERS!
COMPETITION IS FIERCE. AIM FOR THE TOP - SO TRAIN LIKE THE TOP!
BEFORE YOU CONDUCT ANY PHYSICAL ACTIVITIES AS DESCRIBED HERE CHECK WITH YOUR
DOCTOR. COMPLETE THE PAR-Q BEFORE BEGINNING ANY PHYSICAL TRAINING.
Program Structure, Guideline and Recommendations
You will need to develop both aerobic and anaerobic endurance and strength. This means developing your
cardiovascular system and developing strength and agility. I have put together an excellent routine that I
have used to great success. Feel free to modify or adjust this suggested program to fit your personal goals.
Exercise Guidelines
1. Perform each repetition properly to maintain tension on the muscles through a FULL range of motion.
2. Perform each set to the point of momentary muscular failure/fatigue to ensure a proper overload
(between 10-15 reps).
3. Keep your rest intervals to a minimum to elicit an overall conditioning effect. VERY IMPORTANT! No
longer than 30 seconds between sets as a rule.
4. Increase the resistance once the desired reps have been achieved to ensure progression.
5. Train hard - give 100% effort every time you strength train!
6. CARDIO – (30 – 60 minutes in target rate zone) 4 times per week.
Safety:
• Perfect exercise technique and form prior to utilizing additional resistance.

• Perform every movement in a slow, controlled, and deliberate fashion with special emphasis focused
on the eccentric (negative) phase of each lift.
• Use an appropriate repetition range (8 - 15 reps per set).
Time Efficiency:
• Use a limited number of sets and exercises for each workout (brief yet intense workouts).
• Minimize rest intervals ("circuit") to induce an overall conditioning effect.
Productivity:
• Train the entire body equally (include all muscle groups) to ensure muscle balance (upper, lower,
core)
• Train at a high level of intensity (as close to muscular fatigue as possible).
• Utilize a predetermined method of progression and record all pertinent workout data.
Program Design
Frequency:
Strength Training : 3 – 4 workouts per week
Cardio Training : 4 Times per week
Stretching : Everyday
Duration: 20-40 minutes per workout
Volume: 2 - 3 sets per exercise, 5 - 12 total exercises per workout
Intensity: Perform each set to a point that no other "quality" repetitions are possible (muscle failure/muscle
fatigue)
Repetition Ranges: 8 – 15 repetitions per set (reaching muscle fatigue prior to 8 repetitions means the
resistance is "too heavy" therefore you should lower the weight!)
Equipment: I highly recommend using as many free-weights as possible as this ensure the development of
supporting muscles and lead to greater overall strength gains. The machines isolate and focus. If want
quality, fast results – use the free weights for as many exercises as possible
Stretching Routine
4. Hip flexor stretch - 2 sets of 30 seconds on each side

5. Butterfly stretch - 1 set of 45 seconds (apply pressure with elbows)
6. Piriformis stretch - 2 sets of 30 seconds on each side
7. Hip Stretch - 2 sets of 45 seconds on each side
8. Quadriceps stretch - 2 sets of 45 seconds on each side
9. Hamstring stretch (on raised object) - 1 set of 1 minute on each side
10. Straddle split - 2 sets of 1 minute
11. Switch from straddle split to front split - 1 set of 45 seconds for each position
12. Floor straddle - 1 set of 1 minute for each position
13. Gastrocnemius Stretch
14. Achilles Stretch
15. Anterior Tibialis Stretch
16. Shoulder Stretch
17. Triceps Stretch
18. Chest Stretch
19. Lat. Stretch
20. Rhomboids Stretch
21. Biceps Stretch
Upper Body Strength Training
Dumbbell Bench Press: (Pectorals, Anterior & Medial Deltoids, Triceps)
Grasping two dumbbells, lie supine on a flat bench position the weights in line with the middle of your
chest. Press the weight up in a semicircular motion over your chest until your arms are extended.
Remember to keep elbows slightly bent. Lower the resistance to the starting position and repeat.
Seated Cable Row: (Rhomboids, Posterior Deltoids, Biceps)
Have a seat on the bench and position your feet on the pads and slightly bend your knees. Grasp the
handles and slightly lean back. Keep your chest out and core tight. In a rowing fashion pull the handles to
your rib cage and protract your shoulder blades. Slowly lower the weight back to the starting position, and
repeat.
Dumbbell Shoulder Press: (Anterior & Medial Deltoids, Triceps)
Grasping two dumbbells sit down on an upright bench. Position the weights at shoulder height with your
palms facing out. Simultaneously press both dumbbells up in a semicircular motion until arms are extended
and the weights are over your head. Lower the weights to the starting position and repeat.
Lat Pulldown: (Latissimus Dorsi, Posterior Deltoids, Biceps)
Grasp the bar a little wider than shoulder width, with an over handgrip. Sit down and lock your legs under
the pads. Lean back keep your head up and your chest out. Pull the bar down until it lightly touches upper
chest. Slowly, allow the bar to rise back to starting position and repeat.
Machine Chest Fly: (Pectorals)
Adjust the seat so that your upper arms are perpendicular to the floor. Grasp the handles and bring your
elbows together. Keep your arms slightly bent, slowly lower the weight back in to the starting position.
Pause and repeat. This exercise can be completed using dumbbells, which is an excellent alternative.
Lying Cable Pullover: (Latissimus Dorsi, Serattus Anterior)
Position a bench inside a cable crossover machine and in line with the pulley. Adjust the pulley so that it is
about mid level. Lie supine on the bench with your head towards the pulley. Grasp a straight bar with a
close overhand grip. Keep your elbows slightly bent and flared out. Rotating through the shoulders pull
down until the bar is at your hips. Slowly rotate the bar back over your head until you feel a good stretch.
Pause and repeat.
Triceps Pressdown: (Triceps)
Position yourself with your back against the pad. Slightly bend your knees so as to almost be in a "wall sit"
position. Grasp the V-bar with an over hand grip. Lock your elbows against your side and keep your
shoulders stationary. Press the weight down towards your hips and pause. Slowly lower the weight back to
the starting position and repeat.
EZ-Bar Curls: (Biceps)
Grasp the bar in an underhand position. Stager feet and keep knees slightly bent. Keeping elbows tucked in
against your sides curl the bar up until it reaches chest height. Slowly lower and repeat.
Lower Body Strength Training
Leg Press: (Quadriceps, Gluteus, Hamstrings)
Position yourself with your backside and lower back firmly against the pad. Place feet on the sled, about
shoulder width and in line with the knees. Bend your knees and lower the sled until the top of the thighs are
in contact with your rib cage (assuming this is a pain free range of motion). Don't let your backside come
off of the seat. Press the sled up, driving through the heels until the legs are extended. Remember not to
lock the knees at the top of the rep.
Hyperextensions: (Hamstrings, Gluteus, Lower back)
Position yourself with the pads just below your hips. Put your hands across your chest and while keeping
your back straight. Lower yourself towards the floor pivoting through the hips. Once at the bottom contract
your glutes and hamstrings and raise your self back to the starting position.
Lunges: (Quadriceps, Gluteus, Hamstrings)
Stand with your feet together. Take a large step landing with your heels first. Bend your knees and drop
down into a kneeling position, insuring that the knee of the lead leg is bent 90 degrees and does not pass
over the toe. Push up and back with lead leg until you are once again in the starting position. Switch legs
and repeat.
Leg Curls: (Hamstrings)
Lie on the bench with your knees in line with the axis of the machine. Position the leg pad above your heels.
Curl weight up until it contacts your backside (assuming this is a pain free range of motion). Slowly lower
the weight back to the starting position and repeat.
Leg Extension: (Quadriceps)
Sit with your knees in line with the axis of the machine and place this instep portion of your feet under
padded bar. Extend legs completely, pausing at the top. Slowly lower weight back to the starting position
and repeat.
Hip Adduction: (Groin)
Sit with your legs open and the pads on the inside of your thighs. Press in against the pads until your legs
are together and hold for a slight pause. Slowly lower the weight back to the starting position and repeat.
Hip Abduction: (Gluteus)
Sit with your legs together and the pads positioned on the outside of your thighs. Press out against the pads
to the fully abducted position and pause. Slowly lower the weight back to the starting position and repeat.
Core Strength Training (Abdominal, Back and Hips)
Abdominal Crunches:
Lie down flat on your back with knees bent and your feet flat on the floor. Place either across your chest or
beside your head (do not pull your head!). Push your head and chest up, towards the ceiling. Hold the
position at the top movement and squeeze your abs for 1 second. Repeat until failure. (2 – 3 Sets)
Reverse Abdominal Crunches:
Lie flat on your back. Raise your feet several inches off the floor and continue to lift legs until they are at
about 80 – 90 degree angle to the floor. Lower the legs, to the starting position, several inches off the floor.
Repeat until failure. (2 - 3 Sets)
Oblique Crunches:
Lie flat on your back on the floor. Bring your hands to the side of your head (remember not to pull the
head!) with your elbows facing out. Bend your knees and lay them to one side as close to the floor as
possible. Keep your shoulders parallel to the floor perform a crunch – lifting towards the ceiling. Repeat until
failure on both sides, 2 – 3 Sets.
Leg Raises:
Lie flat on your back on the floor. Bend your knees slightly and lift in an arc up and over to about where
head is and lower. This same exercise can be done in a sitting position, on a bench or inclined bench. Hold
the position at the peak – point for 1 second before lowering, continue until failure. Repeat 2- 3 sets.
Bridging: (Back)
Lie flat on the floor, face down. Raise your upper body up so that you’re resting on your elbows and
forearms. Raise your back with your toes down supporting your back – imagine you are bridge! Hold this
position for 1 minute or until failure. Repeat 2 – 3 Sets.
Side Leg Raises: (Hips – Abductors)
Lie on your side, your lower leg (the leg on the floor) should be bent 90 degrees to stabilize. Your upper leg
should be straight out and resting on the floor, prior to starting. Your upper body should be slightly twisted
in semi push-up position that supports your upper body. Now raise your leg up as far as you can, and lower
but do not touch the floor. Repeat both sides until failure. Repeat 2- 3 Sets.
Push-ups:
You should definitely know how to do these! Remember keep your back straight. You can vary the exercise
by using you knuckles, fingers and by changing the distance or spread of arms. To begin with, keep you
hands shoulder width apart!
Cardiovascular and Endurance Training
Calculating Your Target Heart Rate
To calculate your maximum heart rate, use the formula 220 – your age. (220 minus your age).
The optimal rate for fat loss is between 65% and 70% of maximum.
Running:
Most police services will require you to either complete a shuttle run, circuit or distance run. The distances
do very, but, are generally between 2 – 3 kilometres. We suggest that you should be able to run at least 4 -
5 kilometres with the ability to increase or decrease speed at intervals during this length of run.
Suggested guidelines for running:

•• 4 Times per week @ 9 minute mile (1.6 K in 9 minutes)
•• Build-up to 5 KM (run, walk, whatever it takes to get there!)
•• 5 KM in under 30 minutes is your goal
Stationary Bike / Stairmaster / Treadmill: (As an alternative to running)
Again you will be aiming for similar results as with running, but in reality there is no real substitute for
running. The trick with these machines is that you must maintain your intensity to achieve results –
meaning reaching and maintaining 80 – 90% of maximum for short periods. It is also a very good exercise
on the bike to do interval training, where you go full-out for 1-2 minutes at intervals throughout the 30 – 40
minute session.
Sprint / Push-Ups / Crunch
Designed as an agility, strength and endurance training exercise this can be done as a substitute to running
1 a week.
•• Sprint for 10 – 15 Seconds then Stop.

•• Complete 10 push-ups
•• Sprint for 10 – 15 Seconds then Stop.
•• Complete 10 crunches.
•• Repeat for 10 Sets
•• * This is can be varied for even better results by running up-hill.
Additional Suggestions
Remember to modify or adjust your training as to your preference and to your particular police services
testing requirements. For PREP candidates, it will be very useful for you to set up and a similar training
routine whereby you jog the 20 minute shuttle, building up to a full sprint over 20 minutes.
Applicants training for the POPAT will be required to run 2.4 kilometres (1.5 miles) in under 12 minutes and
then must complete the Police Officer's Physical Abilities Test (POPAT) in less than 4 minutes and 15
seconds. A hand strength test and a weight carry test are also conducted.
MAKE SURE YOU CHECK YOUR POLICE SERVICES PHYSICAL TESTING REQUIREMENTS BEFORE YOU BEGIN
& WITH YOUR DOCTOR BEFORE BEGINNING ANY PHYSICAL TRAINING ACTIVITIES!
REMEMBER: TO BE THE BEST, TRAIN LIKE THE BEST!

PREP DETAILS AS PER ATS
This test is called the Physical Readiness Evaluation for Police (PREP). It consists of a number of procedures.
Detailed information on the assessment for physical skills and abilities is available in the brochure: FIT TO
SERVE: Preparing for the PREP.
The following information is a summary of key points.
• Physical Fitness: Pass all components of the Physical Readiness Evaluation for Police Constable (PREP)
test, which includes:
• Pursuit/Restraint Circuit, will be evaluated by completing as quickly as possible a 25 meter circuit four
times (total distance = 100 meters) while wearing a 9 lb. soft weight belt that simulates wearing a full
equipment belt. During each rotation, a set of stairs are climbed and on the second and fourth rotation, a 4
ft fence is scaled. Following completion of the circuit, the participant completes pushing and pulling on the
“body control” simulator plus two “arm restraint” simulations, then drags a 150 lb. rescue dummy a distance
of 15 meters.
• Aerobic Shuttle Run, evaluated by running back and forth over a 20 meter course in time with tape
recorded signals. The time to cover the 20 meter course is shortened progressively until the participant is
unable to maintain the pace or the standard is met.
Test Administration • This assessment procedure takes about 20 minutes of activity to complete.
• Before you can take part in the PREP test, you must submit a completed PAR-Q & You/ PARmed-X
questionnaire (see sample) which identifies any personal health risks associated with participation in
strenuous exercise. Applicants over 40 years of age and those who answered “yes” to any
questions on the PAR-Q & You must complete the PARmed-X form with his/her family physician prior to
test date.
• As well, you will be required to complete and sign a PREP Participant Consent Form. Blood pressure will be
measured upon arrival for testing.
• Wear running shoes and exercise clothing while performing the requirements of the PREP test. Validity
Period: A successful result in this assessment procedure remains valid for a period of 6 months. Re-test
where a successful result is due to expire, a candidate may retake within 2 months prior to the expiry date,
or anytime thereafter. Candidates who are unsuccessful in this test must, however, wait for a period of 3
months before the test can be taken again.
Source: Toronto Police Service

Interview Preparation
Local Focus and Essential Competency Interview Preparation
Here is a list of Essential Competencies that most police services will be looking for you to demonstrate. My
advice, try and create a list of accomplishments or examples that supports these competencies. Your police
service will likely have a similar list. I suggest you ask for them if you do not already have a description of
them with your application package.
Essential Competencies
The definition of essential competencies as chosen by many police services is as follows:
Essential Competencies are knowledge, skills and abilities which a candidate must demonstrate before
becoming a police officer.
These Competencies Include:
•• Analytical Thinking: The ability to analyze situations and events in a logical way, and to organize
the parts of a problem in a systematic way.
•• Self-Confidence: A belief in your abilities and judgement, and recognition of personnel limitations
and development needs.
•• Communication: The ability to demonstrate effective listening, verbal and written skills.
•• Flexibility / Value of Diversity: The ability to adapt your approach in a variety of situations, and
to work effectively with a wide cross-section of the community.
•• Self-Control: The ability to keep your own emotions under control and to restrain negative actions
when provoked or under stress.
•• Relationship Building: The ability to develop and maintain a network of contacts, both inside and
outside the police service.
•• Achievement Orientation: The desire for continuous improvement in service or accomplishments.
•• Medical/Physical Skills and Abilities: Job related medical/physical skills and abilities, including
vision, hearing, motor skills, cardiovascular endurance and upper-body strength.
As you read through this list, it should be obvious why I developed this product. Master your basic math and
literacy skills and you should have the ability to solve problems logically, systematically. You should also
have mastered basic literacy skills, which will help you communicate your competencies.
Every police service will have a similar list of competencies and they will have another list of competencies
that are more closely linked to you community and/or service. These are called Local Competencies.
Local Focus Competencies
•• Community Service: The desire to help serve others.
•• Initiative: Self-directed and/or self motivated. You exercise initiative that goes beyond what is
expected or required in the job to improve outcomes and avoid problems.
•• Work Organization: Acts to minimize errors and maintain high standards of quality by checking or
monitoring information and work, by developing and maintaining systems for effectively organizing
work and information. (Basically you are well organized, pro-active etc.)
•• Co-operation: The ability to demonstrate collaborative/team oriented behaviour with colleagues,

other emergency services, community resources, etc.
•• Commitment to Learn: The ability to maintain and add to professional/technical knowledge and
personal growth and development by asking questions, taking courses, reading, networking with
colleagues specialist and the community.
•• Assertiveness: The ability to use personal power or the power of the police constable’s position
appropriately; set expectations, challenge others, enforce rules and direct others as appropriate.
Interview Tip from Toronto Police Service Constable:
“For interview techniques; this type of interviewing is unique. You are on the spot – you must
be confident, respectful and know the competencies. You have to display intuitive ways of
thinking about previous life experiences, showing how you learned to adapt and to change to
the given problem; you have to show that you solved the problem. You must show the
interviewers that you were able to accomplish a positive outcome.”
“There are approx 7 or 9 skills (the essential local competencies) I believe that you must
display. They give them to you in your application package. I strongly advise you to come up
with at least two scenarios for each skill (local/essential competency) that you could use an
example in the interview.”
Now whether or not you will be preparing for the local focus or essential competency interviews, all of you
will gain an excellent advantage by reading through the developmental competency interview preparation
section below as we outline explicit strategies to prepare for all interviews.
So as you should be able to determine, you must be able to demonstrate all of these local and essential
competencies. If you do not have enough life experience(s) that adequately fulfill these competencies – do
not be discouraged. Start working towards achieving these attributes. For example, start taking those
advanced first aid and technical courses, take a college course, coach a team. You get the idea. I did
everything I am suggesting for you to do and I was successful.
Really the key is to be able to relate to your past and to justify and explain your experiences; you must be
able to convey what you have learned from these experiences etc. This means identifying and documenting
everything you have done in chronological order – from education to employment to any police involvement.
So my advice, create in chronological order your career, your education and any major experiences that you
can relate to and that, the police service will discover. Surprises are not good, do not hide anything and be
absolutely honest in your interviews. Your best bet - make sure your work history is clear and that you can
show commitment and consistency. This really could mean the difference between success and failure.
Developmental Competency Interview Preparation
To begin with, this interview is designed to examine whether or not you have or can develop a specific set
of desired characteristics deemed essential for a career in police services. You must structure all of your
answers to identify and highlight these characteristics, in other words you must demonstrate that you have
or can develop these characteristics. This interview is also the same as the essential competency interview.
The Specific Skill / Characteristic List is as Follows:
1) Information Seeking: Ability to seek out information from various sources before making decisions.
2) Concern for Safety: Ability to exercise caution in hazardous situations in order to ensure safety of self and
others.
3) Assertiveness: Ability to use authority confidently and to set and enforce rules appropriately.
4) Initiative: Demonstrated ability to be self-motivated and self-directed in identifying and addressing

important issues.
5) Co-operation: Ability to collaborate with others by seeking their input, encouraging their participation and
sharing information.
6) Negotiation / Facilitation: Ability to influence or persuade others by anticipating and addressing their
interests and perspectives.
7) Work Organization: Ability to develop and maintain systems for organizing information activities.
8) Community Service Orientation: Proven commitment to helping or serving others.
9) Commitment to Learning: Demonstrated pattern of activities which contribute to personal and

professional growth.
10) Organizational Awareness: Understanding the dynamics of organizations, including formal and informal
cultures and decision making processes.
11) Developing Others: Commitment to helping others improves their skills.

What are behavioural interview questions?
Every police service will ask you some form of behavioural based question in your interview. Also known as
situational based questions, the police service or interviewer wants to know how act and think in specific
situations. More importantly they want to know if you can demonstrate the skills and characteristics they are
currently looking for (see the list above as general guideline – keeping in mind that they may not ask
questions related to all of these characteristics /skills).
Almost all of your questions that will be asked will begin with a similar statement, such as:
“Tell me about a time when…”
“Could you describe a situation where…”
“Can you describe a situation where you helped others…”
“Tell me about a time when you…”
The key to answering all of these questions is to discuss and describe in as much detail as possible a
situation that best demonstrates the desired skill or characteristic the interviewer is looking for.
Proven Strategy for Answer Structure : STAR (USE THIS STRATEGY!)
The latest advice for preparing for your interview is to use what is called the STAR model. We advise you to
think and prepare a number of answers for EACH of the listed characteristics / skills using this model.
Rehearse, rehearse and rehearse. However, remember that originality – your personality – must come
through. It is OK to be different and original in your answers and responses, just be sure to highlight the
desired skill set.
The STAR Model
S = Situation : Introduce the situation you will be discussing
T = Task : Describe / Discuss your responsibilities and what was required of you
A = Action : Describe / Discuss what you actually did to complete your responsibility
R = Results : Summarise what the final result or outcome was – this good time highlight how you really
made a difference.
Now to practice, we suggest, as mentioned above, use the characteristic / skill set provided and prepare a
STAR model response for each characteristic.
For example, “Can you tell us about a time when you helped someone learn how to do something?”
Now using the STAR model, create your own response using your own examples and situations; remember
to prepare an answer for each characteristic.
Should You Know the Mission, Core, Value or other statements for your interview?
Absolutely! Remember the Keener from high school, you know the guy who had every answer, the first one
to respond to every question? Be that guy (or girl). Really. The first question asked by most services is to
see what you know about the core values of the service. So make sure you know them, as well, it would be
a very good idea to reference them in your responses.
The Blended Interview?
The blended interview is actually a real bonus for all Toronto Police Applicants, and is currently actually only
used by TPS. It is actually a combination of LFI and ECI in one interview. The result is that you will be asked
the full range of LFI questions (based on the LFI competencies) and then you will be asked approximately 2
or more ECI questions.
Therefore your preparation for the interview process must contain all LFI and ECI preparation – so make
sure you know all of the ‘statements’ – that is the core, mission etc. As well it would be a very good idea to
make sure you the Chief of your police service and be familiar with any current initiatives that the Police is
currently undertaking. The idea to really show and prove your enthusiasm and sincerity.
As well, make sure that you do not lie about anything! Nothing! Believe it – they will find out any
misrepresentation you make – and that will be the end of your dream. It is up to you to structure any of
your past problems in the right light. For example, about drug use: Have you used any illegal drugs in your
past? You might want to try answer with something like, “Yes Mam/Sir, I have had the experience of trying
marijuana once at a party in high school, about 13 years ago. I am glad that I did try it because I learned
that I do not like to feel out of control and that I would never try it again. Drugs are simply something that
does not interest me…”
Of course this is only a suggestion – you will have to use your own judgement. But just do not lie!
Below you will find an actual compilation of interview questions.

Sample Interview Questionnaire
The questions included in this sample questionnaire may be asked in any order. Not all questions may be
asked nor be appropriate in your application or interview process as this can vary with each Police Service.
It is important to note that this Questionnaire is usually asked as part of the Local Focus Interview, but not
in all cases. It would be to you advantage to be prepared to answer all of these questions prior to all
interviews you may have.
Beginning of Questionnaire Sample
AS READ BY INTERVIEWER TO YOU
“It is expected that you answer all questions accurately, completely and honestly. Answers will be verified
by a variety of means including a detailed background investigation and a polygraph examination. Deceit,
dishonesty or non-disclosure concerning questions in this document will result in disqualifying you from this
and any future competitions.”
Driving
1) Do you possess a valid driver’s licence?

Yes / No
2) List all traffic offences with which you have been charged since your application.
3) Has your driver’s licence ever been suspended?

Yes / No
Provide full details regarding why, when and how many times it has been suspended.
4) Have you been involved in a motor vehicle accident during the past five years?
Yes / No
Were you at fault? What were the details of the accident(s)?
5) Have you been the driver involved in a hit and run accident?
No / Yes
Provide details.
6) How many times have you driven impaired?
7) When was the last time you drove impaired?
Alcohol Use
1) Do you drink alcoholic beverages?

Yes / No
2) How much and how often (daily, weekly, monthly)?
3) When and why are you most likely to consume alcohol?
4) Have you been in a verbal or physical altercation while under the influence of alcohol?
No / Yes
Provide details. (Where/when/circumstances)
5) Have you had contact with the police while you were under the influence of alcohol?
No / Yes
6) Has alcohol ever caused a problem in your job, home, school or community?
No / Yes
When and what were the circumstances?
7) Have you ever been, or are you now dependent on alcohol?

No / Yes
Provide details.
8) Have you ever been asked to resign or been dismissed from a position because of alcohol related
concerns?
No / Yes
Drug Use
1) Have you ever experimented with an illegal street drug?

No / Yes
2) Which illegal drugs have you experimented with?

Marijuana - How many times? When?
Hashish - How many times? When?
Mushrooms - How many times? When?
Cocaine - How many times? When?
Heroin - How many times? When?
Other - How many times? When?
3) Over what period of time did you use illegal drugs? (Be specific?)
4) When did you last use an illegal drug? What were the circumstances?
5) Have you ever purchased illegal drugs?

No / Yes
Provide details regarding the purchase and your involvement.
6) Have you ever sold illegal drugs?

No / Yes
Provide details.
7) Have you ever grown/manufactured/imported illegal drugs?

No / Yes
Provide details.
8) Have you ever used or sold steroids?

No / Yes
Provide details.
9) Have you ever misused prescription or non-prescription drugs?

No / Yes
Provide details.
Credit History
1) Have you ever declared bankruptcy?

No / Yes
Provide details.
2) Has a collection agency ever been assigned to any of your outstanding debts?
No / Yes
Provide details.
3) Have you ever knowingly written an NSF cheque?

No / Yes
Provide details.
4) Have you ever had a problem with debt?

No / Yes
Provide details.
Personal Integrity
1) Have you ever been in a physical altercation with a spouse or partner? (Domestic violence)
No / Yes
Provide details.
2) Have you ever used physical violence toward another adult? (Sports or otherwise)
No / Yes
Provide details.
3) Have you ever used physical violence towards a child?

No / Yes
Provide details.
4) Have you ever retained the services of a prostitute?

No / Yes
Provide details.
5) Have you ever retained the services of an escort agency?

No / Yes
Provide details.
6) Have you ever had sexual involvement with anyone without his or her consent?
No / Yes
Provide details.
7) Have you ever been involved in a sexual manner with a child or under age person?
No / Yes
Provide details.
8) Have you ever committed a sexual act that if you were caught you would have been prosecuted?
No / Yes
Provide details.
Work and School Habits
1) Have you held any employment that you are deliberately not disclosing?
No / Yes
Provide details.
2) Have you ever been disciplined / documented for inappropriate behaviour at work?
No / Yes
Provide details explaining the behaviour and the action taken.
3) Have you been unemployed for extended periods?

No / Yes
Provide details explaining how long and why.
4) Have you ever been asked to resign or dismissed from a job?

No / Yes
What position, employer and why did you leave?
5) Have you ever been involved in any criminal behaviour at any place you were employed? For Example:
Theft, misappropriation, fraud, converting anything to your personal use without authorization.
No / Yes
Provide details.
6) Have you ever been suspected or formally reprimanded by an educational institution? (Include academic
suspensions).
No / Yes
What was the nature of the incident, when and what disciplinary action was taken?
7) Have you ever had problems with absenteeism or lateness when you were a student or as an employee?
No / Yes
What were the causes of your problem?
8) Have you ever cheated on an exam?

No / Yes When and where?
Lifestyle
1) Are you physically fit?

No /Yes
2) How do you maintain your physical fitness?
3) Do you currently associate with, or have you in the past associated with, individuals or groups who were
engaged in criminal activity?
No / Yes
Provide details.
4) Do you now associate with or are you connected in any way to any gang or member of a gang? Have you
in the past associated or been connected in anyway to any gang?
No / Yes
Provide details.
5) Do you associate with any criminal groups?

No / Yes
Provide details.
6) Have you ever been checked by the Police where information about you was taken down/recorded?
No / Yes
Provide details.
7) Have you ever undergone a polygraph examination in the past?

No / Yes
When? Where?
Interviewers Comments
(You may be asked to include any additional comments that you feel are important to be considered in your
application/interview process. It is a good idea that if you have any ‘yes’ answers that you reinforce your
current maturity, dedication, personal development etc.)
Background
A background check is part of the selection process. It involves a detailed and thorough investigation of
your history. Is there information you wish to add or disclose that you feel the XXXXX Police Service should
be aware of at this time? Remember, non-disclosure may affect the status of your application.
No / Yes
Provide details.
Should you have any questions or concerns you are advised to contact the Recruiting Team. All issues must
be disclosed in advance of the polygraph examination or disqualification will be considered.
Good Luck! Remember to really spend the time preparing your history – make sure you know every detail
about yourself!
RCMP : Six Factor Personality Questionnaire Prep & Advice
The six factor personality questionnaire (SFPQ) is only required by the RCMP. The test is used to identify
and measure six personality dimensions. In simplified terms, this test is use to help determine whether or
not you have the desired personality traits as determined by the RCMP. The test will be used to measure
your level of integrity, honesty and commitment. Since the test is really testing your personality it is rather
hard to prepare for. Our advice is to clearly review and understand the desired personalities of police
officers, such as integrity, honesty and commitment. It will help if review our desired characteristics listed at
the beginning of this booklet.
The following are the six dimensions that will be tested:
1. Agreeableness: Abasement, Even-Tempered, Good-Natured

2. Extraversion: Affiliation, Dominance, Exhibition
3. Independence: Autonomy, Individualism, Self-Reliance
4. Industriousness: Achievement, Seriousness, Endurance
5. Methodicalness: Cognitive Structure, Deliberateness, Order
6. Openness to Experience: Change, Understanding, Breadth of Interest
Again, you rather limited in preparation strategy for completing this test. We ultimately suggest honesty and
integrity in your answers – try the sample questions available on the RCMP website listed in our links page
and be sure to review the preferred characteristics of police officers.
Pre-Employment Polygraph Preparation
It is impossible for us to provide you with a fool proof plan to pass the polygraph interview. In fact, we
would be outright lying to you if told you that you will pass the exam if you do all of these things. However,
what we done is prepared the best information available to help you properly prepare for this interview.
Remember, the absolute most important thing is to be yourself, professional and attentive, honest and
open. Most candidates who are themselves and who are relaxed and prepared and who have passed initial
interviews will pass this interview.
Remember to ASK your recruiting officer for advice or what they recommend you should do to prepare.
Below is a general list of possible question content that may be asked of you.
1. Complete disclosure of all information pertinent to employment with your Police Service. This includes
application information, your personal credentials, employment history, and references.
2. Information relevant to past employment, including dates, positions held, reasons for dismissal, and
misconduct while employed if applicable.
3. Previous Department of Defense Employment if applicable.
4. Driving history and record.
5. Criminal activity, including illegal drug use within the last 5 years.
6. Financial difficulties, including excessive debt or credit problems.
7. Perjury or fraud, including falsifying company records, falsifying police reports or other governmental
records, accepting bribes or gratuities.
8. Any possible misconduct as a police officer, including criminal activity, damage to property, abuse of
authority, excessive force. (How you might act in such situations)
9. Any activity that would compromise the Police Department or allow you to be blackmailed. (How you
might act or respond in such situations)
10. Any other information pertinent to your employment with your Police Service.
Polygraph Preparation
Communication is defined as a process which information is exchanged between individuals through a

common system of words, signs, actions or behavior.
In simplified format, the polygraph machine and interviewer will be analyzing the way you respond or
communicate to series of questions, usually over the course of an hour or hour and a half.
Your polygraph interview will take place in a quiet room with likely you and just the examiner, obviously you
will experience nervousness and consequently preparing yourself to communicate clearly and professionally
will be important. The first thing to consider while preparing for this interview is to ask yourself this, “Do
know my personal history in-side and out.” That is, do I remember and know off hand everything that I
have done in the past. Of course you may have to think about certain questions or answers but you must
not deceive, alter or lie about any event in your past as the likelihood of failure will obviously increase
dramatically. Therefore, be sure you have reviewed your resume, work history, driving record etc.
Essentially your communication takes place with both verbal and non-verbal communication and as
mentioned above, the polygraph test is deigned to evaluate and consider both forms of communication. You
must be able to effectively communicate using both verbal and non-verbal communication effectively
together while keeping in mind that effective communicators always control their non-verbal actions to
emphasize their verbal communications or response.
As a police officer your ability to communicate clearly, effectively and with assertiveness is desired.
Therefore your self-concept and self-esteem become important elements of the self you must be aware of.
Self-Concept is defined as your personal perceptions about every aspect of yourself, of your being. Such as
how you see yourself, your appearance, your physical and mental abilities, etc. Your self-concept is and can
be influenced by how others react and respond to you. Self-concept refers to the collection of knowledge,
ideas, attitudes and beliefs we have about our selves.
Self-Esteem is closely linked to self-concept and is essentially the feelings about who believe ourselves to be
and is usually defined as High (positive) or Low (negative) which translates into our general approval or
disapproval of who we think and perceive ourselves to be.
Your self concept and self esteem will affect the way you communicate:
•• Your behavior in given situations will be affected by your self-concept and self esteem, it desirable for
you to communicate a positive self concept and self esteem through:
•• Communicating positive events and experiences in your past, the lower your self concept and self
esteem the more likely you are to refer to negative events and experiences – avoid this.
•• Self concept and self esteem affect your word selection and tone of voice. People with low concepts
typically blame others, self-criticize and have greater self-doubt. You should speak with confidence
and clarity.
•• Avoid speech errors, long unnatural or planned pauses in speech.

Non-Verbal communication
Research indicates that body gestures of deceptive communicators are generally characterized by the
following:
•• More or Less posture shifts than normal

•• Increased self touching (Avoid constant touching of the self – i.e. scratching, picking, touching)
•• Increased shrugging
•• Few number of hand gestures
•• Less or More leg. and foot movement than normal, bouncing feet
•• Avoid wringing of hands
•• Avoid pulling of the nose, ears, hair
•• Avoid excessive lip licking, nail biting
•• Avoid excessive yawns, coughs
•• Avoid knuckle popping
As obvious as it sounds, be normal, be yourself and relax!
Eye contact: Your eyes convey all expressions, anger, love, hate, understanding and so on. The interviewer
will expect a normal level eye contact. That is, when you are asked a question, it is expected that you
respond by looking the person in the eye, unless directed not to. Below we outline some of the most
common gestures and what they can be perceived as, use this as general guide to improve your gestures or
actions during interviews.
Gesture Inference
Hands Outstretched Appealing
Feet Shuffling Impatience
Shoulder Shrugging I don’t know / don’t care
Drumming the fingers Anxious
Clenched fist Fear
Shaking clenched fist Anger
Palms up and facing forward Stop , wait
Thumbs up Success
Clapping fast Approval
Clapping slowly Disapproval
Posture
In conjunction with gestures of the hands as outline above your posture is also very important. You need to
convey professionalism and a positive attitude. Sit upright with hands folded across your lap, feet flat on the
floor with while avoiding unnecessary movements and be attentive. Avoid slouching, resting your head on
your palm or folding your arms.
Good Posture:
•• Upright
•• Open and Relaxed
•• Nonchalant / Inappropriate posture changes
•• Lean forward, express sincerity, on occasion
•• Sitting aligned in the chair, not off to either side or with leg’s crossed
Indicators of Truthful Attitudes
•• Composed (Appropriate Body Language)

•• Concerned
•• Cooperative
•• Direct and Spontaneous
•• Open with all answers and body language
•• Sincere
•• Good, normal eye contact
Again, the majority of applicants who have been honest and well prepared and had success in the other
initial interviews throughout the application process will usually find that passing this test is no tougher than
any other interview. Just be yourself, relax, and be confident and professional!
Bonus Material & Application Suggestions
As I promised here is the bonus material. Here is some advice about how to use this information. At the end
of this booklet, you will find IQ enhancing questions. The questions are similar to MENSA style word
problems. These questions are an excellent tool for building your problem solving abilities. I highly
recommend that you work through them.
I have attached a copy of my Cover Letter, which like I said has earned an interview every time I have used
it. In order for you to use it successfully, I suggest that you use it as a starting point – that is add your own
flavour if you will. I highly recommend that you put together a color package that includes all of your
certificates etc. Below I have made a list of what other documents may be required and/or you should
submit with your package:
•• All academic transcripts

•• Employment records
•• Police records and history of law involvement
•• Police service applications
•• Medical information
•• Background and security checks
•• Credit Bureau check
•• Complete driving abstract
•• Photocopy of drivers licence
•• Complete chronological ordered list of you employment/work history/personal history
•• Photocopy of all applicable certificates
Look, differentiating yourself from the competition is critical – and essential. Simply having a degree or
diploma in Police Foundations is not enough. We highly recommend that you obtain any additional police
work related training – that is consider advanced first aid or emergency service training. In fact, did you
know that the Red Cross and St. Johns ambulance provide much more that first aid training courses – they
offer a wide variety of emergency related courses which would look great on your resume. In order for you
to gain a greater competitive advantage I suggest that you complete the following courses. This sounds
simply enough, but these I had completed all of these courses and I secured an Interview at every single
service I applied to you.
•• Either a First Responder Course or Advanced First Aid course, beyond your minimum requirements.
•• Any technical courses such as a High Angle Rescue, River Rescue, Ice Rescue etc.
•• Any volunteer work in the emergency services arena, i.e. with the Red Cross
•• Marine Operators Certificate
•• Marine Communications Certificate
•• PATI or SCUBA diving licence
•• DFZ or F licence (which allows you drive the small buses or any vehicle with under 12 passengers)
I.Q. Machine: Essentials for mental conditioning
(Additional Preparation for Spatial, Pattern & Sequence Testing)
This concludes the bonus material section. If you would like to order the complete I.Q. machine question
booklet that contains aprox. 200 questions, send an email to service@policetestprep.com tell us you have
purchased police test prep and want the complete I.Q. machine and we’ll tell how you can download it for
discounted price.
I.Q. Machine answers are on the next page.
All the best with your pursuit,
Chris Bedwell
Web Links – Useful Information
Please make sure that you post any information / experiences / advice that you can offer other police
applicants on the message board at www.policetestprep.com. We would like to make this the number 1 free
resource for police applicants on the internet. So please, your contribution is very much appreciated.
All of our weblinks and resources are updated frequently and are available on our website under resources,
so please use them!
Secondly, the NYPD has released a free police test preparation kit. I highly recommend that all police
applicants (that’s you) download it and have a look at it. The more exposure the better! Here is the link:
http://www.nypd2.org/html/recruit/tutorial.html
http://www.applicanttesting.com
Remember, the internet has many good and many not-so-good resources. If you find some good resources,
let us know!
Please visit our links page on our website for the latest links and resources.
BONUS – Cover Letter & Essential Application Advice
The following is the cover I used to apply to all services and it was an amazing success. The key to you
using this cover letter is the following:
•• Insert where applicable your commitment to your community – a very good idea is to become an
active member in the local Red Cross or Volunteer at a local Highschool
•• Demonstrate a commitment to the good of the community – any opportunity that helps improve the
quality of life in your community, such as town parades, conventions etc.
•• Demonstrate your ability hold a relationship – of particular importance! Long term relationships, i.e.
girlfriend, fiancé, marriage etc. As well, your references should be preferably from people who have
known you since childhood.
•• Demonstrate your commitment to a particular service – this is extremely important, especially if your
working history is not the greatest. If you have made a lifelong commitment to self improvement, i.e.
education or fitness, make sure you highlight this – they will be looking to establish long term
commitment.
•• Demonstrate your commitment to becoming a police officer – very, very, very, very important! You
can demonstrate this by preparing early – taking first aid courses above and beyond the requirement,
taking communication courses or public speaking courses, taking rescue courses or getting a firearms
training certificate. Highlight any possible activity that demonstrates your seriousness and
commitment.
•• Demonstrate your credibility and skills set that is becoming of an officer – remember the skills we
mentioned in the interview and BPAD sections – refer to these again and then compare that to what
attribute your particular service highlights and focus on discussing how well you fit or match these
skills (INTERPERSONAL!!!)
Above all be honest, be creative and I highly recommend putting together a complete color photocopy
package of all related documents – certificates, drivers licence etc. Spend the time and money color copy all
required documents but make sure you follow all application guidelines, remember this one way you can
show your commitment and seriousness about becoming a police officer – and it helps you separate yourself
from the competition. You would not believe how applicants simply fill out the application and then staple a
bunch bent and crap-quality photocopies. AND - DO NOT apply to a whole heap of police services at once.
CRITICAL ADVICE! I repeat, advice from all of our officers again, in order to show a commitment to
becoming a police officer, your police service is looking for a commitment from you to become a police
officer in that particular service. Most services like to see that you are dedicated to joining their service –
however be realistic, if your not getting an interview in a reasonable amount of time or if several services
are actively recruiting then use your head and apply! Remember before when said the Recruiting Officer will
become your best friend, well she or he should be by now – USE HIS OR HER NAME on your cover letter, or
find out who it is who reviews your application and address it to them, remember you want to become a
police officer so investigate and get names, it shows professionalism and commitment.
Use this as an outline, and like I said, I have been told that this cover letter is worth more than this package
if used properly!
Feel free email service@policetestprep.com and I will send you a .doc version so you can directly cut and
paste if you need it.
We wish you luck again,
Sincerely,
Chris Bedwell & The Police Test Prep Team!

Your Name Resume
May 20, 2006
ATTN: XXXX
Human Resources Manager
XXXX Police Service
XXXX.
XXXX,
Dear XXXX;
Please accept this cover letter and the attached resume package, as application for the position of Police Constable, XXXX
Police Service.
I would like to take this opportunity to tell you a bit about myself in hopes of consideration for such a position.
I was raised in a very close knit, friendly community. I have always been involved within that community, participating in
town parades, assisting with and participating in minor hockey and more recently volunteering with the Red Cross to help
continue making the community I live in a better place.
I have been involved in a long-standing relationship and my fiancée and I have plans to begin a family in the very near
future. Needless to say, we both feel the community of XXXX has a lot to offer – and I feel we would make an excellent
addition to this community.
I can say this with certainty for a number of reasons. First of all, I have spent most of my summers within the XXXX area
and have always considered the idea of living here. Secondly, I can appreciate the needs of a constantly evolving
community, as I have grown up in a similar situation. Furthermore, Constable XXXXXX who is a good friend, highly
recommends XXXX as an excellent choice for raising a family and of course, the XXXX Police Service as an excellent
choice for a career.
I encourage you to review my resume and attached documents and thank you for your time. I look forward to meeting
with you at your earliest convenience.
Sincerely,
Your Name
Your Feedback Please
Thank you for purchasing Police Test Prep. We would greatly appreciate your feedback or suggestions.
Don’t forget to please use the message board system to share your advice with other
candidates.
We would like to encourage you to submit a testimonial that we could use on our website, so if you have
something nice to say we would love to hear from you!
Please contact: service@policetestprep.com

Miscellaneous Resources
If you were educated outside of Ontario, and education assessment may be required. Here the contact
information you may need:
Evaluation Centre Ministry of Education and Training

12th Floor, Mowat Block
900 Bay Street
Toronto, ON. M7A 1L2
Tel: (416) 325-4300
To obtain a record of current demerit point accumulations contact or to get a copy of your
current driving record:
http://www.mto.gov.on.ca/english/dandv/driver/record.htm
Ministry of Transportation
Driver Improvement Office
1201 Wilson Avenue, First Floor
East Building
Downsview, ON. M3M 1J8
Tel: (416) 235-1773
For information concerning pardons, contact:
Clemency and Pardons Division

National Parole Board
340 Laurier Avenue West
Ottawa, ON. K1A 0R1
Tel: (800) 874-2652
Or
Solicitor General Canada

Ontario Regional Office
1 Front St. W., 2nd Floor
Toronto, ON. M5J 1A5
Tel: (416) 973-8107
For information concerning the sealing of records related to absolute and conditional discharges, contact:
Note that if you have been conditional discharge or any other offence, it would be a very good idea to make
sure that all of your records are sealed and/or that a full pardon has been granted BEFORE you begin the
application process.
The Royal Canadian Mounted Police

Identification Services
Box 8885
Ottawa, ON. K1G 3M8
Tel: (613) 998-6161

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Dear Candidate, ................................................................................................................................... 2

Personality Characteristics & Skills Personal Skills and Abilities

The Rules : Order of Operations

1. All calculations must be done from left to right.

3. Exponents (or radicals) must be done next.

4. Multiply and divide in the order the operations occur.

5. Add and subtract in the order the operations occur.

Try the following Acronyms and Review This Information:

• Whole numbers are used commonly everyday, such as 0, 1, 2, 3, 4, 5, 6…..etc.

o B E D M A S – which means: Brackets, Exponents, Division, Multiplication, Add and Subtract

Does It Make a Difference? What If I Don't Use the Order of Operations?

It is absolutely critical to follow the order of operations.

Order of Operations : Another Example

Sum = the answer to an addition operation

Remember exponents? Here’s a quick review:

Round off to the nearest hundred thousand: 9, 8 76,512

1) Round to the nearest hundred: 43, 679

Complete the following:

6) What number is divisible by both 5 and 2?

7) If N = 64 – 13 X 3 + 4, the value of N must be equal to:

The same can be applied to multiplying and division.

Look for these inverse operations and cancel them out.

14) 187 -18 + 18 =

16) (15 + 10 – 15) ÷ 6 x 6 =

Improper Fractions to Mixed Numbers

Covert these mixed numbers into improper fractions.

Take a look below for an illustrated explanation.

Let’s work through this example.

Now try adding two fractions with DIFFERENT denominators.

Adding Mixed Fractions

It helps to remember the following in this example: Solve;

For example: The power of…

10 1 = 10 which is 10 to the power of 1 (10 X 1 = 10)

Have a look at the illustration below:

1P Practice: Solve the following problems.

Rounding Off Decimals

Example: Round to the nearest dollar. $76.85

2P Practice: Round for the following.

1) Round to the nearest hundred:

a) 345.1 b) 879.25 c) 563.23 d) 775

2) Round to the nearest hundredth:

a) 5.1416 b) 9.6248 c) 7.0158 d) 7.005

3) Round to the nearest thousandth:

a) 2.3846 b) 22.4579 c) 65.9223 d) 3.6552

1) Add the following:

$2.27 + $3.78 +$19.36 =

7.346 + 8.2 + 23.45 + 0.0032 =

1) Subtract the following:

$4.59 – $1.27 – $3.89 =

2) Subtract 7.231 from 9.6

1) Add the following:

a) 11.345 + 122.23 + 56.7 =

a) 12.45 – 9.078 – 1.03 =

0.012 0.12 0.301 0.012

Find the quotient to nearest hundredth.

Now write the answer, quotient, correct to the nearest Hundredth:

To convert a fraction to a decimal, divide the numerator by the denominator.

Convert the following fractions to decimals.