{"id":7351,"date":"2026-10-02T10:54:00","date_gmt":"2026-10-02T10:54:00","guid":{"rendered":"http:\/\/www.kaptest.com\/blog\/business-school-insider\/?p=7351"},"modified":"2026-10-02T15:55:12","modified_gmt":"2026-10-02T15:55:12","slug":"master-these-gmat-math-skills-2","status":"publish","type":"post","link":"https:\/\/wpapp.kaptest.com\/study\/gmat\/master-these-gmat-math-skills-2\/","title":{"rendered":"What Math Skills Are Tested on the GMAT?"},"content":{"rendered":"<p><span style=\"font-weight: 400;\">Start the year off strong by diving into your GMAT math prep with vigor (or renewed vigor, as the case may be.) The <\/span><a href=\"https:\/\/www.kaptest.com\/gmat\/gmat-test\/what-is-the-gmat\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Quantitative<\/span><\/a><span style=\"font-weight: 400;\"> section is often the most feared, but its content is predictable and conquerable. Brush up on the specific math skills that the exam tests and pair this knowledge with solid critical thinking to be successful.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Remember, the concepts presented here are the basics of what the GMAT tests. For advanced concepts and questions, the test-makers will build on the basics and use certain variations to make these more difficult.<\/span><\/p>\n<p><strong>[<\/strong> <strong>RELATED:<\/strong> <a href=\"https:\/\/www.kaptest.com\/study\/gmat\/simple-quantitative-strategies-for-the-gmat\/\">GMAT Quantitative Strategies<\/a> <strong>]<\/strong><\/p>\n<div  style=' margin-top:30px; margin-bottom:4px;'  class='hr hr-custom hr-center hr-icon-no  0  avia-builder-el-0  el_before_av_heading  avia-builder-el-first '><span class='hr-inner  inner-border-av-border-none' style=' width:50px;' ><span class='hr-inner-style'><\/span><\/span><\/div>\n<p><div  style='padding-bottom:10px; ' class='av-special-heading av-special-heading-h3    avia-builder-el-1  el_after_av_hr  el_before_av_heading  '><h3 class='av-special-heading-tag '  itemprop=\"headline\"  >GMAT Math Skill #1: Arithmetic<\/h3><div class='special-heading-border'><div class='special-heading-inner-border' ><\/div><\/div><\/div><br><span style=\"font-weight: 400;\">While arithmetic is foundational in grade school (and thus requires a great deal of review for many GMAT students), you must study the fundamentals as well as the more <a href=\"https:\/\/www.kaptest.com\/gmat\/courses\/gmat-advanced-course\">advanced concepts<\/a>. The GMAT tests your ability to do the following:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Manipulate <\/span><a href=\"https:\/\/www.youtube.com\/watch?v=1pJ-g9MUewc&amp;list=PLNxL1oW45vt3sl87otgzKJf-2h_Bj9M1C&amp;index=12\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">fractions<\/span><\/a><span style=\"font-weight: 400;\">, decimals, and <\/span><a href=\"https:\/\/www.kaptest.com\/blog\/business-school-insider\/2017\/05\/11\/land-your-score-brush-up-on-ratios\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">ratios<\/span><\/a><span style=\"font-weight: 400;\"> (as well as convert among the three).<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Understand the properties and concepts of real numbers (such as odds and evens, integers, and multiples).<br><\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Work with percentages.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Calculate and manipulate exponents and roots.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Understand and apply descriptive statistics (mean, median, mode, standard deviation).<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Understand and apply properties of sets (such as Venn diagrams).<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Know and apply various counting methods (including <\/span><a href=\"https:\/\/www.youtube.com\/watch?v=uq98QxYEKBc&amp;list=PLNxL1oW45vt3sl87otgzKJf-2h_Bj9M1C&amp;index=2\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">permutations and combinations<\/span><\/a><span style=\"font-weight: 400;\">).<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Understand, calculate, and <\/span><a href=\"https:\/\/www.kaptest.com\/blog\/business-school-insider\/2017\/05\/30\/land-your-score-probability-problems-primer\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">analyze probability<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Several Quantitative questions you\u2019ll encounter on GMAT Test Day will require the application of more than one of these topics. In arithmetic, there are several concepts and equations you\u2019ll have to memorize.<\/span><\/p>\n<p><div  style='padding-bottom:10px; ' class='av-special-heading av-special-heading-h3    avia-builder-el-2  el_after_av_heading  el_before_av_sidebar  '><h3 class='av-special-heading-tag '  itemprop=\"headline\"  >GMAT Math Skill #2: Algebra<\/h3><div class='special-heading-border'><div class='special-heading-inner-border' ><\/div><\/div><\/div><br><span style=\"font-weight: 400;\">Generally, the <\/span><a href=\"https:\/\/www.youtube.com\/watch?v=qIFZ4fOQ8Q4&amp;list=PLNxL1oW45vt3sl87otgzKJf-2h_Bj9M1C&amp;index=11\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">algebra you\u2019ll encounter on the GMAT<\/span><\/a><span style=\"font-weight: 400;\"> does not test you above a high school level. However, it has probably been several years since high school. These are the concepts you must review for the test:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Manipulating algebraic expressions (isolating variables and solving for a variable).<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Solving equations (linear equations with one or more unknowns and quadratic equations).<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Solving and manipulating <\/span><a href=\"https:\/\/www.youtube.com\/watch?v=t9E7c25C-w4&amp;list=PLNxL1oW45vt3sl87otgzKJf-2h_Bj9M1C&amp;index=9\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">inequalities<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Applying and solving functions.<\/span><\/li>\n<\/ul>\n<div  class='avia-builder-widget-area clearfix  avia-builder-el-3  el_after_av_heading  el_before_av_heading '><div id=\"text-76\" class=\"widget clearfix widget_text\">\t\t\t<div class=\"textwidget\"><p><span data-sumome-listbuilder-embed-id=\"70f62512b89832cc8e7fcd96b9d03245c2794cf0b7170fa257f26acec72436d9\"><\/span><\/p>\n<\/div>\n\t\t<\/div><div id=\"text-77\" class=\"widget clearfix widget_text\">\t\t\t<div class=\"textwidget\"><p><span data-sumome-listbuilder-embed-id=\"71160db829b51adcc3539815988485f372b020407413c2957efe50cfe72ea639\"><\/span><\/p>\n<\/div>\n\t\t<\/div><\/div>\n<p><div  style='padding-bottom:10px; ' class='av-special-heading av-special-heading-h3    avia-builder-el-4  el_after_av_sidebar  el_before_av_heading  '><h3 class='av-special-heading-tag '  itemprop=\"headline\"  >GMAT Math Skill #3: <span class='special_amp'>\u201c<\/span>Real Life<span class='special_amp'>\u201d<\/span> Issues<\/h3><div class='special-heading-border'><div class='special-heading-inner-border' ><\/div><\/div><\/div><br><span style=\"font-weight: 400;\">Since the GMAT isn\u2019t a high school equivalency exam, the test-makers added additional concepts that borrow heavily from the items above but add a real-life dimension to the concept. &nbsp;The GMAT requires that you know a few more equations and concepts. However, at the base level, this is just an additional application of the concepts above. These additional applications include the ability to calculate the following:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Interest (both simple and compound).<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Discounts and\/or profits.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Work and combined work problems.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Rate and measurement problems.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">While this list of what you need to know for GMAT math is comprehensive, it is not sufficient by itself. Since the GMAT doesn\u2019t require a significant amount of outside knowledge, you\u2019ll find these concepts presented in a manner that makes them far more difficult than they seem on paper. The only way to ensure you are prepared is to practice.<\/span><\/p>\n<div  style='padding-bottom:10px; ' class='av-special-heading av-special-heading-h3    avia-builder-el-5  el_after_av_heading  el_before_av_toggle_container  '><h3 class='av-special-heading-tag '  itemprop=\"headline\"  >GMAT Math Skill #4: Coordinate Plans<\/h3><div class='special-heading-border'><div class='special-heading-inner-border' ><\/div><\/div><\/div>\n<p>While geometry was removed from the GMAT, coordinate plane geometry is actually considered algebra\u2014so coordinate plane can still appear on the exam.<\/p>\n<p>Every line on a coordinate system can be expressed in the form&nbsp;<strong><em>y<\/em>&nbsp;=&nbsp;<em>mx<\/em>&nbsp;+&nbsp;<em>b<\/em><\/strong>&nbsp;where&nbsp;<em>m<\/em>&nbsp;is the slope and&nbsp;<em>b<\/em>&nbsp;is the&nbsp;<em>y<\/em>-intercept (that is, the point where the line crosses the&nbsp;<em>x<\/em>&nbsp;axis).<\/p>\n<p>Be sure you are comfortable with the relationships between parallel and perpendicular lines in the coordinate plane. Lines that are&nbsp;<b>parallel&nbsp;<\/b>have the same slope; they continue at the same slope to infinity and never cross. A line that is&nbsp;<strong>perpendicular<\/strong>&nbsp;to another line has a slope that is the negative&nbsp;reciprocal&nbsp;(change the sign and flip the fraction) of the other line\u2019s slope.<\/p>\n<p>For example,&nbsp;<em>y&nbsp;<\/em>=&nbsp;23<em>x&nbsp;<\/em>+ 4&nbsp;will be parallel to all other lines that share a slope of&nbsp;23. A line that is perpendicular to&nbsp;<em>y&nbsp;<\/em>=&nbsp;23<em>x&nbsp;<\/em>+ 4&nbsp;would have a slope of &nbsp;-(1\/23), which you find by changing the positive sign to a negative and taking the reciprocal of the fraction.<\/p>\n\n\n<div style=\"height:50px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<div class=\"wp-block-columns\">\n<div class=\"wp-block-column\">\n<h4 class=\"has-text-color\" style=\"color:#ab0c78\"><strong>FREE PREMIUM CONTENT<\/strong><\/h4>\n\n\n\n<h3 class=\"has-col-240-f-6-e-color has-text-color\">GMAT Math Quicksheet<\/h3>\n\n\n\n<p>Unlock access to our free GMAT Math Quicksheet<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column\">\n<div class=\"wp-block-buttons\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-background\" style=\"background-color:#ab0c78\" data-sumome-listbuilder-id=\"3dd243db-2e5a-4156-a79f-5a651d2fdb0d\">Get Access<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<h2>How To Turn Algebra Into Arithmetic on the GMAT<\/h2>\n\n\n\n<p>Algebra and arithmetic are very similar, but algebra uses variables where arithmetic would use real numbers. On certain GMAT problems, we can take a problem in which we were given variables and use real numbers instead \u201c we\u2019re turning algebra into arithmetic&#8221;.<\/p>\n\n\n\n<h3>Recognize when you can turn algebra into arithmetic<\/h3>\n\n\n\n<p>First, we need to know when we can use this technique. It\u2019s possible to use this technique when there are variable expressions in the answers. Variable expressions do use variables but do not contain an equals sign or an inequality sign. For example, x+3 is a variable expression; x+y = 3 is not a variable expression but a variable <em>equation<\/em>.<\/p>\n\n\n\n<p>You can sometimes pick your own numbers even when a variable isn\u2019t given in the problem \u201c for example, when the answers are in the form of fractions or percentages of something. In these problems, you\u2019d have to introduce a variable (or variables) yourself in order to solve or you could just pick a real number. For instance, I could talk about the changing price of a TV set: first it goes up by 5% and then it goes down by 10%. And I might ask: what fraction of the original price is the new price?\u009d You can tell me that without knowing any real numbers! (In fact, you can tell me just based on the info I\u2019ve given you in this paragraph.)<\/p>\n\n\n\n<p>If they give you variable expressions in the answers, or if the problem keeps talking about some number but never gives you a real number for it, and the answers are in the form of a fraction or percentage of the original, then you may want to turn this problem into arithmetic.<\/p>\n\n\n\n<h3>Deciding whether to turn algebra into arithmetic<\/h3>\n\n\n\n<p>After we determine that we can use this method, we next have to decide whether we want to do so on this particular problem. There isn\u2019t a one-size-fits-all answer to this question; different students will prefer different things. The very general rule is that you use algebra on problems that are easier (for you) and you use arithmetic on problems that are harder (for you). The particular line, though, is different for every student. So how do you decide?<\/p>\n\n\n\n<p>You figure it out while you\u2019re studying. From now on, every time you see a problem that can be done using this method, try it both ways \u201c the algebra and the arithmetic. Then decide which way was easier for you on this problem and, as specifically as possible, <em>why<\/em>. And how are you going to remember that for future? (Hint: drill, baby, drill!) Then, when you see a similar future problem, you\u2019ll already have made the decision as to which method to use.<\/p>\n\n\n\n<h3>Turning algebra into arithmetic<\/h3>\n\n\n\n<p>Okay, so let\u2019s do it, already! First, we see how many variables we have and whether we need to pick for all of them or whether some will be determined by others. For example, if a problem talks about a cell phone plan costing x cents per minute and Jamie talked for y minutes last month, then I\u2019m going to pick for both of the variables in the problem. If, on the other hand, the problem tells me that x+y = a, then I know I\u2019m only going to pick for x and y; after that, a will be determined.<\/p>\n\n\n\n<h4>Picking Numbers<\/h4>\n\n\n\n<p>Next, I\u2019m going to be smart about picking my numbers. Full disclosure: the main drawback to this turn algebra into arithmetic\u009d method is that, if I\u2019m very unlucky, I could happen to pick some number that will work for more than one answer choice. This can\u2019t happen on every problem, but it can happen sometimes. I can reduce the chances to almost zero, though, if I\u2019m smart about picking my numbers.<\/p>\n\n\n\n<p>Don\u2019t pick zero. Don\u2019t pick one. Don\u2019t pick a number that already shows up in the problem. Don\u2019t pick a number that would result in a calculation that gives you that same number again. For example, a percentage problem asks you to reduce the price of a TV set by a certain percentage and then do something with the new price relative to the amount saved off of the original price. You probably don\u2019t want to discount that TV set by 50%, because then both the amount saved and the new price are the same number!<\/p>\n\n\n\n<p>Other than that, though, make your life as easy as you can. Pick small integers. If you need to pick more than one, choose numbers with slightly different characteristics \u201c an even and an odd, for instance. If a number needs to be divided at some point, pick something that will still give you an integer after you divide.<\/p>\n\n\n\n<p>When you\u2019re studying, go back over what numbers really worked well or really didn\u2019t. How could you have known, before you started solving, that picking 2 on this one was probably not a great idea? Or, conversely, that picking 2 on this other one was a great idea?<\/p>\n\n\n\n<h4>Doing the Arithmetic<\/h4>\n\n\n\n<p>Okay, now you\u2019ve got your real number or numbers. (You\u2019ve written them down clearly on your scrap paper, along with your variables, right?) Now, do the arithmetic. Wherever the problem says x, you now use 2, and wherever the problem say y, you now use 3. When you\u2019re done, you\u2019ve got a numerical answer.<\/p>\n\n\n\n<h2>GMAT Algebra Practice Question<\/h2>\n\n\n\n<p>*Before being simplified, the instructions for computing income tax in country R were to add 2 percent of one\u2019s annual income to the average (arithmetic mean) of 100 units of country R\u2019s currency and 1 percent of one\u2019s annual income. Which of the following represents the simplified formula for computing the income tax, in country R\u2019s currency, for a person in that country whose annual income is I?<\/p>\n\n\n\n<p>(A) 50 + I\/200<\/p>\n\n\n\n<p>(B) 50 + 3I\/100<\/p>\n\n\n\n<p>(C) 50 + I\/40<\/p>\n\n\n\n<p>(D) 100 + I\/50<\/p>\n\n\n\n<p>(E) 100 + 3I\/100<\/p>\n\n\n<div  class=\"togglecontainer   toggle_close_all  avia-builder-el-6  el_after_av_heading  avia-builder-el-last \" ><section class=\"av_toggle_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/BlogPosting\" itemprop=\"blogPost\"  >    <div role=\"tablist\" class=\"single_toggle\" data-tags=\"{All} \"  >        <p data-fake-id=\"#toggle-id-1\" class=\"toggler \"  itemprop=\"headline\"    role=\"tab\" tabindex=\"0\" aria-controls=\"toggle-id-1\">Answer Explanation <span class=\"toggle_icon\" >        <span class=\"vert_icon\"><\/span><span class=\"hor_icon\"><\/span><\/span><\/p>        <div id=\"toggle-id-1\" class=\"toggle_wrap \"  >            <div class=\"toggle_content invers-color \"  itemprop=\"text\"   ><p>I have one variable, I, and this is a percent problem. 100 is usually a nice number in a percent problem, but this problem uses the number 100 in this formula I\u2019m supposed to find so I\u2019m going to use something different on this one. I also have to calculate 1% and 2%, so I don\u2019t want to go smaller than 100 or I\u2019m going to have fractions; let\u2019s go bigger instead. And, hey, I\u2019m eventually going to have to divide this I variable by 200, 100, 40, and 50 (look at the answers!), so let\u2019s use 200. Now, 200 = one\u2019s annual income.\u009d<\/p>\n<p>add 2% of one\u2019s annual income okay, so that\u2019s 200*2% = 4.<\/p>\n<p>Next, take the average (arithmetic mean) of 100 units of country R\u2019s currency and 1 percent of one\u2019s annual income okay, so 1% of one\u2019s annual income is 200*1% = 2, and I\u2019m going to average 2 and 100. That\u2019s (100+2)\/2 = 51.<\/p>\n<p>Now I add those two together: 4 + 51 = 55. That\u2019s my target answer. I have to find which answer choice equals 55, and I do that by substituting 200 in wherever the answer says I.<\/p>\n<p>Note: I do not care what the five individual answers are: only whether they are (or might be) my target answer. If I can tell before finishing an answer that it is not going to equal 55, then I cross off that answer and move on.<\/p>\n<p>(A) 50 + I\/200: 50 + 200\/200 = 50 + 1 = 51. Nope.<\/p>\n<p>(B) 50 + 3I\/100: 50 + 3(200)\/100 = 50+6 = 56. So close! But this isn\u2019t right either.<\/p>\n<p>(C) 50 + I\/40: 50 + 200\/40 = 50 + 5. Bingo!<\/p>\n<p>(D) 100 + I\/50: Let\u2019s check just in case 100 + something? No. Too big.<\/p>\n<p>(E) 100 + 3I\/100: Ditto. 100 + something is too big.<\/p>\n<p>The correct answer is C.<\/p>\n<p>Notice that I did test D and E, even after finding that C worked. Here, we have to make a choice. Do we want to be thorough and make sure we didn\u2019t hit the rare case where more than one answer works? Or are we satisfied with C and want to move on? Generally, if I feel as though I haven\u2019t used up my time yet, I\u2019ll be thorough; this is the same as quickly checking my work on another problem when I feel I have the time to do so. If, however, I feel as though I\u2019m already over my time limit and I\u2019m not 100% confident anyway, then I\u2019ll just stop as soon as I find one that works \u201c that\u2019s good enough and I\u2019m almost certain to be right.<\/p>\n<p>Again: if you follow my rules about picking numbers, then it\u2019s extremely unlikely that you will be so unlucky as to choose a number that works with more than one answer! If you do somehow find yourself in that situation, you can do one of two things: guess one of those two answers, or try a different number (and switch it up \u201c pick an even if you picked an odd last time). Do the math again (it\u2019ll be fast, because you\u2019ve already done it once!) and then test just those two answers.<\/p>\n            <\/div>        <\/div>    <\/div><\/section>\n<\/div>\n\n\n<div style=\"height:50px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2>Key Takeaways for Turning Algebra Problems into Arithmetic Problems on the GMAT<\/h2>\n\n\n\n<ul><li>You can turn algebra problems into arithmetic problems. The process is straightforward, though it does take practice to become efficient.<\/li><li>Know how to choose between algebra and arithmetic \u201c and know that this is based on your individual level. When studying, try problems both ways to determine which way is best for you in different situations.<\/li><\/ul>\n\n\n\n<p>* GMATPrep questions courtesy of the Graduate Management Admissions Council. Usage of this question does not imply endorsement by GMAC.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Start the year off strong by diving into your GMAT math prep with vigor (or renewed vigor, as the case may be.) The Quantitative section is often the most feared, but its content is predictable and conquerable. Brush up on the specific math skills that the exam tests and pair this knowledge with solid critical [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":45808,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":[],"categories":[55,342],"tags":[56],"_links":{"self":[{"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/posts\/7351"}],"collection":[{"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/comments?post=7351"}],"version-history":[{"count":24,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/posts\/7351\/revisions"}],"predecessor-version":[{"id":50640,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/posts\/7351\/revisions\/50640"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/media\/45808"}],"wp:attachment":[{"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/media?parent=7351"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/categories?post=7351"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/tags?post=7351"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}