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PostPosted: Sat Jan 10, 2009 12:55 pm 
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Please can anyone help? we are stuck on this question:

(5 [5] 40) (2 [4] 24) (3 [?] 28)

answer is 4

thanks!

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PostPosted: Sat Jan 10, 2009 1:36 pm 
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I'm not sure if this right but it's the best I can come up with!

5 + 5 = 10 x 4 = 40
4 + 2 = 6 x4 = 24
3 + 4 = 7 x 4 = 28


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PostPosted: Sat Jan 10, 2009 3:40 pm 
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Dear Fairycake

5 [5] 40 ..... 2 [4] 24 ..... 3 [?] 28

answer is 4


Half of 40 = 20
Double 5 = 10
20 – 10 = 10
Half of 10 = 5

Half of 24 = 12
Double 2 = 4
12 – 4 = 8
Half of 8 = 4

Half of 28 = 14
Double 3 = 6
14 – 6 = 8
Half of 8 = 4

Patricia


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PostPosted: Sat Jan 10, 2009 3:56 pm 
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Hi thanks to you both:

we did the same as Twinkles.
Q for Patricia: are we allowed to use the middle numbers to work out what is happening and then apply the rule to work out the missing number.

Thanks

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PostPosted: Sun Jan 11, 2009 12:45 pm 
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I find it easier to get my head round these if I represent them algebraically - I tend to get lost in a series of steps. For anyone else who works the same way, I would represent this as :

R/2 - 2L
_______
2

where R is the right hand number and L is the left hand number.

This seems a very difficult one by nfer standards - I've not seen one as tricky in any of the nfer samples available. Where did it come from? What area are you in, Fairycake? Patricia, has anyone reported anythings as genuinely difficult as this in the Bucks 11+?

Y


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PostPosted: Sun Jan 11, 2009 2:03 pm 
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Hi Y

This is from the AE VR book 2 by Curran. Some of them are tricky in this book...hope NFER ones will be easier!

thanks

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PostPosted: Sun Jan 11, 2009 2:06 pm 
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Hi

We are sitting Redbridge 11 plus.

thanks

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PostPosted: Sun Jan 11, 2009 4:23 pm 
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Dear Y

Type K are generally obvious to work out. No child has reported anything difficult in this area. Mind you I do Bombard them with some quite difficult ones in my sessions, making anything in a test seem quite easy...

Patricia


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PostPosted: Mon Jan 12, 2009 3:41 pm 
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Hi

The problem with the HIKNOS questions is that there are very few examples to work from that are provided by NFER. Authors are limited to maybe four or five questions contained within the familiarisation papers and feedback from students on the actual tests.

Generally, we consider that the highest level of difficulty is a double function question. We would also use the two outside numbers to get the inner number.

Have a look at the free method & technique course for what we would consider to be the question variances for this question type.

Regards

Mike

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