Why????
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Guest
Why????
Patricia et al,
Came across this Q.....
Which is the odd one out.........Duke, King, Queen, man, Earl
Answer is 'Queen', but looking at it from another prospective, surely an alternative answer could be 'man'.
Any idea why 'queen', should be the definitive solution on this one????
Cheers
BW
Came across this Q.....
Which is the odd one out.........Duke, King, Queen, man, Earl
Answer is 'Queen', but looking at it from another prospective, surely an alternative answer could be 'man'.
Any idea why 'queen', should be the definitive solution on this one????
Cheers
BW
Re: Why????
Dear BW
Out of interest, which publishers? Standard form or Multiple Choice? Which area are you applying for?
If this is Nfer, then it would be finding 3 related, leaving 2 odd. The 2 odd would be man and queen.
As the question only asks for one answer, you could say Duke, King, Queen, Earl are all titled persons leaving man as odd. Or Duke, King, man, Earl are all males, therefore Queen is odd.
Patricia
Out of interest, which publishers? Standard form or Multiple Choice? Which area are you applying for?
If this is Nfer, then it would be finding 3 related, leaving 2 odd. The 2 odd would be man and queen.
As the question only asks for one answer, you could say Duke, King, Queen, Earl are all titled persons leaving man as odd. Or Duke, King, man, Earl are all males, therefore Queen is odd.
Patricia
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Bewildered
- Posts: 1806
- Joined: Mon Feb 20, 2006 2:29 pm
- Location: Berkshire
Hi Patricia,
Forgot to sign in earlier, when I posted question, which was from a bond paper.
I agree, it could be either. Thats the problem.
The question was indeed ......which one is the odd one out.
Decided to do some more bond papers, as there's lots of vocab, out of context, which will hopefully help build up my son's vocabulary. A good one we came across today was ....fast.....to go without food,and to be speedy.
Get's terribly annoying when there could be two possible answers
cheers
BW
Forgot to sign in earlier, when I posted question, which was from a bond paper.
I agree, it could be either. Thats the problem.
The question was indeed ......which one is the odd one out.
Decided to do some more bond papers, as there's lots of vocab, out of context, which will hopefully help build up my son's vocabulary. A good one we came across today was ....fast.....to go without food,and to be speedy.
Get's terribly annoying when there could be two possible answers
cheers
BW
Dear Mum
This comes from Bright Sparks, some of my children have come a cropper on this question, others who apply my rules correctly find the right answer. It comes at the end of a batch of these type questions, the last few do tend to be a tad more taxing.
15(32)2, 14(30)2, 12(?)4
Number in the middle of the brackets is bigger therefore ‘probably’ adding or multiplying.
15 x 2 = 30 +2 = 32 We are therefore adding 2 each time OR the number on the right of the brackets, which is also 2
14 x 2 = 28 + 2 = 30 The same rule applies as above.
12 x 4 = 48 BUT do we add 2 OR 4 [ in above examples the number on the rightr of the brackets has been 2, in this instance its 4
We have 2 answers 50 and 52, neither of which are on the answer sheet.
At this stage the child MUST NOT panic, they have tried the ‘probable’ route, it did not work. They therefore go onto the next route, dividing and subtraction.
15 + 2 = 17 how do we get to 32, we add 15 OR the number on the left of the brackets.
14 + 2 = 16 how do we get to 30, we add 14 OR the number on the left of the brackets
We cannot add 15 or 14 because the same rule has to apply, we therefore must add the number on the left of the brackets.
Answer = 12 + 4 = 16 add number on the left, 12 answer = 28 which is on the answer sheet.
The art of these is that the child must not give up, plough through them methodically.
Patricia
This comes from Bright Sparks, some of my children have come a cropper on this question, others who apply my rules correctly find the right answer. It comes at the end of a batch of these type questions, the last few do tend to be a tad more taxing.
15(32)2, 14(30)2, 12(?)4
Number in the middle of the brackets is bigger therefore ‘probably’ adding or multiplying.
15 x 2 = 30 +2 = 32 We are therefore adding 2 each time OR the number on the right of the brackets, which is also 2
14 x 2 = 28 + 2 = 30 The same rule applies as above.
12 x 4 = 48 BUT do we add 2 OR 4 [ in above examples the number on the rightr of the brackets has been 2, in this instance its 4
We have 2 answers 50 and 52, neither of which are on the answer sheet.
At this stage the child MUST NOT panic, they have tried the ‘probable’ route, it did not work. They therefore go onto the next route, dividing and subtraction.
15 + 2 = 17 how do we get to 32, we add 15 OR the number on the left of the brackets.
14 + 2 = 16 how do we get to 30, we add 14 OR the number on the left of the brackets
We cannot add 15 or 14 because the same rule has to apply, we therefore must add the number on the left of the brackets.
Answer = 12 + 4 = 16 add number on the left, 12 answer = 28 which is on the answer sheet.
The art of these is that the child must not give up, plough through them methodically.
Patricia
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Guest
Hi Patricia
Students need to work quickly and accurately when manipulating the figures to achieve an answer that is an answer option for the multiple-choice format.
We always look at the range of options that are available to the student.
We think the "doubling" then "adding", is an easier option than "multiplying the two numbers" then either "adding one of the numbers" or "adding a constant".
So we would consider that one first.
We would only need to move on to the more difficult algorithm if the easier one did not provide an answer that was an option.
Regards
Mike
Students need to work quickly and accurately when manipulating the figures to achieve an answer that is an answer option for the multiple-choice format.
We always look at the range of options that are available to the student.
We think the "doubling" then "adding", is an easier option than "multiplying the two numbers" then either "adding one of the numbers" or "adding a constant".
So we would consider that one first.
We would only need to move on to the more difficult algorithm if the easier one did not provide an answer that was an option.
Regards
Mike
