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polly0494

Posted: Sun Jul 12, 2009 6:48 pm 

Joined: Fri Aug 22, 2008 11:08 am Posts: 91

Can anybody help with this question?
(47 [41] 35) (32 [39] 46) (27 [?] 31)
I cannot work out a logical pattern here and my daughter struggles with these unless there is an obvious pattern straightaway.
Thanks
Polly


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yoyo123

Posted: Sun Jul 12, 2009 7:18 pm 

Joined: Mon Jun 18, 2007 2:32 pm Posts: 6989 Location: East Kent

have you looked at the Tutors free download on method and technique for VR?
it lists allteh question variants fo rthis type of question E.g add 2 outer numbers, divide them, multiply add 10 etc.
we found it very useful


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polly0494

Posted: Sun Jul 12, 2009 7:54 pm 

Joined: Fri Aug 22, 2008 11:08 am Posts: 91

Thanks YoYo 123
I downloaded this ages ago but on trying to open it, it says the file is damaged and cannot be repaired. I can't recall where I found it  are you able to point me the right direction?
Thanks
Polly


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polly0494

Posted: Sun Jul 12, 2009 8:37 pm 

Joined: Fri Aug 22, 2008 11:08 am Posts: 91

Think I have now worked this out; the answer is 29.
The first number is 6 less than 47 and 6 more than 35, in the second example, the number is 7 more and 7 less so we need a number that fits the pattern, hence 2 more than & 2 less than = 29 (phew)!
Let's hope there's not too many of this type in the real thing. Am panicking a bit now as October is not so far away as we think!


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Guest55

Posted: Sun Jul 12, 2009 8:58 pm 

Joined: Mon Feb 12, 2007 1:21 pm Posts: 12124

Isn't it the average of the two numbers?


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Ed's mum

Posted: Sun Jul 12, 2009 9:33 pm 

Joined: Mon Aug 13, 2007 10:47 am Posts: 3310 Location: Warwickshire.

I suppose that's the same thing though isn't it? Just explained better?


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patricia

Posted: Mon Jul 13, 2009 7:47 am 

Joined: Mon Jan 30, 2006 4:07 pm Posts: 2661

Dear Polly 0494
(47 [41] 35) (32 [39] 46) (27 [?] 31)
The middle number has been made using the 2 outer numbers. Sometimes only 1 operation is required sometimes 2.
The child MUST ensure that the same rule applies to the second set of numbers too. Many children find a pattern for the 1st then go straight to the last set, but the rule has not worked for the second.
I always teach a logical route.
1] Look at the number in the middle, is it bigger or smaller than the 2 outer numbers.
2] If its bigger then you will probably be adding or multiplying. If its smaller than at least one of them, then you will probably subtract or divide.
3] I always use the word probably because in some cases its not true, the child must not panic, if its probably dividing or subtraction [as in the above example] and it does not work, then thats fine just go to the other 2 operations adding and multiplication [as required in the above example]
(47 [41] 35) (32 [39] 46) (27 [?] 31)
I will not multiply as the number found will be far to big. So left with addition.
47 plus 35 = 82 how do I get to 41 = I divide by 2
32 plus 46 = 78 how do I get to 39 = I divide by 2
27 plus 31 = 58 answer = 58 divided by 2 = 29
I insist on writing some notes down, as the child gets lost in all the numbers and operations, by the time they get to the last set they have forgotten the original rule.
+ 82 1/2
(47 [41] 35) (32 [39] 46) (27 [?] 31)
Patricia


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yoyo123

Posted: Mon Jul 13, 2009 9:49 am 

Joined: Mon Jun 18, 2007 2:32 pm Posts: 6989 Location: East Kent


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polly0494

Posted: Mon Jul 13, 2009 9:26 pm 

Joined: Fri Aug 22, 2008 11:08 am Posts: 91

Thanks Patricia  and to everybody else.
This is really helpful.
Polly


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