IPS TYPE N (SD type 33)
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IPS TYPE N (SD type 33)
hello everyone,
my son took SD papers and every time he is slow at type 33. (IPS type N)
E.g:
**** YYYY ZZZZ AAAA
1234 9876 5678 (JUST A EXAMPLE!)
HOW CAN HE PRACTICE HIS SPEED?
thanx...
linda
my son took SD papers and every time he is slow at type 33. (IPS type N)
E.g:
**** YYYY ZZZZ AAAA
1234 9876 5678 (JUST A EXAMPLE!)
HOW CAN HE PRACTICE HIS SPEED?
thanx...
linda
These are very difficult for most children, but as they are worth more than one mark for solving the pattern, they're a must!
Its a case of scanning the three word for common letter that match the numbers. This is something that the children really need to develop for themselves as there is often more than one 'right' approach.
But for an example:-
BONE NOTE PAST PEAT
2164 8476 5124
two numbers end in 4, two words end in T, therefore, T could be 4,
BUT
8476 would mean T as a second letter. That can't be right so 4 has therefore got to be E
PAST has no E, therefore it is eliminated.
With 4 in the second place of PEAT, the code for PEAT is 8476
and so on.
One of the questions is always a numbers to turn back into a word. In this case - 816761 - which means POTATO. DO THIS QUESTION FIRST! If this question results in a real word, then you've cracked it - the others can't be checked as they will result in lines of numbers
Practise, practise, practise.
If ther are four questions, then the child have (an average of) 150 seconds to solve the pattern.
I work on these on a regular basis, but have found that I have to make up my own examples so that I can set them for homework of a regular basis.
If children do find them particularly hard, then leave the whole section till towards the end of the test and hope that they have built up a time 'buffer'.
Its a case of scanning the three word for common letter that match the numbers. This is something that the children really need to develop for themselves as there is often more than one 'right' approach.
But for an example:-
BONE NOTE PAST PEAT
2164 8476 5124
two numbers end in 4, two words end in T, therefore, T could be 4,
BUT
8476 would mean T as a second letter. That can't be right so 4 has therefore got to be E
PAST has no E, therefore it is eliminated.
With 4 in the second place of PEAT, the code for PEAT is 8476
and so on.
One of the questions is always a numbers to turn back into a word. In this case - 816761 - which means POTATO. DO THIS QUESTION FIRST! If this question results in a real word, then you've cracked it - the others can't be checked as they will result in lines of numbers
Practise, practise, practise.
If ther are four questions, then the child have (an average of) 150 seconds to solve the pattern.
I work on these on a regular basis, but have found that I have to make up my own examples so that I can set them for homework of a regular basis.
If children do find them particularly hard, then leave the whole section till towards the end of the test and hope that they have built up a time 'buffer'.
Opinion counts for nothing - show me the evidence!
I always scan from the first letter/number:
PAST and PEAT both start with P none of the numbers start with the same number so one of these words will be eliminated.
BONE and NOTE have O as second letter 2164 and 5124 have 1 in second place so letter O = 1 and also E = 4
so PEAT = 8476 and I would write one under the other:
PEAT
8476
so we now know T = 6 so NOTE = 2164 etc
Good tip to decode the numbers first as this is a double check!!
PAST and PEAT both start with P none of the numbers start with the same number so one of these words will be eliminated.
BONE and NOTE have O as second letter 2164 and 5124 have 1 in second place so letter O = 1 and also E = 4
so PEAT = 8476 and I would write one under the other:
PEAT
8476
so we now know T = 6 so NOTE = 2164 etc
Good tip to decode the numbers first as this is a double check!!
But from the same practise paper the other question was
SPIN TALK PINT NEST
1467 6237 3146
So looking for first letters/numbers would not help much.
On reflection I'm reminded of an example from John Holt's 'How Children Fail'. Given a 50/50 choice some children get it right, and equal number get it wrong.
But, the same amount of information is gained in either case. In my example I deliberatley started with the wrong letter, but it doesn't matter. It its right, Hooray. If its wrong, then the other answer must be right, Hooray.
One of the things that it's important to learn it that's it's often OK to get the 'wrong' answer.
SPIN TALK PINT NEST
1467 6237 3146
So looking for first letters/numbers would not help much.
On reflection I'm reminded of an example from John Holt's 'How Children Fail'. Given a 50/50 choice some children get it right, and equal number get it wrong.
But, the same amount of information is gained in either case. In my example I deliberatley started with the wrong letter, but it doesn't matter. It its right, Hooray. If its wrong, then the other answer must be right, Hooray.
One of the things that it's important to learn it that's it's often OK to get the 'wrong' answer.
Opinion counts for nothing - show me the evidence!
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In that example I would point out to the child that the same series of 3 numbers appears twice: 1 - 4 - 6.ian35mm wrote:SPIN TALK PINT NEST
1467 6237 3146
Therefore they only have to look for 146* and *146, and the only words that fit the pattern are PINT and SPIN.
It is a shortcut that I have noticed in a few Type N questions, and is always worth scanning for on the first pass, because it saves a lot of time.
I am always looking for shortcuts on these questions, because I find them the hardest of all.
Sally-Anne
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- Posts: 9235
- Joined: Wed Jan 11, 2006 8:10 pm
- Location: Buckinghamshire
Dont get me started on patterns
I have my year 4's starting with type P number sequences. Once they see that a large proportion of the question are really just two simple number sequences woven together, they can set their own and test each other within about 10 minutes. For homework I get them to write questions to give to their parents. (Now that can be very funny.) lol
I have my year 4's starting with type P number sequences. Once they see that a large proportion of the question are really just two simple number sequences woven together, they can set their own and test each other within about 10 minutes. For homework I get them to write questions to give to their parents. (Now that can be very funny.) lol
Opinion counts for nothing - show me the evidence!