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Hard math

How to solve a hard number system question for CAT confidently and quickly 6

thumb how to solve hard cat number system problem confidently 6

The product of a two digit number and a second number formed by reversing the digits of the first is 2430. Find the lower number. In solving this 6th hard number system question for CAT, mathematical reasoning based on factors multiples concept provided quick systematic solution...

How to solve a hard number system question for CAT confidently and quickly 5

thumb how to solve hard cat number system problem confidently 5

If 495 is subtracted from a 3-digit number with its digits reversed, result will be the original number. Sum of the digits of the number is 12 and sum of all pairwise products of its digits is 41. Find the number.

For quick solution of the 5th hard number system question for CAT, limit the possible values of the digits by identifying breakthrough conditions and enumeration using the given conditions....

How to solve a hard number system question for CAT confidently and quickly 4

thumb how to solve hard cat number system problem confidently 4

The sum of thousands and tens digits in a 4 digit number is 4, the sum of hundreds and units digit is 15, and units digit is greater than the thousands digit by 7. Among all such numbers satisfying these conditions, find the number, the sum of product of whose thousands digit and units digit and hundreds digit and tens digit is the least.

For quick solution of this 4th hard number system question for CAT limit the possible values of the digits by variable linking of the conditions...

How to solve a hard number system question for CAT confidently and quickly 3

thumb how to solve hard cat number system problem confidently 3

Denominator of a fraction is less than the square of the numerator by 1. If 2 is added to both, the fraction will be more than $\frac{1}{3}$. And when 3 is subtracted from both, the fraction remains positive and is smaller than $\frac{1}{10}$. Find the fraction.

For quick solution of this 3rd hard number system question for CAT, explore deeply inequality analysis and inequality algebra...

How to solve the hardest geometry question 16b in New South Wales HSC Math extension 2 exam 2018 confidently

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The problem we'll take up this time was reported in The Sydney Morning Heraldas the hardest one in the Math Extension 2 exam paper in NSW HSW 2018 test in Australia. It was the question 16b on Geometry involving a large number of pairs of similar triangles.

Students not used to identify the key missing element from a host of elements spread all around and think strategically and systematically would find it difficult...

How to solve the hardest geometry question 16c in New South Wales HSC Math extension 2 exam 2019 confidently

thumb_NSW-HSC-Math-Extension-2-exam-2019-hardest-geometry-question

The challenging problem solved systematically now was reported in The Sydney Morning Herald as the hardest one in the recent Math Extension 2 exam paper in NSW HSW 2019 test in Australia.

The geometry problem and its solution hold rich learning potential...

How to solve a hard CAT level Time and Work problem in a few confident steps 3

thumb_How to solve a hard CAT level time work problem in a few confident steps3

The conventional approach to math problem solving relies heavily on manipulation of terms using low level mathematical constructs without using the problem solving abilities of the student. Following only this approach to solving problems, students may tend to become used to mechanical and procedural thinking suppressing their inherent creative and innovative out-of-the-box thinking abilities. On the other hand, conceptual reasoning without firm mathematical base leads to confusion. In solving hard problems you need to strike a balance. In this third session on hard problem solving we have shown again how to do it...

How to solve a hard CAT level Time and Work problem in a few confident steps 2

thumb_How to solve a hard CAT level time work problem in a few confident steps2

The conventional approach to math problem solving relies heavily on manipulation of terms using low level mathematical constructs without using the problem solving abilities of the student. Following only this approach to solving problems, students may tend to become used to mechanical and procedural thinking suppressing their inherent creative and innovative out-of-the-box thinking abilities. On the other hand, conceptual reasoning without firm mathematical base leads to confusion. In solving hard problems you need to strike a balance. In this second session on hard problem solving we have shown how to do it...

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