Systematic problem solving | Page 3 | SureSolv

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Systematic problem solving

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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