No doubt, many students find approaching quantitative reasoning questions difficult. Many students (including non-STEM teachers) hate to see them. Even parents dislike seeing their wards bringing these questions home as homework. Finding it difficult is not a big deal since you are not the one who posed the challenge.

To understand why not hacking these types of questions is not a big deal, let me give an example. Suppose I hide a key inside a three-bedroom flat and now challenge you to find it. Where would you look for the key? inside the fridge? on top of the television? in the toilet? It might take you an eternity to locate it because you are not the one who kept it.

But the good news about quantitative reasoning questions is that they are straightforward to approach if you understand tips to approach them. I give two tips below to hack these types of questions.

First tip:
Check the shape very well and see if the shape is pointing in a direction. This will assist you to establish a relationship between the numbers. For example, look at the question in the attached image below. The shape is triangular in nature. There are 3 numbers on the vertices of the triangle (9, 2, and 4 1/2) and one inside the triangle. This implies the vertices are related and they are likely to be operated to give the number inside.

Second tip

Immediately, you have established the relationship, think about any arithmetic rule(s) you are going to use to produce the relationship. This rule might be an addition, subtraction, multiplication, division, square, square root, or combination of two or more of them. The arithmetic rule(s) that will produce the relationship can not go beyond the abovementioned arithmetic operations except in fewer cases.

For example, if you look at the attached image, when we take the quotient of the two numbers at the bottom vertices i.e., 9 divided by 2, it produces the third number on the top vertice which is 4 1/2. If you square 4 1/2 = 9/4, you are going to have 81/16.

Third tip

You have to beware of the distracters. You must ensure the rule you establish in the second tip works for all the examples you are given. Some examiners intentionally only give questions about rules which only work for the first example.
In this case, the rule we established works for the remaining samples: 12 divided by 4 gives three and the square of 3 gives 9. Similarly, 1/2 divided by 1/2 produces one and the square of 1 is 1 and so we are good to go.

In essence, if you fail to establish whether the established rules work for all the examples, you might make mistakes and get them wrong. After this, you can go ahead and approach the questions.

You can watch some of the tips as explained above here:


https://www.youtube.com/watch?v=qcWi25ESMxQ

Below is the solution to the attached questions:


https://www.youtube.com/watch?v=SU_Bk8jLypU

This thread is FYA lalasticlala, olawalebabs, Richiez, Fynestboi. I am very sure it will really help students, teachers and parents on this platform. Thanks

QR problems hack 3


https://www.youtube.com/watch?v=CE1W19S9Q7M