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Enumeration technique

SSC CGL Tier II level Solution Set 22, Ratio proportion 1

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This is the 22nd solution set of 10 practice problem exercise for SSC CGL Tier II exam and 1st on topic Ratio and Proportion. Students should complete the corresponding question set in prescribed time first and then only refer to this solution set for extracting maximum benefits from this resource. The set of 10 problems being a bit more difficult than usual, 15 minutes answering time was given...

How to solve a SSC CGL level tricky age ratio problem lightning fast

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Use of the rich ratio technique of multiple of ratio value helps to solve a broad spectrum of ratio problems and specifically many standard number or age ratio problems elegantly in a few steps much faster than conventional procedural methods. The chosen problem here is a tricky one and we will solve it using multiple of ratio value technique as well as conventionally to highlight the power of the rich ratio technique...

Bank PO level Quantitative aptitude Solutions 2 on Permutation and Combination 2

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This is the 2nd solution set of 10 practice problem exercise for Bank PO exams and 2nd on topic Permutation and Combination. Students must complete the corresponding question set in prescribed time first and then only refer to this solution set for gaining maximum benefits from this resource...

Bank PO level Quantitative aptitude Solutions 1 on Permutation and Combination 1

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This is the 1st solution set of 10 practice problem exercise for Bank PO exams and 1st on topic Permutation and Combination. Students must complete the corresponding question set in prescribed time first and then only refer to this solution set for gaining maximum benefits from this resource...

SSC CGL level Solution Set 59, Fractions square roots and surds 3

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This is the 59th solution set of 10 practice problem exercise for SSC CGL exam and 3nd on topic fractions, square roots and surds. Students must complete the corresponding question set in prescribed time first and then only refer to this solution set for extracting maximum benefits from this resource...

SSC CGL level Solution Set 57, Algebra 13

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This is the 57th solution set of 10 practice problem exercise for SSC CGL exam and 13th on topic Algebra. For maximum gains, the test should be taken first, that is obvious. But more importantly, to absorb the concepts, techniques and deductive reasoning elaborated through these solutions, one must solve many problems in a systematic manner using this conceptual analytical approach. One can learn well only by practicing learning by doing...

SSC CGL level Solution Set 51, Algebra 12

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This is the 51st solution set of 10 practice problem exercise for SSC CGL exam and 12th on topic Algebra. For maximum gains, the test should be taken first, that is obvious. But more importantly, to absorb the concepts, techniques and deductive reasoning elaborated through these solutions, one must solve many problems in a systematic manner using this conceptual analytical approach. One can learn well only by practicing learning by doing...

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

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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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