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Given non-routine challenging questions -> you can see the spark in their eyes!

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They love solving challenging problem sums.

They will ask for more questions, probably out of syllabus kind. Non-routine questions.

They usually can come up with creative and alternative solutions to the questions.

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Quirky

Recognise patterns

Visually inclined

Their eyes sparkle when they see problem

They are able to interpret questions in different ways

Spot errors easily

Understand the concept and problem fast

Applies whatever they learned quickly

May not be the one who gets full marks

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1. Uninterested in conventional methods.

2. Reduced steps in solutions.

3. Have their way of unique thinking and methods.

4. Might not be interested to share.

5. Strong number sense and visual spatial.

6. Ask a lot of extension questions.

7. Hate to do drill and practice. Feel it is a waste of time.

8. Tend to make computational mistakes. Might not strive for accuracy.

9. Easy to follow through discussion, can see 2 steps in advance.

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1. The desire to solve challenging questions

2. The out-of-the box kind of solutions given by them

3. Prefer to interact with the paper that has questions rather than human-being

4. They talk to themselves

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They are very enthusiastic to answer and to share their solutions.

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They are fast

They get excited when solving challenging problems

They rise up to the challenge when asked to give another solution

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Able to provide alternate methods to problem solving 

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Able to provide alternate methods to problem solving 

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Strong number sense. Able to tell whether answer reasonable.

See link and pattern

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Questions in Category A are likely to be at Level 1 to 3 of the Bloom's Taxonomy (Understanding, Remembering and applying). However, questions in Category B are more of the higher order thinking (analyzing, evaluating and creating)

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Category A: Evaluating type of questions

Category B: Mixture

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A - analysing

B - evaluating

A involves more explanation and justification. B is more like finding the pattern and moving on to the next step in exploration.

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Category A: Apply, understand, apply

Category B: Analyse, evaluate, create

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Cat A - applying and analysing

Cat B - Creating

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Questions in Category A tend to be more general and too open while questions in Category B are more targeted and specific.

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What can you recall about this concept?

Can you remember any formula?

Do you understand what the question is talking about?

Would you like to draw a diagram to understand the question better?

Can you break down this problem into simpler parts?

Can you look at the problem in a different way?

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1) Draw a diagram.

2) What does each of the information means to you?

3) Who is faster? Who is slower?

4) At 10 min mark, what information do you know?

5) Any formulas to solve?

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Able to grasp concepts quickly, able to solve a problem using a different approach, enjoys solving non-routine problems

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What fraction of the circular track would Amy have completed in 10 minutes?

What fraction of the circular track would Barry have completed in the same time?

What is the total distance which they have both covered in 10 minutes?

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Does Amy and Barry have the same cycling speed?

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1. Can you a draw a diagram to represent where Amy is at different points when she was riding round the track?

2. Did they meet in the middle / closer to Amy or Barry?

3. Who travelled more? Amy or Barry?

4. Can you use rate to find the answer?

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1 what can you do to make yourself understand the question better?

2 have to represented the question in pictorial form?

3 are there any missing information? Are you able to find the missing information from the picture you have drawn?

4 who travelled a longer distance?

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The same distance as it is the same circular track

Individual Speed does not change. Both cycle at different speed.

Both started at the same point

Both start in opposite directions

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What if....

They travelled in the same direction?

They started at different time?

What if one of them did not have a constant speed?

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Q1) What if they first passed each after 7.5 minutes and Amy completed cycling the track at 80 min?

Q2) What if they cycled around an irregular shaped track?

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-          Opposite directions, same circular track, same starting time

-          Same start point, different speed

-          Provide time instead of duration

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