The number puzzles in an 11+ paper reward one habit above all others: find the rule, then check it against everything you were given before you use it. Four sequences here work up from a steady step to a multiplier, to a step that grows by one each time, to a pair of rules taking turns, and in each case the way in is to write the gaps down rather than to stare at the numbers. Two more puzzles give a middle number made from the two on either side, with two worked examples to learn from — and the second pair deliberately uses a different rule from the first, so a child who assumes the rule carries over gets it wrong. Then the logic: a row of four children to be reconstructed from where two of them are not, four ages to be put in order with the question asking for the second youngest rather than the youngest, a count of forty-five days from a Wednesday, and finally two facts about pencils in a tin with four statements, only one of which the facts actually force. That last one is the whole skill in miniature: for each statement, try to imagine the facts being true and the statement being false. If you can, it is not the answer. Zestly is an independent study tool. It is not affiliated with any exam board and it is not an exam centre.
All the pencils in the tin are red. Some of the red things in the room are pencils. Which statement must be true? — Every pencil in the tin is red. The test to apply is whether you can imagine the facts being true and the statement being false at the same time.
What is the next number in the sequence: 3, 8, 13, 18?
23
Find the step first by taking each number away from the one after it: 8 minus 3 is 5, 13 minus 8 is 5, 18 minus 13 is 5. The step is a steady 5, so the next number is 18 plus 5, which is 23. The wrong options all come from using the wrong step on the same last number: 22 adds 4, 24 adds 6 and 25 adds 7. Working out the step from every pair rather than just the first two is what protects you here, because a sequence that starts by looking steady does not always stay that way.
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