# Number analogies

Hand out a sheet of rough paper to each student.

When the students are ready, say:

**This paper is for any rough working you want to do. Do not write in the Student Booklet. Now look at page 32 and follow while I read the directions.**

Pause and check all the students are on the right page, and then read:

**Each of these questions starts with two numbers that are linked together in some way. Next there are two more numbers that are linked in exactly the same way. You have to work out how the numbers are linked and then complete the third pair. Look at the example below.**

**Example**

* What do you have to do to get you from 2 to 3 and also from 9 to 10? *[Pause]

**[Pause and indicate the example in the Student Booklet.]**

*You have to add 1. So, 6 changes to 7. The correct answer is E, 7. This is how you would show the answer.**This is just one example. In the test you might have to add, subtract, multiply or divide to get the second half of each pair. Remember, you must always check that what you decide for the first pair also works for the second pair.*

*Now try some practice questions. Mark your answer choices by filling in the correct box on the Answer Sheet. Remember, if you want to change your answer, rub out your first choice and mark your new letter choice.*

**Practice 1**

**Practice 2**

## Practice 3 (Levels C and above only)

**For some questions, you will have to do two operations to get from the first to the second number in each pair. For example, you might have to add and then divide.**

**Now try another practice question.**

**This icon appears when the instructions apply to Levels C and above only.**

Pause while the students choose their answers. Walk around the room, checking to make sure they are marking their answers correctly. Clear up any difficulties. Then continue as follows:

**The answer to practice question 1 is G, 2, because you have to subtract 1, so 3 minus 1 is 2.**

**The answer to practice question 2 is N, 8. Here 1 plus 1 makes 2, but that doesn’t work for the second pair because 5 plus 1 is 6, not 10. Instead, you have to multiply by 2 to get the second part of each pair, so 4 times 2 is 8.**

## (Levels C and above only)

**The answer to practice question 3 is U, 9. Adding 4 doesn’t work for the second pair, so that can’t be the rule. You can see that 7 and 11 are each 1 more ****than 2 times 3 and 5, so the rule must be ‘times by 2 then add 1’. You work out the answer by saying 4 times 2 is 8 then add 1 to give 9.**

**Are there any questions?**

Answer any questions, and then read:

**Remember, you are working out the way to get from the first number to the second number in each of the three pairs. This rule will work for all three pairs in a question. When you go on to the next question, you will have to work out a new rule that works for that question.**

**Do all of the questions in this test the same way. Try to answer every question.**

**You will have 10 minutes to work on this test.**

**Turn over the page and begin. Work until you reach the stop sign at the end of the test.**

Start your stopwatch or note the exact time to the nearest second on your watch or clock. Note this time on your Time Chart, and then add exactly 10 minutes and fill in the stopping time.

While the test is in progress, walk around the room to make sure that all the students are marking their answers by drawing a line across the letters and that no one has turned to a page they should not be on. Encourage any students who finish early to check their answers. After exactly * 10 minutes*, say:

**Stop. Put your pencils down and close your booklets. Collect the rough paper.**

At this point, if the test session has finished, please collect the Student Booklets and Answer Sheets. If you are continuing the test session after a break, please ensure that all materials are secure until testing resumes.