The questions we did today were questions that had done wrong before, and there were not many problems, so the student was able to solve them on himself very quickly.

For the problem of division of work done, an additional question on the distribution of wages has been added, and there is no change in the nature of this type of question, just more workload, and the distribution of wages is only in accordance with the amount of work accomplished. There is also some problem of clock delays, for example, every three minutes the clock will slow down by three seconds, all we need to do is to calculate how much time has elapsed in total, then calculate how many seconds the clock will be slowed down in total, and then work backwards to get the exact time.

This week's problems were somewhat difficult, but student was trying to come up with the right solutions on their own.

It is important to remember that if two separate liquids are in proportions before they are mixed, they should also remain in the same proportions after they are mixed into a mixture. The concept of concentric circles, that is several circles have the same centre but different radii. For example, a runway can be treated as a concentric circle problem. When calculating the difference between the perimeters of two different circles, try can use 2*Pi* (difference between two radius of different circle) so that you do not have to calculate the perimeters separately and then subtract them. For problems that include workload, efficiency, etc., usually in the form of "he can do this work in five days" or "it takes seven hours to fill this tank", we can usually treat the total amount of work or the volume of the tank as 1 unit and calculate their efficiency/rate of filling by 1/(time they spend), then apply fractions calculations to solve the problem.

This time the students did a great job of accurately working out for themselves the chasing questions left over from last week.

The student needs to be familiar with the sum of square formula (a+b)^2 = a^2 + 2ab + b^2; and the difference of square formula a^2 - b^2 = (a+b)(a-b), and observe when they can be applied in the question so that we can avoid large numbers calculations and reduce errors. The student did a good job on the space conversion problem. When doing a “chasing problem”, a train passing a person is different as passing a bridge. We can usually think of a person as a point, so the distance the train overtakes is simply the length of the train itself, whereas when passing a bridge, the length of the train plus the length of the bridge is the total distance travelled by the train. From the time the head of the train is alongside the bridge until the tail of the train is exactly alongside the other end of the bridge. Once the distance is calculated correctly, there shouldn't have to much error occur in the subsequent calculations.

The student was able to do most of the questions, however student sometimes also made mistakes, such as when calculating the volume of an item, we should always check if the options given in the question and the result of our own calculation are in the same units, and if not, we need to make unit conversions.

- For some pattern finding problems, students can usually start by looking for simple patterns, such as finding the difference between two numbers, or a multiplicative relationship, and then see if all the numbers follow that pattern, or if there are more patterns built on top of it. - Spatial imagination skills in uncommon three-dimensional geometry, e.g. octagonal, best to draw it and then find how many vertices, edges, and planes, which students did well. It is important to be clear about the definition of the sum of interior angles, which are the angles formed by two adjacent sides of a polygon.