However, the word on the page is ‘green’ and that is deliberate – never tweak a question to fit an answer! It's rare (but not unheard of) that a mistake is made on the paper but always assume it's correct.Īll are to be found in the average farm, but the word 'beef' is a bit odd as it suggests the meat rather than the animal. Some may say that ‘greens’ are vegetables and therefore the question is misleading. The extra words here are designed to lead you into making an error but clearly cauliflower, cabbage and broccoli are all types of vegetable so the words ‘vegetable’ and ‘green’ are odd ones out as they are not. Pick out the two words which do not fit in with the other three. Three of the following words are related in some way. But there are some occasions when things are a little trickier. Now this is not usually too difficult to do – the differences between the meanings of the words are quite obvious. Shares a property with all three functions.In the previous article, Odd One Out (1), we introduced you to some of the ways odd one out questions are used in the 11+ Verbal Reasoning exam.Īs we saw, candidates are given a list of words and tasked with finding the two which do not belong. Shares a property with the odd one out, or Shares a property with two functions but not the third, or Is there an over-arching property that all three functions in the row or column share?Ĭan you add a function to a row or column that either Alternatively, you could give students the table with graphs and derivatives.
#WHATS ANOTHER WORD FOR ODD ONE OUT SOFTWARE#
Alternatively, students could be asked to look at the whole table, but start by picking out two functions which share a feature and then one that doesn’t share it.Īccess to graphing software such as Desmos may help students if they are struggling to sketch or visualise the graphs. You could start the main problem by folding or cutting the table so that students only look at one row at a time. The suggestions for things think about in the warm-up could help to support discussion of the many reasons why each function could be the odd one out. To help expand the range of properties or features of the functions What could “ \(u\)” be for these functions?Ĭould you draw a function diagram for \(y\)? To help students to think about functions as a composition of functions Part-way through the task, ask students to share ideas by suggesting a common property or feature they’ve used, or by handing their table to another group. There are many reasons why functions are odd ones out, so encourage students to record their ideas.
The challenge is then to find a reason why every function is an odd one out in its row and column. It can then emerge through discussion that each function could be the odd one out. To introduce the main problem, you may prefer to ask for “the” odd one out in each row. It would be helpful to record these ideas to support thinking about the main problem. Students may start with algebraic features, but encourage them to think about properties of functions and their graphs too. There many ways to tackle these problems, so group discussion will be important.įor the warm-up, ask what’s the same and what’s different about the functions. Students should work in pairs or small groups. An alternative table with graphs and derivatives is also available. Mini-whiteboards could help to encourage students to sketch graphs.
PreparationĪ larger version of the table of functions is available for printing so that students can record ideas and any sketches. Students are asked to explain why each function could be the ‘odd one out’ in its row and column. Many of these ideas can be used in the main problem, in which students are presented with a \(3 \times 3\) grid of functions composed from other functions. The warm-up asks students to give reasons why each one of three functions could be the odd one out, thinking about a range of reasons relating to formulae, graphs and derivatives. Based on the idea of looking for similarities and differences between functions, this resource aims to help students make links between properties of functions composed from other functions, using features of their formulae, graphs and derivatives.
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