*If you see some exercises in the maths textbook, It is somewhat like this:

(I am using very simple examples to explain, so that you may understand better)


A) 2+5

B) 17+25

C) 384+856

D) 2567+456+45636+25+3000

*Now, if you observe the first three problems, they are a little easy to solve. 

*But the fourth example is a little different from the others. So, in the maths textbook, you will often find some problems a little different and a little difficult than the rest, as I have shown above.

*Some students will solve only the first three and will skip the fourth one. They might not even try to attempt it.

*Now, the trouble arises here. To do the fourth sum, there are new concepts to be known. You need extra knowledge than what was required for the other three sums. You have to put a little more stress on your brain and so on.

*But students are not interested to solve that sum. They drop it, or may simply copy it, and the worst part is they sometimes byheart it. Yes, some students byheart the problems (this is a complete different story)

*Now the next exercise in the same chapter may be a continuation of that problem which you have left. The concepts applied in that problem may be required in the next exercise of the chapter.

*Imagine if you leave each complex sum from each exercise, there will be so many concepts that will not get cleared and will be pending.

*And here lies the trouble. Since you have skipped the problems, you have missed the important parts in that chapter and at the end of the chapter, there will be so many parts unsolved. And by the time you complete one academic year, you will have so many difficulties unanswered in your textbook. And with all these unsettled difficulties, you enter the next class and then find things more challenging and more complex than the previous year. And every year you carry those difficulties forward and later feel, Oh! This subject is so tough.

*So how do I train my students.

This is the same exercise as above

A) 2+5

B) 17+25

C) 384+856

D) 2567+456+45636+25+3000

*we solve around five to ten sums similar to type A *then solve five to ten sums similar to type B *then type C and later type D

the number of sums we solve depends on the difficulty level of the problem, that is in the above case we work more on type D sums.

Even if type A sum is very easy, still we do around 5-10 sums of type A. Reason: it gives you the confidence to move to the next sum. And the confidence builds up as you approach type D

*So never leave that difficult sum, because it will be the very source, of why you find that subject difficult later on.

*So never keep difficulties unsolved, never keep them collecting…. Don’t carry them forward.

Note: But there are some problems in the textbook which the Board decides to drop off, so, surely you need not worry about those problems

For part 3 click here

For part 5 click here

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