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# three intelligence questions

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1. (Original post by raheem94)
Do you accept that the answer to the 2nd question is 22?
d3vin looks to be doing correct.
Yeah, I thought it was 22 as well. I love questions like that, they're good fun.
2. (Original post by Brit_Miller)
Yeah, I thought it was 22 as well. I love questions like that, they're good fun.
I also like them, do you have links to such questions?

You did very well!
3. (Original post by d3vin)
don't be hasty
I still think it's C for some reason, what did you get?
4. (Original post by *Nasir*)
I still think it's C for some reason, what did you get?
It is C. Look at the patterns of the boxes on the right.
5. C)
A)
C)
6. (Original post by raheem94)
I also like them, do you have links to such questions?

You did very well!
Nah, sometimes you get them in I.Q. tests which is where I've done them. some people are really good at spotting patterns in numbers and words.
7. (Original post by Brit_Miller)
It is C. Look at the patterns of the boxes on the right.
sorry I'm too thick, still don't see it, can you just tell me now?
8. (Original post by Brit_Miller)
Nah, sometimes you get them in I.Q. tests which is where I've done them. some people are really good at spotting patterns in numbers and words.
You are also one of those few people.

I should have tried harder, but sadly i was too tempted to look at the other posts.
9. (Original post by *Nasir*)
sorry I'm too thick, still don't see it, can you just tell me now?
Each row adds up to 19 as you said and there's a pattern of boxes on the right E.g. bottom right:

4 5 7
7 5 4 - it's almost diagonally symmetrical if you like. this pattern goes up

? 2 4
4 2 1 - so ? is 1

5 7 1
? 7 5 - so ? is also 1.
10. (Original post by Brit_Miller)
Each row adds up to 19 as you said and there's a pattern of boxes on the right E.g. bottom right:

4 5 7
7 5 4 - it's almost diagonally symmetrical if you like. this pattern goes up

? 2 4
4 2 1 - so ? is 1

5 7 1
? 7 5 - so ? is also 1.
thanks a lot
11. This is hardly maths.

One could argue that given a finite sequence it can be continued in any way (Wittgenstein's paradox)
12. (Original post by miml)
This is hardly maths.

One could argue that given a finite sequence it can be continued in any way (Wittgenstein's paradox)
I think it's just a bit of fun mate, I don't think they expect you to question the validity of the question.
13. (Original post by Brit_Miller)
I think it's just a bit of fun mate, I don't think they expect you to question the validity of the question.
I'm just being unnecessarily pedantic - uni maths will do that.
14. (Original post by miml)
I'm just being unnecessarily pedantic - uni maths will do that.
I know, I was just pulling your leg.
15. I know others have probably written solns, but I'm happy I got these out. Didn't take too long.
Spoiler:
Show

number 1) Look at the problem row by row. Notice that if 7 from the 1st row goes to 1 in the second then 1 from the first row goes to 7 in the second.

2) Notice that if you add the digits of the numbers in one segment and multiply by 2 you get the number in the opposite segment.

3) multiply the digits of the numbers on the LHS
16. Haven't looked at other posts but if you still can't work them out I am pretty sure that the answers are C, A, B. For the first 2 don't bother looking at things mathematically, all you've got to do is look for patterns. In question 3, a diamond is telling you to multiply the digits together.
17. The answers are C, A, C
18. (Original post by Lawriew)
The answers are C, A, C
Last answer is actually B not C.
19. The first one is nothing to do with maths it's just a pattern if you observe the two rows that are

12457
75421

you can see that the other rows match each other in reverse with C put in

so
20. (Original post by miml)
This is hardly maths.

One could argue that given a finite sequence it can be continued in any way (Wittgenstein's paradox)
Way to suck the fun out of an amusing puzzle.

And I would argue this just like maths. One would probably tackle this problem in a similar way they might tackle a proof, D.E, or computer program: drawing on their previous experience and combining bits of their knowledge it to fit the problem at hand.

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