Quantity relationship in line test, practical problem-solving details, flash-killing skills, one simple remainder problem

The quantitative relationship can be said to be the most difficult part of the test, and it is also the part that most candidates are disgusted with. Taking the national examination prefecture-level test papers as an example, 130 questions need to be completed in 120 minutes of examination time, which means that the time to complete a question is about 55 seconds, so a large number of candidates think that it takes less than one minute to complete a question. Quantitative questions are unrealistic, but everyone must believe that "existence is reasonable". Since we are examined in this form, there must be a reason, and everyone must be clear that the quantitative relationship is not the mathematics we learn in middle school and high school, but A subject that seeks rules and techniques and focuses more on IQ.

How to overcome the problem of quantitative relationships? Summary skills are the key. Commonly used techniques for quantitative relationships are as follows:

So, today I will share with you one of the quick-kill techniques: the simple remainder problem.

The question type characteristics of the remainder problem are very obvious. We find the unique question type characteristics. This is the key to solving the problem. We know what the question looks like, and then use the corresponding method to solve it. Just solve it.

Features: When words such as "remainder", "missing", "under", and "average" appear in the question, the remainder property can be considered.

Problem-solving method: For example, a pile of apples is distributed to the students in the class. Each student gets 4 apples and 2 are left, which means that the total number of apples minus 2 is divisible by 4. A very simple example can help you remember the core idea of ??the simple remainder problem.

On the basis of our understanding of the characteristics of the question types and solution methods, we use two real questions to let everyone feel the feeling of doing quantitative relationships.

Real question exercise 1

A certain unit organizes employees to travel and requires the same number of people to sit in each car. If there are 20 people in each car, there are still 2 employees; if one car is reduced, the employees can be equally divided into each car. Ask how many employees *** there are in this unit:

A. 244 B. 242

C. 220 D. 224

The first step of analysis: Pass Read the question, and it appears in the question: Each car seats 20 people, and there are still 2 employees (remainder); if one car is reduced, each car can be divided equally (average).

Step 2: Each car seats 20 people, and there are 2 employees left. This means: the total number of people minus 2 can be divisible by 20.

Step 3: The total number of employees is one of the four options, using the substitution elimination method. Option A, (244-2)/20 is not an integer; Option B, (242-2)/20=12; Option C, (220-2)/20 is not an integer; Option D, (224-2)/20 is not integer.

Therefore, choose option B.

Real question exercise 2

A company organizes all employees to take a group of buses to travel, and each bus is required to carry no more than 35 employees. If there are 28 people in each car, one person will not be able to get on the car; if an empty car is driven away, all employees can ride in each car equally. The company has *** employees ( ) people.

A.281 B.589

C.841 D.981

The first step of analysis: by reading the question, it appears in the question: each bus ride The number of employees does not exceed 35 (limited conditions); if there are 28 people in each car, then one person cannot get on the car (remainder); if an empty car is driven away, all employees can ride in each car equally (average) .

Step 2: There are 28 people in each car. If one person cannot get on the car, it means: the total number of people minus 1 can be divisible by 28. And if an empty car is driven away, all employees can be equally divided into each car, which means: the total number of people divided by (number of cars - 1) is an integer,

Step 3: The total number of employees is four One of the options, using substitution and elimination. Found option C, (841-1)/28=30 (vehicles). After driving away one car, there are 29 cars left, 841/29=29 (people). Each car has 29 people, no more than 35 people.

Therefore, choose option C.

Although the quantitative relationship is difficult, we can master the corresponding skills and methods, and we can also get it done in a short time.

Have you got the simple remainder problem?