How to Perform in PSLE | Learner’s Guide Vol 0666 | Mathematics: Range Depends on the Greatest and Least Values, Not Every Middle Value

CHAPTER 1 OF 12 · DIAGNOSE

1. The problem this guide solves

Back to contents

This guide addresses a narrow but costly error: a learner treats range as if every data value contributes directly, or assumes that any changed score must change the range. Strong learners are often not missing facts; they are allowing one familiar cue to control the whole answer. The remedy is to slow down at the point of interpretation, name the relationship, and then speed up again once the meaning is secure.

Range is a summary of span, not a summary of total or typical value. This is not a trick about wording alone. It is a lesson in keeping meaning, evidence and response aligned.

Worked case 1: basic unsorted set

Prompt. Find the range of 14, 9, 17, 12 and 11.

Tempting but unsafe move. Subtracting the last listed value from the first. This answer may look efficient because it attaches to a familiar word, number or diagram feature. It is unsafe because it skips the relationship that the question is testing. A PSLE response needs a claim that survives every stated condition, not a guess that merely sounds familiar.

Mechanism. Range is greatest minus least: 17 − 9 = 8. List order has no mathematical priority. The disciplined move is to name the relevant pieces, state how they are connected, and then test whether that connection still holds if an irrelevant surface detail changes. This converts recognition into reasoning and gives the learner a sentence that can be checked.

Repair. Circle 9 and box 17 before calculating. Say the full relationship aloud before writing the short answer. Underline the decisive cue, cross out one irrelevant cue, and write one because-clause. That sequence reduces impulsive selection while keeping the final response concise.

Transfer. Reorder the same values and verify the result. On a delayed return, change the nouns, order or numbers while preserving the underlying relationship. If the method still works, the learner has learned the idea rather than memorised this wording.

Answer check. The range is non-negative and has the data’s unit. Also ask: “What evidence in the prompt would make my answer wrong?” A defensible answer should identify that possible disproof instead of relying on confidence alone.

Worked case 2: range versus greatest

Prompt. Scores are 6, 8, 8, 10 and 13.

Tempting but unsafe move. Reporting 13 because it is the greatest score. This answer may look efficient because it attaches to a familiar word, number or diagram feature. It is unsafe because it skips the relationship that the question is testing. A PSLE response needs a claim that survives every stated condition, not a guess that merely sounds familiar.

Mechanism. The extremes are 6 and 13, so range = 13 − 6 = 7. Range measures separation between extremes. The disciplined move is to name the relevant pieces, state how they are connected, and then test whether that connection still holds if an irrelevant surface detail changes. This converts recognition into reasoning and gives the learner a sentence that can be checked.

Repair. Write max − min before substituting. Say the full relationship aloud before writing the short answer. Underline the decisive cue, cross out one irrelevant cue, and write one because-clause. That sequence reduces impulsive selection while keeping the final response concise.

Transfer. Shift every score up by 5. On a delayed return, change the nouns, order or numbers while preserving the underlying relationship. If the method still works, the learner has learned the idea rather than memorised this wording.

Answer check. A common shift should leave range unchanged. Also ask: “What evidence in the prompt would make my answer wrong?” A defensible answer should identify that possible disproof instead of relying on confidence alone.

Contents · Next chapter

CHAPTER 2 OF 12 · DIAGNOSE

2. The decisive distinction

Back to contents

The central distinction is this: range equals greatest value minus least value; middle values affect the distribution but do not alter the range unless one becomes a new extreme or an old extreme moves inward. Similar-looking cases can require different answers because the tested relationship changes. Surface resemblance is useful for locating possibilities, but it is not evidence that a particular possibility is correct.

• Can you find the least and greatest values in an unsorted list?
• Can you distinguish range from greatest value?
• Can you predict whether editing one data point changes an extreme?
• Can you construct different data sets with the same range?

Worked case 3: middle value changes

Prompt. In 3, 5, 8, 10, the value 5 changes to 7.

Tempting but unsafe move. Adding 2 to the old range. This answer may look efficient because it attaches to a familiar word, number or diagram feature. It is unsafe because it skips the relationship that the question is testing. A PSLE response needs a claim that survives every stated condition, not a guess that merely sounds familiar.

Mechanism. The extremes remain 3 and 10, so the range stays 7. Only a middle value moved within the old interval. The disciplined move is to name the relevant pieces, state how they are connected, and then test whether that connection still holds if an irrelevant surface detail changes. This converts recognition into reasoning and gives the learner a sentence that can be checked.

Repair. Re-identify extremes after every edit. Say the full relationship aloud before writing the short answer. Underline the decisive cue, cross out one irrelevant cue, and write one because-clause. That sequence reduces impulsive selection while keeping the final response concise.

Transfer. Change 8 to 9 and compare. On a delayed return, change the nouns, order or numbers while preserving the underlying relationship. If the method still works, the learner has learned the idea rather than memorised this wording.

Answer check. Neither least nor greatest changed. Also ask: “What evidence in the prompt would make my answer wrong?” A defensible answer should identify that possible disproof instead of relying on confidence alone.

Contents · Previous chapter · Next chapter

CHAPTER 3 OF 12 · BUILD

3. A step-by-step decision routine

Back to contents

Use a four-move routine. First, identify the target: what must be chosen, calculated or explained? Second, mark the decisive cue. Third, state the governing relationship in words before inserting the answer. Fourth, perform a disproof check by changing one irrelevant feature and asking whether the reasoning should remain stable.

• Identify the data set and its unit.
• Locate the least and greatest values; sort only if it helps.
• Compute greatest minus least and keep the unit.
• When data changes, recheck the extremes instead of adjusting the old range mechanically.

Worked case 4: least value moves inward

Prompt. In 2, 4, 7, 9, the 2 is corrected to 5.

Tempting but unsafe move. Keeping the old range because there are still four values. This answer may look efficient because it attaches to a familiar word, number or diagram feature. It is unsafe because it skips the relationship that the question is testing. A PSLE response needs a claim that survives every stated condition, not a guess that merely sounds familiar.

Mechanism. The new least is 4 and greatest is 9, so range becomes 5. Removing the old minimum narrows the span. The disciplined move is to name the relevant pieces, state how they are connected, and then test whether that connection still holds if an irrelevant surface detail changes. This converts recognition into reasoning and gives the learner a sentence that can be checked.

Repair. Sort the corrected set 4,5,7,9. Say the full relationship aloud before writing the short answer. Underline the decisive cue, cross out one irrelevant cue, and write one because-clause. That sequence reduces impulsive selection while keeping the final response concise.

Transfer. Correct the 9 to 8 instead. On a delayed return, change the nouns, order or numbers while preserving the underlying relationship. If the method still works, the learner has learned the idea rather than memorised this wording.

Answer check. Both old and new extremes have been audited. Also ask: “What evidence in the prompt would make my answer wrong?” A defensible answer should identify that possible disproof instead of relying on confidence alone.

Contents · Previous chapter · Next chapter

CHAPTER 4 OF 12 · BUILD

4. Worked examples: first variation

Back to contents

The first set varies familiar school contexts while keeping the mechanism visible. For every case, separate prompt information into decisive, supporting and distracting details. Then build the shortest correct because-chain. Do not copy phrases that you cannot explain.

Worked case 5: new maximum

Prompt. Add 15 to 4, 6, 9, 12.

Tempting but unsafe move. Adding 15 to the old range. This answer may look efficient because it attaches to a familiar word, number or diagram feature. It is unsafe because it skips the relationship that the question is testing. A PSLE response needs a claim that survives every stated condition, not a guess that merely sounds familiar.

Mechanism. The new extremes are 4 and 15, so range = 11. The new point replaces only the maximum. The disciplined move is to name the relevant pieces, state how they are connected, and then test whether that connection still holds if an irrelevant surface detail changes. This converts recognition into reasoning and gives the learner a sentence that can be checked.

Repair. Draw an interval from least to greatest. Say the full relationship aloud before writing the short answer. Underline the decisive cue, cross out one irrelevant cue, and write one because-clause. That sequence reduces impulsive selection while keeping the final response concise.

Transfer. Add 8 instead and predict no change. On a delayed return, change the nouns, order or numbers while preserving the underlying relationship. If the method still works, the learner has learned the idea rather than memorised this wording.

Answer check. The range cannot exceed the distance between 4 and 15. Also ask: “What evidence in the prompt would make my answer wrong?” A defensible answer should identify that possible disproof instead of relying on confidence alone.

Contents · Previous chapter · Next chapter

CHAPTER 5 OF 12 · BUILD

5. Worked examples: second variation

Back to contents

The second set removes obvious cues or places a plausible rival beside the correct idea. This is where genuine control develops. A learner should be able to explain why the rival fails, not merely announce which option is correct.

Worked case 6: duplicate extreme removed

Prompt. Data are 2, 2, 5, 8. One 2 is removed.

Tempting but unsafe move. Assuming the minimum disappears. This answer may look efficient because it attaches to a familiar word, number or diagram feature. It is unsafe because it skips the relationship that the question is testing. A PSLE response needs a claim that survives every stated condition, not a guess that merely sounds familiar.

Mechanism. Another 2 remains, so the least value and range stay unchanged. Multiplicity matters when an extreme is removed. The disciplined move is to name the relevant pieces, state how they are connected, and then test whether that connection still holds if an irrelevant surface detail changes. This converts recognition into reasoning and gives the learner a sentence that can be checked.

Repair. Count copies of each extreme. Say the full relationship aloud before writing the short answer. Underline the decisive cue, cross out one irrelevant cue, and write one because-clause. That sequence reduces impulsive selection while keeping the final response concise.

Transfer. Remove both 2s. On a delayed return, change the nouns, order or numbers while preserving the underlying relationship. If the method still works, the learner has learned the idea rather than memorised this wording.

Answer check. Verify the actual remaining set before recalculating. Also ask: “What evidence in the prompt would make my answer wrong?” A defensible answer should identify that possible disproof instead of relying on confidence alone.

Worked case 7: same range different data

Prompt. Compare 1, 4, 9 with 1, 8, 9.

Tempting but unsafe move. Claiming the sets are equivalent because both ranges are 8. This answer may look efficient because it attaches to a familiar word, number or diagram feature. It is unsafe because it skips the relationship that the question is testing. A PSLE response needs a claim that survives every stated condition, not a guess that merely sounds familiar.

Mechanism. Equal range reports equal span only, not equal middle values or distribution. A summary statistic discards information. The disciplined move is to name the relevant pieces, state how they are connected, and then test whether that connection still holds if an irrelevant surface detail changes. This converts recognition into reasoning and gives the learner a sentence that can be checked.

Repair. State exactly what range can and cannot show. Say the full relationship aloud before writing the short answer. Underline the decisive cue, cross out one irrelevant cue, and write one because-clause. That sequence reduces impulsive selection while keeping the final response concise.

Transfer. Construct a third set with range 8. On a delayed return, change the nouns, order or numbers while preserving the underlying relationship. If the method still works, the learner has learned the idea rather than memorised this wording.

Answer check. Do not infer equal mean or median without calculation. Also ask: “What evidence in the prompt would make my answer wrong?” A defensible answer should identify that possible disproof instead of relying on confidence alone.

Contents · Previous chapter · Next chapter

CHAPTER 6 OF 12 · PRACTISE

6. Misconceptions and targeted repairs

Back to contents

Misconceptions persist when feedback supplies the answer but leaves the decision process unchanged. Targeted repair therefore changes the learner’s action: circle a cue, draw a boundary, rebuild a total, name a function, or read the neighbouring words. One corrected item is not enough; use a contrasting pair immediately and a delayed item later.

Worked case 8: negative values

Prompt. Temperatures are −3, 2, 5 and 7 degrees.

Tempting but unsafe move. Computing 7 − 3 = 4 by dropping the negative sign. This answer may look efficient because it attaches to a familiar word, number or diagram feature. It is unsafe because it skips the relationship that the question is testing. A PSLE response needs a claim that survives every stated condition, not a guess that merely sounds familiar.

Mechanism. Greatest minus least is 7 − (−3) = 10. The distance crosses zero. The disciplined move is to name the relevant pieces, state how they are connected, and then test whether that connection still holds if an irrelevant surface detail changes. This converts recognition into reasoning and gives the learner a sentence that can be checked.

Repair. Use a number line or brackets around the minimum. Say the full relationship aloud before writing the short answer. Underline the decisive cue, cross out one irrelevant cue, and write one because-clause. That sequence reduces impulsive selection while keeping the final response concise.

Transfer. Compare with −7 to 3. On a delayed return, change the nouns, order or numbers while preserving the underlying relationship. If the method still works, the learner has learned the idea rather than memorised this wording.

Answer check. Count 3 units to zero and 7 more. Also ask: “What evidence in the prompt would make my answer wrong?” A defensible answer should identify that possible disproof instead of relying on confidence alone.

Targeted repair cycle

• Name the wrong cue that captured attention.
• Place the wrong case beside a minimally different correct case.
• Explain the relationship in a full because-sentence.
• Solve a fresh item without the model.
• Return later in mixed practice and record whether the repair held.

Contents · Previous chapter · Next chapter

CHAPTER 7 OF 12 · PRACTISE

7. Graded independent practice

Back to contents

Independent practice should climb in three levels. Level A keeps the decisive cue visible. Level B embeds it among distracting details. Level C changes representation or subject context. Record not just right or wrong, but the first weak link: reading, concept, representation, operation, explanation or checking.

Worked case 9: decimal measurements

Prompt. Lengths are 1.25 m, 1.4 m, 1.05 m and 1.3 m.

Tempting but unsafe move. Comparing digit strings rather than place value. This answer may look efficient because it attaches to a familiar word, number or diagram feature. It is unsafe because it skips the relationship that the question is testing. A PSLE response needs a claim that survives every stated condition, not a guess that merely sounds familiar.

Mechanism. Least is 1.05 and greatest is 1.40, so range is 0.35 m. Decimals must be aligned by place value. The disciplined move is to name the relevant pieces, state how they are connected, and then test whether that connection still holds if an irrelevant surface detail changes. This converts recognition into reasoning and gives the learner a sentence that can be checked.

Repair. Write equal decimal places before comparing. Say the full relationship aloud before writing the short answer. Underline the decisive cue, cross out one irrelevant cue, and write one because-clause. That sequence reduces impulsive selection while keeping the final response concise.

Transfer. Convert all lengths to centimetres. On a delayed return, change the nouns, order or numbers while preserving the underlying relationship. If the method still works, the learner has learned the idea rather than memorised this wording.

Answer check. 0.35 m must equal 35 cm. Also ask: “What evidence in the prompt would make my answer wrong?” A defensible answer should identify that possible disproof instead of relying on confidence alone.

Practice ladder

Level A: classify six clear cases and state the cue. Level B: solve six cases with distracting details and explain why one rival fails. Level C: solve four mixed cases in a new representation. Mark confidence before checking so that a confident error receives priority.

Contents · Previous chapter · Next chapter

CHAPTER 8 OF 12 · PRACTISE

8. Explained answers and self-explanation

Back to contents

Explained answers should reveal the minimum reasoning that makes the answer necessary. After checking, close the model and reconstruct it from memory. If reconstruction fails, study the connection again rather than rereading the final sentence. Self-explanation is successful when it predicts the next step and rules out a tempting alternative.

Worked case 10: graph reading

Prompt. A dot plot shows the leftmost dot at 4 and rightmost at 11.

Tempting but unsafe move. Counting dots to obtain range. This answer may look efficient because it attaches to a familiar word, number or diagram feature. It is unsafe because it skips the relationship that the question is testing. A PSLE response needs a claim that survives every stated condition, not a guess that merely sounds familiar.

Mechanism. Range uses endpoint values: 11 − 4 = 7. Frequency affects count, while endpoints determine span. The disciplined move is to name the relevant pieces, state how they are connected, and then test whether that connection still holds if an irrelevant surface detail changes. This converts recognition into reasoning and gives the learner a sentence that can be checked.

Repair. Read the horizontal scale at the extremes. Say the full relationship aloud before writing the short answer. Underline the decisive cue, cross out one irrelevant cue, and write one because-clause. That sequence reduces impulsive selection while keeping the final response concise.

Transfer. Add more dots between 4 and 11. On a delayed return, change the nouns, order or numbers while preserving the underlying relationship. If the method still works, the learner has learned the idea rather than memorised this wording.

Answer check. Middle frequency changes should not affect range. Also ask: “What evidence in the prompt would make my answer wrong?” A defensible answer should identify that possible disproof instead of relying on confidence alone.

How to study an answer

Cover the answer, reconstruct the decision path, compare each step, and correct the earliest mismatch. Then write a one-line rule that is narrow enough to be true. Broad slogans such as “always use context” are not sufficient; name which context feature controls the decision.

Contents · Previous chapter · Next chapter

CHAPTER 9 OF 12 · TRANSFER

9. Delayed transfer across new forms

Back to contents

Delayed transfer is the proof of ownership. Return after a day, then within mixed practice several days later. Change labels, order, quantities and representation. Keep only the deep relationship. If performance collapses, restore one cue, practise a contrast pair, and delay again.

Worked case 11: frequency table

Prompt. Values 3, 5, 7 have frequencies 2, 6, 1.

Tempting but unsafe move. Multiplying values by frequencies and subtracting totals. This answer may look efficient because it attaches to a familiar word, number or diagram feature. It is unsafe because it skips the relationship that the question is testing. A PSLE response needs a claim that survives every stated condition, not a guess that merely sounds familiar.

Mechanism. Least observed value is 3 and greatest is 7, so range is 4. Positive frequency confirms presence; its size does not move endpoints. The disciplined move is to name the relevant pieces, state how they are connected, and then test whether that connection still holds if an irrelevant surface detail changes. This converts recognition into reasoning and gives the learner a sentence that can be checked.

Repair. Ignore zero-frequency rows and locate present extremes. Say the full relationship aloud before writing the short answer. Underline the decisive cue, cross out one irrelevant cue, and write one because-clause. That sequence reduces impulsive selection while keeping the final response concise.

Transfer. Set frequency of 3 to zero. On a delayed return, change the nouns, order or numbers while preserving the underlying relationship. If the method still works, the learner has learned the idea rather than memorised this wording.

Answer check. Only values that occur belong to the data set. Also ask: “What evidence in the prompt would make my answer wrong?” A defensible answer should identify that possible disproof instead of relying on confidence alone.

Worked case 12: unknown extreme

Prompt. A set has least 12 and range 9. Find the greatest value.

Tempting but unsafe move. Subtracting 9 from 12. This answer may look efficient because it attaches to a familiar word, number or diagram feature. It is unsafe because it skips the relationship that the question is testing. A PSLE response needs a claim that survives every stated condition, not a guess that merely sounds familiar.

Mechanism. Greatest − 12 = 9, so greatest = 21. The known least anchors the interval. The disciplined move is to name the relevant pieces, state how they are connected, and then test whether that connection still holds if an irrelevant surface detail changes. This converts recognition into reasoning and gives the learner a sentence that can be checked.

Repair. Write the definition as an equation. Say the full relationship aloud before writing the short answer. Underline the decisive cue, cross out one irrelevant cue, and write one because-clause. That sequence reduces impulsive selection while keeping the final response concise.

Transfer. Given greatest 30 and range 7, find least. On a delayed return, change the nouns, order or numbers while preserving the underlying relationship. If the method still works, the learner has learned the idea rather than memorised this wording.

Answer check. Substitute the answer back into max − min. Also ask: “What evidence in the prompt would make my answer wrong?” A defensible answer should identify that possible disproof instead of relying on confidence alone.

Delayed transfer set

• Create two five-number data sets with range 12 but different means.
• Change one middle value without changing range, then explain why.
• Move the old least value inward and calculate the new range.
• Add a new value outside the old interval and predict the range before calculating.

Contents · Previous chapter · Next chapter

CHAPTER 10 OF 12 · TRANSFER

10. Examination control under time pressure

Back to contents

Under examination pressure, use a short control loop: target, cue, relationship, answer, audit. Allocate extra seconds at high-risk interpretation points, not uniformly across every line. If uncertain, write the relationship you do know, keep units and references explicit, and move on with a mark to revisit.

Worked case 13: constraint construction

Prompt. Make four whole numbers with range 6 and greatest 20.

Tempting but unsafe move. Choosing any four numbers that total 20. This answer may look efficient because it attaches to a familiar word, number or diagram feature. It is unsafe because it skips the relationship that the question is testing. A PSLE response needs a claim that survives every stated condition, not a guess that merely sounds familiar.

Mechanism. The least must be 14; the two middle values lie from 14 to 20. The range constrains endpoints, not the total. The disciplined move is to name the relevant pieces, state how they are connected, and then test whether that connection still holds if an irrelevant surface detail changes. This converts recognition into reasoning and gives the learner a sentence that can be checked.

Repair. Place endpoints first, then choose middle values. Say the full relationship aloud before writing the short answer. Underline the decisive cue, cross out one irrelevant cue, and write one because-clause. That sequence reduces impulsive selection while keeping the final response concise.

Transfer. Require all values distinct. On a delayed return, change the nouns, order or numbers while preserving the underlying relationship. If the method still works, the learner has learned the idea rather than memorised this wording.

Answer check. Recalculate 20 − 14. Also ask: “What evidence in the prompt would make my answer wrong?” A defensible answer should identify that possible disproof instead of relying on confidence alone.

Thirty-second audit

• Have I answered the requested target?
• Is every reference clear?
• Did I use the decisive condition rather than a familiar keyword?
• For Mathematics, are units and magnitude sensible?
• For Science, does the explanation name a process and evidence?
• For English, does grammar and meaning fit the whole sentence?

Contents · Previous chapter · Next chapter

CHAPTER 11 OF 12 · CONTROL

11. Parent and tutor support without over-helping

Back to contents

Parents and tutors help most by asking for the cue and relationship instead of telling the answer. Use prompts such as “What exactly changed?”, “Which word controls the choice?”, “What stayed the same?”, and “How could this answer be disproved?” Fade prompts across attempts and celebrate independent detection of an error.

Worked case 14: outlier interpretation

Prompt. A new unusually large result increases the range sharply.

Tempting but unsafe move. Concluding that every typical result also increased. This answer may look efficient because it attaches to a familiar word, number or diagram feature. It is unsafe because it skips the relationship that the question is testing. A PSLE response needs a claim that survives every stated condition, not a guess that merely sounds familiar.

Mechanism. Range is sensitive to extremes and says little alone about the centre. One new maximum can widen span without moving most data. The disciplined move is to name the relevant pieces, state how they are connected, and then test whether that connection still holds if an irrelevant surface detail changes. This converts recognition into reasoning and gives the learner a sentence that can be checked.

Repair. Pair range with a suitable centre and inspect the data. Say the full relationship aloud before writing the short answer. Underline the decisive cue, cross out one irrelevant cue, and write one because-clause. That sequence reduces impulsive selection while keeping the final response concise.

Transfer. Compare with adding a middle value. On a delayed return, change the nouns, order or numbers while preserving the underlying relationship. If the method still works, the learner has learned the idea rather than memorised this wording.

Answer check. Separate a statement about spread from one about typical value. Also ask: “What evidence in the prompt would make my answer wrong?” A defensible answer should identify that possible disproof instead of relying on confidence alone.

A useful adult response is: “Show me where the prompt forced that answer.” If the learner points only to a keyword, ask for the relationship. If the relationship is correct, remove one support prompt next time. Avoid turning every hesitation into an explanation; productive retrieval needs a brief chance to occur.

Contents · Previous chapter · Next chapter

CHAPTER 12 OF 12 · CONTROL

12. FAQs, official scope and next routes

Back to contents

Frequently asked questions are answered by the same principle: accuracy comes from a checkable relationship, not from a slogan. This guide does not replace the current syllabus or paper instructions. When format or examinable scope matters, consult the official SEAB PSLE formats examined in 2026 and the learner’s school guidance.

Worked case 15: mixed statistics

Prompt. A question gives mean 12, median 11 and range 9.

Tempting but unsafe move. Combining all three numbers in one calculation without a target. This answer may look efficient because it attaches to a familiar word, number or diagram feature. It is unsafe because it skips the relationship that the question is testing. A PSLE response needs a claim that survives every stated condition, not a guess that merely sounds familiar.

Mechanism. Use the statistic the question asks about and its definition. Mean, median and range answer different questions. The disciplined move is to name the relevant pieces, state how they are connected, and then test whether that connection still holds if an irrelevant surface detail changes. This converts recognition into reasoning and gives the learner a sentence that can be checked.

Repair. Box the target word before selecting data. Say the full relationship aloud before writing the short answer. Underline the decisive cue, cross out one irrelevant cue, and write one because-clause. That sequence reduces impulsive selection while keeping the final response concise.

Transfer. Explain one fact each statistic reveals. On a delayed return, change the nouns, order or numbers while preserving the underlying relationship. If the method still works, the learner has learned the idea rather than memorised this wording.

Answer check. The final answer should not mix units or definitions. Also ask: “What evidence in the prompt would make my answer wrong?” A defensible answer should identify that possible disproof instead of relying on confidence alone.

FAQs

Must I use the exact words in this guide? No. Use accurate terms and preserve the relationship. What if two answers still seem possible? Find the condition that separates them, or state what additional evidence would be needed. How much practice is enough? Continue until the learner succeeds on a delayed, mixed and differently worded case, not merely three repeated items in one sitting.

Contents · Previous chapter · Continue through the subject hub