True or False: A student who calculates an answer of $105\%$ for a problem asking for the probability of an event should realize this violates a constraint during the 'Look Back' step.

You are using "Systematic Guess and Check" to find two numbers that sum to $50$ and have a product of $576$ . If your first guess of $10$ and $40$ gives a product of $400$ , how should you adjust your next guess according to the strategy?

In the 'Represent and Simplify' strategy, what is the primary purpose of defining variables with specific meanings and units?

MYP MYP Standard Mathematics Topic Problem-solving Strategies Questionbank

Practice MYP MYP Standard Mathematics Topic Problem-solving Strategies with authentic exam-style questions for both SL and HL students. This question bank focuses on the exact syllabus content for Problem-solving Strategies and mirrors Paper 1, 2 style where relevant.

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To avoid having to use correct units

To determine if the problem was an exercise or a problem

To replace the need for carrying out the plan

To see if the exact answer is significantly different, suggesting an error

True

False

To reduce clutter while maintaining the problem's mathematical structure

To prove that the relationship is linear

To calculate the final answer immediately

To ensure the student uses the 'Guess and Check' method

Randomly pick two other numbers that sum to $50$ to see what happens

Increase the smaller number (e.g., try $20$ and $30$ ) to bring the product closer to $576$

Decrease the smaller number (e.g., try $5$ and $45$ ) to see if the product decreases

Switch to the "Take 1" strategy because it is better for products