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A Level · Cambridge (CIE) · 9694

Make complex deductions from linked totals

Combine several summaries, track what is counted more than once and verify every deduced quantity.

Section 26-2.3 · 2026–2027 · 2.3 · Deduce and compare outcomes

Cambridge AS & A Level Thinking Skills 9694 · Problem solving / 26-1.2 / 26-2.3 / 28-3.3

Original StudyForA scenarios and formative model answers; no Cambridge marks, predicted grades or certified mastery. Alternative reasoned answers may be valid. Full-length unseen papers, a wider mixed-problem bank and calibrated specialist teacher marking remain outstanding.

Before you begin

  • Read tables and instructions in English
  • Use arithmetic, ratios and whole-number constraints

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

Before calculating, what should you identify?

What you will learn

  • Recover individual quantities from linked aggregates
  • Check consistency and non-negative whole-number requirements

Label unknowns and overlapping totals

Totals can conceal repeated counting. If a+b, a+c and b+c are known, adding all three counts each variable twice. Half that sum gives a+b+c; subtracting a pair then isolates the third quantity. This method uses structure rather than trying random triples.

Fictional scores satisfy A+B=13, A+C=15 and B+C=18. Their sum is 46, so A+B+C=23. Hence C=10, B=8 and A=5.

Verify before interpreting

Substitute the values into every original relation. A calculation that gives a negative number of people or a fractional number of whole items may reveal inconsistent information, a mistaken equation or a model that needs a different domain.

For a long problem, keep intermediate conclusions labelled so they can be reused without confusing them with raw source data. If several solutions survive the constraints, state the range or set instead of presenting one as uniquely forced.

Sources for this lesson

Pause and explain

What does (a+b)+(a+c)+(b+c) count?

Put the idea to work

Worked example

Recover the three scores from the pair totals.

Show the worked solution
  1. 46÷2=23 is the total score.
  2. C=23−13=10, B=23−15=8, A=23−18=5.
  3. Check 5+8=13, 5+10=15 and 8+10=18.

Answer The uniquely determined scores are A=5, B=8 and C=10. Each pair sum matches, and the values are permissible non-negative whole numbers.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Guided: Verify A=5, B=8 and C=10 against every original pair total.

Give me a hint

Use all three equations.

Compare my reasoning
  1. A+B=5+8=13.
  2. A+C=5+10=15.
  3. B+C=8+10=18.

All three pair totals match. The verification shows the recovered values satisfy the combined data, not merely the first equation.

Look for these in your work

  • Checks all pairs
  • Uses correct labels
  • Confirms consistency
2 · Independent

Independent: Box counts satisfy X+Y=11, X+Z=14 and Y+Z=17. Find each count.

Give me a hint

First recover the combined total.

Compare my reasoning
  1. The pair sums total 42, so X+Y+Z=21.
  2. X=21−17=4; Y=21−14=7.
  3. Z=21−11=10 and all sums check.

The counts are X=4, Y=7 and Z=10. They give pair sums 11,14 and 17, with no fractional or negative box count.

Look for these in your work

  • Corrects double counting
  • Finds all values
  • Checks the domain
3 · Transfer

Application: Three whole-item counts have pair sums 5,6 and 8. Can all the data be correct?

Give me a hint

Look at the parity of the sum.

Compare my reasoning
  1. The pair sums total nineteen.
  2. This must equal twice the total item count.
  3. Nineteen cannot be twice an integer.

No. The data would require a total of 19÷2=9.5 items, impossible for whole-item counts. At least one pair total or the whole-item assumption must be wrong.

Look for these in your work

  • Uses the invariant
  • Detects inconsistency
  • Names the incompatible assumption

Common mistakes

  • Forgetting duplicated quantities in summaries
  • Checking only one relation
  • Ignoring the allowed domain
Recall without your notes

What can you explain now?

What does (a+b)+(a+c)+(b+c) count?

Compare with the explanation

Twice the total a+b+c

Every variable appears in two pair sums.

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Make it stick

What does (a+b)+(a+c)+(b+c) count?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Thinking Skills

Course scope and assessment

Thirty-four original lessons include 102 guided, independent and application tasks. All 15 earlier section entries and 39 revised skill entries link to teaching; a linked map is not proof of full exam readiness. Both AS and A Level study the whole content, with more demanding combined tasks at A Level. Original StudyForA scenarios and formative model answers; no Cambridge marks, predicted grades or certified mastery. Alternative reasoned answers may be valid. Full-length unseen papers, a wider mixed-problem bank and calibrated specialist teacher marking remain outstanding. June and November entries are available, including private candidates. Confirm the exam year, administrative-zone timetable and centre entry with your exams officer. AS uses Papers 1 and 2 in the same series; full A Level uses all four papers, either together or through an authorised staged route. Carry-forward rules and time limits must be checked for the relevant series.

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