European Girls Math Olympiad and Cheenta

In 2022 India participated in the prestigious European Girls Math Olympiad. They did really well and won bronze in that contest. We were thrilled to notice that three out the four students who represented India, have Cheenta connections.

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Hermite Identity in Math Olympiad, ISI CMI Entrance

In mathematics, periodic functions play a very important role. Examples include \( f(x) = \sin (x) \), \(f(x) = \{x \} \) and so on. We discuss an interesting property of greatest integer function using the technique periodicity.

Toward Harvard and MIT with Cheenta students

Anushka Aggarwal
Anushka Aggarwal (MIT)
Aryan Kalia
Aryan Kalia (Harvard University)

We meet in an informal discussion session with Cheenta students Aryan Kalia (Harvard University) and Anushka Aggarwal (MIT). A few selected students will join over Google Meet for a direct interaction. We will also take in questions from Youtube and Facebook Chat.

Aryan Kalia had outstanding scores in American Math Competition. He also did a research project at Cheenta (an application of Graph Theory in contest mathematics) and volunteered in Cheenta North America Business development work group.

Anushka Aggarwal was one of the youngest INMO awardees from India, had outstanding scores in EGMO and Sharygin Geometry Olympiad. She also taught at Cheenta, mentored girls students via Cheenta's 'Center for Girls in Mathematics'.

We will learn about their journey in this seminar and help them network with each other for future collaborations.

A beautiful book from Eastern Europe for Math Olympiads, ISI CMI Entrance and joy of doing math

Selected Problems and Theorems in Elementary Mathematics – Arithmetic and Algebra by D. O. Shklyarsky,  N. N. Chentsov and I. M. Yaglom. T

This book contains The conditions of problems, the answers and hints  to them and the solutions of the problems. The conditions of the most difficult problems are marked by stars. We recommend the reader to start with trying to solve without assistance the problem he is interested in. In case this attempt
fails he can read the hint or the answer to the problem, which may facilitate the solution, Finally, if this does not help, the solution of the problem given in the book should be studied. However, for the starred problems it may turn out to be appropriate to begin with reading the hints or the answers before proceeding to solve the problems.

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Walking with the Masters

Over the years, I have encountered thousands of children who had the potential to learn beautiful mathematics. But many of them never did. I think about these incidents as missed opportunities. After all, mathematics has led me to great joy in life. I wish this joy for more people.

One possible reason which prevented their growth is the lack of great teachers. This is not an accident but a statistical inevitability. The number of passionate teachers per capita is low in India and will remain low in the foreseeable future. Therefore the probability that a kid with great potential encounters an equally passionate teacher is also low.

This problem in pedagogy may be partially addressed using Abel's strategy. Norwegian mathematician Niels Henrik Abel was one of the most promising mathematicians of all time. Unfortunately, he died at the early age of 26. Among other things, when he was 16, he discovered proof of the binomial theorem that works for all numbers. At the age of 19, he showed that a quintic equation cannot be solved algebraically. When he was asked how he learned so much mathematics so fast, he responded, "by studying the masters, not their pupils."

Abel was referring to the books written by true masters of mathematics. Personally speaking, over the years I have become more and more convinced about Abel's strategy. Reading regular textbook-styled works is not only a waste of time, but it may also have a negative impact on an enthusiastic learner. On the other hand, reading a book written by a true master is like learning from him or her directly. It is an outstanding opportunity that none of us should miss.

Here are some of those walks with the masters, that have transformed my life and the way I do mathematics. You may use this list of beautiful mathematics books to stay inspired.

Class 1 to 5

Class 6 to 8

Class 9 and above (in school)

Higher Mathematics

Please be careful about using this list. It is not supposed to be a collection of exhaustive learning material for all possible topics. Use these books for inspiration. Moreover, I plan to update this list periodically. You may bookmark it for later use.

All the best.

Dr. Ashani Dasgupta

Cheenta

Read more ...

How Cheenta students did so well in ISI - CMI Entrances

2021 has been an incredible year. Nine of Cheenta's present and erstwhile students ranked within top 100 in India in Indian Statistical Institute B.Stat and B.Math Entrance and Chennai Mathematical Institute's B.Sc. Math Entrance.

We do not want to take their credit. They worked really hard to achieve this. We are thrilled to celebrate their performance.

ISI - CMI Entrance 2021 success - super nine

  1. Gautham Viswanathan
  2. Varun Balasubramanium
  3. Gnanananda Sreyas
  4. Devansh Kamra
  5. Aditya Vinay Prabhu
  6. Sampreety Pillai (ex-student)
  7. Saptarshi Sadhukhan (ex-student)
  8. Subhranil Deb (ex-student)
  9. Saikat Sengupta (ex-student)

Click on the the names to learn about how they prepared for ISI-CMI Entrance 2021.

What factors helped this success story?

We noticed that these kids were the most regular ones in the class. The first and the most important factor was their hard work. Here are certain aspects of Cheenta programs that may have helped:

Five-days-a-week problem solving

This is a unique feature of Cheenta Programs. Apart from the regular concept classes there are five - days - a -week practice sessions with expert faculty members and selective problems. This ensures consistency in the student and keeps him / her busy with beautiful problems. In a challenging entrance like ISI - CMI or contest like math olympiad practicing more and more problems is extremely important.

Taught by students of ISI-CMI, Olympians, Researchers

Since the program is taught people who have done it and been there, the energy level in the classes is always high.

Graded Homework Tutorial - every week

We recently added extra homework tutorial where students receives help on how to solve homework problems. After they submit their work, these homework problems are graded. This happens every week and helps the students to improve their mathematical writing.

What is next?

Cheenta can continue to help you even after you get into ISI, CMI or some other college. If you want to pursue a research career in mathematics, watch this video to learn more about what lies ahead.

No-short-cut approach at Cheenta

If you are preparing for Mathematics Olympiads, ISI-CMI Entrances or challenging College level entrances then this article is for you. We will describe the no short-cut approach of Cheenta Programs and how you can use them.

Nothing can replace great teachers

No amount of software, video-recording or trick sheets can replace great teachers who are passionate about mathematics. At Cheenta, we are very careful to hire trainers from leading universities. They are usually from Indian Statistical Institute, Chennai Mathematical Institute, IITs, IISERs in India and universities abroad. These trainers are passionate about teaching mathematics and doing problems. Moreover we have weekly 4.5 hours of teacher training sessions. We take great pride in our faculty team.

If you wish to learn great mathematics, it is not necessary that you learn it at Cheenta. But it is absolutely necessary to find great teachers. Otherwise you will be wasting your precious time.


Have your work graded. Regularly

Just watching recorded videos or attending live classes is not enough. You must have your work meticulously graded. Otherwise you won't know if your approach is right. One more thing; writing mathematics requires training and care. If you do not have your work graded then you won't know how to do that.

At Cheenta we have a separate process for grading weekly homeworks. They are commented by our graders and sent back to the students.

If you are not studying at Cheenta, then please hire someone to do the grading and correction. Just attending classes will not take you anywhere.


Practice Daily. BUT be Selective.

Make sure to practice selected problems for at least one hour every day. There are two components of this process.

  1. Practice only selective problems. If you solve random problems, you are probably wasting your precious time.
  2. Practice daily, possibly in a group, where you can discuss your ideas.

Cheenta has a 5-day-a-week practice session. This is in addition to the main concept classes.

Our expert faculty members carefully select problems and create the problem lists. Then these problems are discussed in a group every day for 5-days-a-week. These are extra classes that happen at Cheenta weekly.


Get Help. Please do.

It is very important to get help. Talking to someone can immensely improve your skills. It is not just about the solution of a problem. It is the manner of thinking about a problem that you may wish to exchange.

Cheenta has multiple avenues for doubt-clearing:

  1. Weekly doubt clearing class
  2. Weekly homework tutorial for help with your homework
  3. 1-on-1 classes to further personalise your doubt resolutions
  4. Cheenta Genius App

Even if you are not studying at Cheenta, make that your teacher or training centre has a well-defined doubt clearing process.


There is no short cut in learning world class mathematics. It takes time, hard work, meticulous planning and great teachers. There are many organisations who try to do this. We try to achieve this everyday at Cheenta. Stay away from the noise. Keep your focus on this no-short-cut approach. You will certainly learn great mathematical science.

All the best,

Dr. Ashani Dasgupta

Cheenta

ISI B.Stat B.Math 2021 Objective Paper | Problems & Solutions

In this post, you will find ISI B.Stat B.Math 2021 Objective Paper with Problems and Solutions. This is a work in progress, so the solutions and discussions will be uploaded soon. You may share your solutions in the comments below.

[Work in Progress]

Problem 1

The number of ways one can express $2^{2} 3^{3} 5^{5} 7^{7}$ as a product of two numbers $a$ and $b$, where $\text{gcd}(a, b)=1$, and $1<a<b$, is


Problem 2

The sum of all the solutions of $ 2 + \log_2 (x-2) = \log_{(x-2)} 8$ in the interval $(2, \infty)$ is

Problem 3

Let $f: \mathbb{R} \rightarrow \mathbb{R}$ be a continuous function such that
$$
f(x+1)=\frac{1}{2} f(x) \text { for all } x \in \mathbb{R}
$$
and let $a_{n}=\int_{0}^{n} f(x) d x$ for all integers $n \geq 1$. Then:

(A) $\lim {n \rightarrow \infty} a_{n}$ exists and equals $\int_{0}^{1} f(x) d x$.
(B) $\lim {n \rightarrow \infty} a_{n}$ does not exist.
(C) $\lim {n \rightarrow \infty} a_{n}$ exists if and only if $|\int_{0}^{1} f(x) d x|<1$.
(D) $\lim {n \rightarrow \infty} a_{n}$ exists and equals $2 \int_{0}^{1} f(x) d x$.

Problem 4

Consider the curves $x^{2}+y^{2}-4 x-6 y-12=0,9 x^{2}+4 y^{2}-900=0$ and $y^{2}-6 y-6 x+51=0 .$ The maximum number of disjoint regions into which these curves divide the $X Y$ -plane (excluding the curves themselves), is
(A) 4 .
(B) 5 .
(C) 6 .
(D) 7 .

Problem 5

A box has $13$ distinct pairs of socks. Let $p_{r}$ denote the probability of having at least one matching pair among $a$ bunch of $r$ socks drawn at random from the box. If $r_{0}$ is the maximum possible value of $r$ such that $p_{r}<1$, then the value of $p_{r_{0}}$ is

(A) $1-\frac{12}{ 26C_{12} }$.
(B) $1-\frac{13}{ 26C_{13} }$.
(C) $1-\frac{2^{13}}{ 26C_{13} } .$
(D) $1-\frac{2^{12}}{26C_{12}}$.

Problem 6

Let $a, b, c, d>0$, be any real numbers. Then the maximum prossible value of $c x+d y$, over all points on the ellipse $\frac{x^{2}}{a^{2}}+\frac{y^{2}}{b^{2}}=1$, must the
(A) $\sqrt{a^{2} c^{2}+b^{2} d^{2}}$.
(B) $\sqrt{a^{2} b^{2}+c^{2} d^{2}}$.
(C) $\sqrt{\frac{a^{2} c^{2}+b^{2} d^{2}}{a^{2}+b^{2}}}$.
(D) $\sqrt{\frac{a^{2} b^{2}+c^{2} d^{2}}{c^{2}+d^{2}}}$.


Problem 7

Let $f(x)=\sin x+\alpha x, x \in \mathbb{R}$, where $\alpha$ is a fixed real number. The function $f$ is one-to-one if and only if
(A) $\alpha>1$ or $\alpha<-1$.
(B) $\alpha \geq 1$ or $\alpha \leq-1$.
(C) $a \geq 1$ or $\alpha<-1$.
(D) $\alpha>1$ or $\alpha \leq-1$.


Problem 8

The Value of

$$1+\frac{1}{1+2}+\frac{1}{1+2+3}+\cdots+\frac{1}{1+2+3+\cdots 2021}$$ is

(A) $\frac{2021}{1010}$.
(B) $\frac{2021}{1011}$.
(C) $\frac{2021}{1012}$.
(D) $\frac{2021}{1013}$.

Problem 9

The volume of the region $S=\{(x, y, z):|x|+2|y|+3|z| \leq 6\}$ is
(A) 36 .
(B) 48 .
(C) 72
(D) 6 .


Problem 10:

Let $f: \mathbb{R} \rightarrow \mathbb{R}$ be a twice differentiable function such that $\frac{d^{2} f(x)}{d x^{2}}$ is positive for all $x \in \mathbb{R}$, and suppose $f(0)=1, f(1)=4$. Which of the following is not a possible value of $f(2)$ ?
(A) 7 .
(B) 8 .
(C) 9 .
(D) $10$


Problem 11:

Let, $f(x)=e^{-|x|}, x \in \mathbb{R}$,

and $g(\theta)=\int_{-1}^{1} f\left(\frac{x}{\theta}\right) d x, \theta \neq 0$

Then , $\lim _{\theta \rightarrow 0} \frac{g(\theta)}{\theta}$

(A) equals 0 .
(B) equals $+\infty$.
(C) equals 2 .
(D) does not exist.

Problem 12:

The number of different ways to colour the vertices of a square $P Q R S$ using one or more colours from the set \{Red, Blue, Green, Yellow \}$, such that no two adjacent vertices have the same colour is
(A) 36 .
(B) 48 .
(C) 72 .
(D) 84 .

Problem 13:

Define $a=p^{3}+p^{2}+p+11$ and $b=p^{2}+1$, where $p$ is any prime number. Let $d=g c d(a, b)$. Then the set of possible values of $d$ is
(A) ${1,2,5}$.
(B) ${2,5,10}$.
(C) ${1,5,10}$.
(D) ${1,2,10}$.

Problem 14:

Consider all $2 \times 2$ matrices whose entries are distinct and taken from the set $\{1,2,3,4\}$. The sum of determinants of all such matrices is
(A) 24 .
(B) 10 .
(C) 12 .
(D) 0 .


Problem 15:

Let $a, b, c$ and $d$ be four non-negative real numbers where $a+b+c+d= 1$. The number of different ways one can choose these numbers such that $a^{2}+b^{2}+c^{2}+d^{2}=\max \{a, b, c, d\}$ is
(A) 1 .
(B) 5 .
(C) 11 .
(D) 15 .

Problem 16:

The polynomial $x^{4}+4 x+c=0$ has at least one real root if and only if
(A) $c<2$.
(B) $c \leq 2$.
(C) $c<3$.
(D) $c \leq 3$.

problem 17:

The number of all integer solutions of the equation $x^{2}+y^{2}+x-y=$ 2021 is
(A) 5 .
(B) 7 .
(C) 1 .
(D) $0 .$

Problem 18:

The number of different values of $a$ for which the equation $x^{3}-x+a=$ 0 has two identical real roots is
(A) 0 .
(B) 1 .
(C) $2 .$
(D) 3 .


Problem 19:

Suppose $f(x)$ is a twice differentiable function on $[a, b]$ such that $f(a)=0=f(b)$

and $x^{2} \frac{d^{2} f(x)}{d x^{2}}+4 x \frac{d f(x)}{d x}+2 f(x)>0$ for all $x \in(a, b)$

Then,

(A) $f$ is negative for all $x \in(a, b)$.
(B) $f$ is positive for all $x \in(a, b)$.
(C) $f(x)=0$ for exactly one $x \in(a, b)$.
(D) $f(x)=0$ for at least two $x \in(a, b)$.

Problem 20:

Consider the following two subsets of $\mathbb{C}$ :

$A=\{\frac{1}{z}:|z|=2\}$ and $B=\{\frac{1}{z}:|z-1|=2\} .$

Then ,

(A) $A$ is a circle, but $B$ is not a circle.
(B) $B$ is a circle, but $A$ is not a circle.
(C) $A$ and $B$ are both circles.
(D) Neither $A$ nor $B$ is a circle.

Problem 21:

For a positive integer $n$, the equation

$$x^{2}=n+y^{2}, \quad x, y$$ integers

does not have a solution if and only if

(A) $n=2$.
(B) $n$ is a prime number.
(C) $n$ is an odd number.
(D) $n$ is an even number not divisible by 4 .

problem 22:

Let $f: \mathbb{R} \rightarrow \mathbb{R}$ be any twice differentiable function such that its second
derivative is continuous and $\frac{d f(x)}{d x} \neq 0$ for all $x \neq 0$.

If $\lim _{x \rightarrow 0} \frac{f(x)}{x^{2}}=\pi$, then ,

(A) for all $x \neq 0, \quad f(x)>f(0)$.
(B) for all $x \neq 0, \quad f(x)0$

(C) for all $x, \quad \frac{d^{2} f(x)}{d x^{2}}>0$
(D) for all $x, \quad \frac{d^{2} f(x)}{d x^{2}}<0$.

Problem 23:

Let us denote the fractional part of a real number $x$ by ${x}$ (note:
${x}=x-[x]$ where $[x]$ is the integer part of $x$ ). Then,

$$\lim _{n \rightarrow \infty}\{(3+2 \sqrt{2})^{n}\}$$

(A) equals 0.
(D) equals 1 .
(C) equals $\frac{1}{2}$.
(D) does not exist.

Problem 24:

Let,

$$p(x)=x^{3}-3 x^{2}+2 x, x \in \mathbb{R}$$

$f_{0}(x)= \begin{cases}\int_{0}^{x} p(t) d t, & x \geq 0 \ -\int_{x}^{0} p(t) d t, & x<0\end{cases}$,

$f_{1}(x)=e^{f_{0}(x)}, \quad f_{2}(x)=e^{f_{1}(x)}, \quad \ldots \quad, f_{n}(x)=e^{f_{n-1}(x)}$

How many roots does the equation $\frac{d f_{n}(x)}{d x}=0$ have in the interval $(-\infty, \infty) ?$

(A) 1 .
(B) 3 .
(C) $n+3$.
(D) $3 n$.

Problem 25:

For $0 \leq x<2 \pi$, the number of solutions of the equation

$\sin ^{2} x+2 \cos ^{2} x+3 \sin x \cos x=0$ is

(A) 1 .
(B) 2 .
(C) 3 .
(D) 4 .

Problem 26:
Let $f: \mathbb{R} \rightarrow[0, \infty)$ be a continuous function such that

$f(x+y)=f(x) f(y)$

for all $x, y \in \mathbb{R}$. Suppose that $f$ is differentiable at $x=1$ and

$\left.\frac{d f(x)}{d x}\right|_{x=1}=2 .$

Then, the value of $f(1) \log _{e} f(1)$ is

(A) $e$.

(B) 2 .

$(\mathrm{C}) \log _{e} 2$

(D) 1.

Problem 27:

The expression $\sum_{k=0}^{10} 2^{k} \tan \left(2^{k}\right)$ equals

(A) $\cot 1+2^{11} \cot \left(2^{11}\right)$
(B) $\cot 1-2^{10} \cot \left(2^{10}\right)$.
(C) $\cot 1+2^{10} \cot \left(2^{10}\right)$.
(D) $\cot 1-2^{11} \cot \left(2^{11}\right)$.

Problem 28:

If the maximum and minimum values of $\sin ^{6} x+\cos ^{6} x$, as $x$ takes all

real values, are $a$ and $b$, respectively, then $a-b$ equals

(A) $\frac{1}{2}$.

(B) $\frac{2}{3}$.

(C) $\frac{3}{4}$.

(D) 1 .

Problem 29:

If two real numbers $x$ and $y$ satisfy $(x+5)^{2}+(y-10)^{2}=196$, then the minimum possible value of

$x^{2}+2 x+y^{2}-4 y$ is

(A) $271-112 \sqrt{5}$.
(B) $14-4 \sqrt{5}$.
(C) $276-112 \sqrt{5}$.
(D) $9-4 \sqrt{5}$.

Problem 30:

Define $f: \mathbb{R} \rightarrow \mathbb{R}$ by

$f(x)= \begin{cases}(1-\cos x) \sin \left(\frac{1}{x}\right), & x \neq 0, \ 0, & x=0 .\end{cases}$,

Then,

(A) $f$ is discontinuous.
(B) $f$ is continuous but not differentiable.
(C) $f$ is differentiable and its derivative is discontinuous.
(D) $f$ is differentiable and its derivative is continuous.

More Important Resources

ISI B.Stat B.Math 2021 Subjective Paper | Problems & Solutions

In this post, you will find ISI B.Stat B.Math 2021 Subjective Paper with Problems and Solutions. This is a work in progress, so the solutions and discussions will be uploaded soon. You may share your solutions in the comments below.

[Work in Progress]

Problem 1:

There are three cities each of which has exactly the same number of citizens, say $n$. Every citizen in each city has exactly a total of $n+1$ friends in the other two cities. Show that there exist, three people, one from each city, such that they are friends. We assume that friendship is mutual (that is, a symmetric relation).

Problem 2:

Let $f: \mathbb{Z} \rightarrow \mathbb{Z}$ be a function satisfying $f(0) \neq 0=f(1)$, Assume also that $f$ satisfies equations $(\mathrm{A})$ and $(\mathrm{B})$ below.


$f(x y)=f(x)+f(y)-f(x) f(y)$ ..... (A)

$f(x-y) f(x) f(y)=f(0) f(x) f(y)$ .... (B)


(i) Determine explicitly the set ${f(a): a \in \mathbb{Z}}$.
(ii) Assuming that there is a non-zero integer $a$ such that $f(a) \neq 0$, prove that the set ${b: f(b) \neq 0}$ is infinite.

Problem 3:

Prove that every positive rational number can be expressed uniquely as a finite sum of the form
$$
a_{1}+\frac{a_{2}}{2 !}+\frac{a_{3}}{3 !}+\cdots+\frac{a_{n}}{n !}
$$
where $a_{n}$ are integers such that $0 \leq a_{n} \leq n-1$ for all $n>1$.

Problem 4:

Let $g:(0, \infty) \rightarrow(0, \infty)$ be a differentiable function whose derivative is continuous, and such that $g(g(x))=x$ for all $x>0$. If $g$ is not the identity function, prove that $g$ must be strictly decreasing.

Problem 5:

Let $a_{0}, a_{1}, \cdots, a_{19} \in \mathbb{R}$ and $P(x) = x^{20} + \sum_{i=0}^{19} a_{i}x^{i}, x \in \mathbb{R}$

If $P(x)=P(-x)$ for all $x \in \mathbb{R}$ and $P(k)=k^{2}$ for $k=0,1,2,...,9$

then find

limx→0P(x)sin2x

Problem 6:

If a given equilateral triangle $\Delta$ of side length a lies in the union of five equilateral triangles of side length $b$, show that there exist four equilateral triangles of side length $b$ whose union contains $\Delta$.

Problem 7:

Let $a, b, c$ be three real numbers which are roots of a cubic polynomial, and satisfy $a+b+c=6$ and $a b+b c+a c=9 .$ Suppose $a<b<c$, Show that $0<a<1<b<3<c<4$

Solution:

Problem 8:

A pond has been dug at the Indian Statistical Institute as an inverted truncated pyramid with a square base (see figure below). The depth of the pond is $6 \mathrm{~m}$. The square at the bottom has side length $2 \mathrm{~m}$ and the top square has a side length $8 \mathrm{~m}$. Water is filled in at a rate of $\frac{19}{3}$ cubic meters per hour. At what rate is the water level rising exactly 1 hour after the water started to fill the pond?

ISI B.Stat B.Math  2021 Subjective Problem 8

More Important Resources

Thousand Flowers - a ‘new’ approach to learn mathematics (for children)

Understand


The Thousand Flowers Program is designed to provoke interest and curiosity in mathematics. It is particularly useful for children of age group 6 to 10 years, when they are starting out with the subject.

The program wants to inspire interest and disregard intimidation. It uses a hands-on approach that freely draws from modern computational tools like GeoGebra and methods from antiquity such that compass, papers, straightedge. Over the last 10 years, we have implemented this program at Cheenta with varying degree of success. We continue to run this program with the hope of creating the next generation of innovators and mathematicians.

In this document we will describe the curriculum, lesson plans and tools of this program. We hope that these tools will be useful for learners of all age.

Historical Remark


Thousand Flowers program draws inspiration from Rabindranath Tagore’s Sikkhasotro experiment, Vasili Sukhamlinsky’s experiements in Soviet Union, Cedric Villani’s 21 points suggestions, Singapore method and Math Circles in Eastern Europe. It has been developed over a decade of experiments with thousands of learners from several countries. To understand the pedagogical principles of Thousand Flowers program, pleaser refer this article.

Curriculum


Presently, the curriculum is spread over 4 modules. It can be delivered over 52 weeks. There are two variants of the curriculum: Level 1 (age 6, 7) and Level 2 (age 8, 9 and 10). Apart from the ‘topics’ in the curriculum, there is a critical ‘math-circle’ component of this program. We will explain more of that later.

Each module is expected to have 12 weeks duration. At Cheenta, we recommend the following study-hours:

  1. 75 minutes of group class discussion
  2. 45 minutes of 1-on-1 discussion (with a faculty)
  3. Three hours of at-home activities

Spatial Patterns

Numerical Patterns

Mathematical Imagination

Arith-metry

We will add the lesson plans and problem sets on each topic from each module to this document.

Dr. Ashani Dasgupta
Cheenta
Passion for Mathematics