The students should not simply solve the problem, but also study the fundamentals underlying it so they could recognize it later as part of a general class of problems. The class spends the remainder of the tutorial working in their new groups solving as many of the five problems as they can. This method is a good example of group or co-operative learning. Students who differ in skill level, ethnic background, gender, or proficiency in English can help each other. The social interaction is not the least of the benefits.
Students gain additional background in at least one area and feel empowered.
As a result, fewer TAs or less instructor time is required for the second part of the tutorial. Most teachers know that we really learn the material when we have to teach it. This gives the students a taste of that learning activity. The problems need to be well chosen to illustrate different concepts of the course. They should also be of suitable length for the available time.