Q&A - P3 Math

[ngbrdad]

[Moderator's note: Topics merged.]


This is the question in my son's math worksheet :

Mrs Chan has some sweets to be given to her pupils.
If she gives each pupil 5 sweets, she will have 61 sweets left.
If she gives each pupil 8 sweets, she will need 2 more sweets.
How many pupils does Mrs Chan have ?

I used algebra and get the answer as 21

Is there any other solution ?

The solution provided seems to be using stacking diagram and the working of (61+2) / 3 which to me looks like algebra equation .

Is algebra equation acceptable in P4 math ?

[corneyAmber]

http://i3.photobucket.com/albums/y74/miamia2004/P4MathSweets-1.jpg\">


In PSLE, it is acceptable. Not sure about school's standard as it varies from school to school.

[ngbrdad]

ks2me:

http://i3.photobucket.com/albums/y74/miamia2004/P4MathSweets-1.jpg\">


In PSLE, it is acceptable. Not sure about school's standard as it varies from school to school.

Thanks but this is algebric equation right ?

[corneyAmber]

ngbrdad:

Thanks but this is algebric equation right ?

Technically speaking, yes, single variable...but typically using algebra method to solve equations, it may have more than 1 variable/unknown and simultaneous equations will result. In this case, diagrams are used to see the sums visually and usually the u denotes 1 unit and this is a standard 1 unit. In algebra, more variation of assumptions can be made.

For example, you can let x=number of pupils and y=no. of sweets in scenario 1, using algebra method of solving simultaneous equations,

(1) 5x = y-61
(2) 8x = y+2 => y = 8x-2
Substitute in (1),
5x = (8x-2) - 61
5x = 8x - 63
3x = 63
x = 21 = number of pupils

At primary level, they may not be able to handle so many variables conceptually, so everything is thought in 1 unit terms and diagram is more instrumental. I use \"u\", but they have to write as 1 unit.

Hope I have not confused you.

[csc]

ngbrdad:

[Moderator's note: Topics merged.]


This is the question in my son's math worksheet :

Mrs Chan has some sweets to be given to her pupils.
If she gives each pupil 5 sweets, she will have 61 sweets left.
If she gives each pupil 8 sweets, she will need 2 more sweets.
How many pupils does Mrs Chan have ?

I used algebra and get the answer as 21

Is there any other solution ?

The solution provided seems to be using stacking diagram and the working of (61+2) / 3 which to me looks like algebra equation .

Is algebra equation acceptable in P4 math ?

Personally, algebra equation is acceptable in all levels if the child understands what he is doing and is able to present his answers logically and clearing showing understanding.

Share with you my solution without the use of algebra.

It's using the 'difference' concept.

Difference of sweets (comparing between each pupil) = 8 - 5 = 3

Difference of sweets (comparing all her pupils) = 61 + 2 = 63

Therefore number of pupils = 63 divide by 3 = 21

Concept is a little abstract but with models, should help in the understanding. Hope it helps.

[ngbrdad]

csc:

ngbrdad:

[Moderator's note: Topics merged.]


This is the question in my son's math worksheet :

Mrs Chan has some sweets to be given to her pupils.
If she gives each pupil 5 sweets, she will have 61 sweets left.
If she gives each pupil 8 sweets, she will need 2 more sweets.
How many pupils does Mrs Chan have ?

I used algebra and get the answer as 21

Is there any other solution ?

The solution provided seems to be using stacking diagram and the working of (61+2) / 3 which to me looks like algebra equation .

Is algebra equation acceptable in P4 math ?

Personally, algebra equation is acceptable in all levels if the child understands what he is doing and is able to present his answers logically and clearing showing understanding.

Share with you my solution without the use of algebra.

It's using the 'difference' concept.

Difference of sweets (comparing between each pupil) = 8 - 5 = 3

Difference of sweets (comparing all her pupils) = 61 + 2 = 63

Therefore number of pupils = 63 divide by 3 = 21

Concept is a little abstract but with models, should help in the understanding. Hope it helps.

Thanks I think that is what I'm looking for.
The solution provided by the teacher also looked similar.
If the child understand the concept this is definitely a simple way to solve such problem.

[Vanilla Cake]

Hi All,

I need your time & help to solve this P4 Maths qn from CHIJ CA1 2008 Q36.

Complete the number pattern : 1, 2, 4, P, 48, 240, Q.
Given answer : P is 26 and Q is 280.
Why ? :?

Thanks a lot!

[Zann]

Vanilla Cake:

Hi All,

I need your time & help to solve this P4 Maths qn from CHIJ CA1 2008 Q36.

Complete the number pattern : 1, 2, 4, P, 48, 240, Q.
Given answer : P is 26 and Q is 280.
Why ? :?

Thanks a lot!

The answer might be wrong. It seems more reasonable to be P = 12 and Q = 1440

[fashionbeautyinstyle]

Zann:

Vanilla Cake:

Hi All,

I need your time & help to solve this P4 Maths qn from CHIJ CA1 2008 Q36.

Complete the number pattern : 1, 2, 4, P, 48, 240, Q.
Given answer : P is 26 and Q is 280.
Why ? :?

Thanks a lot!

The answer might be wrong. It seems more reasonable to be P = 12 and Q = 1440

I agreed that the answer might be wrong as there is no logic to it. The logical explanation is that the number is mulitply by the 1,2,3,4,5 sequence accordingly so I agreed with Zann on the answer.

[small]

fashionbeautyinstyle:

Zann:

[quote=\"Vanilla Cake\"]Hi All,

I need your time & help to solve this P4 Maths qn from CHIJ CA1 2008 Q36.

Complete the number pattern : 1, 2, 4, P, 48, 240, Q.
Given answer : P is 26 and Q is 280.
Why ? :?

Thanks a lot!

The answer might be wrong. It seems more reasonable to be P = 12 and Q = 1440

I agreed that the answer might be wrong as there is no logic to it. The logical explanation is that the number is mulitply by the 1,2,3,4,5 sequence accordingly so I agreed with Zann on the answer.[/quote]Sorry fashionbeautyinstyle, even Zann's answer was more logical but I wonder how 1 * 1 will be equal to 2?