Math: Which makes you tick?

[buds]

tree nymph:

ok. does that mean young kids will learn from pic 1 best?

Yep, if talking about visual impressions.
For young children, even if the concept of place values aren't fully
understood yet, they can still check their answers by counting the
cubes one at a time and still have the ability to make sense of it.

Pic 2 wud require much more profound, advanced mathematical
thinking.. plus children who learn to work with operations using
the place value approach concretely (with concrete materials),
will find it confusing to complement what they've learnt hands
on and what is on paper (with relevance to this question in Pic 2).

For advanced learners, number cards cud be used instead of the
cubes should the children be learning interactively.

[buds]

Busymom:

From an adult's view, pic. 1 is not presented in a consistent manner between the tens and the ones.

ksi:

Busymom, you always very spot on to what I am alluding to...it is consistency I am looking for in the visual to interpret the info.

The consistency is in the learning part.

When children learn place value the cubes or beads are usually counted
vertically... ie. the arrangement of materials in counting goes from top to
bottom. Likewise, for the ten -bars... should it have been arranged in
vertical fashion there shouldn't be any discrepancy to the consistency
aspect.

However in this case, it is the application that may be tested since the
bars are place horizontally. Just my opinion.

And ksi, model drawing is model drawing hor.. Purposely make things
more confusing & mix it with place value indications, har.. :evil:

But yes, with model drawing, the representations are horizontal and
each square is a unit untill the number questions get waayyy bigger.. :evil:

Busymom:

Asked my 6yo DD, she gave me the same answer for both pics. She also thinks pic 1 is easier to read.

Yep, both my DDs find if reading the question in pictures Pic 1 is easier
for visual understanding and more straighforward and Pic 2 is... in their
own words... \"A question that is trying to trick the children...\"

A doctor friend of mine once said to us, \"When can Math questions just
stick to being Math questions instead of being Language questions and
mensa test questions?\" Then he rolled his eyes. :roll: Hehehee.. :lol:
His kiddies are in SAP schools.

[corneyAmber]

tree nymph:

psst... what is GWIM?

Gwim = get what I mean. Yes I joined you in the poll.

[Busymom]

ksi:

Busymom, you always very spot on to what I am alluding to...it is consistency I am looking for in the visual to interpret the info.

ksi:

In any case I learn something from this experience.
When one is learning the concept, perhaps Picture 1 is clearer.
When one is applying the concept, perhaps Picture 2 is clearer.

So if the school is testing regurgitation, then Picture 1
But if the school is testing application, then Picture 2. GWIM?

I also learn something from the posts here... place value... erm... :idea:

Anyway, even if pic 2 is testing application, I still think the heading for the table should not show the 10 squares for tens and 1 square for ones, otherwise it is inconsistent again. It would be better to state tens and ones for the heading, and have 2 squares under the tens and 10 squares under the ones. JMO.

[Busymom]

buds:

... model drawing is model drawing hor.. Purposely make things
more confusing & mix it with place value indications, har.. :evil:

:roll: ... jargon that I don't understand... guess I need to learn all these next year.

[buds]

Yes.. Yes.. Must learn.. :evil:


Or else... :faint:

But i have a feeling you can take it.

[sunflower]

Busymom:

Anyway, even if pic 2 is testing application, I still think the heading for the table should not show the 10 squares for tens and 1 square for ones, otherwise it is inconsistent again. It would be better to state tens and ones for the heading, and have 2 squares under the tens and 10 squares under the ones. JMO.

Agree! :celebrate: Was just going to say that the bar of ten squares in the Tens heading can be deleted so we understand the diagram as each square rep 1 unit under each heading.

If the 10 sqs are shown in heading, the length of each box under Tens heading should be prolonged to be of the same length as that in the Tens heading, but need not have the lines in between to show the 10 sqs division.

[corneyAmber]

Busymom:

Anyway, even if pic 2 is testing application, I still think the heading for the table should not show the 10 squares for tens and 1 square for ones, otherwise it is inconsistent again. It would be better to state tens and ones for the heading, and have 2 squares under the tens and 10 squares under the ones. JMO.

Boxes in tens for Picture 2 was left there to remind that tens=10.
So I have updated with Picture 3 to make it clearer.

Picture 2 is still consistent because 1 box = 1 unit whether it is placed againt the tens or placed under tens but this is a bit abtract to understand, I agree.

In picture 1, 1 box under tens = 1/10 unit

[metz]

I won't advise losing sleep over Place Values but Model Drawing, that is something I'm still trying to learn. Tried some P6 model questions myself and ...

[corneyAmber]

chamonix:

I won't advise losing sleep over Place Values but Model Drawing, that is something I'm still trying to learn. Tried some P6 model questions myself and ...

Yes model diagram is tougher and in some situations, it takes longer to derive the diagram than to solve it using algebra under exam conditions.

The good thing about model diagram is it is very good for explaining concepts for a teacher to a student visually but not necessarily the best and fastest method to adopt for exam conditions. JMHO