Math: Which makes you tick?

[corneyAmber]

chamonix:

For me, I think the hurdle in Pic 2 lies here - one square under Tens is equivalent to 10 similar squares under Ones.

That is assuming the concept of Tens is not understood yet.

[metz]

ksi:

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

:offtopic:

(sorry to digress here)

I would agree with that for most questions. But some have been designed in such a way that model drawing offers the best solution.Try using algebra for this question (hopefully I remembered correctly) -

Ben ate half a bunch of bananas.
Sam ate half of the remaining bananas and 1/3 of a banana.
David ate the half of the remaining bananas and 1/3 of a banana.
Only one banana was left.
How many bananas were there in the bunch at first?

[corneyAmber]

chamonix:

ksi:

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

:offtopic:

(sorry to digress here)

I would agree with that for most questions. But some have been designed in such a way that model drawing offers the best solution.Try using algebra for this question (hopefully I remembered correctly) -

Ben ate half a bunch of bananas.
Sam ate half of the remaining bananas and 1/3 of a banana.
David ate the half of the remaining bananas and 1/3 of a banana.
Only one banana was left.
How many bananas were there in the bunch?

Sorry, just looking at the question, if 2/3 of a banana has been eating, the remainder should at least have a 1/3 left, how come the left over banana is a whole number (1)?

[metz]

Sorry, wrong question.


Here's the correct question -

Ben ate 2/3 of a bunch of bananas and 1/3 of a banana.
Sam ate 2/3 of the remaining bananas and 1/3 of a banana.
David ate 2/3 of the remaining bananas and left with 1/3 of a banana.
How many bananas were there in the bunch at first?

Question can be solved by both algebra and model drawing. Try both ways and have fun.

[corneyAmber]

chamonix:

Sorry, wrong question.


Here's the correct question -

Ben ate 2/3 of a bunch of bananas and 1/3 of a banana.
Sam ate 2/3 of the remaining bananas and 1/3 of a banana.
David ate 2/3 of the remaining bananas and left with 1/3 of a banana.
How many bananas were there in the bunch at first?

Question can be solved by both algebra and model drawing. Try both ways and have fun.

Question: Is the 1/3 of a banana eating a standalone banana or part of the bunch of bananas?

[metz]

The one banana is part of the bunch.

[toddles]

both diagrams on the tens are completely confusing to me.

[corneyAmber]

toddles:

both diagrams on the tens are completely confusing to me.

Alamak, if there are more people like you after this polling, then the learning dept really have to re-think of the pedagogy.

[toddles]

yah i think so leh.

something so simple why make it so complex.

i think they are trying to show on 2D paper the usual one stick of ten cubes stuck together, and individual little cubes for ‘ones’. but the talbe format and drawings really CMI leh.

[corneyAmber]

chamonix:

Sorry, wrong question.


Here's the correct question -

Ben ate 2/3 of a bunch of bananas and 1/3 of a banana.
Sam ate 2/3 of the remaining bananas and 1/3 of a banana.
David ate 2/3 of the remaining bananas and left with 1/3 of a banana.
How many bananas were there in the bunch at first?

Question can be solved by both algebra and model drawing. Try both ways and have fun.

The answer is 13 bananas. I am sure the children can go bananas solving this during exam conditions. :lol: :lol: :lol: The model diagram seems easier because the operations in algebra calculation can go wrong with one wrong step.....so scary....

Model Diagram Approach:
http://i724.photobucket.com/albums/ww246/ks2me/P6MathBananasMD.jpg\">

Algebra Approach:
http://i724.photobucket.com/albums/ww246/ks2me/P6MathBananasALG.jpg\">