Math: Which makes you tick?

[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\">

[corneyAmber]

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.

What is CMI?

[metz]

Bravo, well done! :rahrah:

ksi:

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

Also note that the algebra method is clearer with the aid of a diagram. Imagine without the diagram, the calculations would be even more tedious :scared: :frustrated:

ksi:

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)?

I tried both ways and they gave me the same answer. Remember it's a fraction of bananas that were eaten too.

[corneyAmber]

chamonix:

ksi:

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)?

I tried both ways and they gave me the same answer. So, don't think there's anything wrong with this question. Remember it's a fraction of bananas that were eaten too.

That statement I made was referring to your definition of question before amendment below. One look information was missing to know where the remaining 1/3 went to. But after you have amended, it was ok.

Quote:
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?

[corneyAmber]

chamonix:

Bravo, well done! :rahrah:


Also note that the algebra method is clearer with the aid of a diagram. Imagine without the diagram, the calculations would be even more tedious :scared: :frustrated:

Thank you but I still think it would be tough under exam conditions, fiddling with which is the best method would already take up time. I wont even dare think I can take PSLE again at my age. :lol:

Yes the algebra calculation is indeed daunting if one is not strong in bracket operations.

[corneyAmber]

Btw, any daddies who did the poll, could you give your insights on your poll?


While we have kids like buds and busymom’s that see picture 1 as it is, we also have kids like Way2go and mine seeing a different perspective. It is interesting for me to probe the different minds.