Q&A - P3 Math

[Smosh]

Hi guys!


Anne has $165 and Cally had $200 at first.
After spending an equal amount of money, Cally had twice as much money as Anne. How much money did each of them spend?

I was able to solve it by algebra, but my son in P4 cant use it.
Anyone able to help me with the correct method of solving?

Thanks so much in advance

[Dharma]

Smosh:

Hi guys!


Anne has $165 and Cally had $200 at first.
After spending an equal amount of money, Cally had twice as much money as Anne. How much money did each of them spend?

I was able to solve it by algebra, but my son in P4 cant use it.
Anyone able to help me with the correct method of solving?

Thanks so much in advance

Since Anne and Cally spent the same amt of money each, the difference in the amount of money they are left with does not change (ie $200 - $165 = $35)

2u - 1u = 1u = $35
Amt of money each of them spent = $165 - $35 = $130 or $200 - $70 = $130

[Modelmatics]

Smosh:

Hi guys!


Anne has $165 and Cally had $200 at first.
After spending an equal amount of money, Cally had twice as much money as Anne. How much money did each of them spend?

I was able to solve it by algebra, but my son in P4 cant use it.
Anyone able to help me with the correct method of solving?

Thanks so much in advance

This question involves the <a href=\"http://www.teach-kids-math-by-model-method.com/constant-difference-concept.html%22%3EConstant Difference Concept</a> as well as the Working Backwards Heuristics.

Step 1: It is easier to work backwards by drawing the \"After\" model first. Since Cally had twice as much money as Anne in the end, we draw 2 boxes to represent Cally's money and 1 box to represent Anne's money. We leave a big gap on the left of the model to add in the \"Spent\" part later. (This aids visualisation)

http://postimage.org/image/m6rlodj8/

Step 2: Since both of them spent an equal amount of money, we draw 1 box each (of equal size) to the left of both of their models to represent the same amount of money spent.

http://postimage.org/image/m8qpsaro/

Step 3: As Anne has $165 and Cally had $200 at first, we put these 2 values into the model.

http://postimage.org/image/m93y32pw/

From the model,

1 unit ----------> $200 - $165 = $35

From Anne's model,

Amount spent = $165 - $35 = $130

Therefore, they spent $130 each.

[doraemo]

hi ,


Anyone able to help me with the correct method of solving:

Richard and Andrew had the same amount of money each.

When Richard spent $147, Andrew had 4 times as much money as what Richard had left.

How much did Richard have at first?


Thanks so much in advance .

[jedamum]

doraemo:

hi ,


Anyone able to help me with the correct method of solving:

Richard and Andrew had the same amount of money each.

When Richard spent $147, Andrew had 4 times as much money as what Richard had left.

How much did Richard have at first?


Thanks so much in advance .

can use model.
At first:
R[][][][]
A[][][][]

After spending $147
R[]
A[][][][]

ie 3U = 147
1U = 147 / 3 = 49
At first, Richard has as much as Andrew ie 4U ie 4 x 49 = $196
or Richard at first = $49+$147=$196

This is my first attempt in this thread.

[doraemo]

jedamum:

doraemo:

hi ,


Anyone able to help me with the correct method of solving:

Richard and Andrew had the same amount of money each.

When Richard spent $147, Andrew had 4 times as much money as what Richard had left.

How much did Richard have at first?


Thanks so much in advance .

can use model.
At first:
R[][][][]
A[][][][]

After spending $147
R[]
A[][][][]

ie 3U = 147
1U = 147 / 3 = 49
At first, Richard has as much as Andrew ie 4U ie 4 x 49 = $196
or Richard at first = $49+$147=$196

This is my first attempt in this thread.

Thanks!!!!!!!!!!

[Just4Good]

ChiefKiasu:

From Ai Tong Pri 3 SA1 Maths:


A teacher gave her students some balloons. If she gave 6 balloons to each student, she will have 2 balloons left. If she gave 8 balloons to each student, she will be short of 2 balloons. What is the smallest possible number of students she has?

Try to do this without using ALGEBRA!

Algebra? :? :? :?

What's that? Look's hard. Rather :stupid: than answer the question. (Just Kidding)

[Just4Good]

ChiefKiasu:

From Ai Tong Pri 3 SA1 Maths:


A teacher gave her students some balloons. If she gave 6 balloons to each student, she will have 2 balloons left. If she gave 8 balloons to each student, she will be short of 2 balloons. What is the smallest possible number of students she has?

Try to do this without using ALGEBRA!

Algebra? :? :? :?

What's that? Look's hard. Rather :stupid: than answer the question. (Just Kidding)

[Just4Good]

ChiefKiasu:

From Ai Tong Pri 3 SA1 Maths:


A teacher gave her students some balloons. If she gave 6 balloons to each student, she will have 2 balloons left. If she gave 8 balloons to each student, she will be short of 2 balloons. What is the smallest possible number of students she has?

Try to do this without using ALGEBRA!

Still thinking what is Algebra..... :?

[Just4Good]

ChiefKiasu:

From Ai Tong Pri 3 SA1 Maths:


A teacher gave her students some balloons. If she gave 6 balloons to each student, she will have 2 balloons left. If she gave 8 balloons to each student, she will be short of 2 balloons. What is the smallest possible number of students she has?

Try to do this without using ALGEBRA!

Oh! I got it !




Algebra is a branch of mathematics that uses mathematical statements to describe relationships between things that vary over time. These variables include things like the relationship between supply of an object and its price. When we use a mathematical statement to describe a relationship, we often use letters to represent the quantity that varies, since it is not a fixed amount. These letters and symbols are referred to as variables. (See the Appendix One for a brief review of constants and variables.)

The mathematical statements that describe relationships are expressed using algebraic terms, expressions, or equations (mathematical statements containing letters or symbols to represent numbers). Before we use algebra to find information about these kinds of relationships, it is important to first cover some basic terminology. In this unit we will first define terms, expressions, and equations. In the remaining units in this book we will review how to work with algebraic expressions, solve equations, and how to construct algebraic equations that describe a relationship. We will also introduce the notation used in algebra as we move through this unit.

(http://cstl.syr.edu/fipse/algebra/unit1/algebra.htm)