P2 Math - General Discussion

[plum-cake]

janet_lee88:

My hands are tied...stressed and tired when they both return from school. Weekends are chaotic with them at home. Don't know why kids today are so hyperactive. Don't remember eating any special stuff when pregnant that made them 'Energizer Bunnies'.

genes... Its actually came from the \"big\" bunnies

[Funz]

plum-cake:

teh_oh:

[quote=\"plum-cake\"]Hi


How do you teach / differenciate the place values? some of the questions uses the key words.. \"digit and stands for\" some uses \"represented as\" and some can be \"expressed as\"..

ex
1 )
In 379, the digit 7 stands for________.

379 can be represented as __________tens.

2 )
390 can be represented as ___ hundreds ____ tens.
or _________tens.
or _________ones.

my dd is getteing confused and giving me wrong ans.

Hi Plum-cake,
My child just learned the above concept in Primary 3.
Sometimes the same key words when used in different context may have different meaning. Hence, the above statements have to be read in whole and not only focus on the few words to be able to understand what the question is asking.
ie \"The digit 7 stands for', is only asking about the value of that digit.
ie '390 can be represented as' is asking how to 're-present' the number 390 in another form'.
Not sure if it helps.
:oops:

yes you got it ...I got that tooo... that is my question. but my daughter is not getting it. so keeps on making mistakes. I don't know how to stick it in her mind?[/quote]Dejavu. Was going through this with DD last night. She did not understand the difference between a digit and the value.

Had to explain to her. Eg, a set of numbers, 456 is made up of 3 digits. 4, 5, 6. The digit 4 is in the hundreds column so its value will be 400, the 5 is in the tens column so its value is 50 and the 6 is in the ones column so the value is 6.

DD looked at me glassy eyed. But after going through with her a few more examples she more or less got it. Then comes the challenge of applying it.

She got it right about 80% of the time. Giving her time to digest what she grasped last night.

[Callie Tan]

i realized many math questions are simply testing the IQ of the kids… but it’s good to expose them to such questions…

[plum-cake]

Callie Tan:

i realized many math questions are simply testing the IQ of the kids.... but it's good to expose them to such questions....

not only IQ the language ability as well.

[Tinkerbelle]

plum-cake:

Callie Tan:

i realized many math questions are simply testing the IQ of the kids.... but it's good to expose them to such questions....

not only IQ the language ability as well.

Totally agree....Language skills are crucial in Section C - Problem sums. Some kids don't do well in maths, not because they can't do maths but because they have problems understanding the questiion.

[plum-cake]

Tinkerbelle:

plum-cake:

[quote=\"Callie Tan\"]i realized many math questions are simply testing the IQ of the kids.... but it's good to expose them to such questions....

not only IQ the language ability as well.

Totally agree....Language skills are crucial in Section C - Problem sums. Some kids don't do well in maths, not because they can't do maths but because they have problems understanding the questiion.[/quote]yeh, I did visible thinking with my dd page 8,9,10(p2) Page 8 is ok, but 9 n 10 all wrong. cause confution. now I am teaching her mathematical terms like stands for, represented as,expressed as...

I baught a single line book and make her do my own Qs. to practice.

[janet88]

Callie Tan:

i realized many math questions are simply testing the IQ of the kids.... but it's good to expose them to such questions....

Maths today not only tests the kids on their understanding as well as English.

[Tinkerbelle]

plum-cake:

Tinkerbelle:

[quote=\"plum-cake\"]
not only IQ the language ability as well.

Totally agree....Language skills are crucial in Section C - Problem sums. Some kids don't do well in maths, not because they can't do maths but because they have problems understanding the questiion.

yeh, I did visible thinking with my dd page 8,9,10(p2) Page 8 is ok, but 9 n 10 all wrong. cause confution. now I am teaching her mathematical terms like stands for, represented as,expressed as...

I baught a single line book and make her do my own Qs. to practice.[/quote]Hi plum-cake,

Dunno if this will help but I always tell DD to see the digits in different place values (like hundreds, tens and ones) and add them together to counter check her answer.

For example, Visible Thinking book, pg 9, Q2d:
309 can be represented as:
_____3___ hundreds___0____ tens____9_ones
To double check: 300+0+9=309

OR____30____tens______9____ones
To double check: 30 tens is 300, 9 ones is 9 so 300+9=309

In all 3 digit numbers, the first 2 digit together makes up the tens.
For example, in 876, there are 87 tens, 6 ones. Rational is 8 hundreds= 80 tens. Plus 7 tens= 87 tens.

Hope I haven't confuse you..

[plum-cake]

Tinkerbelle:

Dunno if this will help but I always tell DD to see the digits in different place values (like hundreds, tens and ones) and add them together to counter check her answer...

Tinkerbelle, :salute:

Thankyou for the Idea of double checking. I am going to teach her to do that. she never check her answers or look back. always do the questions in a hurry.

sorry only this one confused me
Rational is 8 hundreds= 80 tens. Plus 7 tens= 87 tens.

I teached her to divide.
for ex. 876 = _____tens _____ones.
then, for 10s she had to divide 876 by 10 then the ans will be 87 tens and then the remainder will go to ones i.e. 6.

[teh_oh]

plum-cake:

Tinkerbelle, :salute: ...

hi,
you can try to help your girl visually.
draw columns of TH, H, T, O (Thousands, Hundreds, Tens, Ones)
eg
4215
TH H T O
4 2 1 5

how many hundreds in 4215, you just need to cover the TH and then read the numbers until the H column. ie 42Hundreds.
how many tens in 4215, cover the TH and H and then read the numbers until the T column ie 421Tens.

just sharing.