Preparing kids for P5 in 2011

[Pen88n]

pixiedust:

Janet, dehydration is common cause of headaches. Take lots of fluids, like Pen88n mentioned. Especially during monthly visits by Mdm Aunty, must take extra fluids and try best to reduce sodium intake - will help to reduce aches and headaches.


Everyone, the question I've seen surfacing in this forum : Do you teach your kids to use algebra to solve Maths problems ? ie. to be used during PSLE ? I've asked the school before and the reply is not encouraged - doesn't mean cannot right ? Using algebra is much faster for some of the questions.

Also, where is QuiteksMum ? I miss her !

Pixiedust, the sch will teach only simple algebra in early P6. However, in case whereby the problem sum can be solved by other method (eg. modelling) and the kid uses algebra to solve the problem sum:
a) if the answer is correct, no issue, the kid will full marks.
b) if the answer is wrong due to a little mistake (eg. add wrongly), there will be no working marks awarded. So the kid will get \"0\" for the problem sum.

This is the disadvantage. Nonetheless, algebra is not a difficult topic to teach - my son pick up quite a bit himself after I explain the basic to him. But I also emphasize the need to use other methods so as to ensure working marks are not lost due to carelessness!

[pixiedust]

Pen88n, thanks. You familar with the ‘External Transfer with Changed Quantities’ concept by A. Wan ? I am having difficulties explaining this without using algebra.

[Pen88n]

pixiedust:

Pen88n, thanks. You familar with the 'External Transfer with Changed Quantities' concept by A. Wan ? I am having difficulties explaining this without using algebra.

\"External transfer with changed quantities\" can be solved by another method (not algebra) using \"comparisons\" for the before and after scenario. If you look into the books, the kids are not taught algebra to solve that at all.

[janet88]

pixiedust:

Janet, dehydration is common cause of headaches. Take lots of fluids, like Pen88n mentioned. Especially during monthly visits by Mdm Aunty, must take extra fluids and try best to reduce sodium intake - will help to reduce aches and headaches.


Also, where is QuiteksMum ? I miss her !

Yes. I miss seeing QuiteksMum's posts too. She must be busy with her son in Sec 1. WHERE ARE YOU ?

Hi pixiedust,
I believe it must that that Mdm Aunty who caused the body aches and headaches. TOUCHWOOD, I'm feeling better when I woke up this morn.
Drink a lot of water everyday, but even more yesterday.

At P4, kids are not encouraged to use algebra to solve Maths prob...use Models instead, but teacher says ok this year (P5) IF they can use it correctly. The topic on Algebra at P6 is a very pathetic chapter.

[pixiedust]

Pen88n:

\"External transfer with changed quantities\" can be solved by another method (not algebra) using \"comparisons\" for the before and after scenario. If you look into the books, the kids are not taught algebra to solve that at all.

Agree the presentation of solution is not algebra but it is algebra in a 'hidden' way. Would appreciate to know how do you explain to your kid, the first step -> Make sure both final quantities (parts) are the same. Why must do this ?

[Pen88n]

pixiedust:

Pen88n:

\"External transfer with changed quantities\" can be solved by another method (not algebra) using \"comparisons\" for the before and after scenario. If you look into the books, the kids are not taught algebra to solve that at all.

Agree the presentation of solution is not algebra but it is algebra in a 'hidden' way. Would appreciate to know how do you explain to your kid, the first step -> Make sure both final quantities (parts) are the same. Why must do this ?

Becos in case of external transfer, the quantities are different due to add or subtract. So the simple way to solve it is to make the end final quantities the same (use common multiplier) and then we can compare with the parts and numbers to solve the problem.

Yes, the basis of this concept is derived from algebra simultaneous equation in that it is using common multiplier to take away 1 unknown (x) to find the remaining unknown (y). It is just that the kids are not taught algebra simultaneous equation and they just understand making the end quantities the same in order to get the numbers and parts to solve the problem.

[Brenda10]

Pen88n:

Becos in case of external transfer, the quantities are different due to add or subtract. So the simple way to solve it is to make the end final quantities the same (use common multiplier) and then we can compare with the parts and numbers to solve the problem.


Yes, the basis of this concept is derived from algebra simultaneous equation in that it is using common multiplier to take away 1 unknown (x) to find the remaining unknown (y). It is just that the kids are not taught algebra simultaneous equation and they just understand making the end quantities the same in order to get the numbers and parts to solve the problem.

Wow. pen88n you're really good in explanation! :salute: I remembered we identify out about 3 types of scenario and highlighted by colour to make dd/myself understand/remember during the learning last year!!

[pixiedust]

Pen88n:

Becos in case of external transfer, the quantities are different due to add or subtract. So the simple way to solve it is to make the end final quantities the same (use common multiplier) and then we can compare with the parts and numbers to solve the problem...they just understand making the end quantities the same in order to get the numbers and parts to solve the problem.

Thanks. I can't explain the need to make the end final quantities the same. I can explain if I show the simultaneous equations.

For all the other scenarios, it is easy as the clue is in the problem : eg. total unchanged, equal concept etc. For this scenario, the need to make the end final quantities the same is very abstract - and I don't want to just memorise the steps. Let me go drink coffee and digest your explanation again. Thanks again.

[linden2000]

DS kept having this mental block on why the quantities can be made the same and why need to make them same. Think I must have explained 5 times but I don’t think he fully understood. Think this is the toughest topic to explain so far.

[PiggyLalala]

pixiedust:

Pen88n:

Becos in case of external transfer, the quantities are different due to add or subtract. So the simple way to solve it is to make the end final quantities the same (use common multiplier) and then we can compare with the parts and numbers to solve the problem...they just understand making the end quantities the same in order to get the numbers and parts to solve the problem.

Thanks. I can't explain the need to make the end final quantities the same. I can explain if I show the simultaneous equations.

For all the other scenarios, it is easy as the clue is in the problem : eg. total unchanged, equal concept etc. For this scenario, the need to make the end final quantities the same is very abstract - and I don't want to just memorise the steps. Let me go drink coffee and digest your explanation again. Thanks again.

Agree with you. It is difficult to explain the need to make the end final quantities the same.

To all,
May I know how did the school teach questions on external transfer? Do they use model or the external transfer method? Thanks.