Help with model maths for P4 child

[Niedino]

nkthen:

My son is an average student in his studies and I'm fine with that. I want him to enjoy his childhood and not bury himself in studies.


As such, I want to pinpoint the weak areas of his work. So far I manage to get right in his English and Chinese.

For his maths, I have pinpointed that his weak area is in word problems, ie. Section C.

You see, he can consistently score 70%+ in Section A, consistently score 60%+ in Section B, but score as low as ZERO for Section C!!!!

I have narrowed down the problem itself and it is aligned with what the teachers has told me: My son is weak in model diagram.

For some reasons, he cannot visualize the word problems into diagrams. And, his logical deduction of problems in math is very weak too.

All I need to do to enable him to visualize the problems, do you have any recommendations?

Hi Nkthen,

I have been toying around with the idea of blogging about the model method. I can see that your child is strong in the computational (four operations, conversion etc ...) but weak in the application (word problems) part of Math. Just a few things you might want to take note of.

1. How is his comprehension skills? If he is facing difficulty in his reading comprehension, it might be that he is not understanding what the question requires him to do.

2. If he is doing fine in his comprehension skills, then perhaps he does not understand how to solve word problems. There are many ways to solve Math problems, such as making a list, drawing a table, drawing a diagram. I suggest teaching your child to identify which method suits which type of question.

3. Lastly, after learning to identify the method, it is also good to break it down into steps for him. Most word problems consist of method marks and answer marks, so it would be good if he can score the method marks for his working, if he cannot get the correct answer as of yet. With more practice and confidence, he will eventually get it right.

Hope it helps

Niedino

[cimman]

PiggyLalala:

ksi:

The other thing is model diagram is only a means, not the end. So while finding out his issue with problem sums, put model diagram aside. Once you know the root, model is used to assist explanation. If model is put as the main goal, and if he has a fear for models, it becomes a mental block.


If he understands algebra better, why not try that as well? There are many roads leading to Rome.

Yup, most of the questions on ratios and percentages can be solved easily by simple algebraic equations. If a child has great difficulties in models, then the 'algrebra approach' may be a good alternative.

while a number of modelling problems can be solved using algebra, there are quite a number where modelling is much easier and faster to solve, and some, only modelling works. There is no getting away from models. Maybe can try the Unit Transfer Method, where there is no drawing.

[cimman]

Niedino:

1. How is his comprehension skills? If he is facing difficulty in his reading comprehension, it might be that he is not understanding what the question requires him to do.

Niedino

yes, I too wondered about comprehension skills. How did he do for his English paper in Comprehension OE ?

if his English comprehension is alright, the next step would be to translate english to mathematical symbols. This is a skill that needs to be taught. For example, Tom was given $5 on top of his pocket money of $2. -> $2 + $5
It might seem very simple for us, but for someone not used to translating words to mathematical symbols, it is very confusing.

[nkthen]

Thanks for all the feedback. Let me try and see what I can do… If you have a blog that teaches model, give me the site!

[sunnydays]

Maybe you can try to give your child simpler problem sums questions first then slowly give him those harder ones. Also, it would be good that you get a good Math tutor to focus on his section C with him.

[Michell0328]

are u pri ____?

if you are lower than pri 5,u should not learn algebra ok!:)

[Michaelia0816]

but P4 does not learn algebra only P6!

[Michell0328]

no Q for me? ask me now!

[Dr.039879Ta]

a lot of p4 pupils draw model because they are expected to in schools. But MOST students DO NOT look at what they have drawn to solve the qn!

you need to ensure that ur child is looking at the model and knows how to use it as a representation to the problem.

All questions that can be solved with model can be solved using algebra… because both algebra n model are used to solve problems that exhibit relationship. algebra is abstract but models is visual.

you need to ensure that your child can see the relationship before they draw the model, otherwise the model will be a guesswork(or ur child may be able to draw it but cant understand it)

[Dr.039879Ta]

cimman:

Niedino:

1. How is his comprehension skills? If he is facing difficulty in his reading comprehension, it might be that he is not understanding what the question requires him to do.

Niedino

yes, I too wondered about comprehension skills. How did he do for his English paper in Comprehension OE ?

if his English comprehension is alright, the next step would be to translate english to mathematical symbols. This is a skill that needs to be taught. For example, Tom was given $5 on top of his pocket money of $2. -> $2 + $5
It might seem very simple for us, but for someone not used to translating words to mathematical symbols, it is very confusing.

maths qn are direct opposite of English qn. there is nothing flowery abt the structure. every sentence gives info.

e,g

A and B has 120 eggs. After A gave B 10eggs, B has 3 times as much as A. How many eggs has A at the beginning?

Sentence 1: A and B has 120 eggs.
Data is given. total =120.

Sentence 2: After A gave B 10eggs, B has 3 times as much as A.
there was a transfer by A, and B will change too as B receives. The after relationship is B->3 units and A>1units.


B |-----|-----|-----|
A |-----|

since total unchanged, 1u = 120 /4 =30.
since A gave 10, then A will get back his 10 to return to 'before' state,
thus
A=30+10.

any qn that exhibits a relationship, a model can be drawn, that is the starting pt to solve the problem. Thus it is important that your child can recognise a relationship (trust me, most kids don't....and a lot of teachers don't too!)