Maths Assessment Books

[SAHM_TAN]

cimman:

SAHM_TAN:

Hi cimman,


Do you have recommendation for algebra bks?

Thank you.

books dealing with simultaneous equations are at the secondary level. There are no books at the primary level. Tuition centers that teaches algebra at the primary level produces their own materials.
You can create your own materials. I normally just create ad hoc equations for my child solve.
The 1st concept to teach is the equal sign. That forms the basis of an equation.
When thing move across the equal sign, the sign changes. You'll have to teach the concept of the opposite sign, ie. + , -, x, /
Once the child is comfortable in moving numbers with their respective signs across the equal sign, you can move on to simultaneous equations, ie. 2 equations. Introduce the concept of the negative number. There are the standard rules here: (-) x (-) is (+), (-) x (+) is (-), and so on.
Just get your child to memorise them.
After that teach the concept of adding 2 equations, or subtracting 2 equations.
I am in the process of creating some materials for teaching algebra. If you're interested, let me know.

Yes I'm interested.

[HAPPYH]

SAHM_TAN:

cimman:

[quote=\"SAHM_TAN\"]Hi cimman,


Do you have recommendation for algebra bks?

Thank you.

books dealing with simultaneous equations are at the secondary level. There are no books at the primary level. Tuition centers that teaches algebra at the primary level produces their own materials.
You can create your own materials. I normally just create ad hoc equations for my child solve.
The 1st concept to teach is the equal sign. That forms the basis of an equation.
When thing move across the equal sign, the sign changes. You'll have to teach the concept of the opposite sign, ie. + , -, x, /
Once the child is comfortable in moving numbers with their respective signs across the equal sign, you can move on to simultaneous equations, ie. 2 equations. Introduce the concept of the negative number. There are the standard rules here: (-) x (-) is (+), (-) x (+) is (-), and so on.
Just get your child to memorise them.
After that teach the concept of adding 2 equations, or subtracting 2 equations.
I am in the process of creating some materials for teaching algebra. If you're interested, let me know.

Yes I'm interested. [/quote]Hmm...I'm interested to buy too.

[notfreemom]

cimman:

SAHM_TAN:

Hi cimman,


Do you have recommendation for algebra bks?

Thank you.

books dealing with simultaneous equations are at the secondary level. There are no books at the primary level. Tuition centers that teaches algebra at the primary level produces their own materials.
You can create your own materials. I normally just create ad hoc equations for my child solve.
The 1st concept to teach is the equal sign. That forms the basis of an equation.
When thing move across the equal sign, the sign changes. You'll have to teach the concept of the opposite sign, ie. + , -, x, /
Once the child is comfortable in moving numbers with their respective signs across the equal sign, you can move on to simultaneous equations, ie. 2 equations. Introduce the concept of the negative number. There are the standard rules here: (-) x (-) is (+), (-) x (+) is (-), and so on.
Just get your child to memorise them.
After that teach the concept of adding 2 equations, or subtracting 2 equations.
I am in the process of creating some materials for teaching algebra. If you're interested, let me know.

Hi cimman,
I am interested too. I want to teach my ds on simple algebra equation. Can you share with me some teaching resourses too?
Thanks in advance!
Regards.

[venuschan]

cimman:

just to add on to the ratio concept. The ratio is also unique in that the 100% is based on all it's components. The fraction's 100% is based on the denominator, a single value. The percentage 100% is also based on a single value. The ratio's 100% is based on the summation of all it's components. Ask your child to think of situations where 100% depends on 2 or more components and that's where ratio is used.

Hi Cimman,

:thankyou:

Yes, this is a wonderful method. Thank you for all information and explanation written. By the way, just a little curious, as I'm pretty new to this forum, wonder if you yourself write any Maths books?

[phtthp]

hi cinman,


can we buy your simple algebra Maths book, to kick start first ? Thank you.

[HAPPYH]

phtthp:

hi cinman,


can we buy your simple algebra Maths book, to kick start first ? Thank you.

Is it already in the market? Will the children get confused if we teach both model drawing and algebra? Is it safer to teach both? Or stick to one method?Thank you in advance.

[phtthp]

HAPPYH:

Is it already in the market? Will the children get confused if we teach both model drawing and algebra? Is it safer to teach both? Or stick to one method?Thank you in advance.

won't be confused.

tell your child that to solve Maths - there are more than 1 way towards solution.
Not die-die one way traffic \"fixated\" only. Explain to child doesn't mean \"model\" is the only method. Maths is a live subject, not dead. The mind must be flexible, the brain must be able to \"twist and turn\" at times, not fixed in one direction only. Able to adapt to different type of questions asked. Depending on the question given - sometimes use algebra can solve faster. Other times, use model help solve faster. Let your child practise both sets of scenario often. After a while through constant training & practice, child get the hang of it - ie. when to apply algebra, when to apply model.

[venuschan]

phtthp:

HAPPYH:

Is it already in the market? Will the children get confused if we teach both model drawing and algebra? Is it safer to teach both? Or stick to one method?Thank you in advance.

won't be confused.

tell your child that to solve Maths - there are more than 1 way towards solution.
Not die-die one way traffic \"fixated\" only. Explain to child doesn't mean \"model\" is the only method. Maths is a live subject, not dead. The mind must be flexible, the brain must be able to \"twist and turn\" at times, not fixed in one direction only. Able to adapt to different type of questions asked. Depending on the question given - sometimes use algebra can solve faster. Other times, use model help solve faster. Let your child practise both sets of scenario often. After a while through constant training & practice, child get the hang of it - ie. when to apply algebra, when to apply model.

Can't agree with you more on that...

[HAPPYH]

phtthp:

HAPPYH:

Is it already in the market? Will the children get confused if we teach both model drawing and algebra? Is it safer to teach both? Or stick to one method?Thank you in advance.

won't be confused.

tell your child that to solve Maths - there are more than 1 way towards solution.
Not die-die one way traffic \"fixated\" only. Explain to child doesn't mean \"model\" is the only method. Maths is a live subject, not dead. The mind must be flexible, the brain must be able to \"twist and turn\" at times, not fixed in one direction only. Able to adapt to different type of questions asked. Depending on the question given - sometimes use algebra can solve faster. Other times, use model help solve faster. Let your child practise both sets of scenario often. After a while through constant training & practice, child get the hang of it - ie. when to apply algebra, when to apply model.

Thank you.

[HAPPYH]

venuschan:

phtthp:

[quote=\"HAPPYH\"] Is it already in the market? Will the children get confused if we teach both model drawing and algebra? Is it safer to teach both? Or stick to one method?Thank you in advance.

won't be confused.

tell your child that to solve Maths - there are more than 1 way towards solution.
Not die-die one way traffic \"fixated\" only. Explain to child doesn't mean \"model\" is the only method. Maths is a live subject, not dead. The mind must be flexible, the brain must be able to \"twist and turn\" at times, not fixed in one direction only. Able to adapt to different type of questions asked. Depending on the question given - sometimes use algebra can solve faster. Other times, use model help solve faster. Let your child practise both sets of scenario often. After a while through constant training & practice, child get the hang of it - ie. when to apply algebra, when to apply model.

Can't agree with you more on that...[/quote]Algebra is new to my DD and she is not exposed to it until now. Do you encounter problem when incorporate two methods to solve the same math question? Do they mix up? Thanks in advance.