Q&A - PSLE Math
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ozora:
the difference between the GEP kids and the average kids is that the neurological pathways for logical thinking is inborn. Somehow, they are able to connect disparate information to form a coherent relationship. It requires very little effort on their part to do this.
Thanks for giving detail explanation. I was kinda of stuck with so many equations. Really have to take time to solve one at a time. I wonder how much could those average kid manage .
For the average kid, the logical pathways have to be built. It requires effort to build the relationships. However, with training and the right pedagogical techniques, the average kid can achieve the same result as the GEP child, within certain predefined boundaries.
You'll find that each problem category has certain key concepts to be mastered. Once they are mastered at the abstract level, then the analysis process is quite consistent. In the multiple equations problem, once the initial equation is identified, it will link to the next equation and the next and the next. There is a logical link between the equations.
In the same way, Before/After type problems too have a consistent logic in them. All them follow the logic inherent in the table structure that I've shown in the problem on Apples and Oranges. Once one learns to see the logical relationships, then Before/After type problems are pretty straight forward. The table simply outlines the relationships in a way that is much easier to analyse.
Speed problems too have a consistent logic. They are often twisted around, and there seems to be many seemingly disparate problem permutations. However, they are all just variations on the same theme. Once the student understands what this main theme is, then all speed problems can be linked back to that theme, and solved in the same manner, ie. a single reasoning technique is used.
I tend to see this in the manner of the Matrix movie. There is this memorable scene where Neo stops the flying bullets coming at him and he picks one up in mid air and looks at it. That is when Neo finally understood the Universe for what it is, and in the process, how to control it.
It is the same with Maths problems. See through the fudge and the murk, and recognize the logic for what it is. Embedded in all that ambiguous words and phrases is a consistent logic. Seems pretty abstract. Luckily there is a step by step approach to this -
YumYum:
HiHi, can someone pls help with these Qns:
1) on the first day of a camp, there were 240 more boys than girls. On the second day, 20% of the boys left the camp and the number of girls increased by 10%. in the end, there were 42 more girls than boys. How many children were there at the camp on the first day?
Thanks!
First day
Boys ---- 10 units + 240
Girls ---- 10 units
Second day
Boys ---- 8 units + 192
Girls ---- 11 units
11 units ------ 8 units + 192 + 42
1 unit ------ 78
Number of children@first day ------- 20units + 240 ------- 1800
Best wishes -
YumYum:
Hi
2) on the first day of a camp, there were 240 more girls than boys. On the second day, 20% of the boys left the camp and the number of girls increased by 10%. given that the total number of children on both days remained the same, how many children were there at the camp on the first day? Thanks!
First day
Boys ---- 10 units
Girls ---- 10 units + 240
Second day
Boys ---- 8 units
Girls ---- 11 units + 264
20 units + 240 ------ 19 units +264
1 unit ------ 24
Number of children@first day ------- 20units + 240 ------- 720
Best wishes -
hi all, please help to enlighten us on these few maths questions, thanks alot.
1) the ratio of jim’s savings to ken’s savings is 1:2. jim received some money and his savings increased by 60%. what percentage of ken’s money must be decreased so that their savings are equal?
2) alice had some apples and bananas. 3/4 of the apples and 6/7 of the bananas are in good condition. 9/11 of the good fruits are apples. if the number of apples alice had was 522 more than bananas, how many fruits did alice have in all?
3) sandy started to drive from city Q to city P. at the same time, jack also started to drive in an opposite direction from city Q to city R. after travelling for 4 hours, sandy and jack were 620km apart from each other. if sandy’s speed was 12km/h slower than jack’s speed, what was jack’s speed for the journey?
4) there were 846 glasses in a basket. some of the glasses were found to be broken and thrown away. of the remainder, 2/3 of the glasses were sold and 1/4 of the glasses was given away. there were 56 glasses left.
a) how many glasses were sold?
b) what fraction of the glasses in the basket was thrown away? give your answer in its simplest form. -
iamproudparents:
hi all, please help to enlighten us on these few maths questions, thanks alot.
1) the ratio of jim's savings to ken's savings is 1:2. jim received some money and his savings increased by 60%. what percentage of ken's money must be decreased so that their savings are equal?http://i40.tinypic.com/6j3o1x.jpg\">
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iamproudparents:
hi all, please help to enlighten us on these few maths questions, thanks alot.
3) sandy started to drive from city Q to city P. at the same time, jack also started to drive in an opposite direction from city Q to city R. after travelling for 4 hours, sandy and jack were 620km apart from each other. if sandy's speed was 12km/h slower than jack's speed, what was jack's speed for the journey?http://i40.tinypic.com/5qvrd.jpg\">
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iamproudparents:
hi all, please help to enlighten us on these few maths questions, thanks alot.
4) there were 846 glasses in a basket. some of the glasses were found to be broken and thrown away. of the remainder, 2/3 of the glasses were sold and 1/4 of the glasses was given away. there were 56 glasses left.
a) how many glasses were sold?
b) what fraction of the glasses in the basket was thrown away? give your answer in its simplest form.http://i43.tinypic.com/29naxhe.jpg\">
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deleted ** duplicate posting
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ozora:
thanks. a bit loss for m and b.
a=70MathIzzzFun:
[quote=\"ozora\"]
http://i40.tinypic.com/4rvu3k.jpg\">
wonder is the answer 65 or 75?
b=75
c=40
d=30
e=35
f=45
m=n=65
p=115
cheers.
could you possible provide start of the working for me to check.
thanks maths[/quote]one strategy is to look for angle pair that will yield the value of the 3rd in a triangle.
For eg
a+m= a+n= 135., this will give f=180-135=45,
this leads to
p=160-45=115
m=180-115=65
a= 135-65=70
d=100-70=30
b=105-30=75
cheers -
iamproudparents:
Hi,
2) alice had some apples and bananas. 3/4 of the apples and 6/7 of the bananas are in good condition. 9/11 of the good fruits are apples. if the number of apples alice had was 522 more than bananas, how many fruits did alice have in all?
Good Fruits
A : B : T
9 : 2 : 11
27 : 6: 33
¾ ---> 27/36 ---> 36U of apples at first
6/7 ---> 7U of banana at first
36U – 7U = 522
U = 18
Total = 36U + 7U = 43U = 43 x 18 = 774
Similar type of questions,
http://www.kiasuparents.com/kiasu/forum/viewtopic.php?p=994887#p994887
http://www.kiasuparents.com/kiasu/forum/viewtopic.php?p=996026#p996026
Regards