Math: Which makes you tick?

[tree nymph]

heheehee…


seems like i’m the only odd one out!

[corneyAmber]

tree nymph:

ksi,

have not polled yet. will do now.

hmmm, does that mean i'm using my learnt mind to apply the concepts?

or your patterning mind...

[corneyAmber]

tree nymph:

heheehee...


seems like i'm the only odd one out!

Wait and see...maybe more will surface later.

[tree nymph]

ksi:

tree nymph:

ksi,

have not polled yet. will do now.

hmmm, does that mean i'm using my learnt mind to apply the concepts?

or your patterning mind...

psst... what is GWIM?

did you just voted to accompany me? hehheee... patterning mind? now its getting more confusing to me... hahahahaaa..

[tree nymph]

ksi,

right now, only the ladies responded. I wonder how the gentlemen will respond.

I know there should be a difference btw how men and women process information. I wonder how...

:?

[metz]

I would say the method in Pic 1 is the introduction to understanding Place Value, which is easier for kids. It is more visual. Once the understanding has been established, I would consider the method in Pic 2 as application of the place value concept taught.


Method 1 - First pic,
When there are 10 boxes under Ones, we can easily regroup them to a 10-boxes bar under Tens and 0 boxes under Ones.
When there are 15 boxes under Ones, we can regroup 10 boxes into a 10-boxes bar under Tens and 5 boxes under the Ones.

Method 2 - Second pic,
When there are 10 boxes under Ones, we put one box under Tens and discard the 9 other boxes.
When there are 15 boxes under Ones, we put one box under Tens, 5 boxes under Ones, and discard 9 other boxes.


In Method 1, we can show the changes and relationship clearly,
i.e, 10 ones = 1 ten and 15 ones = 1 ten and 5 ones.
For a visual learner, it would be easier for him/her to understand that 1 ten = 10 ones (1 bar of ten), 5 tens = 50 (5 bars of ten), 50 tens (50 bars of ten) = 500.

But in Method 2, the box has no meaning or value. Its meaning or value depends on the place (i,e. Ones, Tens, Hundreds) that it has been assigned to. Because there are no difference in the boxes used, it might be (my speculation) more difficult for the more visual learners to grasp this abstract idea and understand 1 ten = 10 ones, 5 tens = 50, 50 tens = 500.

If we take a step further, Method 2 is actually the next step that follows after Method 1. Except numerals are used instead. A digit itself has no meaning or value. Its meaning or value also depends on the Place it takes. So, in Pic 2, we can replace the boxes with numerals 2 and 10 instead.

Erm, hope I didn't confuse you.

[tree nymph]

ok. does that mean young kids will learn from pic 1 best?

[metz]

tree nymph:

ok. does that mean young kids will learn from pic 1 best?

I find Pic 1 more suitable for most young kids, especially the visual and hands-on learners. But there are always exceptions.

For some kids, Pic 2 might do just as well if numerals are used instead. Alternatively, use different shapes under the Tens and Ones columns, JMHO

[buds]

tree nymph:

ok. does that mean young kids will learn from pic 1 best?

Yep, if talking about visual impressions.
For young children, even if the concept of place values aren't fully
understood yet, they can still check their answers by counting the
cubes one at a time and still have the ability to make sense of it.

Pic 2 wud require much more profound, advanced mathematical
thinking.. plus children who learn to work with operations using
the place value approach concretely (with concrete materials),
will find it confusing to complement what they've learnt hands
on and what is on paper (with relevance to this question in Pic 2).

For advanced learners, number cards cud be used instead of the
cubes should the children be learning interactively.

[buds]

Busymom:

From an adult's view, pic. 1 is not presented in a consistent manner between the tens and the ones.

ksi:

Busymom, you always very spot on to what I am alluding to...it is consistency I am looking for in the visual to interpret the info.

The consistency is in the learning part.

When children learn place value the cubes or beads are usually counted
vertically... ie. the arrangement of materials in counting goes from top to
bottom. Likewise, for the ten -bars... should it have been arranged in
vertical fashion there shouldn't be any discrepancy to the consistency
aspect.

However in this case, it is the application that may be tested since the
bars are place horizontally. Just my opinion.

And ksi, model drawing is model drawing hor.. Purposely make things
more confusing & mix it with place value indications, har.. :evil:

But yes, with model drawing, the representations are horizontal and
each square is a unit untill the number questions get waayyy bigger.. :evil:

Busymom:

Asked my 6yo DD, she gave me the same answer for both pics. She also thinks pic 1 is easier to read.

Yep, both my DDs find if reading the question in pictures Pic 1 is easier
for visual understanding and more straighforward and Pic 2 is... in their
own words... \"A question that is trying to trick the children...\"

A doctor friend of mine once said to us, \"When can Math questions just
stick to being Math questions instead of being Language questions and
mensa test questions?\" Then he rolled his eyes. :roll: Hehehee.. :lol:
His kiddies are in SAP schools.