php:Hi php, thanks. Much appreciated. Will try it out tomorrow.Hi iCreative Math
You can create a PDF file from Excel....Open the PDF file, take a snapshot, open Paint and paste the snapshot there....then save the file in any graphic format....
Posts made by iCreative Math
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RE: Q&A - P5 Math
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RE: Q&A - P5 Math
shann2:
Hi Shann2, one more method for your child to consider ....Some ratio questions... Please help. TIA
The ratio of the number of pens to the number of erasers in a shop was 5 : 1. When 10 pens were sold and the shopkeeper bought 10 more erasers, there is twice as many pens as erasers. How many more pens than erasers were there in the shop in the end?
The question tells us that the shopkeeper now has twice as many pens as erasers. We further know that this is after the shopkeeper has bought 10 more erasers. We therefore start off the problem-solving as follows:-
\"NOW\" Position: (i.e. after selling 10 pens and buying 10 erasers)
Pens: ( 2 units + 20 )
Erasers: ( 1 unit + 10 )
\"AT FIRST\" Position: (i.e. before selling 10 pens and buying 10 erasers),
Pens: ( 2 units + 20 + 10 )
Erasers: ( 1 unit )
The question further tells us that the ratio of pens to erasers was 5 : 1 AT FIRST.
hence, we can deduce that:-
5 units = 2 units + 30
3 units = 30
1 unit = 10
Hence, the shopkeeper NOW has
(2 units + 20) or 40 pens; and (1 unit + 10) or 20 erasers.
The shoppers has 20 more pens than erasers in the end.
I hope your child will find this method simpler.
Best Regards,
iCreative Math -
RE: Q&A - PSLE Math
oceanh2o:
Triangle AEF is an isosceles triangle since EF = ED (Equilateral Triangle) and AE = ED (Square).http://i40.tinypic.com/as8bm.jpg\">
Hi , please help me in this question, thanks!
hence, if angle x = 30 degrees, then
(b) angle y = (180 - 30) / 2 = 75 degrees.
angle AFC = 360 - 75 - 60 - 75 = 150
hence
(c) angle z = 150 degrees (rhombus).
Regards,
iCreative Math -
RE: Q&A - P5 Math
carol73:
hi
anna had just received her salary on monday. she spent $480 on utility bills and 1/3 of the remainder on a handbag on the second day. after giving $200 to her parents on the third day. she had only a quarter of her salary left. how much was her salary?
For such questions, we always start from the last info given and work backwards from the last info to the first info given in the question.
Let the total salary be 8 units.
1/4 of the salary left ==> 2 units
gave her parents $ 200 ==> (2 units + 200)
we are told this is 2/3 of the remainder, hence 1/3 of salary spent on handbag is (1 unit + 100)
anna spent $ 480 on utilities ...
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hence the full model is as follows:-
<-- $ 480 --><-- 1 unit + 100 --><-- 200 --><-- 2 units -->
<--------------- total of 6 units -------------><-- 2 units -->
6 units = $ 480 + 1 unit + $ 100 + $ 200
5 units = $ 780
1 unit = $ 156
8 units = $ 1,248
Anna's salary is $ 1,248.
Regards,
iCreative Math
Note: The first few explanatory statements are to help students understand the thinking behind the model. In examinations, only the steps below the ===== are required. -
RE: Q&A - PSLE Math
David, fully agree. There are usually more than one possible method to solve most problem-sum questions, and which is better at times depends on the students’ strengths and aptitudes.
Over the years, I have found different students can have different thoughts patterns or processes, and hence correspondingly will better understand or prefer one method to another. For the more challenging 5-mark questions, it is good to offer them a choice of problem-solving methods, and encourage them to stick with one that suits them better.
Regards.
iCreative Math. -
RE: Q&A - P5 Math
sembgal:
Yes I am. I started iCreative Math. I am glad you found the method easy to understand.
This method is easy to understand. Are you a tutor from iCreative Math?iCreative Math:
Alternative Method - (some students may find it easier to understand with a simple \"box\" model):
You can draw a box picture (which I can't here) to show as follows:-
Cost of 1 Apple = 1 unit
Cost of 1 Pear = 1 unit + $ 0.70
Cost of 42 Apples = 42 units
Cost of 12 Pears = 12 units + 12 x $ 0.70 = 12 units + $ 8.40
put the two box models, one on top of the other, and the student will see clearly
30 units = $ 8.40
1 unit = $ 0.28
42 units = $ 11.76
Mrs Tan spent $ 11.76 on the apples.
Best Regards,
iCreative Math
Regards. -
RE: Q&A - PSLE Math
david59:
I have here another method to solve this same question recorded in YouTube. It takes only 7 minutes and I trust your child will be able to follow and understand the simplified problem-solving method.Mary Joy:
please help me with these questions thank you
2.Jim bought some chocolates and gave half of them to ken.ken bought some sweets and gave half of them to Jim.Jim ate 12 sweets and ken ate 18 chocolates.after that the Number of sweets and chocolates Jim had were in the ratio 1:7 and the number of sweets and chocolates ken had were in the ratio. 1:4
How many sweets did ken buy?
Regards,
iCreative Math
YouTube Lesson Videos:
http://www.youtube.com/watch?v=kzPT1iIzaJk (PSLE Ratio Question) -
RE: Q&A - P5 Math
Man_at_work:
Your question is incomplete. It is missing one statement that usually says in total they have how many marbles or Bala has 10 more marbles than Amos, etc.
Please, anybody can help? Thanks in advanceMan_at_work:
Can anyone help me with this problem? Many thanks!
4 children Amos, Bala, Chris and Darren, each have some marbles. The number of marbles that Amos has is 1/2 of the total number of marbles that Bala, Chris and Darren have. The number of marbles that Chris has is 1/4 of the total Amos,Bala and Darren have. The number of marbles that Bala has is 2/3 of the total number of marbles that Amos, Chris and Darren have.
The problem-solving approach will then be as follows:
The ratios between them are 1:2, 1:4, and 2:3, i.e. total of 3 units, 5 units and 5 units respectively.
The lowest common multiple, LCM (which P5 should have learnt) for 3, 5 and 5 is 15.
We therefore start with a total of 15 units for A, B, C & D.
Amos' share compared to the rest is 1:2, hence Amos has 5 units (1/3 x 15).
Chris' share compared to the rest is 1:4,hence Chris has 3 units (1/5 x 15)
Bala's share compared to the rest is 2:3, hence Bala has 6 units (2/5 X 15)
Hence, Darren has 1 unit (15 - 5 - 3 - 6)
In practice, P5 students are not expected to be able to write these statements. These are not necessary. I have included them here to explain the steps. In practice, students need to simply draw a table and complete the table with the number of units A, B, C and D with simple calculation e.g. 1/3 X 15, 2/5 X 15, etc to show how they arrive at the number of units for each person.
Hope this this helpful.
Regards,
iCreative Math -
RE: Q&A - P5 Math
Alternative Method - (some students may find it easier to understand with a simple “box” model):
You can draw a box picture (which I can’t here) to show as follows:-
Cost of 1 Apple = 1 unit
Cost of 1 Pear = 1 unit + $ 0.70
Cost of 42 Apples = 42 units
Cost of 12 Pears = 12 units + 12 x $ 0.70 = 12 units + $ 8.40
put the two box models, one on top of the other, and the student will see clearly
30 units = $ 8.40
1 unit = $ 0.28
42 units = $ 11.76
Mrs Tan spent $ 11.76 on the apples.
Best Regards,
iCreative Math