PiggyLalala:

Is smops for the p5 or p6?

It is a P6 competition, although during my time P5s could compete as well : )

Good luck to all students taking part in the SMOPS tomorrow!

cftan:

Janet thinks of a number that is more than 40 and less than 60.

1,2,4 and 7 are some of its factors. What is the number?

We can disregard one, since it is a factor of all numbers

We can disregard 2, because all multiples of 4 are multiples of 2.

Between 40 and 60, there are only 3 numbers that are factors of 7 - 42, 49 and 56.

56 is the only number that has factors of 4 and 7.

kavisuresh:

2.Mabel had a total of 128 pieces of $5notes and $10notes in her handbag. After she spent 2/7 of her $5notes and 3/5 of her $10 notes, she had twice as many $10 notes as $5 notes.a) How many $5 notes did Mabel spend ?
b)How much did she spend altogether ?

Thank you.

2/5 of the $10 notes is twice as many as 5/7 of the $5 notes

10/25 of the $10 notes is twice as many as 5/7 of the $5 notes.

As can be seen from above, in this question, there are 25 + 7 total units of notes, for a total of 32 units.

Each unit represents 128 / 32 = 4 notes.

4 x 25 = 100 $10 notes
4 x 7 = 28 $5 notes

kavisuresh:

Hi,

Pls help to solve these 2 problems.
1.Tins X,Y,Z each contained some chocolate powder. Mr.John transferred 1/8 of the chocolate powder from tin X to tin Y , then scooped 1/8 of the chocolate powder from tinY into tin Z and finally transferred 1/8 of the chocolate powder from tin Z to tin A. Now there are 49g of chocolate powder in each tin. How much chocolate powder was there in each tin at first ?

Thank you.

Do you mean that chocolate power is transferred from tin Z to tin A, or tin Z to tin X? Just need to clarify, thanks!

Regards,
Hong Mun

chloecube:

M and R had 360 shell. M gave 4/7 to R. In return, R gave 2/5 of her total to M. Then they have equal nos of shell each. How many shell they each have at first?

After R gave 2/5 of her total, they each had 180 shells.

Before R gave 2/5 of her total, she had 180 / 3 x 5 = 300 shells

At the point that R had 300 shells, M had 60 shells, or 3/7 of her initial amount.

At the very beginning, M had 60 / 3 x 7 = 140 shells.

R had 360 - 140 = 220 shells.

Have a great weekend!

quekcc:

GreenQ:

Sorry dear parents, need solution for the question below.


Draw diagrams / Guess and Check.

There are 8 goats and ducks altogether.
Some had 2 legs and some had 4 legs.
The animals have 20 legs in all.
How many goats are there?

Thanks.

P/s: The sch teacher said to get as less as possible for the number of goats.

Draw diagram.

http://i46.tinypic.com/2njysuq.png\">

When we assume there are 8 goats, there will be 32 legs, 12 more than what is mentioned.

A goat has 2 more legs than a duck.

Since there are 12 extra legs, there must be 12 / 2 = 6 ducks.

8 - 6 = 2 goats.

smartmummy:

Some old folks are sharing 2 bunches of grapes. If each of them eats 12 grapes, there will be 7 grapes short. If each of them eats 11 grapes, there will be 3 grapes extra. If one bunch of grapes has 19 fewer grapes, find the number of grapes in the larger bunch.TIA

If each person eats 12 grapes, they will be short of 7 grapes.
If each person eats 11 grapes, they have 3 extra.

This means there are 7 + 3 = 10 old folks altogether.

Total number of grapes = 11 x 10 + 3 = 113

1 bunch has 19 fewer grapes than the other bunch.

113 - 19 = 94

94 / 2 = 47

47 + 19 = 66

The larger bunch has 66 grapes.

Enjoy!

My favorite teachers were not just good at teaching; they also motivated and inspired their students.


None of them taught math (the subject I am teaching), but they have impressed upon me the importance of motivation alongside teaching.

Hi Friends,


I remember during my secondary school days, I used to be like that too! Many tiny errors that caused me to lose many marks. A lot of the time, these errors should have been preventable if I had more focus.

In my opinion, carelessness is caused at least partly by a lack of thought and general proficiency.

An effective remedy I found was to adopt a guided questions-based approach when teaching a student. Instead of giving them the answer directly, you ask questions to lead them there. This encourages them to think, thereby eliminating carelessness. If they can verbally explain why things have to be done a certain way, they have displayed a good understanding of the question. In addition, arriving at the solution themselves also provides them with confidence, a bonus!