Tutor MathsGuru: Ask me for your burning Maths questions!

[andante]

Pls help for the following question. I have solved it using algebra simultaneous equations but I heard that the pupils cannot use this method to solve during PSLE exam or else marks will be deducted.



20% of the number of balls Kyle had is equal to the 35% of the number Pauline had. After Kyle sold another 30 marbles and Pauline bought 20 marbles, 30% of the number of marbles Kyle had is equal to the 50% of the number Pauline had. What is the number of marbles each of them had at first?

Thanks in advance

[meimeitan]

Hi Maths Guru


There is a Math question as following:

There were 12 more girls than boys in a club. 1/3 of the girls and 1/4 of the boys took part in a competition. Among those who took part in the competition, there were 6 more girls than boys. What fraction of the club members who did not take part in the competition were boys?

May I know the meaning of "What fraction of the club members who did not take part in the competition were boys.?" The denominator should be the whole club members or the club members who did not join the competition.

Thanks

[ADoc]

andante:

...using algebra simultaneous equations but I heard that the pupils cannot use this method to solve during PSLE exam or else marks will be deducted...

Hi there! Sorry for the repetition. Since we have \"new\" PSLE moms & dads every year, guess this piece of info would serve well to many.

Here's an excerpt from the \"Forum Letter Replies\" by MOE & SEAB on \"Different Approaches Taught for Mathematics Techniques\":

\"....While pupils are not required to use algebra to solve word problems in the PSLE Mathematics, they are also not restricted to the use of any one particular method. In the marking of PSLE Mathematics, all mathematically correct solutions are acceptable and there is no loss of marks if a correct algebraic method is used.\"
See http://www.moe.gov.sg/media/forum/2007/20070217.htm

Hope this clarifies your doubt. Notwithstanding MOE's and SEAB's endorsement, parents need to ensure their kids are able to internalise and apply what you have explained / taught them about algebraic solutions, instead of merely understanding. Else they may be extremely confused. There's a good reason why the primary curriculum limits the extent of algebraic teachings; not all students are able to grasp the seemingly abstract concepts of x, y, & z, even though algebra is already masked in the form of Models & Units.

Just a quick suggestion: More often than not, the algebraic approach can be \"transformed\" to the model approach. For example, instead of saying \"let x be...\", we can always draw a certain length of model to represent the same thing. Remember that model is algebra in disguise.

Of cos, if your kid is quick at grasping advanced concepts, do go ahead and use algebra. I have taught my students algebra and encourage those confident enough to use them in PSLE. Confirmations with past students using algebra obtained A* with no problems at all. Perhaps this can be another instance to nullify the hear-say that algebra will result in loss of marks.

cheers!
ADoc

[24-hour Father]

Dear mathsguru,

Sorry to trouble you, but my son had been recently given a math worksheet but he seems confused and cannot work this out. Even I, too, have problems as I have left primary school for too long. :stupid: The question is:

Adam and Rahmad shared some beads. If Adam gave one-third(1/3) of his share to Rahmad, Rahmad would have 70 more than Adam. If Adam gave one-fifth(1/5) of his share to Rahmad, Rahmad would have 10 more than Adam. How many beads does Adam have at first?

It drove my son up the wall and he had been thinking about this all weekend, so I decided to help but unfortunately, my mermory failed me. I hate to disappoint my son so I would like to have the answer by 13 Feb, not to be rude, but I am at wit's end. I hope I will be able to make my son's day by answering his question.

Anyways,
Thanks In Advance! :celebrate:
(I do hope someone can help me) :?:
P.S. Pardon my English.

[tianzhu]

24-hour Father:

Adam and Rahmad shared some beads. If Adam gave one-third(1/3) of his share to Rahmad, Rahmad would have 70 more than Adam. If Adam gave one-fifth(1/5) of his share to Rahmad, Rahmad would have 10 more than Adam. How many beads does Adam have at first?

Hi

Your question has been discussed earlier in this thread.

Please refer to pg 234 of this link.
http://www.kiasuparents.com/kiasu/forum/viewtopic.php?p=346050

Best wishes

[meimeitan]

Hi Maths Guru


There is a Math question as following:

There were 12 more girls than boys in a club. 1/3 of the girls and 1/4 of the boys took part in a competition. Among those who took part in the competition, there were 6 more girls than boys. What fraction of the club members who did not take part in the competition were boys?

May I know the meaning of "What fraction of the club members who did not take part in the competition were boys.?" The denominator should be the whole club members or the club members who did not join the competition.

Thanks

Hi May I know who can solve my doubt? Thanks.

[Dharma]

meimeitan:

Hi Maths Guru


There is a Math question as following:

There were 12 more girls than boys in a club. 1/3 of the girls and 1/4 of the boys took part in a competition. Among those who took part in the competition, there were 6 more girls than boys. What fraction of the club members who did not take part in the competition were boys?

May I know the meaning of \"What fraction of the club members who did not take part in the competition were boys.?\" The denominator should be the whole club members or the club members who did not join the competition.

Thanks

Hi May I know who can solve my doubt? Thanks.

It means the proportion of the total number of members who are boys and did not take part in the competition.

The denominator => Total club members

[ADoc]

meimeitan:

Hi Maths Guru


....May I know the meaning of \"What fraction of the club members who did not take part in the competition were boys.?\" The denominator should be the whole club members or the club members who did not join the competition...

Hi there! I shall take the plunge.

From a grammar perspective, the denominator would be \"club members who did not join the competition\", since the relative pronoun \"who\" is used to introduce a further comment or description of an earlier person or group of persons. That means the question is restricting the club members to be just those who did not take part in the competition.

Compare with \"What fraction of those, who did not take part in the competition, were boys?\" Would this be clearer?

If I were to re-phrase the question: \"What fraction of the club members were boys who did not take part in the competition?\"; the denominator would be total club members since this time round, the \"who\" is used to describe the boys and not the total club members.

Anyway, I totally understand how frustrating it can be sometimes, having to dissect a primary-level mathematical question with such ambiguity. I consider this question to be fairly straightforward. I'm sure you have come across even more ambiguous questions in the course of guiding your kids.

Check out RazorTV for the segment on PSLE math. It's hilarious how FD was ridiculing the way PSLE math problem sums are phrased.

Hope this helps.

[Bunny27]

Hi Maths Guru,


Need help for 2 questions:

a) mrs lee baked 60 more pies than mrs tan. After mrs tan gave 30 pies to mrs lee, mrs lee has twice as many pies as mrs tan. How many pies had mrs lee at first?

b)The table shows the number of students from class 5P scoring various mark ranges in a mathematics test. Part of the table was dirtied by some ink.

91-100 - 10 students
81-90 - 8 students
71-80
61-70
51-60
30 students scored above 70 marks
how many studens scored in the mark range 71-80?

[andante]

ADoc:

andante:

...using algebra simultaneous equations but I heard that the pupils cannot use this method to solve during PSLE exam or else marks will be deducted...

Hi there! Sorry for the repetition. Since we have \"new\" PSLE moms & dads every year, guess this piece of info would serve well to many.

Here's an excerpt from the \"Forum Letter Replies\" by MOE & SEAB on \"Different Approaches Taught for Mathematics Techniques\":

\"....While pupils are not required to use algebra to solve word problems in the PSLE Mathematics, they are also not restricted to the use of any one particular method. In the marking of PSLE Mathematics, all mathematically correct solutions are acceptable and there is no loss of marks if a correct algebraic method is used.\"
See http://www.moe.gov.sg/media/forum/2007/20070217.htm

Hope this clarifies your doubt. Notwithstanding MOE's and SEAB's endorsement, parents need to ensure their kids are able to internalise and apply what you have explained / taught them about algebraic solutions, instead of merely understanding. Else they may be extremely confused. There's a good reason why the primary curriculum limits the extent of algebraic teachings; not all students are able to grasp the seemingly abstract concepts of x, y, & z, even though algebra is already masked in the form of Models & Units.

Just a quick suggestion: More often than not, the algebraic approach can be \"transformed\" to the model approach. For example, instead of saying \"let x be...\", we can always draw a certain length of model to represent the same thing. Remember that model is algebra in disguise.

Of cos, if your kid is quick at grasping advanced concepts, do go ahead and use algebra. I have taught my students algebra and encourage those confident enough to use them in PSLE. Confirmations with past students using algebra obtained A* with no problems at all. Perhaps this can be another instance to nullify the hear-say that algebra will result in loss of marks.

cheers!
ADoc

Hi,
Thank you for your reply. I hope you can help to solve the problem using model approach.

Thanks and regards,