this is wat my method way to teach my boy ... m i correct ? thank you =)

51+3 = 54 is to make the number of loom bands cindy have the same as bella, thus giving u a total of 6 units, ie Adeline 4 units, bella 1 unit and cindy 1 unit. Since total units is 6 units (4+1+1), and adeline has 3 more units than bella, thus we use 54/2 to get the difference. Hope this help u to understand better

thank you gan kl 😊

thank you caleb 😊 im using ur equation also (almost same)

thank you cheng liew 😊

51+3=54. Bella (3 parts) + Adeline (1 part) . Bella has Two parts more than Adeline . Hence 54/2

Yup correct

tks ji lian .... but do u understand teacher's way ? can u explain to me if u understand ... thank you very much 😊

Haha I also don't understand. But that correction can't be using model method to do. I just can't see it. Maybe it's another way of doing.

thank you very much !!! cos just thinking the question said is 51 altogether, but if 51 + 3 first then becomes 54, so is not match w/the question wat they said only '51' ... then i dun understand wat means by ÷ 2, 2 is means wat for ? unit ? or person ? or ... so i really dun understand 😅😅

thank you pei ling 😊 ur explanation very clear but i still dun understand if need to add 3 then the total is 54 not 51 already lor ?

The total didn't change. U add 3 so that all the units have the same value for easy calculation. C = 1 unit - 3 5 units + (1 unit -3)= 51 6 units = 51+3 = 54

51+3 =54 is to make all unit equal just like 51-15=36 it is also another way to make the unit equal.

tks karen 😄

51-15=36 is a slightly longer method which the child might have a higher chance of making careless mistake

tks ching lee =)

Thank u so much

Sorry, may I know what is C3 & C4 means?

I named it C3 for easy reference. C3 is actually taking C2 x 1.5

Sorry, what is 1377 & 895 each represent?

1.5u + 3p = 1377 people

Thank you!

Thank u

For P3, this is perhaps the easier way to understand.

This question often appears to identify if students can relate the perimeter of a figure to the perimeter of a square. Usually, many students only think of perimeter as length surrounding a figure but few see that they can relate the perimeter of a figure to the perimeter of a square. This is a question worth practicing over. It is about relating as much as possible the perimeter of a figure to the perimeter of a square.

(3).because 6-2=4 2+3=5 2+4+3+2+5+6=22