Hope by looking at tis , easier for kid to understand .

To work out the answer, we can't do 9*9/2*2 and say we get 20 squares because we need to cut from the given paper to get a whole square of 2 cm. Joining up some leftover pieces to get 2 cm is not allowed.

Good to explain this to your kids as illustrated by Jasmine and Eva, as they will be tested further on questions like fitting cubes into tank and such. (E.g. How many 3-cm cubes can be fitted into a tank of volume measuring 20cm x 18cm x 10cm? Ans: 108 pieces of 3-cm cubes) P.S. Volume for P5 2nd Semester

2 cm squares are out of syllabus

Maximum number of 2cm squares that can be cut out on each side is 4, therefore the number of squares that can be cut out in total is 4x4=16

I used the drawing method as the child can then see it.

Thanks!

1/3

I think it has to do with the way I interpreted "she used 1/3 of the sugar". I took it to mean "1/3 x 3/4". That is, she used 1/3 of the 3/4kg of sugar that she had bought.

If we interpret as she used 1/3kg of sugar, then the word "the" shouldn't be there?

Sorry for earlier typo

Not sure I would interpret 1/3Kg is already 1/3 multiply by KG. If you multiply by the sugar with weight it will make 3/12 kg squared which does not make sense. Just wild guessing in the of the lingual here.

1/3 kg. workings: 3/4 - 1/3 = 5/12. 1/5 * 5/12 = 1/12. So sugar left = 5/12 - 1/12 = 1/3. I think you accidentally mistaken 1/3kg of sugar used for cake as 1/3 of 3/4kg being used.

sorry. just saw all the previous comments.

the word "the" is probably used so as to let the child know that the 1/3kg is taken from the earlier mentioned 3/4kg. without the word "the", one can argue that the 1/3kg may not be part of the initial 3/4kg. i usually just tell my kids to look out for the units (1/3 or 1/3kg). :)

Ok I get it now. It's because they put the kg behind the 1/3, hence we don't multiply it by the original amount of sugar, but simply as 1/3kg. Thanks all!

For students who may need a visual representation to understand the relationship among the quantities and decide which operations to use to work out the answer.

Hi Tan Weiqiang , "Less than 21" Should 21 be included in the list?

Less than is different from less than or equal to... So.. 21 should not be included.

Must deduct away those cubes already in the tank because the qn is "Maximum number of cubes that can STILL be added.."

Maximum Volume 300cm2. There are already 10 cubes in the box, so that's why.

Ooops... 😅... i overlook that 10 cubes... thank you all 👍

simple and clear. maybe shd post in Cheah Hui Toh's original post so the rest can benefit from this fantastic solution. thank you Adrian.

Tks for the clear n straightforward explanation👏🏻

Why from the denominators of 9 and 18, the denominator must be a multiple of 3? If Z is 2, the denominator can end up as 18 as well (ignoring the numerator)

Well Rye Tan, we know for sure that Z = 2 is impossible since 5/2 is greater than 3/2. I will prove by deduction on why Z is a multiple of 3 in the photo posting below. Please kindly feel free to point out mistakes in the proof if you find them.

This question seems to force most primary level students to fall back on guess-and-check.