4

Thanks Xavier Sng. Yes that is the right could you kindly explain please.

At each of the three apexes of the triangle, the circle needs to make a 120 degrees turn. Three apexes mean the circle turns a full circle. Add that to a turn of the circle for each side of the triangle, that makes 4 turns to go around the triangle.

Thanks. ah ha. How did you work out 120 degrees? Does it have to do with the fact it is a equilateral triangle?

I hope the diagram helps you to understand.

Thanks a million, that is very clear

Excellent! Good eye.

3420-1975 = 1445. 1 kg 445 g

Thank you

If u draw model, the watermelon will be the same weight, hence the diff will be the weight diff for honeydew n Apple.

Thanks Megan Yeo. Is it possible to draw the model for me please.

Hi Jesline, this is the model. :)

Thank you all

,6n+4= 7n-2 n=6 6pupils(answer)

Thanks alot but how do I come up with the list

Although your algebra is correct, the questions indicates this P3 student needs to make a list. Have your child make a list of the multiples of 6: 6, 12, 18, 24, 30, 36, 42. Underneath write the numbers which are 4 greater than each number, since if the teacher gave each student 6 pencils, she would have 4 left over. Then have the student make a list of the multiples of 7. Underneath that, subtract 2 from each number. Find the same number in each of the second lists.

In order to give each pupil an additional 1 pencil, she uses the leftover 4 pencils + 2 more = 6 pencils. Means there are 6/1 = 6 pupils.

I would just like to say that the question provides a hint that the student can make a list to arrive at the answer. It is not mandatory. It is the hence-or-otherwise type of question.

Making a list is time-consuming. Time is spent drawing a table and presenting several scenarios just to show that one of them shouts bingo. Izam's algebraic method and Koh Lay Koon's inference approach are reasons enough to show that the student can derive the correct answer the very first time without making several guesses.

Do take note that this type of questions will continually be asked from p3 to p6. You have 4 years to get the reasoning and logic right. Should be enough time to do so.

It depends on students cabability and level of understanding.. Initially can make a list.. Then teach the kids the inference (gap&difference) approach as shown by Koh Lay Koon...then maybe the algebraic method(this is simple algebra) using a single variable... Some kids may or may not comprehend... I am always trying to teach my daughter different methods and see which method she is comfortable with to get the answer in the shortest possible time..

InFact the simple algebra method also uses the gap/difference approach... The students must understand this approach as they move to a higher level..esp when the kid is in P5...

Thanks all

My girl's working

In fact my friend's kid who is in Sec told me that that after learning algebra method in Sec he has forgotten all abt the methods taught in Pri. So what's the use of learning model method?

Val Soh.. Your girls working is a simplified version of algebra.. The variable is ??? instead of an alphabet.. Model methods is for kids who could not comprehend algebra.. Kids though of same age has different level of understanding.. The best is to reach basic algebra before your kid reaches PR 5...

Good afternoon Val. Models are tools that help to introduce algebra to our children. Models are basically algebra presented in blocks and bars. Models are like training wheels on the bicycle. Once your child has learned to balance and has gained confidence, the training wheels go off and your child can cycle with ease just on two wheels. So models do play an important role in helping your child arrive at the next stage of learning in secondary school, which is why models are taught in primary school. The problem is many students are so attuned to having models accompany their solutions that they rake their brains to come up with a model even if they could have answered the questions without the benefit of models.

Is the ans 37?

Correct.

Thks Xavier! :) Now I have the confidence to explain the answer to Jesline. Lol.. Since all 3 have the same amt in the end and they have $90 altogether, that means that each of them must have $30 (90/3) now. So to find out how much Agnes had at first... 30+12-5=37.

Aye! Good job.

I like your most direct approach, Many would have listed the movement of money between the three protagonists. The student is awarded marks for the answer to Agnes' amount at first, and not for the other two.

Thanks alot