1/3 of the money can purchase 5 magnets and 11 postcards. In other words, 1/3 of the money can purchase (5×3 + 11) = 26 postcards. So the remaining money or 2/3 of the money can purchase 52 postcards. However, only 3/4 of the remainder is used, which means 3/4 × 52 = 39 postcards can be purchased. Convert that, we will have 13 magnets.

Add 13 to the original 5 bought, the answer is 18

Suggested working: 5×3 + 11 = 26 26 × 2 × 3/4 = 39 39 ÷ 3 + 5 = 18 (ans)

C=19 B= 16 (19-3) A= 12 (16-4)

My kids pri sch they can use any method as long as they clearly show number statement n answer correctly

I had sought clarification a few years ago from the Planning Division of MOE on whether there was an official stance in the adoption and acceptance of methodology for primary school examination, including and not limited to the PSLE. I was told that the stance of MOE had been pro marks-giving. Just like what Roses Myna had mentioned, that as long as the students can account for the numbers used and hence providing the correct answers, they would get full marks.

Having said that, I do caution that in some schools the mathematics department would insist on particular methods as standard to solve certain questions because "that is how we do it in OUR school."

There are methods that are adopted in primary school that will be redundant, obsolete or plain inadequate when your charges promote to secondary school. Parents and teachers play an important role in helping their children transit from primary school practices to secondary methodology as painlessly as possible.

If you take a close look, you will see that some of the so-called "standard" / "proprietary" methods are just a variation of the methods that we used when we were students. These methods are just quantified and presented as a new way of learning. Helpful no doubt, but we are still looking pretty much at the same things.

Your guess is as good as mine!

Without GST 100% With GST 107%

107u=$299.60 Find 100u

u= 299.6/107 100u= 299.6/107 x 100 ===== 29960/107=??

18 girls is 25% of boys. hence girls represents 1/5 of children. 1/5 of children over the total of ppl who took part = 0.6*0.2 = 0.12 = 12%. 18 = 12%

explain step by step... Make sure the kid understand each step before proceed to another step..

Thank you Yeo See Yeong and Izam Marwasi.

Agreed with you Izam Marwasi. It is important that the kid understand instead of blindly following. 😊

See if this helps for Q11

Once the kid understand..u may teach him shorter way... $299.60/1.07=$280(price before GST of 7%)

Thank you Vei Li Soo

The model for QN 11 provided by Vei Li Soo is clear and easy to understand..

I think there is a slight careless mistake? should be 18x5 = 90 = 60%?

Ha... yes, Yeo See Yeong... careless...

Change 25% to 1/4. That is the confusing part for most students.

Yes Jeremy Neo, my boy was stuck here.

Percentage can be abstract for students especially if it involves a before and after discount situation such as this one. Drawing models to represent both situations should help younger children understand how the quantities change.

Here's the corrected one for Q11... 😁

Btw he was asking why 5u for gals and boys? Thanks

Boys is 4units.. 1/4(25%) of 4 is 1 unit(girls)

1/4 means numerator 1u is for girls while denominator 4u is for boys. Therefore total units for children is 5u

Ok got it. Thank you. As he kept using 60%😊

OK Jolene Koh.. I phrased it this way.. 25%---girls 100%- boys 25%- 1 unit 100%- 4 units..

Students have learnt what is meant by '4 times as much as' (4 units to 1 unit). Next, they learnt what is meant by '1/4 as much as' (1 unit to 4 units). Now it is extending to learn that '25% as much as' has the same meaning as '1/4 as much as' (25% to 100% or 1 unit to 4 unit).

For qn 12, just explained to my student that GST is tax we as consumers pay to the government for using service or buying things. GST, currently, is 7% on top of the amount we need to pay for the item or services.

Very clear...thks Adrian

No magic, just making it visual...

Yup ...show my daughter.. She fully understood.. That really matters...!

You are really fast... I have just posted this solution. Cheers...

Haahaa.. Its bcoz I calculated wrongly ..175u+175= 178u-154.. instead of 175u+175=178u+154.. Still figuring out why ...then u post the solution.. Thanks ..once again..