Blessed Thursday! May I know if any one could help with the following P6 SA1 question. Many thanks!

Replies
5

Mohi Uddin Ahmed

The shaded area on the right is simple case of area of sector and taking away the area of the unshaded triangle.

3 years ago

Carrol Seah

Following

3 years ago

Wendy Lim Hei

3 years ago

Wendy Lim Hei

Thank you Mohi Uddin Ahmed ðŸ˜„

3 years ago

Mohi Uddin Ahmed

No problem Wendy, in England that's more or less a Year 9 question, which in Singapore would be Secondary 2? It would be impressive if most 6 pupils can do this.

3 years ago

Jan Kwok

Asked 7 years ago

SG
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Secondary 3
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Geometry and Measurement

Could someone teach me how to answer this question without calculator?

Replies
4

Thit Mon Mon Win

3 years ago

Soo Vei Li

3 years ago

Jan Kwok

Thank you both

3 years ago

Pieter Cronje

3 years ago

Irin Oh

Asked 7 years ago

SG
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Primary 2
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Number and Algebra

Dear All,Please help to solve Qn 1b & 2b

Replies
7

Yueh Mei Liu

Obj of 1b is to see if student is able to recognise that 335 is 10 less than 345 and that 133 is 10 more than 123, hence the answer will be the same as 1a, without having to calculate.

3 years ago

Yueh Mei Liu

Similarly for 2b, obj is for student to recognise that 809 is 100 more than 709 and 353 is 100 more than 253, hence the extra 100 minus itself and it's the same as 709 - 253.

3 years ago

BA Poh Ann

If i tutor my tutees to have a better understanding for such qn, I'll use smaller numbers to explain.
For example:
12 + 10 = 22
7 + 15 = 22 -- Why?
from 12 became 7
(Take away 5)
from 10 became 22
(Add 5)
When u add snd take away with the same amount, the total remains unchanged. :)

3 years ago

BA Poh Ann

error:
from 10 became 15. :)

3 years ago

Irin Oh

Thanks for your answer sharing

3 years ago

Yueh Mei Liu

It's recognising tens and hundreds. So parallel egs should be in tens and hundreds, counting and calculation is not needed.

3 years ago

Karen Berlanga

A visual that could help is pulling out place value blocks or discs and putting the addends in each of their own pile (one pile with 345 and one with 123). Then ask the student to find the total sum. Now move ten from one pile (345 now becomes 335) to the other pile (123 now becomes 133). Ask if there is still the same total. Yes! you just moved ten from one number to the next. Have student write the new problem represented by the new piles (335+133= 468) and they'll see they are equal.