Mohi. I just did this but on an organised trip. It's a bit of a mess as the answer is usually go through the ministry and then the ministry says contact schools. Give Andy and email and see if he got any contact info for the school's we were at. I have some emails etc, but am in transit (at phuket airport at the moment) and won't be home until the 10th. Let me know if you come up blank and I'll give you the,ail addresses of a couple of the school's we went to. Jeremy

Thanks J Samuel Hannay. Ahh that is a mess! I've emailed tons of schools but not a single reply. I'll email Andy but I know how busy he is as he travels a lot! I know I'll see him for the conference on the 24th April so I'll have a word with him then and see what I can sort out. Hope everything is going well for you, have a safe flight back.

I'll be there too. Best of luck in contacting schools. Otherwise, see you on the 24th. Jeremy

Thank you so much Ng Weihan, I will contact them very soon.

Hi Mohi, Let me see if I can help, I will email you.

Wow I didn't even know you were in this group Andy Psarianos!!

...thank you.

New topics added!

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

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Thank you 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.

Thank you both

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.

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.

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. :)

error: from 10 became 15. :)

Thanks for your answer sharing

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

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.