## Q&A - P1 Math

### Re: Q&A - P1 Math

The answer should be 6 ways. But when you fill in the answer, it should be She can rearrange the cards in 5 other ways.caseyhow wrote:Ok, I've managed to scan the question from the book. Here it is.

On the next page, it says "How many other ways can she arrange the cards?" Draw all possible answers in the space below."

Finally, the last part has a question, She can arrange the cards in ____ other ways.

Thanks!

Working:

12 shared by 1 group = 12 in each group

12 shared by 2 groups = 6 in each group

12 shared by 3 groups = 4 in each group

12 shared by 4 groups = 3 in each group

12 shared by 6 groups = 2 in each group

12 shared by 12 groups = 1 in each group

### Re: Q&A - P1 Math

Answer is 7ectanz wrote:Hi can anyone help me with the following qns?

Ryan, Grace and Charlie have 100 bottles of jelly beans altogether. Charlie has 37 bottles of jelly beans. Charlie gave Ryan 11 bottles of jelly beans and Ryan had 46 bottles. How many more bottles of jelly beans does Ryan have than Grace at first?

Working:-

Total -100

Charlie - 37 - 11=26

Ryan - 46

Grace - 100-26-46=28

Since Ryan has 11 bottles from Charlie, then he should has 35 bottles at first.

My answer - Ryan has 7 more bottles of jelly beans than Grace. As I don't have the answer sheet with me, not sure whether my answer is correct or not.

You need to draw model for this type of question but it's too troublesome for me to draw here. I just explain.

100-37=63

63+11=74

35+11=46

74-46=28

46-11=35

35-28=7

Above working based on model drawing

### Re: Q&A - P1 Math

Reading through the threads, I feel it's important to realise why model drawing and number bonds are taught at an early age.

My girl is now in P2. Like many parents, I learnt number bonds & model drawing together with her. Initially, i have the same familiar grouses (too difficult for P1, algebra is easier & more suitable).

After much practising, I have began to appreciate the usefulness and extensibility of these concepts. Once well-acquainted, it allows the child to use a single model drawing concept to solve higher-order questions using basic part-part-whole concepts. It brings them back to the basics. It will broaden and deepen the child's thinking (which will serve them well in future), rather than focus on applying "already developed/derived" methods/techniques which hide the basics and can have limitations when they hit more advanced questions that push the boundaries of their understanding.

My girl is now in P2. Like many parents, I learnt number bonds & model drawing together with her. Initially, i have the same familiar grouses (too difficult for P1, algebra is easier & more suitable).

After much practising, I have began to appreciate the usefulness and extensibility of these concepts. Once well-acquainted, it allows the child to use a single model drawing concept to solve higher-order questions using basic part-part-whole concepts. It brings them back to the basics. It will broaden and deepen the child's thinking (which will serve them well in future), rather than focus on applying "already developed/derived" methods/techniques which hide the basics and can have limitations when they hit more advanced questions that push the boundaries of their understanding.

- sweetiepie
- GreenBelt
**Posts:**101**Joined:**Sun Sep 20,**Total Likes:**1

### Re: Q&A - P1 Math

can any parent here advice me how to explain to my child the concept of come after

e.g.

a)15 comes just after what number

b) what number comes just after 14

e.g.

a)15 comes just after what number

b) what number comes just after 14

### Re: Q&A - P1 Math

Make number cards and teach the child what comes before and after. Explore and have fun. This concept children should master before go P1.

### Re: Q&A - P1 Math

I faced this problem too a few weeks ago, but a few daily practices and my boy now knows.sweetiepie wrote:can any parent here advice me how to explain to my child the concept of come after

e.g.

a)15 comes just after what number

b) what number comes just after 14

I started by asking him if he brushes his teeth before he sleeps or after he sleeps at night. Before. Thenwe do some verbal exercises on before. Then move on to you brush your teeth after you wake up or before you wake up. After he gets the After concept, we do some verbal exercise on After.

Then we mix the questions. Whenever he gets confused, we go back to that two questions to reinforce before and after concept.

You can use a number line too.

- Steadyberry
- BrownBelt
**Posts:**589**Joined:**Sun Mar 27,**Total Likes:**1

### Re: Q&A - P1 Math

Hi

Few wks back, my dd was having problem with before and after. Now she is ok. Now I have a new set of problem: who has more than who by how many? Who has fewer or lesser?

How to explain? My dd will add if she sees the word more but it is not always the case.

Later I will need to teach them how to draw models as the sch has started teaching models to P1 since last yr.

Few wks back, my dd was having problem with before and after. Now she is ok. Now I have a new set of problem: who has more than who by how many? Who has fewer or lesser?

How to explain? My dd will add if she sees the word more but it is not always the case.

Later I will need to teach them how to draw models as the sch has started teaching models to P1 since last yr.

### Re: Q&A - P1 Math

Popular sells model drawing books targeted at K2 level. You may want to use model drawing to explain and guide the child towards understanding the Math problem.

- Steadyberry
- BrownBelt
**Posts:**589**Joined:**Sun Mar 27,**Total Likes:**1

### Re: Q&A - P1 Math

sembgal wrote:Popular sells model drawing books targeted at K2 level. You may want to use model drawing to explain and guide the child towards understanding the Math problem.

Hi sembgal

Thx. I am using process skills in problem solving by fan-math. I just thought if there is a short cut way to explain, pls do share. I explained till my saliva dried up, think they are still not 100% sure.