When I was coaching my son for this year PSLE, I find getting him familiar with simultaneous eqn early is much easier. It goes along way to solving more questions. He prefer this to using model. Anyway I think by P6, they would have been taught simultaneous eqn in school.pirate wrote:But algebra not in primary school syllabus. So, the trick is to be able to express working and explain to the child without resorting to algebra.BigDevil wrote:Model...Ender wrote:Designate Scenario 1 as 'u' and scenario 2 as 'p'Code: Select all

`Scenario 1 Scenario 2 B : R B : R -24 -36 5 : 1 3 : 1`

1u + 24 = 1p

3p + 36 = 5u ....(1)

Since 1p = 1u + 24. subsitute into (1)

3u + 72 + 36 = 5u

108 = 2u

u = 54

Altogether he has 6u + 24 = 6 X 54 + 24 = 348

The things MOE makes us parents do...

## Q&A - P5 Math

### Re: Q&A - P5 Math

### Re: Q&A - P5 Math

my p3 child can solve this just using the model no need to resort to algebra, it is us as adults cannot solve this without algebra

### Re: Q&A - P5 Math

Model is useless...come to post PSLE, it has no more application at all. A waste of time and I really don't understand why go into it the first place, should start teaching algebra from P1.crm wrote:my p3 child can solve this just using the model no need to resort to algebra, it is us as adults cannot solve this without algebra

### Re: Q&A - P5 Math

4) Mr Lee has some blue and red markers. If he sells 24 red markers, the total number of markers left will be 6 times the number of red markers left. If he sells 36 blue markers, the total number of markers left will be four times the number of red markers left. How many (markers in total)?[/quote]

I would view models as the foundation for units and parts.

Can make the child use both methods for one question until he gets more comfortable with u & p, improves on equation solving techniques then slowly kids will phase out drawing models. That being said, pictorial presentation is usually still easier to understand for kids.

I would view models as the foundation for units and parts.

Can make the child use both methods for one question until he gets more comfortable with u & p, improves on equation solving techniques then slowly kids will phase out drawing models. That being said, pictorial presentation is usually still easier to understand for kids.

### Re: Q&A - P5 Math

Delete duplicate.

Last edited by SAHMom on Fri Oct 16, 2015 8:49 am, edited 1 time in total.

### Re: Q&A - P5 Math

Sure, that is by all meanstimtim wrote:Model is useless...come to post PSLE, it has no more application at all. A waste of time and I really don't understand why go into it the first place, should start teaching algebra from P1.crm wrote:my p3 child can solve this just using the model no need to resort to algebra, it is us as adults cannot solve this without algebra

### Re: Q&A - P5 Math

You can't see the connection between the model and the algebra?timtim wrote:Model is useless...come to post PSLE, it has no more application at all. A waste of time and I really don't understand why go into it the first place, should start teaching algebra from P1.crm wrote:my p3 child can solve this just using the model no need to resort to algebra, it is us as adults cannot solve this without algebra

### Re: Q&A - P5 Math

Why should I and why the need to??pirate wrote:You can't see the connection between the model and the algebra?timtim wrote:

### Re: Q&A - P5 Math

Well... come post university, I actually have no use for any maths that does not involve a $ or other currency symbol.timtim wrote:Why should I and why the need to??pirate wrote:You can't see the connection between the model and the algebra?timtim wrote: Model is useless...come to post PSLE, it has no more application at all. A waste of time and I really don't understand why go into it the first place, should start teaching algebra from P1.

- alderbaran
- YellowBelt
**Posts:**16**Joined:**Sun Dec 06,

### Re: Q&A - P5 Math

Learning models actually becomes very handy for certain types of questions where applying algebra becomes too unwieldy and complex even for an adult. Let me give you an example:

B has $450 more than A. B gives 2/5 of his money to A. Then A gives 1/4 of his money to B. Finally, B gives 1/3 of his money to A. In the end, A has $954 more than B. How much does B have at the beginning?

Would anyone like to try the algebraic method? The answer is $1710.

B has $450 more than A. B gives 2/5 of his money to A. Then A gives 1/4 of his money to B. Finally, B gives 1/3 of his money to A. In the end, A has $954 more than B. How much does B have at the beginning?

Would anyone like to try the algebraic method? The answer is $1710.