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littlemissfavored

Posted: Mon Mar 08, 2010 1:04 am 

Joined: Fri May 08, 2009 9:24 pm Posts: 24

This question is from Bond 4th paper in Maths...
Share 39 sweets among Penny, Ragini & Prue giving Penny 3 times as much as Ragini, and Ragini 3 times as much as Prue.
Penny has  Sweets, Ragini has  Sweets, and Prue has  Sweets.
I did it using algebra my DS 'kinda' got it.
I was wondering am I going too far? Is there an easier way please?
I have seena few questions that I can only solve writing as equations/ algebra...
My DS is taking Bexley and Kent 11+


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Firsttimer

Posted: Mon Mar 08, 2010 1:48 am 

Joined: Wed Sep 23, 2009 12:47 pm Posts: 698 Location: Essex

You can do this as a ratio question. Ratio is 9:3:1 (work this out backwards from the info given, ie Prue is 1 and Ragini is 3 times this and Penny is 3 times this again). Added together, this gives 13. Divide the number of sweets by 13  this gives you 3. Multiply the 9:3:1 by 3 to get the answer  27:9:3.


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dadofkent

Posted: Mon Mar 08, 2010 11:36 am 

Joined: Tue Jan 01, 2008 1:05 pm Posts: 515

In my opinion, no best way. Depends on the child. I founfd initially that the best way was to get DD to work out how many "parts" each child would get. 1 child has one part; 1 child has 3 parts; and 1 child has 9 parts. Total 13 parts. Therefore each part is 3 etc.
I then introduced the other ways to do it, as fractions, as ratios, and as algebra, so DD could see how all the methodologies were essentially the same. Nice easy way to introduce algebra, substituting "x" for "parts", i.e x+3x+9x=39; 13x=39: x=39/13.
Once she got the hang of the different methodlogies, if we were doing timed papers I would let here choose her method, and then when we went thru' answers later, I would also ask her to work out the answer using the other methodologies.


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yoyo123

Posted: Mon Mar 08, 2010 11:41 am 

Joined: Mon Jun 18, 2007 2:32 pm Posts: 7028 Location: East Kent

that's an excellent approach dadofkent.
When I teach classes and I put a problem on the board I always ask how the pupil got to the answer, then if anyone did it a different way. As you say it makes them realise that there is not always a "right" way to get the answer and they learn to see a problem differently.


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littlemissfavored

Posted: Mon Mar 08, 2010 7:07 pm 

Joined: Fri May 08, 2009 9:24 pm Posts: 24

Thanks to you allthats great!
Ratios never crossed my mind and I have only just started teaching DS ratios.
I appreciate it all the responses.


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mattsurf

Posted: Mon Mar 08, 2010 8:46 pm 

Joined: Mon Apr 28, 2008 10:44 am Posts: 230

We used the algebra method... probably because I didn't think about ratios. However, algebra is very likely to come up so using this type of question to get DC thinking in this way is really useful too
By the way, ratios will also come up


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