Hope they get better soon, mate.
I got Zuk’d the other day.
My daughter has her end of P5 year exams next week so I've been trying to help her prepare.
Maths and Science are her two difficult subjects so I printed off a few past exam papers and have been putting her through it.
Science not too bad, but FFS there's some Maths questions I have no idea about... and she's only 11. My work is all numbers, but it's mainly trig and the same calculations every time, so my brain can handle it.
I don't know... is it the habitual Ya Dong, the socialising with animals rather than humans or just general age... but I have no idea how to even approach this question (much to the daughter's amusement).
Help!
If Carl payed 42 + 9 (his share of the extra 18) would that make his contribution of 51 to be 5/8 of the present?
51 / 5 X 8 = 81.6 - 18 = 63.6
Answer (1)
Or are you saying (4) is the correct answer?
If you are saying is's 120, it wont work off the answer.
(4) 120 / 8 = 15 then X 3 = 45 + 18 = 63 + 42 = 105 (doesn't work)
(3) 96 / 8 = 12 then X 3 = 36 + 18 = 54 + 42 = 96 (Correct answer)
Here you go DD,
If Alice had 18Ml of breast milk more than 3/8s......
Then she's just a wee cow.
Thanks Dirk, that (4) was my daughter's answer.
It was wrong, but much to my embarrassment I can't remember which one was correct.
Ootai just called me, and despite being an Aussie he's surprisingly complus mentus in this stuff. It's all about Algebra
I'll get back on this one tomorrow....
Here's my take on solving Mendip's math's problem, I believe I can solve this problem but not his other problems.
Cost of the present = X
Alice's share = (3/8)X +18
Carl's share = 42
so the equation to solve is X = (3/8)X +18+42
this becomes (5/8)X = 60
which becomes X = 60*(8/5) = 480/5 =96
Not that hard really.
$96.
I did it the old school way, a process of elimination - just take 3/8 of each possible answer then add 18 and 42. Only 96 comes up trumps.
3/8x 18 + 42 = x
So 5/8 x = 60
So 1/8x =12
X = 96
OK Ootai...
This is what I can't understand... I'm a fairly professional kind of guy, work with computers and numbers and shit all day, can work out the thickness of a sediment layer given the two-way travel time and velocity of sound, have some moderate success with women, yet I can't work out an eleven year-old's Maths problems. And I can see that this one is easy but i just doesn't come.
Something is wrong somewhere.
Are these exams time governed?
If so, and for multiple choice, tell your daughter to look at the choice which seems correct and break that number down first.
When I read the question 96 seemed the first possible correct answer.
She can save time by studying the choices first.
Indeed, I worked that out in my head in about 30 seconds. To be fair though, I haven't had a drink since last night.
Edit to add: I recall seeing somewhere long ago that kids are often better at these type of problem solving exercises than adults, they tend to not over-complicate the details where as adults convince themselves there's some unseen twist to it all before they even get started.
The answer is jack started with $54.
I would take the time to explain it clearly as I did before but then someone like Dirk Diggler would come along and say I overly complicated it.
Everyone has different ways of thinking and quite often one person's way of logically working their way through a problem doesn't make sense to another.
So it is my belief that when teaching math's it is necessary to get students to follow a "method" and it is important to make that method a series of steps.
This time I have given a simple result i.e. one step perhaps now uncomplicated Dirk can tell me how I got there by following all the little steps along the way like you could in my previous overly complicated answer.
My point in all of this is do you just want to know the answer to this problem or do you want to teach a student how to follow a method to solve future different problems.
Its amazing on here how many times I have read our people state that Thai's don't get taught critical thinking but can't do it themselves.
Moan over. Tell your daughter I wish her good luck and all she can do is give it her best effort.
dirkdiggler
I obviously took your comment as a criticism when you didn't mean it that way I apologise.
The point was you had your way of simplifying (5/8)X = 60 and it is valid but i was trying to show the step in between where when you need to divide by a fraction you can multiply by its inverse. I have found that people have a good deal of problems using fractions in math's equations.
As for the last problem I see it as a problem involving 2 unknowns J (Jack) and T (Tim) or at least how much each had/has.
So to solve for 2 unknowns you need 2 equations.
First equation J - 20 = T
Second equation 3(J - 32) = T +32 which becomes 3J - 96 =T +32
Now we substitute the first equation into the second and we get:
3J - 96 = J - 20 +32
3J - J = -20 + 32 + 96
2J = 108
J = 54
To check the answer if Jack started with $54 then Tim had $34 and then if Jack gives $34 to Jim then Jack has $22 and Tim has $66which is 3 times what Jack has problem solved.
Hope all of that makes sense.
My only comment on this is times have changed if schools are expecting 10/11 year old kids to formulate and then solve simultaneous equations there days.
If these questions are in an exam paper to sort the very top students from the rest then I would understand but not having seen the complete test papers these come form I don't have that answer.
These days schools try and sort the rice from the husks and put in accelerated programs for gifted students which is better than holding them but with the rest. I don't believe this is discriminatory but rather trying to get the best out of what you have.
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