Bridging the Gap- Modeling and Methods in Maths(Part 2)


Doing maths
Doing maths

Understanding Maths requires one to be able to analyse the question and choose the most appropriate method to solve the question. To be able to decide on which method  to use the child has to be able to  identify the crux of the  problem before he/she is able to slowly show the required workings to solve the problem.

Using the Model Method

From Primary 1 students are taught to draw models to solve Long Answer Questions. This is the  method that is “promoted” as it is supposedly the easiest method to explain how you can derive the answer. ( And NO you are not allowed to even use Algebra to explain yourself)

Question 1

Sammy and Gerald had an equal number of stamps at first. Sammy then gave away 20 of this stickers to his friend Winston, and Sammy Gerald bought another 12 stamps. In the end, Gerald had thrice as many stickers as Sammy. Find the number of stamps Sammy had at first.

Therefore 2 units 20 + 12

1 unit 32 2

1 unit → 16

Number of stamps Gerald had at first = 1 unit + 20

16 + 20

= 36

Gerald had 36 stamps at first.

If you notice the type of model drawn differs from the type of models drawn in lower primary.  It is more complex and you are comparing more then two different items involving multiple steps to solve the question.

Looking at a Pattern

Identifying the Pattern
Identifying the Pattern


How do you solve this problem?

Firstly you would need to identify the pattern.  Based on the diagram above you would notice that there are 3 different shapes – Square, Oval and Triangle.  The pattern repeats itself after the 3rd shape.

Step 1- Find out the number of “groups of 3” which are possible from 1- 77

77  3 = 25.66 ~ 25 times ( 25 R 2)

25x 3 = 75

The answer
The answer-

After calculating  you should get “Oval” as your answer.

It does take a lot of practice to be able to solve a mathematical question easily.   It’s fortunate that Maths is one of Monkey boy’s stronger subject and it doesn’t take him too much effort to understand the concepts which needs to be applied to the various questions.

How to you reinforce the learning of Maths for your kids?



 Bridging the GAP

Post in this series

1) Bridging the Gap- An Introduction

2) Bridging the Gap-  Identifying the Gap in Chinese Language ( P4 to P5 )

3) Bridging the Gap- Reinforcing the Learning of Chinese

4)Bridging the Gap- Identifying the Gap between P4 and P5 English.

5)Bridging the Gap- Learning of English in Upper Primary

6) Bridging the Gap- Identifying the Gap between P4 and P5 Maths

7) Bridging the Gap –  Modelling and Methods  in Maths (Part 1) 

8) Bridging the Gap- Modelling and Methods in Maths ( Part 2)

9) Bridging the Gap- Upper and Lower Primary Science

10) Bridging the Gap-  Moving from Lower to Upper Primary

5 thoughts on “Bridging the Gap- Modeling and Methods in Maths(Part 2)”

  1. To be honest, for an engineering student, I’m bad at arithmetic and math models. And it’s nice to get back to the basics so thank you for this. 🙂 Have this bookmarked for future references.

  2. It’s a good thing that my 2 sons also don’t have much difficulty learning math in school. But I still need to guide my 3 girls a little bit more. Understanding the problem is very important, second is practicing solving problems.

  3. Is this similar to Common Core in the US. I majored in math in college and I might have difficulty in using new methods since I was taught math differently. I hope the young learners may these new methods helpful in making math easier for every one.

    1. @Kat,
      I haven’t studied Common Core subjects in detail but I think it should be similar as most topics in Maths are taught using similar methods across the globe.

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