A group of pupils met at a party. Each child exchange phone number with everyone else. Melissa exchange phone number with 5 times as many boys as girls. Peter exchange phone numbers with 4 times as many boys as girls. How many boys and girls were at the party?
Going back to the ‘original’ column, we use circle 5 to represent the number of boys (as this was unchanged in the first scenario), and we use triangle 1 to represent the number of girls (as this was unchanged in the 2nd scenario).
In this word "problem", you start of with two original quantities and when you add/subtract something from one of the quantities, you get a certain ratio, and when you add/subtract from the other quantity you end up with another ratio. This is a typical difficult type of question that stumps many students and many parents who trying to help them.
Many word "problems" in Singapore's Primary School Mathematics curriculum are just linear simultaneous equations in two variables in disguise. The pupils will revisit this sort of maths problems in their secondary school years under algebra. For primary school, simple algebra is taught but not emphasised. Singapore is famous for her "Bar Model Method". This method is good for visualisation for pupils at the lower primary levels. However, at primaries 5 and 6 (~ roughly equivalent to grades 5 and 6), the numbers get bigger and the types of problems get harder. You often have to cut or draw many bars. It is especially challenging to draw bars to a suitable estimated length and if you draw the bars wrongly, you often have to erase the whole thing and redraw. In their year 6, pupils take the Primary School Leaving Examination (PSLE), a high-stakes examination that determines the secondary school and stream (track) that they will go to. . Many anxious parents and tutors cope by teaching the kids algebra. However, algebra seems to be socially frowned upon and used only as a last resort.
Last year, reflecting on the above-mentioned challenges, and upon realising that many people use the same letter "u" (for unit) or same bar to represent different types of units and end up getting confused, I cooked up my Distinguished Ratio Units method. It is powerful and avoids the need to draw and redraw the diagram, hence allowing the pupil to concentrate on the thinking and solving, rather than wasting time with drawing. I admit that my method is actually algebra in disguise. The bridging tactic where you equalise one unit to allow the other type of unit to connect is like substitution and elimination. One triangle unit and one circle unit, for example, can be interpreted as variables x and y, preparing the pupils for secondary school. The triangle and circle units also link with the concept of ratios which they have learnt in their middle primary years. By the way, you do not need to use triangles and circles. You can use squares, diamonds, heart shape etc. Who says you cannot be creative in mathematics?
I hope you like my new method.
Here is a related problem.