[MathEd] Mathematics is not Memorisation

Article
Memorizers are the lowest achievers and other Common Core math surprises


My Comments
Not very surprising to me, actually.

Quotes
"Mathematics is a broad and multidimensional subject. Real mathematics is about inquiry, communication, connections, and visual ideas. We don’t need students to calculate quickly in math. We need students who can ask good questions, map out pathways, reason about complex solutions, set up models and communicate in different forms. All of these ways of working are encouraged by the Common Core."

[S2_20150402RLD] Fifty balls left behind

Question

This problem can be solved with Primary School knowledge using ratios.  The famous Singapore bar diagramming method can be used to model the situation, but I prefer my own Distinguished Ratio Units.  The former method is good for visualisation for beginners, while the latter is faster if you want to solve it quickly without fussing around drawing the perfect diagram.  My DRU method is also visual in another way, and it works with big numbers as well as small numbers.  Alternatively, this can be solved using algebra via simultaneous equations.

Solution 1 (Using my Distinguished Ratio Units method) [H02]

Explanation: Since the number of white balls is a multiple of  3,  I let “triangle” 3 represent the number of white balls.  I let “heart” 1 represent the number of red balls.  There are 50 more white balls than red balls.  [H04]  When the white balls are removed three at a time, the number of groups of three would be one-third of the number of white balls, i.e. 1 triangle unit.  [H04]  This number is less than the number of red balls (1 heart unit) by 50.  So 1 triangle unit plus 50 gives 1 heart unit.  [H04]  Following on from the heart to the “triangle” 3, one realises that 2 “triangle” units is the same as  100.  [H05]  So one triangle unit is  50.  [H11]  From here we can solve the rest of the problem.

Solution 2 (using Algebra)  [H13, H05]

                     w = k + 50 = 3h             –––––––––– [1]

                     r  = k         =   h + 50     –––––––––– [2]

for some unknown  k  and  h.  And then [1] – [2] gives  [H10]

                     w – r = 50 = 2h – 50

so                      2h = 50 + 50

                            h = 50

This quickly leads to

                           w = 150

and                       r = 100.

Heuristics Used

H02. Use a diagram / model

H04. Look for pattern(s)

H05. Work backwards

H09. Restate the problem in another way

H10. Simplify the problem

H11. Solve part of the problem

H13* Use Equation / write a Mathematical Sentence

Suitable Levels

* Primary School Mathematics (“Ratio”)

* Lower Secondary School (“Simultaneous Linear Equations”)

* other syllabuses that involve ratio or algebra