/ f 7 ie f a | ARITHMETIC OPERATIONS ze Jeers : ; oar + “Lhad six pencils. My mother gave me three more. How mando Thave yf." :y sy now?” ay + “There are six wooden balls and three metal ones. How many are there in’ + “ae a Six and three is nine. 6 +3 =9, ’ 0F2 @6; Both these problems are mathematically solved in identical ways, Yot they are | \‘ GC e@) different. In the first problem, the number of things I have has changed. First 1 had six pencils, then I was given three more so that the number of pencils I had increased to nine. In the second problem, there are nc such changes: a set of things is partitioned into two parts and we are asked to say something about the cardinality of the set, given information about the cardinality of its parts. It is an aspect of the power of mathematics that the same mathematical idea: six and three make nine ( 6 +3 = 9) can apply in both situations to solve the . problem Here are some more problems where the same mathematical idea is used to find the answer. + “This morning I played marbles with my brother, and I lost six to him, Then I played with my friend as lost three to her. How many mazbles have Most since the morning?” + “lost six marbles to Babloo, and I found I had only three left. How many ‘marbles did I have when I began play?” How do the situajions in these two problems differ from each other end the earlier situations? {In the following exercises we learn to tise a typoluyy of problems and new ‘ways of representing them, We use these to characterize the simitarities and differences between such problems, based on the situations they involve, and ‘the mathematical ideas/operations used to solve them, 1. ADDITION < ; 1 Munni has five marbles and Chunni hasseven. How many union marbles do they have in all? Expln: We are comparing two subsets with she union. There is‘ \. ‘ ‘no giving and taking. The situation is static. oS 12 i hunni has seven marbles. Munni gives her five marbles to eo adding on Chunni. How many marbles does Chunni have now? i= ad Expln: Here the set of Chunmis niarbles is changing. (so is the ~~ set of Munni's marbles.) The situation is dynamic. “4 has five marbles. Chunni has two more than her. How 13 » Mu comparison many does Chunni have? Draft untearning, (0 teach mathematics Arithmetic Operations pl Pie \ thea See ee EE i k ; Ase SRRote ~ ti Expin Here also we are comparmy, subsets, without any changes in them. The situation is exsentially static 14 ‘Chunni gave back five marbles 10 Munni. Now she has only Py complementary — three. How many did she have? es | 3 subtraction Expin: The situation is dynamic. Though the problem is solved usu addition, in it, marbles are being given arvay, and Chunni's set is getting smaller. F . + 1s ‘This morning Chunni begaa to play marbles. First she lost Fi vector-add subtras thre. hen sie wun ae core more so that ialy she had) four more than she had in the morning. How many marbles did she win? Expin: The situation is dynamic, with marbles being lost and won. The focus is how ever, not on the states, but on the transformations, or changes on the states. Questions and problems: 1. Tavent realistic and interesting problems of your own for each of the above types. Also represent them. 2. Invent realistic and interesting problems for cach of the following representations, also identify the type, and explain the reasons for your choice. 3. Analyse the following problems, idemtify the type and explain the reasons for your choice. Also represent ther ‘The dosa cost Rs, 18.00. I decided to leave a two rupees tip for the waiter How much money did I leave on the table with my bill? 4: A, Ritu has eaten five apples today Suman has eaten six more-than her How many apples has Suman eaten? é ¢. The bus ean seat sixty children, Our class has thirty two and their class has twenty five Will they all fit in one bus? ? d_ This morning Host two hair pins. By the end of the day, I had lost another How many heirpins have I lost rr father gave me five sweet Draft untearning to teach mathematics ‘Arithmetic Operations, : e : \ .‘wrappers, My sister gave me four more. How many doi have now? / » 2. SUBTRACTION 24 Chunni had seven marbles. She lost six. How many does she : = tke away have now? fh i iy Expin: The situation is dynamic, and Chunni’s set of marbles ee has got smaller. . 22 Munni has five marbles and Chunni has seven & comparison x. How many marbles more than Munni does Chunni have? sae 1. How many marbles less than Chunai does Munni have? a. What is the difference between the number of marbles that Chunni and Munni have? 7 Exphi: All these cases are static, involving the comparison of one subset with another. " ie : lw 23 Munn has seven marbles, Three are large. How many are i i 3 complementary — small? addition (union). Expln: The situation is static. The set of Munni's marbles has been partitioned into big and small and the two parts are being compared with each other. (adding on) Munni had some marbles. She won six and now she has eight. How many did she have to start avita? Expln: In the problem,the situation is dynamic, with the mumer of marbles Muni has, increasing. The solution is obtained by subtracting. 24 Today Chunni lost eight rarbles, She lost five in a game with vector ‘Munni this morning. Then she felt so annoyed with herself subtraction that she threw some into the pon¢, How many marbles did she throw into the pond? 2 Expin: The problem is dynamic, and the focus is on the changes in the set of Chunni’s marbles. Questions and Problems: ‘ - 4. Analyse the following problems, identify the type, give reasons for your choices and also represent them: i. 4 Babloo picked thirteen flowers for a garland. Tinnoo asked him for five. How many does he have now? tas. x , >. Mupni has three pencils and Chotu has two. Who.has more pencils and how many more? “>. {> & PV. NarsimhaRao decited to climb a 1000 steps to reach a temple. He has row reached the 326” step. How many more does he have to climb to = reach the top? bx Draft witearaing to teach miathem: Avithmetie Operationswv 6. MTNL decided to install 500 new lines in an area. Out of these” 375 were given away out of tum to people with connections and who had given bribes. How many subscribers in the application queue will receive connection?l, a e. Munn lost two pencils at school today, but later in the evening she found some on the floor of the school bus, Now she has three more than she had in the morning. “How many dia she find in the school bus? 5. Invent realistic, interesting problems for all the above types. Explain them and also represent them % 6, Maks interesting problems for the following representations. Analyse and a S @o4 ale ° ke eo 3. MULTIPLICATION * i 3. Four children are to be given six marbles each. How many & rate 7 marbles do we need? D: Expln: The information provided is about tie n:.:Ser of ie : marbles per child: te. a rate, to be multiplied by the manber of children. 7 é 32 * Chunni has five times as many marbles as Muni, Munni has multiplying, three. How many does Chunni have? factor Expln: Here we are told by what factor Minnis marbles are, > Es (0 be multiplied to get the number than Chun has. Le. the a ratio or factor. " 33 if Chunni has three different colours ef marbles in four different oO cartesian sizes. How many marbles does she have in all” product Expin: We are gaven mférmanon on the different attributes + of the marbles and thew tnmbers. The solution 1s obiained 4 by taking these attributes in a pair-wise fashion 10 exhaust 7 all possibilities. ‘ ing to teach mathematics Arithmetic OperationsQuestions and Problems: * 7. Analyse and represent the following problems a. Traveling home from college, I have to change buses at Ashram. There are five differcnt buses that | ean take to Ashram, and three different buses |. A canaake from there to get home In how many different ways can I get N home? oe b. Onan average, Babbi eats five eggs every morning for breakfast. How ‘many days will twenty seven eggs last? How many eggs does she need to buy for seven days? [ ¢. InDelhi we have to pay about 1% times the auto-rickskaw meter. How inuch wili I have to pay if the meter reads fifteen rupees? > & Invent interesting problems for each of tht above types and explain them, 29. “Both rates and multiplying factors have units”. Comment on whether this ) statement is true or false, giving examples of both and explaining your answer More on multiplying factors: scale factors and scaling . “Double the sides of the square.” In this sentence, the word ‘double” multiplying factor. 4t tells the ratio of the lengths of the sides of the new and the previous square ‘The square has been enlarged—its sides have been scaled up by a factor of - two. IF the original square had aside of length 3 unit, in the new square each 7 side will be units. tai The area of the first square is square units. ‘The area of the new square is square units; it is times the area of the first square We may say that when the sid of the square are doubled, the area of tie square is scaled up by a factor of _ 1s this abways true? : : Problems and questions 10, Draw a square of side 4 units, Scale down its sides by a factor of two and draw a new square. By what factor has the area changed? By what factor hhas the perimeter changed? 11. Draw a circle with radius 2 units. Scale the radius by a factor of three and . draw a new.circle. By what factor has the perimeter of the circle changes? Ray what factor has its area changed? 12. Draw a tectangle of length 2 units and breadth unit, Scale up its sides by a factor of | Ys, By what factor has its area changed? By what factor has its perimeter changed? How many old rectangles will fit in the nw one? Daf untearning to teach mathematics Arithmetic Operationslect on the relationship of the scale factor of the lengths (sides, meters, altitudes, radii) to the scale factor of the area. (You may also rant {0 extend your reasoning to volumes) 13. Rel 4, DIVISION 41 Chunni has thirty two marbles, She decided to shafe them sharing with her four friends. How many will each of them get? > Expl: Here Chhunni is dividing 32 among five people. by ef : ‘shoring equally. She could give one each by turn, five at a \WS==J time, ill everyone has six, and there are two left. 5 42 Chunni has thirty two marbles. She decides to put them in grouping small paper bags for her friends. Each bag can take seven marbles. How many bags will she need? Expin: Here Chuni divides 32. She takes 7 at a tine, to pu! ina bag each time. 32-7, then 25-7, then 18-7, then 11-7; she has four bags,with seven marbles,in each, and one bag swith only four marbles. (So is the answer 5 bags, or 4 4/7 bags, or 4.5% bags?) . Problems. : 14, Analyse the following problmes to identify their type. Explain the reason for your choice, and represent them. -4— Mala bought 128 mangoes. She decided to put them ten each in a basket. How many baskets will she need? Q fro} 3 Mala found only 10 baskets at home. She decited to share the rest of the fruits between herself and her two aunts. How many-fruits will each ofthem get? a _ : 15. Invent interesting proolents for the two above types. Explain and Tepresent thein NOTE Most problems involving these simple arithmetical operations take one, or a combination of the forms described above. More problems to do and analyse: 16. Draw a square of side three units.. Scale the sides by.a factor of % and “draw a new square. (Will the new square be smaller or bigger than the first square”) By what factor has the area changed” = 17. When the area of a circle is scaled up by a factor of five, its radius is scaled “up bya factor of ___ and its perimeter is scaled up by a factor of If the radius was 3 units, the radius of the new circle would be 4 4 poCb bbb 44444414 GEEEOEELALED SEE UUUE 18 Draw an isosceles triangle with base four units and af je five units Scale the triangle up by a factor of 2. By what factor has its perimeter changed? By what factor has its area changed? How many old triangles ie will fitin the new one? Using 4 simple sketch, show how they will fit > 19 Draw a square of side 3 units. a Scalei.. sides by a factor of 1 Ys and draw a new square, What is the length of its side? By what factor has the area changed? b. Scale the sides of the first square by a'factor of 1/3, and draw a new square. What is the length of ts side? By what factor has its area changed” © Ifyou scaled the sides by a factor of 1, what would be the length of the side of the new square? 20. Draw a square of side two units, as shown alongside. = Seale it along the x-axis by a factor of three. i ‘Scale it along the y-axis by @ factor of two, t ‘What is the new shape? —t— By what factor has the area increased? * By what factor has the perimeter increased? Relate these to your findings in question 13. a Continue this pattern of squares both inward ‘and outward How! a this pattern be continued? Find the areas of the squares of the series. > By what factor does the area change? Find the perimeters of the squares of this series. By what factor does the perimeter change? By what factor does the side change? 22. These two triangles are similar. Every side of the bigger triangle is four truce the cov sponding side of the smaller triangle. E (i) How many small triangles can be fitted into bigger one? (Gi) Compare the areas of the two triangles. (iii) What is the ratio of their perimeters?” - (iv) Can you use BOTH triangles together to tessellate? I yes, then with a figure show how. Ifno, then why not? Analyse the following problems, identify the type, and represent them: 23, In our lane, there are some cows. This morning, Six new cows came and ~ joined the previous ones. In the evening, two cows walked out of the lane Inall, since the morning, how many more cows are therein the lane? (Satvider, 1997) 24, Munna has three dozen oranges. She wants to put then’ equally in three—f baskets How many baskets tan Sonu. How many 25. Sonu has five large beads. Monu has two more than So y beads does Monu have? wo children Ina tourist bus, six children can sit on a seat, There are fifty two cl in the class. How many seats will they occupy? : tailor said that for the design she 27. Kittu bought four meters of cloth. The wants, a ‘will need cight meters, How many more meters of cloth dees she need to buy? 26. i g ineeta learns to play . Violet nas learnt to play six songs on her gurtar, It Suneeta five more, she will have learnt as many songs as Violet. How many songs can Sunesta play now? oon My father bought me some Lakshmi Bombs on Diwali. We lit six. We now ey have four left, How many did he buy for us? _A0-A pair of good shoes costs about seven hundred rupees, How much money do I need to take to buy two pairs of shoes? 31. The hare and the tortoise began their race together at 9.a.m. At 10 a.m. the hare had run 12km and the tortoise had covered 2 km. How far behind the hare is the tortoise? 32. If the tortoise is walking at the speed of 2 kmph, and the hare decides to sleep now, how many hours would it have slept when the tortoise catches up with it? P 33, Ramu bought some chickens. He did not know that his brother Shamu was also going to buy chickens. A little later, Shamu arrived withrsix chickens In the evening, their father saw all the chickens and said that of the ten chickens, two that Shamu had bought were ill, and that they shouldbe returned. Now tell me: how many chickens did Ramu’buy and: how many _ of the chickens bought by Shamu are left? (Rajni, 1997) i 34. I planted some rose plants in my garden. My sister told me she had planted six.red rose plants, but she had also taken out two white rose plants. Now how many rose plants have acwually been added to my garden? (Geeta, 1997) : 35. Thad a few rupees with me which I had earned My sister had borrowed six eupees from me the previous monti, which she retuzned now. and | lent (wo rupees to my friend Shikha. What was the total money | added to my earlier earning of the month? :1s in two colours. IF 1 want to dress s in three colours and shirt shirts do I need to buy? 36°T have trouser ow many more 8 differently for 12 days, ho 17 Hore is a pond with a path around it Seale it up be a factor of 2 and draw it on a graph sneet ‘Aico scale the width of the path around it by a factor of 2 By what factor has the area of the path changed? Tavent realistic and interesting problems for the following represetations, ‘and also identify the type of problem: 38, C1 ee x 39, OG ee Da F a. 2) 43. 44: Invent a realistic and interesting problem for the rate: 12 eggs per hour 45. Invent a interesting problem for the multiplying factor: double 46. Make interesting word problems for these expression” . aso} ; b. 83)7), 7 © (1x6) (6x5) 4 22.(342) “End note . Word problems come from everyday life and experiences—contexts in which the natural use and development of mathematical logic and thinking occurs: ‘ They: play a very significant role in giving school mathematics meant for children. Not only do they provide accasions for evervday ways of reasontiis, te be brought into elassronm context, they also provide opporiunutres for sii. a school mathemanes in everyday situations and problems, which children may encounter ouiside the school (a mathematicization of experience) It is therefore very essential that children be given word problems to represent and * tosolve, 111s equclly important t0 ask them to invent their own word YP ae Draft untearning (0 teach mathematicy ; Arithmetic Operations ae Mammen e! SU” TE CRESS ES: © 0) UU CUSBEGSZECOOWOOWPray will ot only he able to relate situations 10 mathemati BIT also be «tte wo do the reverse rion into the nature and sypes of word ‘may still be Very 51 situation, and what 1s BEHAs we have scen in this investigal Bsproblems, problems that are mat Ee different from each other in terms of the actu happening within it Bag. the same arithmetical fac Side solving a multiplication rate type, multiplica So dist ve se This is brought out evert “ype, or even a division grouping YP problem. more clearly when we see thal.these problems may be represented 117 differem ways as shown alongside SIs not important for children so learn specifically about different sypes of problems, much less their names. That umalysis is necessary only for us as teachersio realise.the similarities and differences between problems. teacridren will not frst learn the fact and then apply ito these Various situations. Rather, they -invent the same fact in these different Siations, Only rich later will they appreciate that the same mnathematical fact is used in these different Situations. ‘Some types of problems are more difficult than others, eve may, all be based on the use of the same arithmetical opera Solution. Eg. im addition, adding on is the most easy for children, followed by union type problems where the cardinality of subsets anda ‘superset are involved . Complementary subtraction are more difficult as the internal structure of the problem involves an operation different from the one used to solve it, Finally vector type problems are the most difficult ‘as they focus on the transformations between states and,ot the states themselves. As children progress through different types of problems, their concept of the basic operation becomes more elaborated and complete ems for particular represemations oF mathemati JA0 In the process Se ot nh be al ‘ir ey { 4 1 { rhemanically identical | | mn though they tion for their We have not paid any attention to features of word problems such 2s providi:= additional or irrelevant information, which may not be used 3 solve the problem, or how the wording of a problem. or the length of sentences u “may change the level of complexity of a problert ‘Similarly. we have not ‘address the matter of what makes a problem or a situation mteresting or boring. Zou may want (o play with and explore these ideas yourselvesthroush discussion and trials. Oxford ny E 27° March 1998 . \ Draft unlearning to teach mathematics Arithmetic Operations S pis