**Math 4a story problem question**

Your algebraic mind isn’t far off or too wrong with this problem. Some of the computations that we think of as algebra can’t be avoided at this point, but it is the abstract parts of algebra are avoided.nehschooler2three wrote: ↑Thu Oct 23, 2008 4:19 pmI can't figure out how to help my son with this problem without teaching him algebra. We've had a few in the past like this also, but we've sorta skimmed over them. I'm convicted now I need to teach him the singapore way of doing this. The question is

Nicole and Tasha have 2000 stickers altogether. If nicole has 600 stickers more than Tasha, how many stickers does Nicole have?

We drew it out like this (excuse my internet drawing inability)

---- ----

| | + 600 + | |=2000

---- ----

The box represents Tasha and the box +600 equals nicole. He figured out that 2 boxes + 600 is 2000. Now my algebra brain says to subtract 600 from both sides and then divide by 2. But how does singapore teach this in a "non-algebra" way??? I know I should be able to figure this out, but I am held up by my algebraic mind.

Help!!!

P.S.two problems down there was the same type of problemwhich he figured out ok. It was

2500 people took part in a cross country race. the number of adults was 4 times the number of children. If there were 1200 men how many women were there.

He drew 1 box for the children and 4 boxes for the adults. So 5 boxes were equal to 2500 . He easily figured out 1 box was equal to 500 and replaced his boxes with 500's. Then figured out the adults =2000 and went from there.

It's just the 600 more (the adding part) that is throwing us. TIA

So you don’t end up writing the problem with a bunch of T and N and X’s and using a formula process just yet.

Instead, in Singapore you would have been thinking way back in 2A/2B about Whole and Parts and what to do with a problem like this. From back in 2A/2B they learned that when you know the Whole thing and know just one part, you subtract to find the other part. Back then it was problems that were easy such as 5 plus a box = 12. We know the whole thing (12) and we know one part (5). And we learned to subtract in that context. So, it is ok to do that now.

So, you and your kid see the problem correctly so far as

2 boxes (or bars) + 600 = 2000.

2000 is the whole thing,

And 600 is just one part.

2 boxes are the part that we don't know yet.

To solve means we have Whole minus part we know = other part that we want to know something about.

So, they have learned that you do 2000-600. So, you can teach that to your child.

And that leaves 2 groups (2 Tasha = 1400)

That means that we just figured out how many Tasha has, 700. But, that is not the question. We need to know how many Nicole has

She has 600 more than Tasha

700 + 600 = 1300

-crystal