maths equations

[Tanikit]

I would start the addition as it gives a review of the numbers all over again anyway - if you show him 1 + 3 = 4 he will be reminded about the quantities 1, 3, and 4 as well as learning about addition.

[Chris1]

BODMAS BIDMAS?

http://worldsbesteducation.org/math.aspx   posted earlier

http://www.cimt.plymouth.ac.uk/projects/mepres/book8/bk8i4/bk8_4i3.htm  order of operations

Is the BODMAS rule used when preparing equations?- The examples on the first link contain several errors.

Example of rule being applied-      4 × 6 + 18 ÷ 2  (multiplication and division must be done before addition)

                                          =  24     +    9

                                          =  33

Chris.
                                       
.

[KL]

We were discussing this question in the middle of working on Little Math, and figured that we cannot apply this rule, otherwise it will be confusing to the child.

This is because the numbers are shown sequentially, so applying the BIDMAS rule would make no sense to the child since you'd be asking them to have foresight of what's ahead when deciding what to do with the card that's in front of them. 

And this same problem would apply when showing flashcards, because by necessity, the flash cards are also shown in sequence and not as an entire equation.

What we decided to do for Little Math was to use 'sequential' calculations, and explain this to be the case.

[Chris1]

Hi KL,

Seems like a sensible solution-could you restrict the equations to those than can be performed sequentially without breaking the BODMAS/BIDMAS rule?

Just ensure that equations are constructed in the order --DMAS.

Chris. 

[DomanMom]

Showing the child equations sequentially is okay. You're not actually breaking any rules because you are simply telling your child "Multiply four by six, then add eighteen, then divide by two".

Writing it out like this: 4 × 6 + 18 ÷ 2 is not correct, you're right, because the correct answer to that equation (written down in that way) is, as you said, 33. The correct way to write out the equation would be

([4 × 6] + 18) ÷ 2

But like KL said you can't exactly teach order of operations right in the beginning, with the dot cards, because of the way they're shown, which is one by one. Teaching the correct order of operations (DMAS) can be reserved for after the child has learned numerals, and is learning to solve written down equations (i.e. 4 × 6 + 18 ÷ 2).

[texaslady22]

Okay, just out of curiosity--

When did BIDMAS come around? When I was in middle school we learned PEMDAS

Please Excuse My Dear Aunt Sally

Paranthesis
Exponents
Multiply
Divide
Addition
Subtraction

[nhockaday]

I've never heard of any of them. That goes to show how the school system is here, and maybe why I suck at math.

[Shuki]

  don't worry nikki, i've never heard of BIDMAS or PEMDAS, but we did learn BEDMAS!

... 

[KL]

I never heard of any of these terms either, we were just taught the rules!

Chris, the idea of making sure our equations are BIDMAS-compliant is a good one. Thanks.

Liz does make a good point though - we could argue no rules are broken, because the child is actually being shown: "Multiply four by six, then add eighteen, then divide by two", the operative word being "THEN".

[Tanikit]

If I remember correctly BODMAS stood for Brackets of Division, Multiplication, Addition and Subtraction, but it was a long long time ago.

I believe that Doman actually tells you in his book not to mix division/multiplication and addition/subtraction equations (certainly at the beginning) to prevent this. So certainly early on you should be doing:

3 + 12 - 6 + 53 - 7 = 55  or a similar sum with multiplication and division alone.

The question is what happens in the childs brain when you are asking him the equation - is he solving it sequentially? More than likely... in which case the "then" Liz puts in would definitely help.

Does anyone know where BODMAS is ever used in real life or is it a higher maths concept relating to numerals and the language of mathematics?

[Chris1]

I was aware that the child would perform calculations sequentially-just seemed sensible to prepare equations with BODMAS in mind.

BODMAS !
   
B
   Brackets first
O
   Orders (ie Powers and Square Roots, etc.)
DM
   Division and Multiplication (left-to-right)
AS
   Addition and Subtraction (left-to-right)

The only strange name is "Orders". "Powers" would have been a better word, but who could remember "BPDMAS" ... ? "Exponents" is used in Canada, and so you might prefer "BEDMAS", there is also "Indices" so that makes it "BIDMAS". In the US they say "Parenthesis" instead of Brackets, so they say "PEMDAS"

Note: Divide and Multiply rank equally. Add and Subtract rank equally.

Chris.        

[Rachel Pu]

hi Elisabeth,

Both my kids have never do flash cards before. I have a 2y.o. and a 4y.o. I read about this forum and extremely amazed by how much a child can learn through flashcards method. But is it too late to start with my 4yrs old? She know how to count 1-50. If i start to do the Red Dots with her, will she be able to perceive what is being shown in the card? Will it be confusing for her? And if a child can recognise the quantity through the Red Dots, will he be able to recognise the quantity if he is being shown a quantity being presented differently from the Red Dots.(eg, square instead & position changed).

rachel

[maliq1969]

THANK YOU SO SO MUCH! DETAILED, AWESOME INFORMATION! JUST WHAT I NEEDED!

[AdaDemel]

doman mam, is the Doman  math schedule you posted at the beginning of the thread still available ?
The links from the beginning are dead

please help

[iristan]

hi Elizabeth

Would like to ask you, the link that you posted earlier about the math equation is it still available?

http://worldsbesteducation.org/math.aspx

 I can open the link
Can you help?  Intend to start with the math program for my 2 months old BB.
Thank you very much dear....

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