Maths For Kids (2 Of 2) - The Relevance Of Mental Arithmetic To The Real World
In the previous article of this series, we discussed the relevance of maths to the real world. This time the emphasis is on the narrower field of mental arithmetic games.
Mental arithmetic involves solving mathematical problems in one's head. It is a common technique used by teachers to teach maths in a fun way. The fact that arithmetic games are usually undertaken as a group activity encourages broad participation, with the benefit of friendly rivalry. Mental arithmetic can alter an otherwise dull subject for many students, so that it appears more relevant, with the added advantage of enabling children to demonstrate speed and mental agility.
This article will go deeper into this subject and show that beyond teaching the basics of mathematics, mental arithmetic games will instruct students in a whole range of mathematical concepts. There is the added benefit that confidence is derived through being able to solve these problems without the use of a calculator.
Students will learn various techniques, either by trial or error, or through solving simple additions and subtractions. For example, to subtract 12 from 99, the simplest way to do this is to subtract 12 from 100, as 99 is only 1 less than 100, and then reduce the answer by 1 to compensate for the extra 1 that was added earlier.
Another technique that mental arithmetic games should teach is the application of 'rounding'. This skill will again be useful in the student's later life, for simplifying calculations. For example, the calculation 1.95 + 3.45 can be done by adding 2 and 3.5 to arrive at a quick and easy figure, and the finer calculation to arrive at the final figure can again be done by the adjustment outlined in example one, but in this case by subtracting 0.1.
Yet another simple, and therefore quick, mental process is regrouping numbers, such as demonstrated in this simple addition: 4 + 59 + 26 + 11. This can be done the hard way, one figure at a time. But, if the first and third figures are grouped and similarly the second and fourth ones, the match of numbers will give decimal multiple figures, which are easy to add (30+70). This also teaches that the order of doing a calculation will not affect the final result, at least in simple calculations such as this example.
There can be trickery involved in these mental arithmetic exercises, such as introducing false trails in puzzles. For example, by giving the speed of trains, then asking questions about how many people are left in the carriage after x number have got off at a certain station and y number have got on, from an initial number of z. However, trickery can have its role as well, teaching students to separate useful from irrelevant information.
Mental arithmetic games usually involve the concept of real object and real world situations, helping the student to visualise problems and making the exercise more relevant and understandable. This visualisation is in itself, also a mental exercise, helping to instil into the minds of students that maths is not just about theoretical games, but is a rational way of dealing with numerical problems that the real world throws at them.
Mental arithmetic involves solving mathematical problems in one's head. It is a common technique used by teachers to teach maths in a fun way. The fact that arithmetic games are usually undertaken as a group activity encourages broad participation, with the benefit of friendly rivalry. Mental arithmetic can alter an otherwise dull subject for many students, so that it appears more relevant, with the added advantage of enabling children to demonstrate speed and mental agility.
This article will go deeper into this subject and show that beyond teaching the basics of mathematics, mental arithmetic games will instruct students in a whole range of mathematical concepts. There is the added benefit that confidence is derived through being able to solve these problems without the use of a calculator.
Students will learn various techniques, either by trial or error, or through solving simple additions and subtractions. For example, to subtract 12 from 99, the simplest way to do this is to subtract 12 from 100, as 99 is only 1 less than 100, and then reduce the answer by 1 to compensate for the extra 1 that was added earlier.
Another technique that mental arithmetic games should teach is the application of 'rounding'. This skill will again be useful in the student's later life, for simplifying calculations. For example, the calculation 1.95 + 3.45 can be done by adding 2 and 3.5 to arrive at a quick and easy figure, and the finer calculation to arrive at the final figure can again be done by the adjustment outlined in example one, but in this case by subtracting 0.1.
Yet another simple, and therefore quick, mental process is regrouping numbers, such as demonstrated in this simple addition: 4 + 59 + 26 + 11. This can be done the hard way, one figure at a time. But, if the first and third figures are grouped and similarly the second and fourth ones, the match of numbers will give decimal multiple figures, which are easy to add (30+70). This also teaches that the order of doing a calculation will not affect the final result, at least in simple calculations such as this example.
There can be trickery involved in these mental arithmetic exercises, such as introducing false trails in puzzles. For example, by giving the speed of trains, then asking questions about how many people are left in the carriage after x number have got off at a certain station and y number have got on, from an initial number of z. However, trickery can have its role as well, teaching students to separate useful from irrelevant information.
Mental arithmetic games usually involve the concept of real object and real world situations, helping the student to visualise problems and making the exercise more relevant and understandable. This visualisation is in itself, also a mental exercise, helping to instil into the minds of students that maths is not just about theoretical games, but is a rational way of dealing with numerical problems that the real world throws at them.
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