The way I approached the problem was by finding a lower limit and upper limit for the number of guests. Given that we have 65 dishes, the situation where there are least amount of guests will have be that everyone is eating rice only, so 65*2 = 130 guests. And the max number of guest will be that everyone is eating meat, so 65*4 = 260 guests. With a range, we can test out each number. And see if when being divided by 2,3,4, the sum of the dividends will add up to 65.
Offering students a historical background in mathematics not only supplements their learning but also deepens their appreciation for the subject's vast diversity. By understanding the origins of mathematical concepts, students can see how different cultures across the world contributed to its development, from ancient Egypt and Mesopotamia to China, India, and the Islamic Golden Age. This awareness helps them recognize that math is not a static or isolated subject but a universal language shaped by human experience across time and geography. It opens up perspectives, allowing students to embrace other cultures and recognize the global impact of mathematical discovery.
Additionally, incorporating puzzles and imagery into word problems makes the scenarios feel more grounded and authentic. This approach reminds students that mathematics is not just an abstract concept confined to the classroom but something rooted in everyday life. When students are searching for solutions, it helps to see math as a reflection of real-world situations and challenges. By grounding problems in reality, we emphasize that mathematical thinking stems from the natural world and human experiences. This connection not only enhances problem-solving skills but also adds meaning to the task, making it more engaging and relevant. Ultimately, this approach brings math to life and fosters a deeper understanding of its practical applications.
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Thanks, Caris! Finding lower and upper bounds is an excellent strategy to problem solving. I believe that you might have misunderstood the problem though. The number of dishes, 65, is the TOTAL number of dishes (rice, broth, and meat dishes combined). You also didn’t provide a final solution. Please try to solve this problem again.
ReplyDeleteGreat point about how offering students the historical background in mathematics can enriches students' understanding of the subject and help students develop an appreciation of the multicultural foundations of math!
Edit: Because the number of guests must be divisible by 2, 3 and 4, so it should be a mutiple of 2*3* = 6. Starting from 6, 12, 18,.... I used the method of exhaustion to test out each number. If the dividends when being divided by 2, 3, 4 add up to 65, then it is the correct answer. After series of calculation, I found that 60 is the number of guests. Verification: 60/2 + 60/3 + 60/4 = 65.
ReplyDeleteThanks for this update!
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