11 Common Types of Problem Sums
Basic Prerequisite Knowledge
1) Modeling Method
The current approach to learning math in Singapore primary schools is through the math
model method. Under this approach, students are required to draw math models
that illustrate the questions. For lower primary students, modeling might seem
unnecessary but the skills being mastered will come in handy at upper primary
level where problem sums becoming more challenging.
Trial Question
Jane has 2/5 of the stamps Ali has. They have 70 stamps altogether. How many stamps
does Jane have?
2) Guess and Check
Guess and Check" is a problem-solving strategy that students can use to solve
mathematical problems by guessing the answer and then checking that the guess
fits the conditions of the problem. For example, the following problem would be
best solved using guess and check
- Construct table
- Fill in the headings
- Know what you have
- Check results
Trial Question
Busra went to her grandfather's farm. Her grandfather has chickens and goats on his farm.
She asked him how many chickens and how many goats. Because her grandfather
likes mathematical puzzles, he told her that his animals had 26 heads and 68 legs
and from that information she could calculate the number of chickens and the
number of goats. If you were Busra, how would you solve the problem?
Type 1: Remainder Concept
Very often such questions have the word remainder in them or ask about the total
amount of something given by the remainder. Most of the time, remainder concept
questions test the knowledge of fractions. Having strong model drawing skills would be
useful in handling such questions.
Sometimes, it will be easier to convert decimal, percentage, ratio into fraction before
attempting such kind of questions.
Sample Question
Jude can buy 3 novels with 1/4 of his money. He can buy 6 novels and 2 dictionaries with
his remaining money. If he wants to buy only dictionaries with all his money, how
many dictionaries can he buy
Q1. Winston can buy 4 towels with 2/5 of his money. He can also buy 4 towels and 3 Tshirts with his remaining money. How many T-shirts can he buy with all his money
if he wants to buy only T-shirts?
2. Repeated Identity Concept
Repeated Identity concept problem sums commonly feature one unknown or variable as a
point of reference for other unknowns. Hence, the units method is used to solve these
problem sums.
Sample Question
Albert, Bill and Carsen have 180 stamps. Albert has twice the number of stamps Bill has
and Carsen has thrice the number of stamp Albert has. How many stamps does Bill have?
Q1) Flora paid $162 for 3 skirts and 2 blouses. Each blouse cost 3 times as much as a
skirt. How much did a skirt cost?
3. Equal Concept
Equal Concept problem sums compare fractions or percentages from different unknowns,
but which represent equal amounts.
Sample Question
Mrs Foo had 196 mangoes and pears at her stall. After selling some mangoes and pears,
she had 1/3 of the mangoes and 1/4 of the pears left. The number of mangoes and
pears left were the same. How many mangoes did she have at first?
Q1) Miss Tay bought 209 black and blue pens. After giving away 2/5 of the black pens
and 1/3 of the blue pens, the number of black and blue pens left were equal. How
many blue pens did she have at first?
4. Pattern Concept
Pattern concept problem sums are among the most challenging, as they require students
to recognize varying number patterns that may involve more than one arithmetic
operation.
Here, you will need to find the relation between the pattern number and the number of
matchsticks used (Pattern Number * 3 + 1). Order of operations is also important for
getting the right answer.
It would usually be a number pattern or picture pattern
Sample Question
Study the pattern below:
Pattern 1
Pattern 2
Pattern 3
(a) Complete the table below.
Pattern Number
1
2
3
4
Matchsticks
4
7
10
___
(b) How many matchsticks are there in Pattern 11?
(c) Which pattern will have 76 matchsticks?
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Sample Question
1/2, 1/6, 1/12, 1/20, ____, 1/42
(a) Fill in the missing term
(b) Find the 50th term
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5. Part-whole Concept (Proportions)
The part-whole concept is one of the main concepts for problem sums, and forms the
basis for other concepts mentioned here.
Sample Question
The ratio of Amy and Karens money is 5:3. After Amy spent half of her money, she had
$15 less than Karen. What was the total amount of money that both girls had in the
beginning?
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6. Simultaneous Concept
Simultaneous concept problem sums are a precursor to simultaneous equations in algebra,
where abstract variables are represented using objects. While simultaneous concept
questions can be solved using the model method, it is better to use algebraic methods.
Sample Question
3 files and 2 books cost $60. 2 files and 3 books cost $70. Find the cost of 1 file.
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Q1) There were 112 pupils at a pool. 5/8 of the boys and 4/7 of the girls were swimming.
45 pupils were not swimming. How many boys and girls were swimming in the pool
respectively?
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7. Gap Concept / Set Concept
Gap concept problem sums are based on the difference between one variable and another.
They can be solved using the ever-useful model method, or by arithmetic.
Each day, Kevin spends $25 $20 = $5 more than Joe.
After some days, the difference in money left is $157 $82 = $75.
So, this money was spent over 75 5 = 15 days.
Kevin received $82 left + 25 15 days = $457.
You need to double-check your answer by making sure Joe also receives the same amount
of money.
This type of question exists even in Guess and Check.
Sample Question
Joes father had given Joe and Kevin an equal amount of money. Joe spent $20 each day
and Kevin spent $25 each day. When Joe had $157 left, Kevin had $82 left. How much
did Kevin receive?
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Q1) For every MP3 player a salesman sells, he earns a commission of $12. A bonus of$30
is given to him for every 50 MP3 players he sells. How many MP3 players must he
sell to earn $1500?
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8. External Transfer (unchanged quantity)
In an External Transfer (unchanged quantity) question, one variable has an amount added
to or subtracted from it while the other remains unchanged.
Sample Question
Sam has twice as many stamps as Linda. After Sam gave away 30 stamps, Linda had
twice as many stamps as her. How many stamps did Sam have left?
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Q1) The ratio of the number of tennis rackets to the number of squash rackets was 4:7.
After 76 squash rackets were sold, the ratio became 4:3. How many tennis and
squash rackets were there altogether at first?
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9. Internal Transfer
Internal transfer concept problem sums refers to questions where an amount is subtracted
from one unknown and added to another, so the total amount in question remains
unchanged. It is also known as the Constant Total concept.
Sample Question
Leon and his sister Lily have a total of 120 crayons. If Leon gives Lily 5 crayons, Lily
will have nine times as many crayons as Leon. How many more crayons does Lily have
than Leon?
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Q1) Benjamin has twice as much money as Adam. If Adam gives Benjamin $96,
Benjamin will have 5 times as much money as Adam. How much money did
Benjamin have originally?
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10. External Transfer (same difference)
In this type of external transfer, the same amount is being transferred to or from the
variables/unknowns. Hence, the difference between the unknowns remains unchanged.
Such questions are almost always used to test knowledge of ratios.
In such problem sums, remember that age difference between two people will always
remain a constant. Also, when drawing models to solve the question, It is easier to draw
the final model where the ratio is known and then work backwards.
Sample Question
Ryan is 33 years old and his son is 5 years old now. In how many years will Ryan be
thrice as old as his son?
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11. External Transfer (changed quantity)
In an external transfer with changed quantity, both variables or unknowns have amounts
added to or subtracted from them. Hence, it is difficult to solve such problem sums using
the model method.
The best method to use for solving external transfer (changed quantity) questions is the
units method. This question is particularly tricky because it involves the counting of
money as well as the number of coins.
Sample Question
The number of ten-cent coins in a box was 1/2 the number of fifty-cent coins. Syed took
out 5 fifty-cent coins and exchanged them for ten-cent coins. Then he put the money back
into the box. The number of fifty-cent coins became 5/8 the number of ten-cent coins.
How much money was there in the box?
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Q1) Richard and Peter had the same amount of savings. After Richard spent $1750 and
Peter spent $850, Peter had thrice as much money left as Richard. How much savings did
both of them have altogether?
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