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Thanks for this Mallika. But these are not alternative representations of 2019 as they are different numbers.
The alternative representation must have the same value. There are actually 5 of them.
Hi Maurice,
Certainly 7 and 3 are odd numbers.
I’m not sure what you are referring to. Perhaps I was talking about the position of the digit, so in 7934 the 7 is in the 4th position from the right which is even.
Hi Mallika,
Yes, you need to convert to improper fractions in that case.
But once you see lesson 13 you will be able to do the multiplication without converting to improper form.
Thanks for these answers – all correct.
Challenge Question 3
How could you use the Vedic formula The First by the First and the Last by the Last to find 4187 divided by 79, given that the answer is exact?
[Please wait 24 hours before answering]
Challenge Question 4
In how many ways can the number 2019 be represented as a 4-figure number, and what are those representations?
[Please wait 24 hours before answering]
Hi Mallika,
I don’t know what happened with your post 🙂
I think you are asking about using digit sums to check bar number conversions. That is certainly true. For example 19 = 2(1) both have a digit sum of 1.It is a good point – thank you.
Thanks Satya, this is a very good question. But it isn’t that easy to answer as it depends on the child, parent, teacher etc.
The best answer is to start as early as possible. Little puzzles and fun games can be given to the very young children, once they are familiar with the basic number concept (units, tens etc.). So, ask ‘how old are you?’. Double it.
How long til your favourite TV programme – How many minutes is that?
That’s an interesting number on that car. Add up its digits. What change shall I expect from this purchase?
Questions can be relevant/topical. But for the young child is is imperative that it is approached in a fun way, as a game. Children are keen to show off their abilities and should be praised whenever possible. We must not see learning maths as rigid – just the opposite.This VMTTC course does not start off at such a level though, the reason being that my own experience mostly starts with older children. If you want to teach VM you will need to decide what ages you will accept, and you could accept 5 year olds or even younger.
If the question is, at what age can children be taught the methods on this course, the answer would be about 8 years for the early parts of the course. My three Teacher’s Manuals were written to provide structured lessons for teachers of children of different ages.
I also recommend the work of Vera Stevens. See:
https://www.pebblemaths.org/
This is great for very young children and Vera has also had amazing successes with children with all sorts of difficulties.Hi Fabio,
The first part is ok: 3+1=4.
The 8 comes from 2×4 where 2 is the touching finger on the left and the one below it, and the 4 is the touching finger on the right plus the 3 fingers below that.
Very interesting Mallika. Your observations are correct.
I’m glad to see you are researching like this.Hi Savita,
The Pasyanthi Team said there is only 1 attempt after test 1. So I suspect you would not be able to complete a 2nd attempt. Try it if you like. But as you say it will be the same questions.Please note that there is a question missing in the Week 2 Test. This is:
Use doubling and halving to find: 35 x 74.This should follow question 13.
So please note that questions 14 and 15 refer to this doubling and halving method.Hi Satya,
It is still worth using the digit sum check. Together with checking the first and last digits it means we can usually be highly confident of a result if not absolutely certain. Thanks to Mallika for her comments.
We will soon see another digit sum checking device, based on 11 rather than 9.Hi Maurice,
I suggest you google it.
The other word used in that video was ‘chisenbop’. That too you can google to find out more.Hi Anupama,
See my reply to Mallika above.
For 999 the digit sum is 9 or 0.
There are many other times that we get 2 or more answers to a mathematics question. For example in solving quadratic equations we generally get 2 solutions.
There will never be any contradiction in using either 9 or 0. Using either will give the same answer. It’s like saying the time is 1pm, or the time is 13:00 hours – they are equivalent.
