Help with maths homework

[WheresMyChocolate]

How would you set out and explain how to work out the following algebra to a 6 year old. DH and I are in disagreement in how to get to the right answer, although we both do get the right answer.

"x" - 14 = 110 - 32

As I say, it's not the answer I'm after but the right method of working it out for a 6 year old.

Sorry the " around the x were to put it in italics but that didn't work. They aren't part of the equation.

I thought algebra had letters in it? I'd work out the right hand side and then add 14 to it to work out x.

x-14=110-32

Work out the side without x

x-14=78

The opposite of -14 is +14 so do that to each side.

x-14+14=78+14

x=92

OR

do the +14 first

x-14+14=110 - 32+14

Why is a 6 year old getting algebra?

I would say that X needs to be alone as he is tired and that all the numbers need to be together with their friends.
But if -14 wants to be with the others then he needs to change to be +14.

Then the child can do X = 110+14-32

Could you maybe teach it with easier numbers to begin with?

x-2=3

add 2 to each side

x-2+2=3+2

x=5

5-2=3

I'm not sure why a 6yo is doing algebra at all.

So without algebra:

• Work out the RHS on a number line. =78
• Then the LHS what number, take away 14 will leave you with 78?
• Play around with the number line. What if it were 80, what would you have to take away to get to 78, oh only 2. OK so if the number was 90, that would mean 12, that's a bit closer, only 2 away. So go up to to 92, yes that's right.
• Now notice on the number line 78 and 14 gets us to 92 as well!

If you must use algebra (which is really a secondary school thing), then thinking about old fashioned balance scales is the thing to do. The equals sign means the two sides have to stay level, so whatever you do on one side you have to do on the other.

Algebra isn't usually introduced as early as Y1-2.

If it's homework, it ought to be consolidating what's been taught in class. If your DC isn't sure how to do it, I'd suggest seeking clarification from the teacher in the first instance.

If I were describing it to my DD (who is 9 and hasn't done algebra yet at school) I'd use the same explanation as sanity.

This is all really helpful. Thank you.

I've no idea why he's doing algebra to be honest. It could be because the curriculum is different, we're not in the UK. Or it could be the level they think he's at. He's autistic and obsessed with numbers. He's already been moved up a year and has his maths taught with the older class, which is 9, 10 and 11 year olds.

That makes more sense if he is doing maths with 9-11yos.

Is he coping cognitively with the concept of letters standing for 'a number we haven't worked out yet'?

You can start with things like 'I'm thinking of a number, if I add 5 I get the answer 17, what number am I thinking of?'
If he can do that, then write it down: x + 5 = 17
How did he get the answer, did he perchance take 5 from 17?
So he did x = 17 - 5 i.e. he subtracted 5 from each side, to get x on its own.

I now suspect that a mistake has been made. He has 3 sets of online algebra homework. The other 2 sets were more like:

+ 5 = 10
= ?

Tell your child it is like a set of balancing scales.
To remove the -14 you need to add 14 to each side.
You then have a sum the child can work out.