Table of Contents

2016 PREFACE 2016 ............................................................................................... 7

2014 PREFACE 2014 ............................................................................................... 8
THE USE OF THIS WORKBOOK IN CHINA .....................................10
PART 1 COMPUTATION ASSESSMENTAND PRACTICES ...........................11
MENTAL MATH ..................................................................................................... 11
MIXED OPERATIONS MINUTES MATH ................................................................12
MULTI-GRADE MULTI-LEVEL COMPUTATION .........................................15
ORDER OF OPERATIONS .............................................................................19
SPATIAL RELATION AND SUBTRACTION .....................................................31
USING COMPLEMENTARY NUMBER TO TURN SUBTRACTION INTO ADDITION
( ).................................................................................................................... 35
SPEEDY AND SKILLFUL COMPUTATION ..........................................................36
SKILLFUL
SKILLFUL
SKILLFUL
SKILLFUL
SKILLFUL
SKILLFUL

MATH
MATH
MATH
MATH
MATH
MATH

USING
USING
USING
USING
USING
USING

SHORTCUTS
SHORTCUTS
SHORTCUTS
SHORTCUTS
SHORTCUTS
SHORTCUTS

(ADDITION AND SUBTRACTION) 1......................................................36

(ADDITION AND SUBTRACTION) 2......................................................37
(ADDITION AND SUBTRACTION) 3......................................................38
(ADDITION AND SUBTRACTION) 4......................................................39
(MULTIPLICATION) 5.......................................................................40
(MULTIPLICATION AND DIVISION) 6....................................................41

USING +, , , , OR ( ) TO MAKE THE FOLLOWING MATHEMATICAL SENTENCES EQUAL

.............................................................................................................. 42
CONSECUTIVE NUMBERS ...................................................................................43
ROW AND COLUMN SUM ....................................................................................44
NUMBER PUZZLES IN SHAPES .......................................................................45
NUMBER PUZZLES AND WORKING BACKWARDS .......................................46
ADDITION NUMBER PUZZLES AND WORKING BACKWARDS ...............................................46
SUBTRACTION NUMBER PUZZLE AND WORK BACKWARDS ................................................55
MIXED NUMBER PUZZLES ....................................................................................................... 60
MULTIPLICATION MISSING NUMBER PUZZLES AND WORK BACKWARDS ................................64
DIVISION MISSING NUMBER PUZZLES AND WORK BACKWARDS .........................................75
ALL SYMBOL NUMBER PUZZLES AND WORKING BACKWARDS .................89
REVERSING CALCULATION ...............................................................................93
PLACE VALUES - RENAMING NUMBERS TO 1000 BY NUMBER BLOCKS ............106
FRACTION BASICS .................................................................................110
PART 2 PROBLEM SOLVING STRATEGIES ....................................................113
PROGRESSIVE TEACHING .........................................................................114
MAKING A LIST OR A TABLE .....................................................................116
DIGIT PROBLEMS ................................................................................................................ 117
COIN PROBLEMS ................................................................................................................. 118
DIVIDING TOP MULTIPLYING BOTTOM FOR SIMPLE FRACTION ..................119
WORK BACKWARDS .........................................................................................121
LINEARLY WORKING BACKWARDS ......................................................................................... 123
LOGICALLY WORKING BACKWARDS .......................................................................................123
DIVIDING FIGURES INTO PARTS AND WORKING BACKWARDS .............................................126

SCALE MATH ...........................................................................127

SMALLEST AND LARGEST PRODUCTS RELATED TO DIFFERENCE ....129
LARGEST AND SMALLEST SUM AND DIFFERENCE OF NUMBER PUZZLES
............................................................................................................................... 133
DRAWING, COUNTING, USING SMALL NUMBERS, MAKING A TABLE , , ,
............................................................................................................................ 134
PART 3 CHINESE CLASSIC WORD PROBLEMS AND OTHERS ......138
USING ALGEBRA OR ARITHMETIC TO SOLVE WORD PROBLEMS? ......139
LINE SEGMENT DIAGRAM METHOD USED AS A UNIVERSAL METHOD ........142
GIVE AND TAKE (BUILDING FOUNDATION OF LEARNING EQUATION) ................................................149
CAROLINE HAS 185 POGS AND THOMAS HAS 79 POGS. HOW MANY POGS MUST CAROLINA GIVE TO THOMAS SO THAT
BOTH HAVE THE SAME NUMBER OF POGS?.............................................................................................149
SUM/DIFFERENCE AND MULTIPLE ........................................................................................150
SUM AND DIFFERENCE ......................................................................................................... 151
USING LINE SEGMENT DIAGRAM AGE PROBLEMS ....................................................................152
USING LINE SEGMENT DIAGRAM WEIGHT PROBLEMS ...............................................................154
USING LINE SEGMENT DIAGRAM MIXED PROBLEMS ....................................................................155
DIFFERENCE OF TWO QUANTITIES ....................................................................158
SUM AND DIFFERENCE PROBLEMS .................................................................159
TURNING SUM AND DIFFERENCE PROBLEM TO SUM AND MULTIPLE PROBLEM ...................161
THE SUM AND DIFFERENCE PROBLEM USING FRANKHO CHESSDOKU .................166
SUM AND DIFFERENCE GEOMETRY PROBLEM .......................................................................167
WORD PROBLEMS OF DIFFERENCE AND SUM AND MULTIPLE ...................................................168
SUM AND PRODUCT ............................................................................................................ 170
DIFFERENCE AND PRODUCT .................................................................................................. 170
PRODUCT AND QUOTIENT ..................................................................................................... 171
SUM AND DIFFERENCE WORD PROBLEMS ..............................................................................172
INEQUALITY .................................................................................................... 174
TREE PLANTING PROBLEM .............................................................................176
NON-CLOSED STREET TREE PLANTING PROBLEMS ....................................................176
CLOSED STREET TREE PLANTING PROBLEMS ..............................................................179
EXPANDING TREE PLANTING CONCEPT ................................................181
GIVE AND TAKE - USE SMALL NUMBER METHOD - .............................185
LINE-UP PROBLEMS ......................................................................................187
PARTITION OF A SUM ....................................................................................189
COMBINATION PROBLEM ....................................................................................190
ARRANGEMENT ..................................................................................................191
SEQUENCE ......................................................................................................... 193
ADDING
ADDING

IN LINEAR SEQUENCE ............................................................................................... 194

IN HORIZONTAL AND VERTICAL FORMS .............................................................................195

NUMBER CHART .............................................................................................. 198

ARITHMETIC SERIES ......................................................................................203
LOGIC AND REASONING .................................................................................204
LOGIC REASONING BASED ON INFERRING .................................................................................204
LOGIC REASONING BASED ON WHAT LEARNED ...........................................................................205
REASONING ............................................................................................................................. 206
LOGIC AND REASONING WORD PROBLEMS .......................................................................208
IF-THEN REASONING ...................................................................................................... 210

PATTERN ................................................................................................... 211

2--COLUMN TABLE PATTERN 2 ............................................................................................... 211
MULTIPLYING BY 11 11.............................................................................................................. 212
MULTIPLYING BY MULTIPLES OF 11 11 ..................................................................................215
DISTRIBUTIVE LAW ................................................................................................................. 216
LINEAR EQUATION ...................................................................................................... 218
PATTERN IN TABLES .......................................................................................................... 219
PATTERN IN WORDS ............................................................................................................ 220
PATTERN IN NUMBERS .......................................................................................................... 221
MAGIC SQUARE , ...........................................................................................222
NOT

SO MAGIC

...................................................................................................................... 223

MAGIC CIRCLES ..................................................................................................224

MULTI-SHARED CIRCLES ........................................................................................................ 226
SINGLE-SHARED CIRCLES ......................................................................................................... 229
TRIANGLE PUZZLE ........................................................................................233
NUMBER

PUZZLES OF COMBINATIONS OF CIRCLES

...................................................................235

AGE PROBLEM ..............................................................................................236

CLOCK PROBLEM ..........................................................................................237
DRAWER PRINCIPLE, PIGEONHOLE PRINCIPLE , ....................................239
CHICKENS AND RABBITS PROBLEM ................................................................240
METHOD 1 DIAGRAM METHOD ................................................................................................. 243
METHOD 2 HALF THE NUMBER OF LEGS MINUS THE TOTAL HEADS = NUMBER OF RABBITS ......244
METHOD 3 A UNIVERSAL WAY ASSUMPTION METHOD -- .............................................245
GEOMETRY ........................................................................................................ 248
FINDING SEQUENCE OF DRAWINGS ......................................................................................248
LINE SEGMENT MEASUREMENT ............................................................................................ 249
ONE STROKE FIGURE .............................................................................................................. 250
PERIMETER .............................................................................................................................. 252
CUBE NETS .............................................................................................................. 253
PICTOGRAPH ................................................................................................................... 255
CUBES COUNTING .................................................................................................................. 256
SYMMETRY LINE ..................................................................................................................... 259
DRAWING AND DIVIDING SHAPES .........................................................................................259
FINDING AREAS ..................................................................................................................... 260
FINDING RECTANGLES .......................................................................................................... 261
VENN DIAGRAM ............................................................................................265
CONSECUTIVE NUMBERS ..................................................................................269
PART 4 WORD PROBLEMS ......................................................................270
WRITING ANSWERS RIGHT ON SENTENCE ..................................................................270
MIXED WORD PROBLEMS ................................................................................................... 275
DIM SUM MATH .................................................................................................................. 315
PART 5 INTEGRATED COMPUTATION, CHESS, IQ PUZZLES, AND WORD PROBLEMS
.................................................................................................................... 324
FRANKHO CHESSMAZE ............................................................................325
FRANKHO CHESSDOKU ............................................................................345
EXAMPLE 2 FRANKHO CHESSDOKU 3 BY 3 ..................................................................347
THE SUM AND DIFFERENCE PROBLEM USING FRANKHO CHESSDOKU .................348
FRANKHO CHESSDOKU AND COMMUTATIVE LAW .....................................................350
FRANKHO CHESSDOKU 4 BY 4 ............................................................................352
FRANKHO CHESSDOKU ..................................................................................353

FRANKHO CHESSDOKU

VARIATION

.......................................................................354

PATH MAZE .................................................................................................. 413

FOUR COLOUR MAP LOGIC ..........................................................................427
VIRTUAL TOY MATH ............................................................................433
SUDOKU CUBE ................................................................................................................... 437
FRANKHO CHESSDOKU, SUDOKU, IQ PUZZLES , , .........................459
UNEQUAL SUDOKU ........................................................................................461
AMANDAHO MOVING DOTS PUZZLE ..............................................................463
CONNECTING EACH ROOK TO A NUMBER ........................................................464
SUDOKU ............................................................................................................ 465
FRANKHO CHESSDOKU COMPARED TO OTHER CALCULATION SUDOKU
.......................................................................................................................... 468
3-D SUDOKU TOWERS 3 ................................................................................469
ROOK'S TOUR ............................................................................................... 472
SUDOKU ............................................................................................................. 474
TRIPLE LOYD , , .................................................................................475
ROOK'S TOUR ...............................................................................................479
3-D SUDOKU TOWERS 3 , , , , ?.............480
SUDOKU ............................................................................................................ 481
PART 6 BRAIN POWER MATH .................................................................487

.................................................................................................................... 489
.................................................................................................................... 490
.................................................................................................................... 491
.................................................................................................................... 492
PART 7 HO MATH CHESS PUZZLES FOR THE CREATIVE MINDS ...............495
INTEGRATED MATH, CHESS AND PUZZLES ....................................................496

Progressive teaching
Introduction
Many times, I have met some students who could do calculation problems after
practices but they have tremendous difficulties in overcoming the hurdle of solving
word problems. The normal methods of teaching word problems, sometimes, are not
suitable to these students. I use a method which I call it Progressive Teaching which I
like to share as follows.
Example
Example 1
Olivia had 18 oranges and sold 11, how many oranges were left?
The above problem is very straightforward.
Example 2
Olivia sold 8 apples and had 7 left. How many did she have in the beginning?
This problem becomes a problem which requires student to work backwards. Even
with verbal explanation, some students just could not understand the reason behind
working backwards.
My experience is to use objects to explain.
Once the student understands the above working backwards concept, we could use
a progressive problem to increase the complexity as follows.
Example 3
Olivia sold 7 apples, then she had 2 apples left after eating 5 apples. How many
apples did she have in the beginning?
Now the student learns that the solution is not just to add 2 numbers.

The following example progressively adds more difficulty.

Example 4
Olivia spent $5 and her mom gave her $3 more, then she had $8 left. How much did
she have in the beginning?
I used this example on a Canadian grade-2 girl. At this point, she was confused and
could no solve this example.
?5+3=8
8 3 + 5 = 10
While I was teaching student the Progressive Method, I also used the technique of
using one-digit number to make sure that the computation will not add more
difficulty on her understanding. I also used the objects to help student.
The Progressive Teaching method is to gradually increase the difficulty level of word
problem but it is difficult for a teacher to execute in practice because I had to
instantly create problems while I was teaching on site due to the reason that there
are no such materials commercially available.
The word problems with the same topic of the Progressive Teaching are different but
only changed in a small incremental level.

Making a list or a table

Introduction
Many problems can be solved by using a list or making a t-table.
Make a list of 3-digit numbers which is made of digits 1 to 9 and digits can be
repeated. The sum of 3-digit is 6.
Susan has some 1 cents, 5 cents, and 10 cents. What are all the ways she can
make exactly 17 cents?
List all the 2-digit even numbers such that the sum of all digits of each number is
9 from the digits 1 to 9.
What are the four consecutive numbers whose total is 10?
What are the four consecutive numbers whose total is 18?
Decide under what letter should you write the number 24?

Digit problems
How many digits indicated on the top row 1, 2, 3, 4, or 5 appearing in the numbers
indicated on the left most column?

Numbe
rs
00 - 10
11 - 20
21 - 30
31 - 40
41 - 50
51 - 60
61 - 70
71 - 80
81 - 90
91 - 99

Digit

Digit

Digit

Digit

Digit

Total
What conclusion can you draw from the above observation?
Answer:

Coin problems

Fill in the number of coins in each

such that the following total value will be the
largest amount of money one can have but still can not give change for one dollar?
Penn
y

Nicke
l

Dime

Quart
er

1 cent

5
cents

10
cents

25
cents

Number of
coins

Total value

Find four consecutive numbers such that their total is shown on the last column.
1

Total
10
18
14
22

Dividing top multiplying bottom for simple fraction

Introduction
A fraction has itself possessed two meanings, for example
operationally viewed as 2 divided by 3 or 2 multiplied by

2
3

could be

1
.
3

Example
Amanda has some books and she divides them equally into three piles. The sum of
two piles is 24, what is the total of her books?
This could be viewed as a 2-step word problems and solved in two steps.
Step 1, 24 2 = 12 to get the number of one pile.
Step 2, 12 3 = 36 to get the total of three piles.
But this problem could also be viewed as a fraction problem.

2
3

of Amandas books

are 24, what is the total number of her books?

In the fractions view, the quantity represents the 2 parts so 24 divided by the top
number of the fraction
is 24 2, then the bottom 3 represents the total, so the result will be 24 2
3 = 36.
Students understand the meanings of top number and the bottom of a fraction. The
Line Segment Diagram will help them solve dividing problems easily.

Mindy ate some of her chocolate chips and what he had left
added one more chocolate chip would be 22 which was two thirds of her total
chocolate chips. How many chocolate chips did she eat?
22 corresponds to

2
. 22
3

2
. So, Mindy s total chocolates = 22
3

2 3 = 33
She ate 33 21 = 12.

10

Problem

Mindy ate some of her chocolate chips and what he had left
subtracted one more chocolate chip would be 22 which was two thirds of her total
chocolate chips. How many chocolate chips did she eat?

Mindy ate one half of her chocolate chips and one extra more,
then she had 22 left. How many chocolate chips did she eat?

Mindy ate three less than half of her chocolate chips and one
extra more, then she had 22 left. How many chocolate chips did she eat?

Mindy ate one third of her chocolate chips and she had 24 left.
How many chocolate chips did she have originally?

11

Work backwards
Introduction
Often, students are given some quantities and then asked to find the result. Working
backward is to do the opposite of working forward that is to given a result then to
find out its original value. One of the most important strategies in solving math
problems is to use work backwards. It is very wrong to think that this strategy is only
used on word problems, many non-word computational problems also require work
backwards and often the reason students cannot do well is because their ability of
working backwards is not very good. The following example demonstrates the
importance of working backwards in subtraction. An example is as follows:
Replace each letter by a number
A2
4B

17

Working backward is to inverse the operations of working forward. So, the following
table explains the operations of working forward and working backward.
Operators
+

Inverse operators

2+3=
5 3 =

3=

3=6

3=

3=2

square

3=

Square root

+3=5
3=2

squared = 9

Working backward is not carried out always by a left to right operations. For
example, in fraction operation, often the working backward is carries out by using a
method called "cross multiplication".
=5
2
The answer is to multiply 2 by 5=

The following is not forward or backward calculation but working on inner

parenthesis first.
3(21)
4
5
=3

12

Forward thinking
Annie had 81 apples and she ate 29
apples. How many apples did she have
left?

Backward thinking
After eating 29 apples, Annie had 89
apples left. How many apples did she
have originally?

Annie ate some apples and she had 49

apples left. She had 71 apples at the
beginning, how many apples did she
eat?

One chick has 2 legs. One cow has 4

legs. How many legs are there if there
are 13 chicks and 8 cows?

One chick has 2 legs. One cow has 4

legs. Some chicks and 7 cows have 46
legs altogether. How many chicks are
there?

2 13+8 4=58
467 4
=9
2
A pair of shoes was selling at $23 on
day 1 and it dropped $10 on day 2,
then it increased by $5 on day 3. What
was the final price?

A pair of shoes sold at the final price of

$51 after it dropped $10 on day 1 and
increased by $5 on day 2. What was the
original price?

13

Linearly working backwards

What is the value of in the following?
(15 12)5+ 401313 7=350

Logically working backwards

Adam, Bob and Charlie went to
U pick cherries. After pick,
Adam gave Bob and Charlie as
many cherries as each of them
already picked themselves.
Bob then gave Adam and
Charlie as
many apples as each of them
had. Finally, Charlie gave
Adam and Bob as many apples
as each of them had. At end,
each of them had 36 apples,
how many apples did each
have at the beginning?

Jeff should have added $3 to his original amount instead he subtracted $3

and got an incorrect amount. What is the difference between the correct
amount and incorrect amount?

14

Problem
Find the value for the question mark.
Written question
? + 8 2+ 3 216 4=12
Hint: Use order of operation.
10

Oral question
?, + 8, 2,+ 3, 2,16, 4=12
Hint: Work backward.

___ = 6 + ___

Hint: Cancel the same number on both sides.

I am added by 9, the half of my total is 5. What number am I?

Caroline used half of her money to buy a bubber tea, then she bought
$1.50 stickers. She had $0.30 left. How much did she have in the beginning?
2

( 1.5+0.3 )=

Carmen sold some eggs in a basket. the first time she sold half of her basket
and half of an egg, the second time she sold half of what were left in the basket
plus half of an egg and there was one egg left. How many eggs did Carmen
have in her basket originally?
Work backwards on the second sale. 1.5
3.5 2=7

2=3

15

Each day, the pea plant grew as much as it was the previous day. If the height
was 40 cm on the 10th day, then on what day was it as tall as 5 cm?

16

Dividing figures into parts and working backwards

(No calculator, show all your work on empty space.)
1

At the Pizza By Slices restaurant, customers can buy 1 whole pizza,

1
2

of a pizza,

1
3

1
1
of a pizza, or
of a pizza. Find how may slices should one pizza be
4
6
pre-cut at the Pizza By Slices restaurant so customers have those choices?
of a pizza,

2
Find the value for the question mark.
Written question
? + 8 2+ 3 216 4=12
Hint: Use order of operation.

Oral question
?, + 8, 2,+ 3, 2,16, 4=12
Hint: Work backward.

Divide the following figure using one straight line into 2 identical and equal pieces.

Divide the following figure into 4 identical and equal pieces.

17

Scale math
13 ____ = 5 + _____

18

=7

=9

= 12

= +++
=?

=?

19