idd.
The way I solved it and probably May90 did first time around is one of the ways they envisage an 8yo doing it. Really it is a problem that many will go word blind simply because "it is maths" and not do the rational thing. An 8yo might find it easier without the baggage of later school maths. Instead of thinking about equations we probably thought of nuts in bowls.
If I were to break down in my head what went on: I pictured the 5 bowls. Saw immediately that there were two statements of equality giving the sum of bowls 2&3, and 4&5. And knew there was the first bowl with the other nuts in it. If anything I probably thought of pinching bowls 2&3, and 4&5 closer together and saw immediately that I could find something unknown but crucial by discarding, for a time, the statement about the sum of bowls 3&4.
If you also keep in mind that the total number of nuts is 100 then.
bowl 1 must contain the remainder of
100 -[(What's in bowls 2&3) + (what's in bowls 4&5)]
that's a simple matter of visualisation. It isn't really one of knowing any algebra. In fact that is only necessary to succinctly communicate the working. Everyone picks up the method when they are really young with counting cubes and other games really early on. There's a massive disconnect though in how teachers in schools fail to teach really basic skills with regards to "making little notes in your head or on paper for the sums that you do" so the concepts of "numbers & things" can be used without losing track of what's going on when it's a bit more complicated. The whole "looking at the statements in different ways" for the purposes of addition and subtraction would be a really cool way to introduce what parentheses are for but I doubt this ever happens.
Last edited by mmoc091e535458; 2016-02-03 at 10:41 AM.