IELTS Reading: multiple choice about 'times tables'

Read the following passage about the teaching of multiplication tables in Britain.

Children will now have to know their 12 times tables by the age of nine, but it's not about rote learning, it's about revelling in the profusion of patterns, writes Rob Eastaway, maths writer and dad.

There was a time - several decades ago now - when the reason for learning the 12 times table was obvious. As a country using imperial measurements, we were all measuring in feet and inches and paying in shillings and pence, so multiplying by 12 was a common, everyday experience.

But for today's children this is all ancient history. Yes, we do still count eggs in dozens, and a lot of people - including most Americans - do still work in inches, but that's hardly justification for spending hours swotting those extra tables.

And yet, there's still a case for learning your "twelves", but the reason is to do with discovering patterns and building a confidence in handling numbers. Once children begin to get comfortable multiplying numbers larger than 10, they start to get a feel for big multiplications. Knowing your 11 and 12 times tables can introduce intriguing patterns that might be missed if you stop at 10.

(Source: www.bbc.co.uk/news)

Choose the correct answer to complete the two statements below.

1. In the past, British children learnt the 12 times table because

A)  rote learning was the traditional teaching method.
B)  it exposed them to new mathematical patterns.
C)  we used a different system of measurements and money.

2. The author believes that these days

A)  there is no justification for teaching the 12 times table.
B)  children should still learn to multiply numbers bigger than 10.
C)  children lack confidence when handling large numbers.

Comments

[hide]

1.C
2.B

[iOS]

C
B

[Zoe]

C
B

[E]

1. C
2. C

[E]

1. C
2. B

Ps. My first post was a mistake.

[Vahid.khmc]

1.C
2.B

[Fatemeh]

Dear Simon

First, I want to thank you very much for your great website.

Reading your opinion essay writings, I've come to a conclusion:

We are "required" to write "something" about "all parts" of the question. For example, when a question says:
Universities should accept equal numbers of male and female students in every subject. to what extent do you agree or disagree?

Even if I completely disagree with this opinion, I should talk about the other side. for example, I can write about disadvantages or negative effects of accepting equal numbers of student (in a way that it is not like advantages/disadvantages, of course).

In short, I think we should answer opinion essays in a way that we could cover "all" parts, whether we completely agree, completely disagree or have a balanced view.

Is this interpretation true?

Many thanks in advance

[Tinh]

1. C
2. B

[Javlon]

1. C
2. B

[Mae Marie Sevilla]

1. C
2. B

[Ameet]

C
B

[kami]

C
A

[kami]

C- we were all measuring in feet and inches and paying in shillings and pence, so multiplying by 12 was a common.

A- but that's hardly justification for spending hours swotting those extra tables.

[Martino Hoang]

My answers:
1. C
2. B

[Raju]

C
B

[Gigi]

Fatemeh

Refer:

http://ielts-simon.com/ielts-help-and-english-pr/2018/05/ielts-writing-task-2-both-sides-or-one-side.html#comments

[Hoang]

C
B

[Thien]

1. C
2. B

[Fatemeh]

Thank you dear Gigi
I've noticed this post before. My question is not about "supporting" both ideas, it is about whether we should "say" something about the other part in the question.
Take this essay as an example:

http://ielts-simon.com/ielts-help-and-english-pr/2015/09/ielts-writing-task-2-strong-opinion-essay.html

This essay (with strong opinion) has talked about the other side in second paragraph when other alternatives to ex-prisoners as the best options have been refuted.

[Dilinie]

1.C
2.B

[Gigi]

Fatemeh:

I see what you mean. I suppose writing a one-sided opinion without referring to the counter-arguments would seem a bit lop-sided. Perhaps it is a good idea to have a paragraph refuting the plausible or potential arguments of the opposing viewpoint, otherwise one has not considered all points of view. (CAF - consider all factors)

There are a few other approaches that I sometimes use for thinking round an issue:

AGO - Aims, Goals, Objectives: what are we trying to achieve?

WW$ - What, When, and How much will it cost?

Sometimes these help in coming up with essay ideas.

In real life it is more about collecting all the information first - like searching the web before you go shopping for a big item.

[Tan Gang]

Hi, Simon. I am a Chinese IELTS teacher who has taught IELTS for more than 16 years in China. I am currently planning to publish a book on IELTS writing, and I am wondering if I can get your permission to use 10-15 writing essays you have posted for free online as model essays in my writing book to give guidance to Chinese IELTS candidates. I am looking forward to hearing from you soon, and working together, if possible, to publish some other books in the near future.

[Fatemeh]

Dear Gigi

Thank you very much for your comment, that was my exact question.

Then I think that is why Simon's essays have written in that way, and referring to the other side is a must, right?

[Ahmed]

My answer:

1. A
2. B

[Sarker]

C,B

[Gigi]

Fatemeh

"Must" is a very strong word that permits of no alternatives or excuses. I have rewritten Simon's second body paragraph, using much the same wording, but deliberately not mentioning an alternative viewpoint. I would suggest that this would be just as good in terms of Task Achievement:

Young people are often reluctant to take advice from figures of authority, and using reformed criminals to educate teenagers about crime is the perfect way to get round (or overcome) this barrier, and do more than simply inform teens about what happens to lawbreakers when they are caught. It would also provide opportunities for young people to interact and ask questions in a more provocative and personal setting, which would be more likely to have a greater impact on their thinking.

[Luu]

1. C
2. B
Thank you, Simon.

[Shahrzad]

1.C
2.B

[ilkin]

Guys today I took Speaking.
Part 1
Job,
Maps (paper, electronic)
Plant (take after plant)

Part 2
Describe a quite place

Part 3
Noise Pollution
Turtle Noise (very strange topic, I didn't estimate it, so didn't get the question and answered generally, avoided to ask an examiner for more clarification as I did it before)
How the level of noise will change in the future?

I hope during Part 1 I was able to answer for Band 8-9, and during other sections ma score went down to 7 :)

[Simon]

CORRECT ANSWERS FROM SIMON:

1. C
2. B

[Allie Choi]

1. C
2. B

[Minh Hung]

1.C 2.B thank you Simon

[Fatemeh]

Thank you Gigi

You're right. You haven't mentioned alternatives, however, you did comparisons between using ex-prisoners and other figures of authority, and you said that reformed people are more effective in this respect

[Safinaz]

C
B

[Sherin]

C
B

[haniye]

A
B

[Mia]

where can I see the correct answer? OR when will it be announced?

[Azi]

C b

[Dylan]

1. C => "when the reason for learning the 12 times table was obvious. As a country using imperial measurements"

2. B => "Knowing your 11 and 12 times tables can introduce intriguing patterns that might be missed if you stop at 10"

[Onur B]

C
A

[Anar Iskandarli]

Hi. Can you explain why 1 is C?

Does different in "we used a different system of measurements and money" mean different than today's system (multiply by 10) or different than the system used in the past?

I think the answer is B since "it's about revelling in the profusion of patterns" might mention it.