2016 S101 Mathematics
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 Home
 Mathematical Framework
 Habits of Mind
 Tips to Do Well in Maths
 Scheme of Work & Assessment
 ICT in Action
 I want to clarify... / I have a question...
 What I know...
 Unit 1: Primes, HCF & LCM
 Unit 2 Real Numbers
 Unit 2 Operation of Numbers
 Unit 3 Significant Figures
 Unit 4 Algebra (1)
 Unit 4 Algebra (2)
 Unit 4 Algebra (3)
 Unit 10 Data Handling (1) Mission Possible
 Have Fun with Holograms
Saturday, 31 December 2016
Monday, 24 October 2016
Preparation: Maths Amazing Race
The following topics will be covered at the Maths Amazing Race.
You would probably want to go through the materials in the websites indicated very quickly to gain an overview of the topics and find the out key ideas in each of these topics before the session on Tuesday (25 Oct 2016):
You would probably want to go through the materials in the websites indicated very quickly to gain an overview of the topics and find the out key ideas in each of these topics before the session on Tuesday (25 Oct 2016):
Topic  Sources  
1

Pythagoras' Theorem
 Maths Textbook Book 2: Chapter 8 
BBC Bitesize  GCSE: Pythagoras' Theorem  
2

Number Patterns
 Maths Textbook Book 1: Chapter 7 
BBC Bitesize  GCSE: Patterns and Sequences  
3

Polygons
 Maths Textbook Book 1: Chapter 11 
BBC Bitesize  GCSE: Polygons  
4  Rotational Symmetry  BBC GCSE Bitesize: Rotation Symmetry 
For more details of each topic, do refer to the textbook.
Thursday, 6 October 2016
Revision: Data Handling
Refer to the set of handouts given to you on 7 October 2016 (Wednesday).
Attempt the MCQ questions on your own. Then click at the link to submit your answers via the Google Forms. Your answers will be automatically marked upon submission.
Attempt the MCQ questions on your own. Then click at the link to submit your answers via the Google Forms. Your answers will be automatically marked upon submission.
 Revision: Data Handling (1) Mean: Submit Answers HERE
 Revision: Data Handling (2) Median: Submit Answers HERE
 Revision: Data Handling (3) Mode: Submit Answers HERE
 Revision: Data Handling (9) Dot Diagram: Submit Answers HERE
 Revision: Data Handling (10) Stem and Leave Diagram: Submit Answers HERE
In the event that you could not understand what was wrong with your attempt (the correct answer would be displayed upon submission), you may send your enquiry to Ms Loh, or add a comment to this post.
Wednesday, 5 October 2016
Friday, 30 September 2016
Revision (1) Basic Geometry
For discussion
Click HERE to see responses
 Fairfield Methodist School EOY Exam 2013 Paper 1 Q13
 Fairfield Methodist School EOY Exam 2013 Paper 1 Q14
 ACS (Barker) MidYear Exam Part 1 Q10
 ACS (Barker) MidYear Exam Part 2 Q5
 SST 2013 EOY Exam Paper 2 Q7
 SST 2014 EOY Exam Paper 1 Q7
 SST 2015 EOY Exam Paper 1 Q9
Click HERE to see responses
Revision (2) Data Handling
Discussion for
 Fairfield Methodist P1 Q20: Tally, Frequency Table, Bar Chart
 SST 2013 EOY P1 Q8: Dot Diagram; Mean, Median, Mode
 SST 2014 EOY P1 Q6: Stem and Leaf Diagram; Mean, Median, Mode
 SST 2015 EOY P1 Q11: Pie chart; Mean, Median, Mode
*Summative Assessment [15 min]
Thursday, 29 September 2016
Revision: Mensuration
For discussion:
 Fairfield Methodist 2013 P1 Q17
 Fairfield Methodist 2013 P2 Q5
 Fairfield Methodist 2013 P2 Q9
 SST 2014 Paper 1 Q8
 SST 2014 Paper 2 Q12
 SST 2015 Paper 1 Q8
 SST 2015 Paper 2 Q9  discussion on accuracy of computed answers
Wednesday, 28 September 2016
Revision: Direct & Inverse Proportion
For discussion:
 SST 2013 P2 Q1: Direct Proportion
 SST 2013 P2 Q4: Inverse Proportion
 SST 2014 P2 Q11(a): Direct Proportion
 SST 2014 P2 Q11(b): Inverse Proportion
 SST 2014 P2 Q8: Ratio; Direct Proportion
Revison: Algebra (2)
For discussion:
 Fairfield Methodist 2013 P1 Q5: Solving Equation
 Fairfield Methodist 2013 P1 Q9: Substitution*
 Fairfield Methodist 2013 P1 Q11: Simplifying Expressions
 Fairfield Methodist 2013 P2 Q3: Factorisation*
 Fairfield Methodist 2013 P2 Q4: Algebraic Fraction*
 SST 2013 P1 Q5: Simplifying Expressions; Substitution*
 SST 2013 P1 Q6: Simplifying Expressions
 SST 2013 P1 Q10: Comparison of terms
 SST 2014 P2 Q1: Solving Equation (Fraction)
 SST 2014 P2 Q2: Application of Special Product*
 SST 2014 P2 Q3: Factorisation  Identifying common factors
 SST 2014 P2 Q6: Factorisation  Cross method
 SST 2014 P2 Q7: Factorisation  Special Product
Thursday, 22 September 2016
Understanding: Direct Proportion
[This is a recap of what was carried out in class on 21 Sep]
Through the scenario....
Through the scenario....
The ice cream vendor sells cones of ice cream at the price of $1.50 per cone.
The total amount collected = price of 1 cone X number of cones sold
The total amount collected = $1.50 X number of cones sold
Hence, $1.50 is the rate.
Instead of writing out in words, we let
 Total amount collected be represented by y
 Total number of cones sold represented by x
With this, we form the relationship
 y = 1.5 x (where 1.5 is the rate)
In other words,
 when the number of cones sold increases, the amount collected will increase.
 when the number of cones sold decreases, the amount collected will decrease.
y and x are variables because as one of them changes, the other changes.
1.5 remains constant as it is a fixed value that the vendor priced each cone of ice cream at.
Instead of writing 1.5, we let k to represent this constant value.
Hence, we can generalise the above as:
 y = k x (where k is the constant)
Applying what we learnt in the topic, Functions and Linear Graphs,
y = k x will be a linear graph, where k is the gradient and the line passes through the origin!
y = k x will be a linear graph, where k is the gradient and the line passes through the origin!
Hence, we can represent it as:
Understanding: Inverse Proportion
[This is a recap of what was carried out in class on 21 Sep]
Through the scenario...
It takes 1 person 100 days to paint a house.
With 2 persons, we will need 100÷2 days.
With 3 persons, we will need 100÷3 days.
Let the number of persons be x and the number of days be y
By tabulating the above scenario, we will get:
Now, to plot the points, we'll get:
[Notice that while the values decrease, the points do not fall on a straight line?]
[In other words, the decrease does not follow equal 'steps' like what we see in the linear graph]
By joining the dots, we get a reciprocal graph with the equation:
A standard reciprocal graph will look like this (appears in both 1st and 3rd quadrant):
Depending on the context  the part of the graph in the 3rd quadrant may not the relevant (e.g. in this case, the number of days and number of people could not be negative).
If we study the relationship carefully, this is an inverse relationship:
Since 100 is a constant value, we represent 100 by k . Hence, the above can be rewritten as:
It takes 1 person 100 days to paint a house.
With 2 persons, we will need 100÷2 days.
With 3 persons, we will need 100÷3 days.
Let the number of persons be x and the number of days be y
By tabulating the above scenario, we will get:
Now, to plot the points, we'll get:
[Notice that while the values decrease, the points do not fall on a straight line?]
[In other words, the decrease does not follow equal 'steps' like what we see in the linear graph]
By joining the dots, we get a reciprocal graph with the equation:
A standard reciprocal graph will look like this (appears in both 1st and 3rd quadrant):
If we study the relationship carefully, this is an inverse relationship:
Since 100 is a constant value, we represent 100 by k . Hence, the above can be rewritten as:
Inverse Proportion (Examples) HalfLives of Elements
One approach to describing reaction rates is based on the time required for the concentration of a reactant to decrease to onehalf its initial value. This period of time is called the halflife of the reaction, written as t1/2.
Source: http://chemwiki.ucdavis.edu/Physical_Chemistry/Nuclear_Chemistry/HalfLives_and_Radioactive_Decay_Kinetics
Term:
an asymptote (/ËˆÃ¦sÉªmptoÊŠt/) of a curve is a line such that the distance between the curve and the line approaches zero as they tend to infinity.
Other interesting read: Nuclear Disaster in Japan
Source: http://chemwiki.ucdavis.edu/Physical_Chemistry/Nuclear_Chemistry/HalfLives_and_Radioactive_Decay_Kinetics
Term:
an asymptote (/ËˆÃ¦sÉªmptoÊŠt/) of a curve is a line such that the distance between the curve and the line approaches zero as they tend to infinity.
Other interesting read: Nuclear Disaster in Japan
Wednesday, 21 September 2016
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