## 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):

 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).
• 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.

## Friday, 30 September 2016

### Revision (1) Basic Geometry

For discussion
1. Fairfield Methodist School EOY Exam 2013 Paper 1 Q13
2. Fairfield Methodist School EOY Exam 2013 Paper 1 Q14
3. ACS (Barker) Mid-Year Exam Part 1 Q10
4. ACS (Barker) Mid-Year Exam Part 2 Q5
5. SST 2013 EOY Exam Paper 2 Q7
6. SST 2014 EOY Exam Paper 1 Q7
7. SST 2015 EOY Exam Paper 1 Q9

### 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....

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  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:

### Inverse Proportion (Examples) Half-Lives of Elements

One approach to describing reaction rates is based on the time required for the concentration of a reactant to decrease to one-half its initial value. This period of time is called the half-life of the reaction, written as t1/2

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

## Monday, 29 August 2016

### End-of-Year Exam: Revision Plan

Click HERE to access the Revision Plan (references), in preparation of End-of-Year Examination.

## Saturday, 27 August 2016

### [Announcement] Term 4 SSP Remedial Lessons for selected topics

Dear S1-01

Below is the SSP Remedial Lessons in Term 4. The topic focus for each session is as shown in the table.
Based on your performance (in the past few assessments), some of you would be required to turn up for one or more of the sessions below.
Those who need to turn up will receive a Calendar Invite - please respond to the invite.

For those who have not been informed to attend the session but would like to turn up for additional practice, you may do so.
[Before attending the session, pls have a heavier meal during recess if you foresee having a packed schedule that day]
 SSP Schedule (Term 4) Term 3 Date Date Time Topic Venue Remarks Week 1 13 Sep Tuesday 2.30 pm to 4.00 pm Algebra: Expansion & Factorisation S1-08 Classroom Identified students who are unable to turn up are to inform Ms Loh the week before and choose to the SSP on: Monday (3.30 pm to 5 pm) by Mr Zeng Wei OR Thursday (3.30 pm to 5 pm) by Mr Dean Ang Week 2 20 Sep Algebra: Solving Equations & Inequalities Week 3 27 Sep Geometry: Angle Properties Week 4 4 Oct Mensuration: Area & Volume S1 End-of-Year Exam starts from 6 October 2016

## Thursday, 25 August 2016

### Area of Parallelogram & Trapezium

Watch the following examples. Each comes with a question and the explanation on how to solve the problem.
1. Pause the question. Read the diagram carefully and think what formula would help you to solve for the unknown.
2. Think how you would solve the problem - you may need to write down an equation in order to solve for the unknown.
3. Next, continue to watch the clip and listen to the explanation. Is this similar to what you have thought of? Look out for the presentation of the working.

### Relating Volume of CONE with Volume of CYLINDER

The volume of a cone fills up one-third of the volume of cylinder, i.e. we need three cones to fill up a cylinder.

### Investigating: Volume and Surface Area of Sphere

What's the relationship between the volume of a cylinder and a sphere

To examine the total surface area of a sphere

## Tuesday, 23 August 2016

### Level Test 2: Class Performance

Solve the following inequalities to find out the lowest and highest score for the class

Note: Total mark of paper is 40

## Monday, 22 August 2016

### Hot Hot Singapore - What's your reaction?

Surface Air Temperature - Mean Daily Minimum

Surface Air Temperature - Mean Daily Maximum

### Data Handling: Is the Graph creating a true first impression?

Look at this graph... something is not quite right... what's wrong?

### Let's Ponder (Discussion 1): Is it true that...

In preparation of the I&E Bazaar, class S1-10 conducted a survey and found that the McDonald's "Crispy Chicken Breakfast Deluxe" meal is very popular amongst the SST students. They decided to sell a similar breakfast set in that morning.

To advertise their stall, they included the following chart in their promotional flyer.
Their publicity gimmick was, "We are one-third of what you normally paid!"

From a consumer's point of view, what is your reaction to this publicity stunt?
Hint: Remember to elaborate your response by applying what we learnt in this topic

Remember to include your Group number before submitting the comment.

### Let's Ponder (Discussion 2): Is the Change really Significant?

In the annual Town Council report, it reported the effort put in to improve the environment of the residents in the area it was in-charge of.

One aspect is the collection of refuse, which was a feedback by the residents.
The diagram shows the reported non-collections of refuse as a percentage of the total number of households in a town

Study the above diagram carefully.

1. Do you agree that the Town Council has made significant improvement? Why?

2. With reference to the visual representation, point out at least 2 areas that need improvement.
- Why do you think these 2 areas require improvement
- Suggest how to improve the representation.

Remember to include your Group number before submitting the comment.

### Let's Ponder (Discussion 3): It's a "Fair" Representation?

The diagram represents the sales of socks at the bookshop in the months of April and May. In April, she sold 10 pairs of socks.

To report the improved sales to the company, the bookshop auntie represented decided to represent the sales using a 'pictogram'.

Does the above "pictogram" give a fair representation of the socks sold in these 2 months?

What would you suggest to the bookshop owner to present the sales in an 'objective' manner?

Remember to include your Group number before submitting the comment.

### [Announcement] Remedial Lessons for selected topics

(With reference to email sent on 21 August 2016)

Dear S1-01

Based on your class Level Test 2 performance, three topics for SSP in these 2 weeks (which is unlikely to touch on at SSP in Term 4). Those who need to turn up already received a Calendar Invite - please respond to the invite.

For those who have not been informed to attend the session but would like to turn up for additional practice,
the schedule is as follows:

[Before attending the session, pls have a heavier meal during recess if you foresee having a packed schedule that day]

## Thursday, 11 August 2016

### Knowing Singapore through Data

In unit 10.3 (Representation and Interpretation of Data), we looked at how various organisations are presenting data for different groups of audience.

Here are the resources we visited:

1. NEA website
We discussed how this information is useful to us, layman

2. Department of Singapore Statistics
We learn more about Singapore through data presented in charts, making it more appealing and easier to understand.
• Statistics: Population Trends
• Section: Aging Population [animated presentations]
• Scroll down to view the animated Resident Population Pyramid to see how the trend looks like over time.

3. Singapore's Open Data portal: Data.gov.sg

## Friday, 5 August 2016

### [5 August 2016] Data Handling: An Introduction

In this lesson, using the data contributed by the individuals in the class...

1. We created a Frequency Table where the number of occurrences of each number given is clearly indicated.

2. In total, there are 22 data points.

3. A Histogram is also created, based on the data points and frequency captured in the frequency table.

4. We learnt the term, outlier, which is an observation point that is distant from other observations. In this case, we have two outliers, with 35 doors being the most extreme case.

We also learnt the following (through the above scenario)

1. Mean: The sum of all data points divided by the total number of data points
In this case, Mean = 9 21/22 doors or 9.95 doors (to 3 significant figures)

2. Mode: The most frequently occured data point
In this case, Mode = 7 doors
This can be identified directly from the histogram.

3. Median: The middle value
Since there are 22 data points, the middle value would be the mean of the value at the 11th and 12th position.
Value at the 11th position = 8 doors
Value at the 12th position = 8 doors
Hence, median = (8 + 8)/ 2 = 8 doors

Note: Before obtaining the median, the data points must be arranged in either ascending or descending order.

## Thursday, 4 August 2016

### Step-by-Step Construction: Class Quiz

submitted by Jonah Choke and Matthew Liang.

## Thursday, 28 July 2016

### Treasure Hunting with Geometrical Constructions

Note: This activity was conducted on 28 July.
It is shifted up (above other posts) for the ease of discussion.

You are going to work in the AA2 groups.

There are 2 parts to this mission.
1. Given the map, locate the location where the QR Code to the treasure is hidden.
2. By reading the QR Code, you will be lead to solve a problem.
3. Post the complete worked solution in the blog.

At the end of the lesson, the maps from all members must be submitted.

The following link will only be activated after all answers from all the groups are posted in the Maths Blog - after 5 pm today.

### Treasure C

Feedback:
Good. You've shown with working how the problem can be solved without the use of graph.
Note that the plotted graph can only be used as a reference.
It would be better if you re-write the working clearly using INK and insert in this post.

### Treasure A Findings (by Group 2)

(a)   the coordinates of the point A:
Ans: (0,4)

(b)  the gradient of the line:
Ans: (－1.5）

Feedback:
Rewrite the working (have the steps clearly presented) and update it in this blog post

### CAWN Treasure E

a) 0.5, 3
c) y=2x+4

Feedback:
The coordinates of the point must be presented with the ( )

### Treasure F by Group 1

By group 1

Feedback:

You found the equation of the original line in teh form of y = mx + c.
However, you have not written down the equation of the mirror image.
The question did not ask for a sketch.

Update this post with the correct answer.

### [Classwork] Geometrical Construction: Equilateral Triangle

Construction with construction lines clearly shown.
(by Matthew)

## Thursday, 14 July 2016

Look at the image... and draw out as much information as possible!
Use words that are related to Geometrical Construction to describe what you see....

### COLLECTION 1 - Spot the Error(s): Perpendicular Bisector Q1 - Groups 4 & 5

As a group, watch the clip and try to spot as many errors as possible.  Post your observations under "Comments".

### COLLECTION 1 - Spot the Error(s): Perpendicular Bisector Q2 - Groups 3 & 6

As a group, watch the clip and try to spot as many errors as possible.  Post your observations under "Comments".

### COLLECTION 1 - Spot the Error(s): Perpendicular Bisector Q3 - Groups 2 & 7

As a group, watch the clip and try to spot as many errors as possible.

### COLLECTION 1 - Spot the Error(s): Perpendicular Bisector Q4 - Groups 1 & 8

As a group, watch the clip and try to spot as many errors as possible.

### COLLECTION 2 - Spot the Error(s): Angle Bisector Q1 - Groups 4 & 5

As a group, watch the clip and try to spot as many errors as possible.

### COLLECTION 2 - Spot the Error(s): Angle Bisector Q2 - Groups 3 & 6

As a group, watch the clip and try to spot as many errors as possible.

### COLLECTION 2 - Spot the Error(s): Angle Bisector Q3 - Groups 2 & 7

As a group, watch the clip and try to spot as many errors as possible.

### COLLECTION 2 - Spot the Error(s): Angle Bisector Q4 - Groups 1 & 8

As a group, watch the clip and try to spot as many errors as possible.

### Having Fun with Construction!

How to construct the holographic pyramid?

Place your "product" on top of the screen and enjoy!.....

## Wednesday, 13 July 2016

### Differentiating the right from the wrong.... But What's Wrong?

1. Examine the 3 workings and identify which is the correct working.

2. Explain what goes wrong in each of the two other working.

### Understanding Y = mX + c through Ink Splats!

In your group, describe how you could solve the problem.

## Friday, 8 July 2016

### Application of GRADIENT and Y-INTERCEPT

Dear S1-01

Activity 1: What makes up the linear equations?

Before you begin with the game, click at INSTRUCTIONS (at the bottom of the page) to learn what each of the following mean:
(i) y-intercept - usually denoted by "c"
(ii) rise/ run, a formula that is used to calculate the slope (gradient) - usually denoted by "m"
(iii) a straight line path can be described with the linear equation, Y = mX + c
You need to understand the above in order to accomplish the mission

### Graph Plotting: Let's grade this piece of work!

Let's assess this graph and point out what are the missing/ redundant components in this graph.

Click HERE to access.

## Thursday, 7 July 2016

### Assignment 9.1 Q3 - Different Methods to solve the problem

Look at the methods presented below... They are, all, technically correct - solved by different methods.
Can you figure out the train of thought for each of these methods?
Note: Some of these "answers" are not fully 'correct' because some aspects are not corrected presented. Can you tell what's wrong?

Method 1:

Method 2:

Method 3:

### Error Analysis: Marking Scales

Note: This set of slides will be made viewable after the class discussion.

### Drawing Linear Graphs

For clarity in illustration, ink is used in this 'demonstration'.
You should use a sharp pencil, and ruler to plot your graph. Always get ready an eraser to clean off any irrelevant markings.

Step 1: How do we decide where to place the axes?
• Do you "know" the graph paper?
• What would you make reference to?

Step 2: Scale matters!
• The numbers on the axes must be clearly marked.
• The scale should be written on the top right corner of the graph paper.

Step 3: Let's start plotting!

• Mark the points clearly with "X"
• Join the points with a straight line (use a long ruler!)
• The line should be drawn within the given domain

## Thursday, 30 June 2016

### (30 June) Homework

1. Preparing for the next lesson (see earlier post below)

3. Performance Task: Attempt Reflection 1 (compulsory)

4. Attempt AceLearning Quiz (compulsory) - will be released on Friday morning.

### Getting Ready for Next Lesson

Read up Study Notes p5 to p9 - attempt the activities.

Watch the collection of videos (below) - It is critical to know the Graph Paper and know how to draw/ plot on the graph paper well

## Thursday, 26 May 2016

### 6 AM Quiz: Term 2 Week 10 Challenge 3

(Updated on 28 June 2016)

Note: Point system:
• between 0600-0630 will get 5 points
• between 0630-0700 will get 4 points
• between 0700-0800 will get 3 points
• between 0800-1000 will get 2 points
• beyond 1000 will get 1 point

## Wednesday, 25 May 2016

### 6 AM Quiz - Term 2 Week 10 Challenge 2

(Updated on 28 June 2016)

Note: Point system:
• between 0600-0630 will get 5 points
• between 0630-0700 will get 4 points
• between 0700-0800 will get 3 points
• between 0800-1000 will get 2 points
• beyond 1000 will get 1 point

## Tuesday, 24 May 2016

### 6 AM Quiz - Term 2 Week 10 Challenge 1

(Updated on 28 June 2016)

Note: Point system:
• between 0600-0630 will get 5 points
• between 0630-0700 will get 4 points
• between 0700-0800 will get 3 points
• between 0800-1000 will get 2 points
• beyond 1000 will get 1 point
Those who got the answers correct:

## Tuesday, 17 May 2016

### [17 May] Introduction of Inequality

Go through the slides to revisit what we did today... Unit 08: Simple Inequalities

## Monday, 16 May 2016

### [16 May] What we did today and What's up tomorrow?

With our short contact time this morning, you should have received the following:

• Common Test Papers - pls staple the answer sheet that you recorded the answers at the Review session to the back of the test papers. File this in your Maths file.
• You can find the suggested answers in the GoogleSite - remember to go through the presentation of the working that demonstrates the understanding and application clearly
• June Holidays Engagement Handout (Hardcopy); you also saw where it was parked at the GoogleSite
• Study Notes for "Unit 08 Inequalities" - Please bring along for tomorrow's lesson (17 May)
• Study Notes for "Unit 09 Functions and Linear Graphs" - for your reference
• You were brought to the GoogleSite to attempt the activity "Mastering Coordinates"
• "Unit 10 Data Handling" - Diagnostic activity
• You were brought to the GoogleSite and briefed on answering one question per collection.
• Deadline: Last Day of Term 2