Group 4 with 150 points
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 Alternative Assessment 1: Viva Voce
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 Algebra: Expansion
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 Algebra: Algebraic Fractions
 Algebra: Solving Equations
Thursday, 23 October 2014
Sunday, 19 October 2014
Australian Mathematics Competition 2014
Dear S102
Here's the summary of your class' performance:
Distinction  Moon Gijoo 
Credit
 Fyodor Lee 
Owen Tee Hao Wei  
Janice Tan Sze Hui  
Wong Kang  
Javier Yeo  
Joel Tio Jin Hon  
Joshua Yew Jek Yong  
Proficiency
 Hong Dominic 
Oon Chwen Yueh Celest  
Kay Sandy Maung  
Joshua Chua Tze Ern  
Lew Jiajun  
Low Tjun Lym  
Zhu Zhanyan  
Elgin Ng  
Liew Yong Jun Javier  
Khoo Bo Si  
Christopher Yong Wei Jie  
Justin Lim  
Nigel  
Yoke Xuan Woon 
Tuesday, 7 October 2014
Concluding Year 2014...
Dear S102
It has been a pleasure to be with you on your maiden learning journey in SST :)
The closure of this academic year would a good time for us to reflect and plan for the following year.
We would like to hear your experience as the feedback would be taken into account when we shape your learning experience, as well as your juniors'.
Click HERE to access the Feedback Form.
It has been a pleasure to be with you on your maiden learning journey in SST :)
The closure of this academic year would a good time for us to reflect and plan for the following year.
We would like to hear your experience as the feedback would be taken into account when we shape your learning experience, as well as your juniors'.
Click HERE to access the Feedback Form.
Saturday, 27 September 2014
2to3 Quiz (Revision) Construction
Question 1
To construct the figure:
(i) Measure and draw line AB using ruler.
(ii) Measure and draw angle ABC using protractor.
(iii) Stretch the 2 arms of the compass to measure 5.2 cm and mark an arc on the line BC. Label it point C.
Here are 2 ways of drawing the parallel line DC
(iv) Use a protractor to draw angle BCD
OR
(iv) Use a setsquare and ruler to draw line CD
(v) Stretch the 2 arms of the compass to measure 3.8 cm, place the sharp end at "C" and mark an arc on the line DC. Label it point D.
(vi) Join A and D to complete the figure.
Question 2
Three properties to take note of:
To construct the figure:
(i) Measure and draw line AB using ruler.
(ii) Measure and draw angle ABC using protractor.
(iii) Stretch the 2 arms of the compass to measure 5.2 cm and mark an arc on the line BC. Label it point C.
Here are 2 ways of drawing the parallel line DC
(iv) Use a protractor to draw angle BCD
OR
(iv) Use a setsquare and ruler to draw line CD
(v) Stretch the 2 arms of the compass to measure 3.8 cm, place the sharp end at "C" and mark an arc on the line DC. Label it point D.
(vi) Join A and D to complete the figure.
Question 2
Three properties to take note of:
 Diagonals of the rhombus bisect each other
 Diagonals of the rhombus are perpendicular to each other
 Opposite angles are equal
[Someone asked...] The difference between Approximation and Estimation...
Estimation involves calculation, whereas Approximation is about rounding off a number.
 The rounding off of a number can be carried out before or after the calculation.
Consider the following scenario:
The length of the door is 1.95 m and its height is 2.06 m (assuming that the dimensions given are exact).
(a) Find the area of the door and round the answer off to 2 significant figures.
The actual area of the door is 1.95 m x 2.06 m = 4.017 m^2.
Answer = 4.0 m^2 (to 2 sig fig) [Ans]
The step to round off a number (to present the final answer) is an approximation.
There is no mention of estimation in question (a), so we use the given values to compute the area first, then round off as required.
(b) Estimate the area of the door to 2 significant figures.
The purpose of doing 'estimate' or 'estimation' is to enable us carry out calculation quickly and when we don't need an exact value. A rough figure should give us a sense of the actual value. It should not be too far off from the actual value.
To estimate, we will round the numbers off to the required "degree of accuracy" (in this case, 2 significant figures) first before doing any calculation. In other words, we are using the approximated numbers to do calculation.
Area of the door ≈ 2.0 m x 2.0 m <<<<< This is the 'estimation' step when the approximated values are used for calculation
= 4.0 m^2 [Ans]
Since 1.95 m ≈ 2.0 m (2 sig fig) and 2.06 m ≈ 2.0 (2 sig fig)
Exception
When doing Estimation, we round off the values based on the degree of accuracy given.
However, there is an exception when dealing with roots because by rounding it off to 1 SF, 2 SF, etc. may not land itself nicely to be rooted.
To estimate square root of 26.77, it does not help us to figure out what number it's 'near' to if we round it off to 1 SF (i.e. 30) or 2 SF (i.e. 27).
However, we know that 25 (which is a perfect square) is quite close to it; so, we will estimate it to be square root of 25, and get the answer "5".
If you key square root 26.77 in the calculator, your answer should be quite close to 5.
To extend/ combine the above....
If the question asks: Estimate 150.5677 x "square root of 8.343" to 2 sig fig
Then we'll have 150.5677 x "square root of 8.343" ≈ 150 x "square root 9"
= 150 x 3
= 450 [Ans]
150.5677 when rounded off to 2 sig fig = 150
square root of 8.343 will be square root of 9 (which is the closest perfect square).
Wednesday, 24 September 2014
Revision (2to3 Quiz): Linear Graph Question 1  It should be...
Answers
(a) Recall, on the graph paper, each 'big' square with the 'darkened' green link measures 2 cm x 2 cm.
(b) Substitute the given values of x and y to find the unknowns.
(c) Remember to check the domain for the plot.
(d) Things that must be present when plotting the graph:
(e) To read points, the working is represented by the dotted lines.
(a) Recall, on the graph paper, each 'big' square with the 'darkened' green link measures 2 cm x 2 cm.
(b) Substitute the given values of x and y to find the unknowns.
(c) Remember to check the domain for the plot.
(d) Things that must be present when plotting the graph:
 label x and y axes
 markings on the axes must be clearly indicated/ written (including the origin)
 label the line with the given equation
 plot the points with crosses clearly
(e) To read points, the working is represented by the dotted lines.
Monday, 22 September 2014
Sunday, 21 September 2014
Content Pages  2nd Semester
Content Page for the individual topics (2nd semester) are now available via the GoogleSite.
[Someone asked...] When simplifying expressions... do we factorise?
When we are asked to simplify expressions, we would usually expand to work on the like terms. However, there are occasions when we need to look out for "patterns".
Here are some possible scenarios:
1. If no variables are involved in the denominator of any algebraic fractions, we can just expand to simply.
2. If there is variable in the denominator, we'll need to see how complex it is.
In the following example, you notice that the denominator is very simple  it has only a numerical value multiplied to "x".
Here are some possible scenarios:
1. If no variables are involved in the denominator of any algebraic fractions, we can just expand to simply.
2. If there is variable in the denominator, we'll need to see how complex it is.
In the following example, you notice that the denominator is very simple  it has only a numerical value multiplied to "x".
 Now, we simply need to simplify the numerator like what we did (usually).
 When we reach Line 2, then check if there's any common factor amongst the terms in the numerator.
 If there is, 'take out' the common factor, just in case it can be 'cancelled' with the denominator.
 In this case, you notice that in Line 3, we have "2x" in the numerator, which we can reduce further with the denominator "6x", resulting in what we see in Line 4.
3. In the following, you notice that the denominator seems a bit 'more complex', and there seems to be a common factor between the terms.
 In addition, the numerator has 2 'brackets', hinting a possibility of 'reducing' with some terms in the denominator. So, do not expand the 'brackets' in the numerator yet.
 In Line 2, we 'take out' the common factor of the denominator.
 Now check if there's any common factor between the numerator and the denominator., You would notice (x+2) is the common factor. 'Cancel' them and we'll get Line 3.
 Now, simplify and the final answer is as shown in Line 4.
[Someone asked...] How to form that INEQUALITY?
Someone asked: How to form the inequality of the following problem
(Fairfield Methodist Secondary EndOfYear 2013 Paper 2)
Here's how you could approach the problem stepbystep:
(Fairfield Methodist Secondary EndOfYear 2013 Paper 2)
Here's how you could approach the problem stepbystep:
Friday, 19 September 2014
Term 4 Week 2/3 Consultation
Dear S102
As you should have moved into the final stage of the exam preparation in Term 4 Week 2, instead of conducting remedial lessons, I've created several consultation slots so that you can see me to go areas that you are not sure, e.g. questions in the revision papers.
As you should have moved into the final stage of the exam preparation in Term 4 Week 2, instead of conducting remedial lessons, I've created several consultation slots so that you can see me to go areas that you are not sure, e.g. questions in the revision papers.
 22 Sep (Monday) 2.30 pm to 4.30 pm
 24 Sep (Wednesday) 1.45 pm to 2.15 pm
 29 Sep (Monday) 11 am to 12 noon
 30 Sep (Tuesday) 12 noon to 1 pm
You may give me a call (@419, outside the staff room) or send me an email alert.
Venue: Outside Staff Room
Tuesday, 9 September 2014
[Someone asked....] Number of sides of a polygon if the exterior angle is a reflex angle...?
How to find "The number of sides a regular polygon has if its exterior angle is ≥180Âº?
In the syllabus, we focus on convex polygons.
One of the properties that all convex polygons have would be the sum of Interior and Exterior angles is 180Âº.
Hence, the size of each exterior angle cannot be more than 180Âº.
Below are 2 examples of polygons with exterior angles being acute angle and obtuse angle.
In the syllabus, we focus on convex polygons.
One of the properties that all convex polygons have would be the sum of Interior and Exterior angles is 180Âº.
Hence, the size of each exterior angle cannot be more than 180Âº.
Below are 2 examples of polygons with exterior angles being acute angle and obtuse angle.
Thursday, 4 September 2014
Support Programme during Sep Holidays
Hi Everybody
I'll be in the school (during the Sep Holidays) to run the Maths Support Programme for some of your classmates on
 8 Sep 2014 (Monday)
 9.30 am to 11.30 am
 Venue: Info Hub (Level 4/5)
 Attire: School uniform
You may turn up if you wish to...
What are we doing:
Attempt a Practice Paper from another school; consultation if you would like to clarify your doubts facetoface.
If you intend to turn up, things to bring:
1. Long Ruler, Eraser & Sharp pencil  for graph plotting; Graph paper
2. Calculator
3. Writing materials
Do let me know if you are unable to turn up so that I would prepare enough materials for you.
Who's attending the support programme:
3

OON CHWEN YUEH, CELEST

5

CHRISTOPHER YONG WEI JIE

6

FYODOR LEE JUN DE

12

JUSTIN LIM

13

KHOO BO SI

15

LIEW YONG JUN, JAVIER

19

NIGEL TAN YEE HERN

23

ZHU ZHANYAN

Monday, 1 September 2014
Pythagoras' Theorem: How would Romeo meet Juliet?
[Post activity discussion]
Some of you enquired the "complete" set of solution (after the class discussion)  i.e. the various possibilities that arise from various assumptions.
Here are the possibilities and assumptions that we need to be clear before solving the problem:
In scenario 2, some of you suggested using nets (something you learnt in primary school).
Here, it's good to draw the net and write the dimensions clearly to ensure the correct numbers are used for calculation.
Look, there are 2 possible 'nets' that could give the shortest path.
Do NOT assume the 2 nets give the same "diagonal" length.
[Do not apply "seeing is believing"]
Always compute the numbers to check.
The 3rd scenario was the one that we spent a significant amount of time to discuss in class  Refer to the "Romeo & Juliet" box that I brought to the class to help you visualise better.
Here, you would have to apply Pythagoras Theorem twice.
Some of you enquired the "complete" set of solution (after the class discussion)  i.e. the various possibilities that arise from various assumptions.
Here are the possibilities and assumptions that we need to be clear before solving the problem:
In scenario 2, some of you suggested using nets (something you learnt in primary school).
Here, it's good to draw the net and write the dimensions clearly to ensure the correct numbers are used for calculation.
Look, there are 2 possible 'nets' that could give the shortest path.
Do NOT assume the 2 nets give the same "diagonal" length.
[Do not apply "seeing is believing"]
Always compute the numbers to check.
The 3rd scenario was the one that we spent a significant amount of time to discuss in class  Refer to the "Romeo & Juliet" box that I brought to the class to help you visualise better.
Here, you would have to apply Pythagoras Theorem twice.
Thursday, 28 August 2014
Wednesday, 27 August 2014
27 August 2014  Group Work: Number Pattern Tasks
Within your group, you are going to be reorganised into 2 "subgroups":
Each subgroup will be given a problem to solve.
1. Take a photo of your suggested solution  make sure the image is clear & big enough.
2. Take a short video clip  no longer than 2 minutes, post it in Youtube  name it something similar to "S102Group 5 Q4"
Each subgroup will be given a problem to solve.
1. Take a photo of your suggested solution  make sure the image is clear & big enough.
2. Take a short video clip  no longer than 2 minutes, post it in Youtube  name it something similar to "S102Group 5 Q4"
 you may use your camera phone or your device's application such as PhotoBooth
 Title of Post: Number Pattern Activity  Group 5 Question 4
 Post a photograph of your suggested solution
 Embed the video clip just below the photo
 Include the name of all the members
On top of that, you've been invited to the G+ Event.
Click HERE to access.
Number Patterns: Some interesting information
Mathematicians have found ways that enable us to determine numbers in sequences easily.
They derive formulas to suit certain types of number sequences.
For example, the number sequence 5, 7, 9, 11, 13, 15 … is known as an arithmetic progression with common difference of 2.
To find the sum of numbers in a sequence 5, 7, 9, 11, 13, 15 …, we can use the following:
(from wikipedia: http://en.wikipedia.org/wiki/Arithmetic_progression)
On the other hand, if we have another number sequence, 1^2, 2^2, 3^3, .....
we can find the sum of the square numbers using the formula:
(http://www.trans4mind.com/personal_development/mathematics/series/sumNaturalSquares.htm)
They derive formulas to suit certain types of number sequences.
For example, the number sequence 5, 7, 9, 11, 13, 15 … is known as an arithmetic progression with common difference of 2.
To find the sum of numbers in a sequence 5, 7, 9, 11, 13, 15 …, we can use the following:
(from wikipedia: http://en.wikipedia.org/wiki/Arithmetic_progression)
On the other hand, if we have another number sequence, 1^2, 2^2, 3^3, .....
we can find the sum of the square numbers using the formula:
(http://www.trans4mind.com/personal_development/mathematics/series/sumNaturalSquares.htm)
Tuesday, 26 August 2014
Transformation: From Circle to Cone
Some of you will find the following demonstration useful  to see how a 'circle' is transformed into a 'cone'.
Watch from 1:17 onwards
Watch from 1:17 onwards
Monday, 25 August 2014
Update: Here's what you say...
This is the consolidated response from 21 students in S102 (up to 25 Aug, 12 noon) (with 3 repeated entries), in response to the survey to find out if they know where to find the learning materials.
Q3 & Q4 required submission the specific URLs when looking for specific materials.
Q3 & Q4 required submission the specific URLs when looking for specific materials.
In addition, 85.7% are able to provide the URL of the YouTube channel where to could find the lesson video clips and, 85.7% are able to give the correct URL to find the flipped lesson for geometrical construction.
Below are the many possible different ways that you can ask questions (if unsure of your work).
Below are the many possible different ways that you can ask questions (if unsure of your work).
Update: Those who responded to the SurveyQuiz
Here's an update, till 12 noon today.
Submitted by  Group  Points scored  Total number of members  TOTAL POINTS 
Celest Oon  1  7 
6
All responded  52 
Jerry  1  10  
Joshua Chua  1  9  
Khoo BoSi  1  7  
Low Tjun Lym  1  10  
richman kum  1  9  
Janice Tan  2  7 
6
4 responded  27 
Javier Yeo  2  5  
Justin Lim  2  7  
owen tee  2  8  
christopher yong  3  6 
5
All responded  37.2 
Elgin Ng  3  5  
Joel Tio  3  7  
Kay Sandy Maung  3  9  
Zhu Zhan yan  3  4  
Dominic  4  6 
6
5 responded  34 
Javier liew  4  7  
joshua yew  4  7  
Wong Kang  4  5  
Woon Yoke Xuan  4  9 
Saturday, 23 August 2014
Investigating: Volume of Cone & Cylinder
The volume of a cone fills up onethird 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
To examine the total surface area of a sphere
Thursday, 21 August 2014
Tuesday, 19 August 2014
[T3W8] Support Programme (Group 1)
Geometrical Construction
Remember to bring along your construction set.
5  CHRISTOPHER YONG WEI JIE 
"T3W8
Support Prog 19 August 2014 (Tues) 2.15 pm to 3.15 pm S104 classroom"  
12  JUSTIN LIM  
16  LOW TJUN LYM  
19  NIGEL TAN YEE HERN  
20  RICHMAN KUM CHO HOWE 
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