Wednesday, 29 January 2014

29 Jan 2014: Homework

(A) Written Homework
Do the following on foolscap papers; to be submitted on 4 February 2014
  • Remember to copy questions 
  • Show all working clearly to demonstrate how you could systematically solve the problem.
Workbook (p13)
Question 19 (a), (b) and (c)
  • Show how you would compare the numbers (of the different forms)
  • Illustrate these numbers on a number line
  • Write your final answer: Organise the given numbers in descending order
Workbook (p14) Addition & Subtraction of Integers
Question 20 (a), (c), (e), (g), (i)

(B) Online Quizzes & Reading
Complete the Quizzes assigned in AceLearning
Read the assigned reading materials in AceLearning

Activity: Order! Order! Order!

Click HERE to view the answers submitted by the class; as well as the feedback to each group.

Monday, 27 January 2014

Homework: Number Lines

Read the following examples carefully.

Take note how the number lines are drawn and how are the numbers, in each case are represented on the number line.

Do the following questions on foolscap as HOMEWORK

Saturday, 25 January 2014

HCF & LCM: Concluding Exercise - Discussion

Dear S1-02

As assigned at the end of yesterday's lesson (24 Jan), the groups will post the worked solution of the questions in this blog.

Study Notes (p10-11) Q3 to Q10

You should pick the most complete solution.
Subject title of the post: Study Notes (p10)
Add a label: HCF, LCM
To be submitted by 26 January 2014 (Sunday).

More than 6 AM Quiz: Are you ready for Brilliant Mathematics?

Something interesting that keeps the brain juices flowing... Click HERE to sign up for the account.

Note: If you are signing up manually, it will prompt to check that you are 13 years old. Alternatively, you may sign in with your Facebook account (if you already have one).

6 AM Quiz: Bridge Crossing

The 6 AM Quiz is a platform to engage those who would like to seek deeper exploration and understanding of selected topics. It is therefore not compulsory.

Click HERE to access the Game

Solve your puzzle and present the possible solution in the Comments
While you tried to solve the puzzle, what mathematical knowledge and skills did you apply to solve the problem?

Thursday, 23 January 2014

23 Jan 2014: Homework on HCF and LCM

Dear S1-02

Attempt the following for discussion on Friday (24 Jan):

Study Notes:

  • Tier A (p10) Q3 and Q4
  • Tier B (p10) Q5, Q6 and Q7
  • Tier C (p11) Q8, Q9 and Q10

You may do the questions in the notebook if you have not printed the study notes.
If you have already printed the study notes, you may do your work directly on the notes.

Wednesday, 22 January 2014

We have a Real World... Application in HCF and LCM

As a group, you will propose 2 scenarios (each) to illustrate the application of HCF and LCM in real world application.

  • Each group is assigned 2 slides (e.g. Group 1: Slides 4 & 5. Group 2: Slides 6 & 7. ...)
  • Insert your suggested answer as a Comment to the slide where the scenario is.
Deadline: 24 January 2014 (Friday)

Lowest Common Multiple
Click HERE to open shared presentation

Highest Common Factor
Click HERE to open shared presentation

Venus Transit - what has it got to do with Maths?

How do astronomers & scientists predict when Venus Transit takes place?

Let's read what NASA says :)


Finding Cube Root... What's wrong with this working?

Question: Find the cube root of 3824

Read the working carefully.

  • Highlight area(s) that you think is incomplete
  • Identify an 'critical' mistake - because of the way the working is presented
  • Point out what's 'wrong' with the final statement

Tuesday, 21 January 2014

Class Discussion: When the condition changes...

21 Jan 2014 (Tuesday) Homework

Dear S1-02

These are the two sets of homework assigned today - to be completed and ready for tomorrow's submission:
  • Homework Set (1): Workbook (p2) Q6 & Q7 (p6) Q27
  • Homework Set (2): Handout - from Study Notes (p16, 17) Q7, Q8, Q9, Q10, Q11

What's up tomorrow?
  • We'll discuss the "Planet" problem
  • We'll start move into the topic, "Highest Common Factor" and "Lowest Common Multiple"

Monday, 20 January 2014

Pondering over Primes 02 (cont'd)

This is the working that Justin presented on the board

Look through his working.
(1) Do you understand his working - are the steps clear?
(2) How could the working be improved so that all the parts are clearly explained, leading to the answer?

Recap: Prime Numbers

Try this interactive application at to find all prime numbers that are between 1 and 100.
Note that this does not work in Chrome Browser.

Here's another one :) Do you know how this one works?

Prime Factorisation - Doing it...

Prime factorisation is the process of expressing a composite number as the product of prime factors.

There are 2 methods to do this:

(a) Repeated Division

(b) Factor Tree

Click HERE to view the illustrations


Pondering over Primes 01

A number's prime factorisation is
23 X 32 X 52
Is the number even or odd? Explain your reasoning.
Name four other factors of this number, other than 2, 3 and 5.

Pondering over Primes 02

Given that 74 088 000 = 2^m X 3^3 X 7^3 X 5^n, find the values of m and n.

Key in the values of m and n under Comments

Review: Homework Chap 1 Q4

Workbook (p2) Q4: Find the prime factorisation of each of the following numbers, leaving your answer in index notation

Examine the following working:
(1) Has the student answered to the question? If not, what's wrong in the way the answer is presented?
(2) Is the overall working clearly presented to demonstrate the student knows what he/she needs to find? If not, how could the working/ presentation be improved?

* Afternote was added to the end of each case, after discussion with the class on 20 January.

Case 1:

The student had done the Prime Factorisation correctly. 
The question asked for prime factorisation and answers be presented in Index Notation.
However, the student did not answer to the question. Instead, he/ she listed all the factors of the number, which is not required.

Case 2:

The student had done the Prime Factorisation correctly. 
However, he/ she did not understand what is meant by 'index notation' (see the arrow he/ she drew, pointing at "1").
In addition, though he/ she had written "2^3 x 7 x 11 x 13", his/ her final answer was 8008.

Case 3:

The student had done the Prime Factorisation correctly. 
3^2 (5 x 7) is a mixed presentation of "multiplication". He/ She should have written it as 3^2 x 5 x 7. 
In addition, from the presentation, he/ she had 315 as the final answer. So, it is an indication of not understanding what "index notation" means.

Case 4:

The student had done the Prime Factorisation correctly. 
(2^3 x 7) x (11 x 13) is a mixed presentation of "multiplication" and the "operation"/ working seemed incomplete. He/ She should have written it as 2^3 x 7 x 11 x 13

Case 5:

The student had done the Prime Factorisation correctly; however, he/ she had not carried it out in a systematic manner. 
As a good practice, we should always test the division with the smallest possible prime number (divisor) before moving on to the next one so that we need not to do further "random checks" in subsequent divisions - for the ease of checking and accounting for all possible prime factors involved.

Similarly, when writing the product of prime factors in index notation, It would also be a good practice to start with the smallest prime factor (in ascending order) - for the ease of checking.

Discuss it as a group and comment for all the cases

Remember to sign off with your Group number.

Friday, 17 January 2014

On Your Own - For Practice, Revision & Acceleration

You would have received an email invite (at your SST account) to sign up as a member of this online portal.

For your information, the Khan Academy comes with a vast collection of video clips on almost all topics (& sub-topics) in our curriculum. It also comes with quizzes that auto-mark and therefore enables you to check your understanding and mastery of the skills. This will complement what we do in class.

Note that the quizzes are largely Multiple Choice Questions or require you to enter numerical values only. You must also keep in mind the importance of writing the working/ steps in a logical manner. Hence, practices on papers should continue.

This is a useful resource that you can use for practice, revision... and for those of you who are would like to accelerate your learning, you may pace yourself accordingly - e.g. pick a topic that would be taught this year and start to learn on your own.

Note of caution: Always check your textbook on the presentation of the mathematical notation.
For example, at secondary level,  4 x 7 should not be written as 4.7 (by inserting a dot between 4 and 7).

You may also invite your parent to sign up an account and invite him/ her as your coach.

Set-up Guide for Parent:

1. Parent to set up an account

2. Student to invite Parent as Coach

3. Parent to login to monitor child's progress

4. Parent can also assign tasks for child to attempt

Monday, 13 January 2014

By Group 4 Square Root and Cube Root

Answer: 84 and 21. But not sure if the method is correct.

Email to Parents

Dear S1-02

On Sunday, I sent an email to your parents to provide them an overview of the lessons and learning materials. You were included in the "bcc", too.

Some of you have not submitted the emails to me. As a result, your parents might not have received it:
  • [5] Christopher Yong Wei Jie 
  • [8] Javier Yeo
  • [20] Richman Kum Cho Howe
  • [4] Woon Yoke Xuan - Father's email address incorrect
  • [14] Lew Jiajun - Mother's email address incorrect
  • [21] Owen Tee Hao Wei - Mother's email address incorrect
Please update the Contact info at

On the other hand, you were also kept in the "bcc" of the email.
Please forward & share the email to your parents if they mentioned that the email has not arrived.

Sunday, 12 January 2014

Square Root & Cube Root (Group 2)

(b) Ans.: 48

(h) Ans.: 34

Thank you!!!!!

group 1

Group 3

Homework assigned in Term 1 Week 1 (Friday)

Dear S1-02

The following were assigned to the class on Friday:
(1) 1 Handout about Space Maths was issued to all
- Planetary Conjuctions

This activity will give you a "preview" of what we will be doing in Term 1 Week 3.
Read the question carefully - Think through the strategies. It is something that you are familiar with and there are several ways to solve the problem.
Some of you have already attempted and shared how you solved the problem.
Now, think if there are more ways to solve the same problem?

(2) Homework in Maths Workbook (p2) You have been assigned to solve Question 5 (a) to (h) [selected questions] as a group. (a) Group 1 (b) Group 2 (c) Group 3 (d) Group 4 (e) Grouop 3 (f) Group 4 (g) Group 1 (h) Group 2 Afterwhich, post your answers up in the blog.

In this exercise, you will apply what we discussed on Friday (Prime Factorisation) and apply this to find the square root and cube root of a number in a systematic manner.
[Hint: Check the resources you have]
This will be the first topic we discuss when we meet again on Monday (20 Jan).
Post title: Square Root & Cube Root (by Group...)

Wednesday, 8 January 2014

About Primes - True or False

Study Notes (p3)

Click HERE to view your responses. [You will be able to view the responses in the next lesson]

Number family- group 2

Q1. The numbers on the left are composite numbers(non-prime numbers). The numbers on the right are prime numbers.
Q2. Composite numbers can be divided by other numbers other than itself and 1. Prime numbers can only be divided by itself and 1.
Q3. 48 and 45.

Numbers by group 4

The group on the left are composite numbers. Composite numbers are numbers that are divisible by any positive integer other than 1 and itself. For example, 6 is composite because it has the divisors 2 and 3 in addition to 1 and 6.

A prime number is a positive integer greater than 1 that has no positive divisors other than 1 and itself. For example, 5 is prime because only 1 and 5 evenly divide it.

Tuesday, 7 January 2014

Numbers from group 3


I am JAVIER YEO. Tomorrow morning we need to discuss about the numbers challenge as a group before the maths lesson.

Numbers family by group 1

A composite number is a positive integer that has at least one positive divisor other than one or itself

A prime number [or a prime] is a natural number greater than 1 that has no positive divisors other than 1 and itself.A natural number greater than 1 that is not a prime number is called a composite number.

the only Numbers that are neither composite nor prime are 0 and 1

Composite numbers is the biggest group, so 2 other composite numbers are 42 and 49 
Group members :Joshua Chua, Nigel Tan, Hong Dominic, Zhu Zhuan Yan

Which family do I belong to?

The Task:
1. Name each family [3 points]
2. Describe the characteristics of these numbers [3 points]
3. Add 2 new members to the largest family [2 points]

1. Discuss as a group
2. Pen "all the numbers" in one sheet of paper
3. Take a photo of the group's answers
4. Leader or a member of the team will upload the group answer
5. In the post, include the names of all your members
6. Title of Post: Number Family (by Group.....)
7. Include a label "Numbers" to the post [bonus: 1 point]

Deadline: Before we meet in the next lesson

Introduction (1) Mathematics & Me...


(a) the success and joys that you have experienced in learning Mathematics;

(b) the challenges you have experienced with the subject; and how you think you could overcome these challenges this year?

Post your response under "Comments"

Introduction (2) My Mathematics Classroom

How would you envisage the Maths experience in SST is going to be like... 

(a) In what way do you think learning would look like in our Maths classroom?

(b) How do we contribute to a conducive and encouraging learning environment?

Post your response under "Comments"

Introduction (3) What would help US learn better?

What are some strategies that you find helpful to learn well?
e.g. strategies you used to learn in class, understand the subject well, prepare for assessments.

Post your response under "Comments"

New Day. New Year - Begin with an end in mind

Welcome to an exciting year 2014
Success comes with adequate preparation and as a start do take note of the following.

1. Know the Mathematics Syllabus
  • This is the 4-year syllabus leading the "O" level exam: Elementary Mathematics 4016 (SEAB site)
  • We will not be covering all the topics listed in the syllabus in Sec 1. 
  • The curriculum adopts a spiral approach where selected topics will be revisited and going into depths as we move from year to year.
  • The abridged-scheme of work will be made available by end-January.

2. Right Resources
  • SST Maths Notes - It is made available at the GoogleSite > Mathematics - See 1st announcement
  • Calculator - It will be verified before the first level test and an "approved SST" sticker will be issued
  • SST Foolscap paper and graph papers (for assignments)
  • ICT Resources
    • Class Maths Blog: Most of the online learning activities will be carried out here
    • ACE Learning: Online platform where the account will be issued to you by end of January
    • Software: Grapher, Geogebra, Numbers, PhotoBooth, QuickTime Player
3. Assessment for 2014
  • Term 1   Level Test 1 + Authentic Assessment 
  • Term 2   Common Test 1 
  • Term 3   Level Test 2 + Authentic Assessment
  • Term 4   End of Year Summative Assessment 
4. Diagnostic Test will be conducted as Follows:
  • Beginning of new topic - to assess prerequisite knowledge and linkages to new knowledge
  • End of topic - to assess level of understanding and competency
5. Daily learning and monitoring platforms
  • Class work -  in the form of activities and practice questions
  • Assignment - to be done on printed handouts or SST foolscap papers
  • All classwork to be completed within designated time
6. Character is Destiny
    Your destiny should begin with your daily routines
    A.   Be Present
    B.   Listen without Prejudice and One conversation at a time
    C.   Be Socially Aware (we are after all living in a gregarious community)
    D.   Manage your impulses
    E.   Know that the choice that you have chosen has its own consequences