## Tuesday, 28 January 2014

### 28 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)

Workbook (p14) Addition, Subtraction, Multiplication and Division of Integers
Question 22 (b), (e), (g), (i)

Complete the Quizzes assigned in AceLearning

### (Arithmetic Operations) What's Wrong: Diagnostic Test 2 Q4c

Here's the presentation of working amongst those who submitted.
Can you identify the error(s) in each of the following?
• Are they purely careless mistakes or conceptual errors?
• Do you know the correct way of working out the solution?

### (Arithmetic Operations) What's Wrong: Diagnostic Test 2 Q4d

Here's the presentation of working amongst those who submitted.
Can you identify the error(s) in each of the following?
• Are they purely careless mistakes or conceptual errors?
• Do you know the correct way of working out the solution?

## Monday, 27 January 2014

### Numbers... How they look like on Number Lines

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

### "What's Wrong?" with these Number Line

Question:
Represent the following numbers on a number line: 5, -1/11, π, 0.9

Below are 4 number lines that have "gone wrong".
Do you know what's wrong with these number lines?

Line (1)

Line (2)

Line (3)

Line (4)

Think through before clicking at "Comments" to find out "What's Wrong".

## Sunday, 26 January 2014

Q4

Q7

### Math Study Notes pg 10-11

Mathematics Notebook page 10 and 11(Questions 5 and 8)
Group 1
Members:Shanice,Everi,Min Quan,Sophia,Jin Yu,Joshua

5.It is given that 648 = 23 × 34.
(a) Express 84 as a product of its prime factors.
84=2x2x3x7
=2^2x3x7
The product of 84’s prime factors is 2^2x3x7
(b)Hence find smallest value of x such that 648x is a multiple of 84.

648 = 2^3 x 3^4
84 = 2^2 x 3 x 7
LCM = 2^3 x 3^4 x 7
= 4536

4536/648=7
The smallest value of x is 7
8.A school plans to donate 1400 packs of instant noodles, 350 packets of rice and \$700 in cash to the elderly in the neighbourhood. All items to be distributed are packed in gift bags such that there are equal amount of cash in each gift bag.
• (a)  How many gift bags are needed?
• Using the ladder method (to find HCF)
• HCF of 1400, 700, 350 is 350
• 350  gift bags are needed
• (b)  Hence, write down the number of packets of rice and the amount of cash in each gift bag
Instant noodles 1400/350 =4
Money \$700/350 =\$2
Rice 350/350 =1

There will be 1 packets of rice and \$2 in each bag.

## Saturday, 25 January 2014

### Group Activity: Which Tribe do I belong to?

Here's the complete solution:

Group 1: 0 Points - Non-submission

Table: 6 points - Check 5th & 8th columns
Venn Diagram: 2 points

Group 2: 8 Points

Table: 4 points - Check 2nd, 3rd, 4th & 7th columns
Venn Diagram: 0 point - missing

Group 2: 4 Points

Table: 7 points - Check 4th column
Venn Diagram: 2 points

Group 2: 9 Points

### HCF & LCM: Concluding Exercise - Discussion

Dear S1-01

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)
To be submitted by 26 January 2014 (Sunday).

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

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.

While you tried to solve the puzzle, what mathematical knowledge and skills did you apply to solve the problem?

Done by: Grp 2

## Thursday, 23 January 2014

### 23 Jan 2014: Homework on HCF and LCM

Dear S1-01

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.

Lowest Common Multiple

Highest Common Factor

### HCF and LCM: Is this TipSheet Useful?

Some teachers had a discussion about when to use HCF and LCM. Here's one suggestion by the teacher named "Funny".

• Do you agree with what she suggested?
• Are those pointers useful?

Share under "Comments" if you have other insights on this :)

Note:
In overseas context, Highest Common Factor (HCF) is also known as Greatest Common Factor (GCF)

### 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

• 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

### 21 Jan 2014 Homework

Dear S1-01

Here's the homework for today - to be ready for submission when we meet tomorrow:
• Homework Set (2): Handout - from Study Notes (p16, 17) Q7, Q8, Q9, Q10, Q11

## Monday, 20 January 2014

### Recap: Prime Numbers

Try this interactive application at http://anshula.com/sieve/ 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?
http://www.hbmeyer.de/eratclass.htm

### 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:

Afternote:
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:

Afternote:
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:

Afternote:
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:

Afternote:
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:

Afternote:
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

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).

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

### Email to Parents

Dear S1-01

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:
• [16] Neol Lim
• [17] Siddhartha Jaruhar
• [23] Yap Clement
• [19] Xavien Teo - Mother's email address incorrectly keyed in
Please update the Contact info at http://sst2014-s101maths.blogspot.sg/p/info-gathering.html

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

## (Done by Group 1)

Math Workbook, Page 2.
Reference can be found in the math textbook on page 11.
Question 5  a), c), e) and g)

Find each of the following using prime factorisation.

a) square root of 2 025

using prime factorisation, we get
3 x 3 x 3 x 3 x 5 x 5 =2025
(3x3x5) x (3x3x5) =2025
45 x 45 =2025

Ans: 45

c) square root of 3 969

3969=3x3x3x3x7x7
=(3x3x7)x(3x3x7)
=63 x 63

e) cube root of 5 832

using prime factorisation, we get
2 x 2 x 2 x 3 x 3 x 3 x 3 x 3 x 3 =5832
(2x3x3) x (2x3x3) x (2x3x3) =5832
18 x 18 x 18 =5832

Ans: 18

g) cube root of 17 576

using prime factorisation, we get
2 x 2 x 2 x 13 x 13 x 13 =17576
(2x13) x (2x13) x (2x13) =17576
26 x 26 x 26 =17576

Ans: 26

### For Info: Grouping

Please note that the Homework assigned on last Friday should be completed with the Group Members as at during our Maths lesson.

Leaders of the respective groups - Please discuss and update the seating plan that was shared with you in our 1st lesson. If necessary, re-draw the 'boxes'.

Thanks.

### Homework assigned in Term 1 Week 1 (Friday)

Dear S1-01

The following were assigned to the class on Friday:
(1) 2 Handouts about Space Maths was issued to all
(a) Planetary Conjuctions
(b) Planetary Alignments

These two activities give you a "preview" of what we will be doing in Term 1 Week 3.
Read the questions 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)(c)(e)(g) as a group. 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...)

## Saturday, 11 January 2014

### My answers for Planetary Conjunctions and Alignments

Done with the bonus worksheet but tho will there be points for right answers? For planetary conjunctions, my workings are messy and I have redrawn them. :)