## Monday, 31 March 2014

### Consultation in Term 2 Week 2 - Algebra: Simplifying, Expansion, Factorisation

Dear S1-01

This week, we will be having non-structural consultation sessions.

I will be available at the following time slots:
• Tuesday (1 April 2014) 2 pm to 4 pm
• Thursday (3 April 2014) 2 pm to 4 pm
• Friday (4 April 2014) 2 pm to 4 pm
Venue: Info Hub Level 4

Topic: Algebra - Simplifying, Expansion and Factorisation

## Tuesday, 25 March 2014

### Grapher

This is a circle centred at 4,4. Because we want the circle to be at +4,+4, we have to -4 from x and y

### Grapher Circle

The diameter is 4 units:)

### Grapher Circle

 It does not look like a circle, but if you see carefully, it is!

## Monday, 24 March 2014

### Factorisation - Cross Method

Dear S1-01

As mentioned in class, please view the video clips for the flipped lesson (assigned during the school holidays).

In addition, please view the additional examples of "Cross Method":

• Click HERE to view the 7 examples.

## Sunday, 16 March 2014

### Food-for-Thought: What's the Probably of finding the missing plane?

The following is reported in online Straits Times today (16 March).
Click HERE to read the report and to access the dynamic graphic to have a visual sense on the size.

With the possibility that the MH370 is hijacked, based on the amount of fuel that the missing plane carried with it, the airports that the plane could possibility had landed are identified (in the map shown). According to WNYC, the missing plane could have landed in 634 runways in 26 different countries.

Now, are you able to tell the likelihood, that is, the chances that you will find the plane if you just pick any of these airports? Mathematically, it's possible to have equal chances of finding it in any airport, based on ideal situation. However, the chances of finding the planes in all airport vary now. Why?

## Saturday, 15 March 2014

### Food-for-Thought: Searching for a needle in a haystack

The following is reported in online Straits Times today (15 March).
Click HERE to read the report and to access the dynamic graphic to have a visual sense on the size.

MH370 has gone missing for more than 7 days and the relevant authorities have expanded the search area to locating the missing plane. Below is the visual representation to give us a sense of how difficult it is to location an object in a vast area.

Based on the information given in the article, and the 'suggested' size of the search area, are you able to estimate the chance of locating MH370 at the 'defined' search area?
Hint: You'll need to express your answer in "standard form".

## Friday, 14 March 2014

### March Holidays Homework

(A) Written Work
2 sets of written homework were issued on Thursday (13 March 2014).

• Algebra - GCE "O" level questions (2 pages, short questions)
• Deadline: Term 2 Week 1 (28 March 2014, Friday)
• Algebra - Quiz 1 & Quiz 2 (6 pages, multiple choice questions) - printed on hardcopies, to be marked via AceLearning
• Deadline: March Holidays (21 March 2014, Friday)
• Attempt the questions before keying in the answers into the AceLearning Portal that will auto-mark their answers. This is to be completed by next Friday (21 March)
(B) Flipped Classroom Learning
Videos on Algebra - Factorisation, will be posted in the Maths Blog by Monday (18 March 2014). This touches on the "Cross method/ Shoe-laced method" that we will be learning in Term 2 Week 1.
Some reading materials from the AceLearning will also be assigned to you for reading/ preliminary practice.

## Thursday, 13 March 2014

Sophia's Working

### Consultation during March Holidays

During the holidays, you may go through the following channels if you need to clarify areas that you are not sure (as you do your homework/ revision):
• Email
• Remember to include the question in the email.
• Attempt the question first before you say "do not know how to do". Then take a photo of the working and write down which part you are not sure. Email the photo to me.
• If you do not understand the question, or do not know how to start solving the problem, include the question (either type it or take a photo) and tell me which part of the question you are not sure.
• Note: When sending email, remember to address the email to me; and sign off with your name and class.
• Google Hangout (text)/ Talk
• Face-to-Face session
• I'll be in school from Monday to Thursday; however, will be conducting support programme or running other programmes or attending workshop.
• Therefore, you should make an appointment (at least a day before, via email) with me to ensure that I have time set aside to meet and discuss the work with you.

### Maths Support Programme (in March Holiday)

Session 1 (S1-01)

Date: 17 March 2014 (Monday)
Time: 0800h - 1000h
Venue: Info Hub (Level 4)

Things to bring:

• Maths Workbook
• Writing Materials & Calculator
• Maths Notebook
Remember to report in school uniform.

 1 BHOJWANI RIA MANOJ 3 EVERI YEO YI YUN 8 CHIU CHEN NING 9 HAW JIN YU 16 NOEL LIM 17 SIDDHARTHA JARUHAR 20 THAM KAI HENG 24 WEE WEI SAN JUSTIN

## Wednesday, 12 March 2014

### Homework (Study Notes p68-69) - "Nameless" Submission

Dear S1-01
I received two handouts without names. Can you identify who are the owners of Document 1 & Document 2?

Document 1

Document 2

## Tuesday, 11 March 2014

### Level Test 1: Paper Review - Those who missed the session

To:
1. BHOJWANI RIA MANOJ
2. BISWAKARMA JAISHREE

You've missed the Review session this afternoon (11 March).

Tomorrow's session will take place after the "Celebrations@SST - morning segment".
Date: 12 March 2014 (Wednesday)
Venue: S1-04 classroom
Time: 2 pm to 3 pm

You are required to bring your writing materials and a calculator with you for the session.

## Saturday, 8 March 2014

### 6 AM Quiz: Ops! The Calculator Chaos!

Try this! How many levels can you fix the problem?
Click at the LINK to try

## Friday, 7 March 2014

### Chap 4 (REVISIT): Factorisation... Watch the video...

As you watch the video, look out for the number that the expression was 'factorised'. Apart from identifying and removing the common factor, did you notice that it uses the algebraic identities to help factorise?
Useful identities:
• (a+b)2 = a2 + 2ab + b2
• (a-b)2 = a2 - 2ab - b2
• (a+b)(a-b)2 = a2 - b2
Video 1

Video 2:

### Chap 4 (PREVIEW): Factorisation by Identifying Common Factors

Listen carefully to the explanation. Two methods are presented.

Video 3

### Chap 4 (PREVIEW): Watch the video... Factorisation by Grouping

Factorisation by Grouping: Look out for the approach!
• Taking the terms by pairs first.
• Identify the common factor between the 2 terms first.
• Then carry out the same process - identify the common factor before putting the rest together.
• The video also shows you that the same answer is obtained even if you re-organise the terms (sometimes)
Video 4:

Video 5:

## Wednesday, 5 March 2014

### Expansion: Divide & Conquer

Work submitted by each group (see below).
Are you able to surface the mistakes that were highlighted in class yet still 'appear' in the working?
Click HERE to view marked copy; Suggested solution available at GoogleSite.

### Algebra - Challenger 1: Word Problem

By Siddhartha

By Prateek

## Tuesday, 4 March 2014

### Organising your Handouts + Submitting your Maths file

Dear S1-01

Your Maths file (orange arch file) will be collected for checking in Term 1 Week 10.

1. A content page has been issued for each topic so that you can organise the materials as shown (see image 1 below).

2. Write your name, register number and class at the spine of the file, and place them on the bench at the window (see image 2 below).

3. Submit your files by next Wednesday (12 March 2014).

Image 1: Organise your handouts in this manner

Image 2: Organise your files in this manner:

## Monday, 3 March 2014

### Revision: Enquiry on Chap 1 - Square Root, Estimation, Word Problem

Here are 3 questions by Jaishree... Just to share with all... might be helpful when you do revision:

Question 1
Vishal estimated number as 2000 when he rounded the number to 1,2, or 3 sig figs. Ethan was shocked by Vishal's answer and he asked Vishal what is the smallest and largest possible number such that the estimated number is 2000. Can you help Vishal answer Ethan?

Question 2
Evaluate the following without a calculator: Cube root of 0.064 multiplied by 0.6^2- 0.1^3 and the presentation of doing this question

Question 3
A class has 30 to 40 students. Each boy has 15 chocolate bars for the party. The chocolate bars are shared equally among 20 girls and the teacher without any leftovers.
a) How many students are there in the class?
b) How many chocolate bars did the teacher receive?

### Algebra - Making Thinking Process Visible

Here are 2 examples of what's documented by Jaishree and Sophia after the lesson discussion last Friday

- Posted using BlogPress from my iPad