## Wednesday, 30 April 2014

### 2013 S1 Maths Common Test - Selected Questions for Revision (Algebra)

Below are selected questions from the "Mock Test" paper, for discussion.
Complete set of answers is available in the GoogleSite (Folder: 02 Revision)

## Tuesday, 29 April 2014

### Error Analysis: Revision 1 (Timed) Q1

Note that the presentation of "Prime Factorisation" by long division/ ladder method should look like this:

E.g. To factorise 360, we'll do this:

Do you notice what's wrong in the following presentation?

### Revision: 2012 Common Test Paper Q6

With reference to the four lines given, look out for some patterns.

• See the numbers in "red" (expressions)
• Then we try to relate these to the line number (circle in green)

From there, we would be able to generate the 5th, 10th and nth lines.

Part (d) requires us to draw some comparison between what's given and the expression we had (simplified form).

Presentation 1

Presentation 2

Presentation 1

Presentation 2

Presentation 3

Presentation 4

Presentation 1

Presentation 2

Presentation 3

Presentation 4

Presentation 1

Presentation 2

Presentation 3

## Friday, 25 April 2014

### Support Programme (T2W6)

Based on the performance in the Summative Assessment (conducted on 24 April) - Algebra,
the following are to turn up for support programme on next MONDAY, 28 APRIL 2014
Time: 2.30 pm to 3.30 pm
Venue: S1-01 classroom

 3 EVERI YEO YI YUN 6 TANG JUN MEI, SHANICE 7 WALIMBE DURWA NITIN 14 KUAN YEW CHONG 16 NOEL LIM 17 SIDDHARTHA JARUHAR 20 THAM KAI HENG 22 WONG MIN QUAN

## Thursday, 24 April 2014

### Revision: Factorisation

You are given a set of Revision paper, "Algebra - Factorisation - Summary of 4 methods"

Here are the 4 sets of video clips for your reference:
• p1: Summary
• p2-p3: Practice
• p4-p5: Error Analysis
• p6: On your own - more practice

## Wednesday, 23 April 2014

### [20140423] Homework 8B

Dear S1-01

A general reminder to Homework 8B that was handed out to you:
• Question 1: Draw the graph on a graph paper using the following scale
• Scale: x axis - 4 cm : 1 unit
• Scale: y axis - 2 cm : 2 units
• Remember to show working (dotted lines) on the graph paper for sub-parts of (c)
• As the graph is to be stapled with this handout, you need not to copy the table and write the answers for sub-parts of (c) on the graph paper.
• Questions 2 & 3: Answer the entire question on the question paper
• Question 4: Draw the graph on a graph paper based on the scale given.
• Remember that now your horizontal axis is t instead of x; vertical axis is V instead of y.
• As the graph is to be stapled with this handout, you need not to copy the table and write the answers for sub-parts of (b) on the graph paper. However, you need to show the working (dotted line) on the graph paper.

## Saturday, 19 April 2014

### Linear Graphs: Knowing the Graph Paper and the Basics

In this playlist, there are 4 video clips that show

• How to read the 'squares' of the graph paper
• How to mark the intervals on the axes according to the scale given.

## Friday, 18 April 2014

### [Update] Common Test matters

Date: 7 May 2014 (Wednesday)
Duration: 1 hour 30 min (updated on 18 April)
Maximum marks: 60

Topics tested

All topics in the 1st set of Study Notes booklet
1. Primes, Highest Common Factor (HCF) and Lowest Common Factor (LCM)
2. Integers, Rational and Real Numbers
3. Approximation & Estimation
4. Algebra
5. Linear Equations and Simple Inequalities
Calculator is allowed. Your calculator should have the "Approved" sticker.
All working must be clearly shown.

You will be provided with writing papers to write down your full working and answers.
Do not copy question. Label the answers with the question number clearly.
All questions must be answered in INK, unless otherwise stated.

Suggested revision materials:
• Homework given for these topics
• Study Notes and exercises in the study notes
• Workbook
• AceLearning online (auto-marked) exercises
• Past year papers - available in the Info Hub (please check with librarian)

## Thursday, 17 April 2014

### 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

### Summative Assessment in T2W5

There will be a summative assessment in T2W5 (next Thursday 24 April 2014).
Topics will include:
• Algebraic Fractions
• Expansion & Factorisation
• Simple Equations
• Simple Inequalities
• Word Problems
20 minutes. Calculator is allowed.
Writing papers will be provided.

### Support Programme (T2W5)

The support programme will take place on Thursday (24 April) 2 pm to 3 pm
Venue: S1-01 Classroom
Bring along your calculator and Maths notebook for the session.

Students who are required to turn up for Support Programme are:

 2 BISWAKARMA JAISHREE 3 EVERI YEO YI YUN 7 WALIMBE DURWA NITIN 9 HAW JIN YU 11 JOSHUA WEE YU SHUEN 12 KAUNG HTET WAI YAN 13 KEITH TANG YI HENG 14 KUAN YEW CHONG 20 THAM KAI HENG 22 WONG MIN QUAN 23 YAP CLEMENT

Students who have not been identified for the Support Programme, but are interested to attend, you may come for the session.

### How are these scenarios represented in Graphs?

For this activity (in Study Notes, p10), you are required to sketch the graph, based on the "dependent" and "independent" variables given [The order matters!]

Below are the 'graphs' presented by the various groups - something to PONDER

Question 1: Money put in the vending machine vs the number of bottles of drinks dispense by the machine.
Point to Ponder
Imagine that one bottle of fruit juice costs \$1. When we insert \$3, we should get 3 bottles of drinks.
What the graph suggested is, if we insert \$2.50, we should get 2.5 bottles of drinks.
How would you modify the graph so that it is relevant to the context?

Question 2: Time taken to travel vs distance covered by the car travelling at constant speed
Point to Ponder
When we do not mark the axis, it's assumed that the point where the 2 axes meet is the origin (0, 0).
What the graph suggested is, right at the start, the car is already moving at constant speed (starting from stationary state). Do you think it's possible? What "change" do we need to take into account?

Point to Ponder
Similar to Q2, when we do not mark the axes, it's assumed that the point where the 2 axes meet is the origin (0, 0).
Now, age 'starts' only at the point when you are born. So, what did the graph here suggest?
Next, recall how your height changes as you become older. In addition, do you think that your height will remain constant over time?

## Tuesday, 15 April 2014

### Lines tell stories

The diagram shows a distance-time graph.
Study the graph carefully, paying attention to the slopes (i.e. the speed), the pauses, the time taken and the distance.

Write a story that takes into account the 'movement' of Raj and Michael.
• It should include information like where they begin their journey.
• It should also take into account the distance they travel, the speed they travel at, what happened during the pauses, etc.

adapted from New Syllabus Mathematics (7th edition) p171

After note: posted on 17 April 2014
Below are some 'factual' information that we can draw from the graphs which can be taken into consideration when composing the story :)

## Thursday, 10 April 2014

### Gentle Reminder: Change of date for Remedial Lesson (T2W3 to T2W4)

The support programme will take place on Friday (11 April) 1 pm - changed to Monday (14 April) 2.15 pm
Venue: S1-01 Classroom
Bring along your calculator and Maths notebook for the session.

Students who are required to turn up for Support Programme are:

 2 BISWAKARMA JAISHREE 3 EVERI YEO YI YUN 7 WALIMBE DURWA NITIN 9 HAW JIN YU 11 JOSHUA WEE YU SHUEN 12 KAUNG HTET WAI YAN 13 KEITH TANG YI HENG 14 KUAN YEW CHONG 20 THAM KAI HENG 22 WONG MIN QUAN 23 YAP CLEMENT

Updated: 10 April 2014

## Tuesday, 8 April 2014

### Catch the Cockroaches with...

In this activity, you will learn how to 'programme' your 'weapon' to kill cockroaches that run across the room in straight lines only! Yes, these are highly intelligent cockroaches that only run in straight paths!

Before starting the game, it is important for you to read the instructions first.

## Sunday, 6 April 2014

### Maths lessons in T2W3

Dear S1-01

As spoken last week, there will be some changes to the days (and time) of the maths lessons this week as I am not in school on Wednesday and Thursday.

While I'm not around, you can still send me emails for work that you need to clarify.

### Saving the Planet through Solving Simple Linear Equations

Objective of playing the game:
Improve mastery of skills to solve linear equations, hence familiarity. With mastery and familiarity, one should be able to improve on the duration needed to solve linear equations questions.
This is to address to one of the areas for improvements highlighted in Level Test 1.

## Saturday, 5 April 2014

### 6 AM Quiz: Algebraic Art!

In Algebra, a relationship between 2 variables can be described by an equation; and we used Grapher to help us 'graph' out the relationships.

Here's a website that you will find pictures created with lines of equations with 2 variables.
https://www.desmos.com
Try examining some of these pictures to see how lines, when put together, can generate amazing pictures.
Are you able to come up with one?

## Friday, 4 April 2014

### Support Programme (T2W3) - change of date

The support programme will take place on Friday (11 April) 1 pm - changed to Monday (14 April) 2.15 pm
Venue: S1-01 Classroom
Bring along your calculator and Maths notebook for the session.

Students who are required to turn up for Support Programme are:

 2 BISWAKARMA JAISHREE 3 EVERI YEO YI YUN 7 WALIMBE DURWA NITIN 9 HAW JIN YU 11 JOSHUA WEE YU SHUEN 12 KAUNG HTET WAI YAN 13 KEITH TANG YI HENG 14 KUAN YEW CHONG 20 THAM KAI HENG 22 WONG MIN QUAN 23 YAP CLEMENT

Updated: 10 April 2014

## Thursday, 3 April 2014

### 20140403 Homework

1. Factorisation using Special Products (Handout) - to be submitted tomorrow (4 April)
Group A questions
Q1, Q2, Q4, Q5 - Use special product to factorise.
Q3, Q6 - You may choose to use special product or cross method to solve.
Note: Q6 (typoerror) It should be 12x instead of 12t

Group B questions
You will have to use algebraic method to evaluate the answers.
Hint: square of (8001) = square of (8000 + 1)

You may complete the following anytime from now till next Monday

2. Solving Linear Equations:
Attempt the Games if you have done so.
Remember there are 2 games - solving equations with answers as integers; solving equations with answers that are not integers.
Refer to the earlier post (below):
http://sst2014-s101maths.blogspot.sg/2014/04/homework-lets-play-with-equations.html

3. Introduction to Inequalities
Refer to the earlier post (below):
http://sst2014-s101maths.blogspot.sg/2014/04/introduction-to-inequalities.html

### Introduction to Inequalities

We are going to formally start the topic, Inequality next week.

Attempt

• p98: Example 1 (a) to (f)
• p98: Exercise 1: Tier A Q1 (a) to (f), Q2 (a) & (b)

As a prelude, you may also attempt the following Games.
You may use a calculator. The objective is to help you process simple inequalities

(1) The Inequality Game

(2) SpeedMath - Inequalities

(3) Shooting Inequalities

### [Update 1] Homework: Let's Play with Equations!

Up to 3 April 2014, 7 am:

This is similar to one of the questions we discussed in class...

Has the following approach crossed your mind?

## Tuesday, 1 April 2014

### Homework: Let's Play with Equations!

Dear S1-01

As demonstrated during the lesson, you are going to practise solving of equations through this game.

Attempt "Solving Simple Linear Equations (answer is an integer)" until you score above 1,000 points.
After that, attempt the next game, which is more challenging - where answers could be non-integer.

Note: We went through the first one (on the left, with answer being an integer) in class.
The one on the right might have answers that are non-integer.

### Save the City with Equations!

A group of alien robots is invading the earth!
To programme the weapon such that it could destroy these invaders, you need to solve linear equations!

You are selected to be part of the special task force that has been set up to handle these alien robots.
Up to day, below are the top performers of the team.

It's your turn now to carry out the mission.
Your points scores will be recorded