Thursday 2 July 2020

Introduction to Data Handling

Yesterday, we started the topic by experiencing the 'data collection' process.

There are altogether 4 stages:



What we want to find out:
How many social media accounts does each member in S1-06 have

STAGE 1: Pose the Question
You were asked how many social media accounts you have, however, not allowed to clarify.

Through this activity, we learnt the need to be specific when we gather data. Otherwise, the raw data we collected would not be accurate.


STAGE 2: Collect the data
There are several ways to collect data. Some of them are:

  • Online form
  • Secondary data (from another source)
  • Interview 
  • By observation


STAGE 3: Organise and Display Data
Having collected the RAW data: 



we organised them in a FREQUENCY TABLE: 




For DISPLAY, we can use a bar chart, pie chart or a pictogram to present them
You will "receive" an activity that guides you how to use create a frequency table and create charts in Google Sheet.


STAGE 4: Analyse and Interpret the Data

From the table, we can find

  • MODE, which is the most frequently occured number
  • MODE = 3 (with frequency = 7)

We also learnt there's an OUTLIER, i.e. 24.


NEXT step...
We'll need to figure out how to find the MEAN and MEDIAN when given the frequency table.


Wednesday 1 July 2020

Class Discussions: Word Problem involving Inequalities

We attempted this question in class:




Below is the worked solution we discussed:





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Thursday 25 June 2020

(Asynchronous lesson) Solving Word Problems Systematically

The same link is available in the asynchronous lesson assigned the Google Classroom.
It is inserted in the Maths blog for ease of reference at class discussion.

Click HERE to access Padlet.




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Tuesday 23 June 2020

Inequalities: Practice 4 - Connecting to Number Lines & Reasoning out Relationships

In this activity, you will discuss the questions with the assigned partner(s) for Practice 4.

On your own, you must to submit your answers via the GoogleForm.

Estimated duration: 20-30 minutes


This practice requires you solve the inequalities and think how it could be presented in a number line (making connection in the visual form)
  • You did this in Unit 2 (without solving inequalities)
Questions 10 to 20 is where the discussion becomes useful. 
- to look "deeper" "within" the inequality (Relationships!)

Click HERE to attempt the task.
The quiz will be automarked - check your answers after submission.


Monday 15 June 2020

Preparation for Class Test 2

Dear S1-06

In preparation of Class Test 2, we are doing the following:

  • HW Class Test 2 Revision (I): Focus on Algebra (administered in T3W2, to be submitted by 16 June)
  • HW Class Test 2 Revision (II): Focus on Percentage + Ratio, Rate & Speed (to be administered in T3W3 THU, to be submitted by next MON 22 JUN)
  • Timed Revision: 40min paper - to be administered on tomorrow
What other "resources" do we have (apart from daily practices/ exercises) - Summaries...
  • We have also prepared the visual representation on Algebra
  • We'll be doing the visual representation on Percentages and Ratio, Rate & Speed to help us retrieve what we did in these topics.

REMINDER: MATHS CLASS TEST 2

This info is available in the Google Classroom





Monday 8 June 2020

Solving Equations involving Fractions: Class Work 4 (p10)

We did part (a) in class today:



Take a look at how we can approach (b)



On your own, try (c) and (d)




Friday 5 June 2020

Algebra: Equation - THINKING BEHIND: BALANCING

REFER to Study Notes: Important vocabulary...  (p2)

(A) Articulating the Thinking behind the "Balancing of Equation"

Watch the PLAYLIST.
After watching clips: you should
1. be able to articulate the concept of balancing clearly; and
2. no longer use words/ phrases like "cancel", "cross multiply", "move the term over to change sign".


(B) Try the "balancing" act here
URL: https://www.mathsisfun.com/algebra/add-subtract-balance.html





Solving Equatoins involving Brackets

Click HERE to access padlet



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Tuesday 2 June 2020

Algebra: Connecting what we know so far...

Click HERE to access padlet.



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[Updated after lesson]
The "Retrieval" exercise that helps us to see what we learnt in Algebra in totality.






Friday 8 May 2020

Mid-Year Holiday Consultation (Week 3)

Schedule updated on 21 May 2020


Note: SSP (28 May) Group 2 time changed to 1100-1200 (already informed via email on 27 May)

Saturday 2 May 2020

Challenging Question #5 (By Darrius Lek)


Challenging Algebra #5

Clarity is important!
Present your working clearly and systematically.
Post your answer in the Maths blog
Label the heading clearly.




Challenging Algebra #6

Clarity is important!
Present your working clearly and systematically.
Post your answer in the Maths blog
Label the heading clearly.





Tuesday 28 April 2020

Factorisation by CROSS METHOD

Watch this clip (HERE).
Pay close attention to the sequence of the steps used.

Thursday 23 April 2020

[Formative Quiz] Algebra Factorisation: Special Products

[To be completed by FRIDAY (24 April, evening: So that feedback can be given to you. It would be useful when you do your homework HW6]

Resource: You may watch the clips in the following playlist(s) to recap and view more examples before attempting the assigned collection:

Click HERE to access padlet


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Algebra: Factorisation using Special Product A^2 - B^2 = (A + B)(A - B)

We discussed Eg. 2 & Eg. 3 during lesson today's lesson.
READ through the rest of the examples. 
We'll go through the rest (or equivalent type of questions) tomorrow.



Here's the LEVEL 2 examples (e.g. 4 & 4),
- in particular, need to pay attention to the ( ) or [ ]






Tuesday 21 April 2020

Factorisation by GROUPING

Post was first put up on 17 April 2020 for self-directed learning (weekend homework)



Click HERE to watch the Playlist.

Then try to factorise the following in your NOTEBOOK.


[UPDATED After lesson on 21 April (Tuesday)]
During lesson, we went through 1(a) and 4(a). We did not get the time to go through 2(a) & 3(a).

  • Fazila asked if we could re-organise the terms; 
  • Sylvester asked whether we could extract "-1" (common factor) from the first factor instead of the second one.
Both are feasible and will end up with the same answer :)
I've provided a written explanation for the questions. 
Read through and check with me if you are still not sure.
Do check this working against your own working, too.

Attempt 2(a) and 3(a). Then check your answer against the one below. 
Read through and check with me if you are still not sure.




Challenging Question (by Jarel)


Monday 20 April 2020

Challenging Algebra #4

Clarity is important!
Present your working clearly and systematically.
Post your answer in the Maths blog
Label the heading clearly.




Friday 17 April 2020

Algebra: Factorisation by Common Factors (Class Discussion)

Below is the complete working of the 6 examples we attempted in yesterday and this morning's leson.
You may also refer to the playlists posted in the Google Classroom to go through more examples.


[Formative Quiz] Algebra - Factorisation by Identifying Common Factor (II)

Click HERE to access padlet





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Challenging Algebra #3

Clarity is important! 
Present your working clearly and systematically.
Post your answer in the Maths blog.
Label the heading clearly.



Tuesday 14 April 2020

Challenging Question 2 (By Darrius)




Feedback: Well done 👍👍👍

[HW5] Algebraic Fractions Q1(b) Who's right?


Both Paul and Pauline re-organised so that the like terms are together. However, after this, they used different methods to do and ended up with 2 different expressions. 

Are both correct? Or do you spot any mistake in anyone's working?



Updated after discussion:






Thursday 9 April 2020

Challenging Algebra #2

Clarity is important! 
Present your working clearly and systematically.
Post your answer in the Maths blog.

Label the heading clearly.




Algebra: Distributive Law

Click HERE to access padlet








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