Sunday, 25 October 2015

What's next... before the next academic year?

Dear S1-01

Three items are lined-up for you... in preparation for Y2016.

(A) Holiday Fun Pack

It is a collection of activities that build on the concepts and skills they learnt in Sec 1, to deepen their understanding on selected topics. It also provides opportunity for them to see Mathematics beyond the discipline, and its application in real world.

You are strongly encouraged to attempt the fun pack before school reopens.

(B) Revision Materials

A set of Revision materials is available in the GoogleSite.

The objective is to provide additional practice for those of you who needed to close their learning gaps before the next academic year. This task is optional.

If you are attempting the questions and if you come across any questions/ doubts, do send your enquiries to me during the holidays.

(C) Preparation for Academic Year 2016 (Mathematics)

In anticipation that some of you are keen to start the preparation for Y2016 S2, a set of reading assignments (using materials from the AceLearning portal) has been assigned to students.

You can also refer to the S2 textbook or access other online resources like the Khan Academy. This task is optional.

All in all, the downloadable version (PDF) of the above tasks are available in the GoogleSite (Mathematics > S1-01)

Last but not least... for those who have yet responded to the survey... do remember to complete the survey form by 30 October 2015 (Friday)

To date, the following have already responded. Thank you.

TimestampName#Reg no.
10/21/2015 7:29:41Grace Cahyadi15
10/24/2015 22:18:12Benedict Nai29
10/21/2015 5:57:48Dylan Tan310
10/21/2015 17:46:27Fernandez Kevin Ethan411
10/24/2015 22:37:41Hsien kit513
10/19/2015 14:07:00Loh Shao Cong615
10/25/2015 8:04:45Malcolm Tan Qi En716
10/16/2015 15:09:19Marcus Tan Zheng Ning817
10/16/2015 14:37:57Ng Wen Bin, Justin918
10/16/2015 17:48:14yeo ming en1023
10/16/2015 17:27:32Yu Min Shen1124

Monday, 5 October 2015

[Revision] Algebra-Simple Inequalities

Below is the detailed explanation to the 2 questions that some of you requested.

Dunearn Secondary School 2013 S1 EOY P1 Q6(b) (Click HERE for PDF version)

Holy Innocents High School 2013 S1 EOY P1 Q10 (click HERE for PDF version)

Sunday, 4 October 2015

[Revision] Direct & Inverse Proportion

During the lesson, we discussed how to solve the multiple-step problem.

As mentioned, there are several ways to present the working; nevertheless, the emphasis is the clarify of working such that the marker understands your train of thought.

Below is one way you can present your working (as I used in class).
Explanation is added in red - to help you understand how the working flows.

The suggested solution for the worksheet is available in the GoogleSite:

Saturday, 26 September 2015

Data Handling: Enhanced Visual Representations for Effective Communication

During this "hazy" period, the PSI values are closely tracked to inform the public of the air quality. In addition, by studying trends (together with other related elements), it enables experts to make recommendation to the public, and even decisions.

Have you visited the SGHaze Explained website?
Apart from giving facts and reporting on the situation, and to provide guidelines and advice to the public how to cope with the 'hazy' days, the website uses 2 interesting visual representations to present information to the public.

Go to the website and explore the representations shown below.

Did you notice how much more data that the enhanced representations can present compared to similar representations printed on paper?

Point to Ponder: 
1. Do you notice that the types of visuals chosen are closely linked to the context?

  • Image 1: While we can just list/ tabulate the information in a table...
    • How has this type of visual enhanced the effectiveness of information communication?
    • What are the various types of information that the visual aims to 'deliver' to the public?
    • Apart from presenting so much information, in particular, what's happening at each 'hot spot', what other possible underlying objective(s) does this visual try to communicate to the public?
  • Image 2: Similarly, information could be presented in a table (click HERE to see tabulated data on 24 & 25 Sep from NEA website). 
    • Which is a more appealing mode of presentation? Why?
    • Instead of using individual graphs for each zone in Singapore, what do you is the purpose of 'combining' the graphs into one? (omit the thought of 'saving' space)

2. We notice that each representation contains very rich information.
  • What is the purpose of providing these additional information to the public? 
  • How are these data going to be useful to the public (community at large)? What are the different groups of 

Share your thoughts in Comments.

Image 1: Tracking Fires in South East Asia

Image 2: Tracking PSI values

Friday, 25 September 2015

Revision: Algebra

Dear S1-01

On Monday's lesson, we were revising Algebra (in class) and had revisited the following:
  • algebraic manipulation (adding & subtracting terms; multiplying & dividing terms)
  • expansion [remember: insert bracket to 'protect' the terms]
  • factorisation
    • basic rule: identify any common factor
    • look out for special products, especially (a+b)(a-b)
    • check if there's any 'square terms' (e.g. x^2) - likely to apply 'cross method'
You are strongly encouraged to view the clips on ALGEBRA in the Youtube channel as a revision.

Work for Submission
According to the revision, you should work on SST's 2014 EOY Exam Paper 2 and submit it on Monday.

As advised during lesson, before doing the paper - look through the feedback written in the marked assignments (including revision papers) so that you will not make similar error(s) when doing similar questions subsequently.

I will remain contactable via email or GChat/Hangout in the day - let me know should you need any assistance or help as you revise your work.

Saturday, 19 September 2015

Number Patterns: Pascal Triangle

In Sec 1, we may associate the Pascal Triangle with the topic, Number Patterns.

Watch the clip to "see" beyond!
Something that you can relate to as you move on in the next two years... Binomial Theorem.


Wednesday, 9 September 2015

[Revision] Geometrical Construction (2009/N/P1/Q12)

Revision: Y2009 GCE N Level Exam P1 Q12
[Note: You attempted this question at the timed-revision session on 1 Sep at Tutorial Room 1]
Click at the slides to see the step-by-step guide to complete this question

Monday, 7 September 2015

Term 4 Week 1: Timed Revision #2

Dear S1-01

A Timed-Revision is scheduled on Term 4 Week 1 Wednesday (16 Sep) 12.45 pm to 2 pm.
This is in preparation for the End-of-Year Exam.

Topic tested: ALL topics that you learnt since January.

You will do all questions on the Question booklet.
Things to bring:
1. Calculator
2. Construction Set
3. Graph Paper

You should be able to complete the paper in 60 min. Maximum time given: 90 minutes.
You may leave upon completion of the paper.

Your last period ends at 12.45 pm in odd week Wednesday. The paper will start immediately after your last period of the day.
Please make sure you take a heavier breakfast.

Friday, 28 August 2015

Direct Proportion: 3-min Quiz to Recap & Extend

Click HERE to view the responses

Inverse Proportion (Examples) Half-Lives of Elements

One approach to describing reaction rates is based on the time required for the concentration of a reactant to decrease to one-half its initial value. This period of time is called the half-life of the reaction, written as t1/2


an asymptote (/ˈæsɪmptt/) of a curve is a line such that the distance between the curve and the line approaches zero as they tend to infinity. 

Other interesting read: Nuclear Disaster in Japan

Friday, 14 August 2015

Area of Parallelogram & Trapezium

Watch the following examples. Each comes with a question and the explanation on how to solve the problem.
1. Pause the question. Read the diagram carefully and think what formula would help you to solve for the unknown.
2. Think how you would solve the problem - you may need to write down an equation in order to solve for the unknown.
3. Next, continue to watch the clip and listen to the explanation. Is this similar to what you have thought of? Look out for the presentation of the working.

Relating Volume of CONE with Volume of CYLINDER

The volume of a cone fills up one-third of the volume of cylinder, i.e. we need three cones to fill up a cylinder.


Investigating: Volume and Surface Area of Sphere

What's the relationship between the volume of a cylinder and a sphere

To examine the total surface area of a sphere

Polygons: Who am I?

Click HERE to view the responses

Geometry with Donald!

The short clip beautifully connects various concepts that we've learnt and will be learning in the next couple of weeks.

Look out for the concepts that you are familiar with (e.g. Golden Ratio)

Enjoy your exploration with Donald Duck!

Thursday, 13 August 2015

Nets: Warming Up Activity 0

Draw a net for the cube with side 3 cm.

What's wrong with these nets?
Net 1:

Net 2: 

Net 3:

Tuesday, 11 August 2015

Application of Geometrical Construction Knowledge

The slides are 'viewable' by everybody. 
However, the access is limited to the members of each group only.

Group 1

Group 2

Group 3

Group 4

Sunday, 9 August 2015

Wednesday, 5 August 2015

Monday, 3 August 2015

Data Handling: Pop Quizzes 9-10 (Dot Diagrams and Stem-and-Leaf Diagrams)

With reference to the Handout (Pop Quizzes 9-10), enter your answers into the Form below.
You can scroll down to check the answers.

Click HERE to view the responses

Thursday, 30 July 2015

Re-Visiting: Geometrical Construction (Y2014 EOY Question)

Basic Geometry (Assignment - Tiers A & B) Why? Why? Why?

Let's refer to the Handout to do the activity: 
You will need to insert the relevant properties to the working:

Angles & Angle Properties (LINK to GoogleSite)
  1. Adjacent Angles on a Straight Line
  2. Angles at a Point
  3. Vertically opposite angle
Parallel lines and transversals (LINK to GoogleSite)
  1. Corresponding angles
  2. Alternate angles
  3. Interior angles

Wednesday, 22 July 2015

Let's Ponder (Discussion 1): Is it true that...

In preparation of the I&E Bazaar, class S1-10 conducted a survey and found that the McDonald's "Crispy Chicken Breakfast Deluxe" meal is very popular amongst the SST students. They decided to sell a similar breakfast set in that morning. 

To advertise their stall, they included the following chart in their promotional flyer. 
Their publicity gimmick was, "We are one-third of what you normally paid!"

From a consumer's point of view, what is your reaction to this publicity stunt?
Hint: Remember to elaborate your response by applying what we learnt in this topic

Remember to include your Group number before submitting the comment.

Let's Ponder (Discussion 2): Is the Change really Significant?

In the annual Town Council report, it reported the effort put in to improve the environment of the residents in the area it was in-charge of.

One aspect is the collection of refuse, which was a feedback by the residents.
The diagram shows the reported non-collections of refuse as a percentage of the total number of households in a town

Study the above diagram carefully.

1. Do you agree that the Town Council has made significant improvement? Why?

2. With reference to the visual representation, point out at least 2 areas that need improvement.
- Why do you think these 2 areas require improvement
- Suggest how to improve the representation.

Remember to include your Group number before submitting the comment.

Let's Ponder (Discussion 3): It's a "Fair" Representation?

The diagram represents the sales of socks at the bookshop in the months of April and May. In April, she sold 10 pairs of socks.

To report the improved sales to the company, the bookshop auntie represented decided to represent the sales using a 'pictogram'.

Does the above "pictogram" give a fair representation of the socks sold in these 2 months?
Give a reason to your answer.

What would you suggest to the bookshop owner to present the sales in an 'objective' manner?

Remember to include your Group number before submitting the comment.

Data Handling: Dot Diagram - 3-minute Quiz

Click HERE to view class responses

Data Handling: Stem-and-Leaf 3-minute Quiz

Click HERE to view responses

Saturday, 18 July 2015

6 AM Quiz: Can this be solved?

Use a bit of your imagination (visualisation), solve the following:


Thursday, 16 July 2015

Data Handling: Mean, Median, Mode - 3-minute Quiz

Click HERE to view responses

Data Handling: Frequency Table - 3-minute Quiz

You may click HERE to access form if the embedded form is not displayed.

Click HERE to see the class responses

Submission of Homework: Pop Quizzes

Refer to the set of Pop Quiz issued to you on Tuesday.
Input your answers in the following form:
(Alternatively, you can click HERE to access the form)

Click HERE to access your results 
(you will be able to access it at the end of today).

Wednesday, 15 July 2015

Tuesday, 14 July 2015

Assignment 9.5 (Tier C) Questions

Question 4

How to approach this question?

1. What is the info available in the question?
  • Gradient is given
  • 2 points given, although one of them is unknown, P (x, y).
2. What would help us to link 2 points and the gradient together?
  • The formula!
  • After substituting the points and the gradient into the formula, we will get an equation with x and y. 
  • Next, we re-arrange the terms in a form that we are familiar with: Y = mX + c

By Malcolm

By Tjin Yao

By Benedict

Question 5

How to approach this question?

1. What is the info available in the question?

  • We have an equation with incomplete information: we have the y-intercept, but gradient is unknown (m).
  • We are given 3 points. Among them, we have A (6, 11)
  • We can substitute the coordinates of into the equation to find m
2. Since we now know the gradient m, and we have a known point A

  • We can use 2 points A and P to find gradient.
  • Using the formula for gradient, we substitute the value m and the points A (6, 11) and P (a, 16). There, we will be able to find the value a.
  • Similarly, we substitute the value and the points (6, 11) and Q (2b) into the gradient formula to find value of b.

By Malcolm

by Kar Kit

Saturday, 11 July 2015

Unit 9.7 Solving Problems involving Linear Graphs

Click HERE to check your answer

Unit 9.8 Application in Real World Situations

Click HERE to view responses

6 AM Quiz (3) Arty Equations

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

DESMOS is a website that you will find pictures created with lines of equations with 2 variables.

Try examining some of these pictures to see how lines, when put together, can generate amazing pictures. (Take note of the domains)

Below is an example made up by linear graphs (given specific domains to display the line)

By clicking at "Share Graph" on the top right corner, you can share the image link with others.

You can click HERE for the navigation and user guide.

Your CHALLENGE is to create a image using at least 10 lines and post the URL of the image at the following GoogleForm.

Monday, 6 July 2015

What we did today & Preparation for next lesson

1. Watch the video clips below to review what we went through in today's lesson.

2. Attempt the Quiz from AceLearning Portal by this evening

3. Complete Study Notes: p21 Class work 3 (Tier B) to p22 Class work 4 (Tier B)

Submit your answers to the class work via the form below:

Click HERE to view the class responses

Sunday, 5 July 2015

Quick RECAP on the properties of gradient and "y-intercept"

In the general equation, y = mx + c where m is the gradient and c is the y-intercept, 

Click HERE to access the applet.
Note: "b" is the same is "c".

Slide the blue buttons representing "m" and "b" respectively, to recall how the graph behaves.
Note: Below is the screenshot of the website.

3-minute Quiz to recap...

Click HERE to view responses from the class

Thursday, 2 July 2015

Homework + Preparation for NEXT Lesson


Assignment 9.3:

Question 1 (take note of the changes)

Question 2 (take note of the additional information, i.e. the domain)

Question 3
Take note of the scale & remember to show 'working' on the graph paper

1. Attempt each question with a new sheet of graph paper
2. Staple the Question paper on top of the 3 graph papers

Preparation for next lesson

Study Notes: p18 to p22
  • Concept of Gradient
  • Finding equation of graphs

3-minute Quiz to recap...

You may click HERE to access the Quiz.

Click HERE to view the class responses

Wednesday, 1 July 2015

Key Ideas of Today's Lesson

In the previous lesson, we learnt to describe the behaviour of the graph, in particular, where the graph cuts the y-axis (i.e. the y-intercept).

Building on the above, we investigated the behaviour of the graph when the value of "m" changes.
"m" is the gradient of the graph, i.e. how the graph 'slants' (how steep/ gentle, upwards/ downwards).

In addition, we also discussed what happened when m = 0?
(i.e the graph is a horizontal line)

The general equation of a linear graph is Y = mX + c

When m = 0, general equation becomes y = c

When the line is vertical (i.e. perpendicular to the x axis), its gradient is undefined.
We also observed how the following equations are represented:

Food for Thought: 2 Questions

(a) What is the equation of the line that lies on the x axis?
(b) What is the equation of the line that lies on the y axis?

In Summary...

Activity 1: Investigating "Negative" m

Key in your observations about the graphs

  • Describe similarities
  • Describe uniqueness - attempt to draw out some trends/ patterns

Activity 2: Investigating "Positive" m

Key in your observations about the graphs

  • Describe similarities
  • Describe uniqueness - attempt to draw out some trends/ patterns