Source: Study Notes Lesson 4 Rational, Irrational and Real Number System

## Pages

- Home
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- Submission
- Alternative Assessment: Practice 1
- Content Page
- Arithmetic Laws & Rules
- Real Numbers in Operation (I)
- Real Numbers in Operation (II)
- Significant Figures
- Algebra: Factorisation
- Solving Equations
- Mensuration & Hologram

## Saturday, 31 January 2015

## Friday, 30 January 2015

### Distributive Law

**Step-to-step guide...**

**Here are more examples involving negative integers**

**During lesson, we discussed the working by each group (that presented the working & answers on the board). Here's the complete set of working.**

**Making connections... from numeric to algebra (**

**from concrete to abstract**

**)**

## Monday, 26 January 2015

### Preparation for next lesson (1) Fractions

**Building on what we learnt today (4 operations of integers), we are going to work with fractions in the next lesson.**

Watch/ Read through these materials before the next lesson

What strategy should we adopt when evaluating the following (without the use of calculator)?

### Preparation for next lesson (2) Fractions

Working 1:

Look at the working presented below.

2 useful strategies were used.

Do you know what are they?

Working 2:

### Application of Real Numbers

Let's read the following and attempt to answer to the parts (a), (b), (c).

In this question, it measures the amount of water captured by the 4 reservoirs based on the rise & fall of the water levels. What assumption does to question make in order for your answers to be valid?

Source: S1 Maths workbook

In your notebook

Let's describe the change of the water level using number lines - one line for each reservoir.

## Sunday, 25 January 2015

### In summary... Whole Numbers, Integers, and Number Line

Click

**HERE**to watch the part that explains the addition and subtraction of integers (including negative numbers)

### Submission of "Divide and Conquer" homework

Submission status of task (Click HERE to view post related to task)

Checked: 25 January 2015 (Sunday), 5 pm | ||

Name | Question | Score |

AMADEA AUBREY SUPRIYADI | Not done | |

AMANDA HAN XIN HUI | Not done | |

ANG LIYA | Q21 | 4 / 4 |

CELINE CHOW YU YING | Q11 | Not done |

GRACE CAHYADI | Not done | |

KHO HANNAH GABRIELLE CHAO | Q12 | 2 / 2 |

SUBNAVIS RISHITA | Not done | |

ALEXANDER AW LI MING | Not done | |

BENEDICT NAI RONG HUI | Q17 | Not done |

DYLAN TAN KUN HOU | Q25 | 1 / 3 |

FERNANDEZ KEVIN ETHAN | Q14 | 1 / 1 |

JERREMY NG DING JIE | Not done | |

KHOR HSIEN KIT | Not done | |

LIM JIN ZHI, DYLAN | Not done | |

LOH SHAO CONG | Not done | |

MALCOLM TAN QI EN | Q12 | 2 / 3 |

MARCUS TAN ZHENG NING | Q8 | 2 / 2 |

NG WEN BIN, JUSTIN | Not done | |

SIM CHOON WEE | Q7 | 1 / 3 |

TAN ZI BO | Q13 | 1 / 3 |

TENG TJIN YAO | Q2 | 3 / 4 |

VIKHE ARYAN PRAMOD | Q24 | 4 / 4 |

YEO MING EN | Q4 | 2 / 2 |

YU MIN SHEN | Q 23 | 4 / 4 |

YUN KAR KIT | Q1 | 3 / 4 |

### Submission of Alternative Assessment 1 Practice

To-date (25 January 2015, 9 am), the following have already submitted your work:

For those who have submitted, not all are successful in your submission:

For those unsuccessful submission...

Check your upload settings again. If you are not sure how to do, you can seek help from one of the following by Monday (26 January)

Timestamp | Name | Register number | Class |

1/23/2015 21:16:15 | Amadea Supriyadi | 1 | S1-01 |

1/23/2015 16:05:56 | Amanda Han Xin Hui | 2 | S1-01 |

1/23/2015 20:10:25 | Ang Liya | 3 | S1-01 |

1/23/2015 18:22:16 | Grace Cahyadi | 5 | S1-01 |

1/23/2015 21:14:18 | Kho Hannah Gabrielle Chao | 6 | S1-01 |

1/22/2015 19:11:37 | alexander aw | 8 | S1-01 |

1/23/2015 19:24:22 | Dylan Tan Kun Hou | 10 | S1-01 |

1/23/2015 10:11:22 | Fernandez Kevin Ethan | 11 | S1-01 |

1/23/2015 14:30:12 | jerremy | 12 | S1-01 |

1/23/2015 19:43:55 | Khor Hsien Kit | 13 | S1-01 |

1/23/2015 13:56:02 | Lim Jin Zhi Dylan | 14 | S1-01 |

1/23/2015 19:50:51 | Loh Shao Cong | 15 | S1-01 |

1/21/2015 21:12:43 | Marcus Tan Zheng Ning | 17 | S1-01 |

1/23/2015 23:18:10 | Ng Wen Bin Justin | 18 | S1-01 |

1/22/2015 21:49:31 | Sim Choon Wee | 19 | S1-01 |

1/23/2015 20:56:03 | Teng Tjin Yao | 21 | S1-01 |

1/23/2015 22:24:53 | Vikhe Aryan Pramod | 22 | S1-01 |

1/22/2015 17:38:07 | Yeo ming en | 23 | S1-01 |

1/20/2015 17:37:25 | Yu Min Shen | 24 | S1-01 |

1/23/2015 15:46:12 | Yun Kar Kit | 25 | S1-01 |

For those of you who have submitted your work due to technical difficulties, you may send me an email or check with any of the classmates above on how they had overcome the technical difficulties.

For those who have submitted, not all are successful in your submission:

For those unsuccessful submission...

Check your upload settings again. If you are not sure how to do, you can seek help from one of the following by Monday (26 January)

- Watch the video clips that are uploaded at the task page.
- Classmates who have successfully uploaded their clips to the GoogleDrive
- Ask Mr Jonathan Chua for help - explain to him the situation
- Ask me for help during recess on Monday (26 January)

Name | Register number | Remarks |

Amadea Supriyadi | 1 | DRIVE NOT SHARED |

Amanda Han Xin Hui | 2 | File cannot be opened; wrong format? |

Ang Liya | 3 | DRIVE NOT SHARED |

Grace Cahyadi | 5 | DRIVE NOT SHARED |

Kho Hannah Gabrielle Chao | 6 | File sharing at drive - Check again |

alexander aw | 8 | SUCCESSFUL upload & sharing |

Dylan Tan Kun Hou | 10 | SUCCESS upload & sharing; but NO SOUND |

Fernandez Kevin Ethan | 11 | DRIVE NOT SHARED |

jerremy | 12 | DRIVE NOT SHARED |

Khor Hsien Kit | 13 | SUCCESSFUL upload & sharing |

Lim Jin Zhi Dylan | 14 | EMPTY DRIVE |

Loh Shao Cong | 15 | SUCCESSFUL upload & sharing |

Marcus Tan Zheng Ning | 17 | DRIVE NOT SHARED |

Ng Wen Bin Justin | 18 | SUCCESSFUL upload & sharing |

Sim Choon Wee | 19 | SUCCESSFUL upload & sharing |

Teng Tjin Yao | 21 | DRIVE NOT SHARED |

Vikhe Aryan Pramod | 22 | SUCCESSFUL upload & sharing |

Yeo ming en | 23 | SUCCESSFUL upload & sharing |

Yu Min Shen | 24 | SUCCESSFUL upload & sharing |

Yun Kar Kit | 25 | File sharing at drive - Check again |

### Error Analysis - Assignment 1.1 Q1

(1) What is wrong with this set of answers?

(2) If you are required to justify your answer in the following, what would you do?

(What are the additional steps/ information that you would include in your answer presentation)?

(2) If you are required to justify your answer in the following, what would you do?

(What are the additional steps/ information that you would include in your answer presentation)?

## Friday, 23 January 2015

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

Read the following examples carefully.

Take note how the number lines are drawn and how are the numbers, in each case are represented on the number line.

Note that in e.g. 1 & e.g. 2,

Take note how the number lines are drawn and how are the numbers, in each case are represented on the number line.

Note that in e.g. 1 & e.g. 2,

**we can indicate the dots on or on the number line because they are discrete & unique, and therefore the dot is clear. It would be a good practice to put the dots**__above__the line.### "What's Wrong?" with these Number Line

Question:

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".

The following groups are awarded additional points (reasons - see the comments to their responses)

Group 1: -

Group 2: 3 + 2 + 4 (Choon Wee) = 9 points

Group 3: -

Group 4: 3 points

Do check out Choon Wee's answers.

**Represent the following numbers on a number line: 5, -1/11, Ï€, 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".

**After note (25 Jan 2015, 6 am):**The following groups are awarded additional points (reasons - see the comments to their responses)

Group 1: -

Group 2: 3 + 2 + 4 (Choon Wee) = 9 points

Group 3: -

Group 4: 3 points

Do check out Choon Wee's answers.

### Divide & Conquer: 01 Primes, HCF & LCM

Click HERE to

Task to be completed over the weekend.

Click

**open**the slides for editing (only S1-01 students are given the right to edit)Task to be completed over the weekend.

Click

**HERE**to access the entire set of questions (only S1-01 students are given the right to view)## Thursday, 22 January 2015

### Real Numbers: Which TRIBE do I belong to?

The relationship between the numbers system is as follows:

Amongst the 4 types of numbers,

Use the following exercise to check your understanding:

Answers submitted by the Group

Amongst the 4 types of numbers,

**NATURAL NUMBERS**is the smallest of all - starts from 1, followed by 2, 3, 4, 5, ... basically, it's**positive integers****INTEGERS**is made up by**negative integers**(-1, -2, -3, .... )**, zero**(0)**and positive integers**(1, 2, 3, ...)**RATIONAL NUMBERS**are numbers that can be expressed as a fraction a/b such that both a and b are integers and b is non-zero. Integers and natural numbers are rational numbers since we can express them with denominator = 1.**REAL NUMBERS**are numbers include natural numbers, integers and rational numbers. It also includes numbers that cannot be expressed as a fraction, e.g.*pi*, square root of 2

Use the following exercise to check your understanding:

Answers submitted by the Group

## Wednesday, 21 January 2015

### 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 :)

Let's read what NASA says :)

### When to use - HCF and LCM - to solve the problem?

This is a 10 minute quiz where you are to decide which technique/ method to be applied in each situation.

Think carefully, check your answers (for consistency) before submitting your answers.

You are required to describe how you make your decision.

Click HERE to view list of responses

Think carefully, check your answers (for consistency) before submitting your answers.

You are required to describe how you make your decision.

Click HERE to view list of responses

### (Preview of Task) HCF in Real World Applications

Complete the following task by

Click HERE to access the Presentation slides

**22 January 2015 (Wednesday)**2359hClick HERE to access the Presentation slides

### (Preview of Task) LCM in Real World Application

Complete the following task by

Click HERE to access the Presentation slides

**22 January 2015 (Wednesday)**2359hClick HERE to access the Presentation slides

### Weekend Food for Thought: Pondering over Primes 01

A number's prime factorisation is

2

Is the number even or odd? Explain your reasoning.

Name four other factors of this number, other than 2, 3 and 5.

2

^{3}X 3^{2}X 5^{2}Is the number even or odd? Explain your reasoning.

Name four other factors of this number, other than 2, 3 and 5.

*Remember to include your Group Number at the end of the comment.**Complete by 18 January 2015.*## Monday, 19 January 2015

### 19 January 2015: Lesson Follow-up

There are several items for follow-up today:

Please have a heavier meal during recess.

**(A) Diagnostic Test for Real Numbers**- Date: 20 January 2015 (Tuesday)
- Time: 1.35 pm to 1.50 pm
- Venue: S1-01 classroom
- What to bring: Calculator

Please have a heavier meal during recess.

**(B) Homework: Assignment 1.2**- To be completed and submitted on 21 January 2015 (Wednesday)
- Aryan would have distributed to the class by the end of today.

**(C) Homework: Real World Applications for HCF and LCM**

**(D) Practice for Alternative Assessment 1**- In preparation of the Alternative Assessment (in Term 1 Week 4), a Practice Task has been assigned to you.
- Read the details and attempt the task, to be submitted by this Friday (23 January 2015).
- You may send an email to me to clarify if necessary.

**(E) Diagnostic Test - Overview (Answers)**- File the copy of the Diagnostic Test paper was returned to you.
- The suggested answers are now available in the GoogleSite - please check and download

## Friday, 16 January 2015

### Weekend Food for Thought: 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

Key in the values of m and n under Comments

*Remember to sign off with your group number.**Complete this by 18 January 2015.*### Finding Cube Root... What's wrong with this working?

Question: Find the cube root of 13824

Read the working carefully.

After note:

As discussed in class, the working of the prime factorisation is incomplete.

The critical error is, after the line 13824 = 24 x 24 x 24,

the student continued to write "= 24".

He should write "cube root of 13824 = 24"

Read the working carefully.

- 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

After note:

As discussed in class, the working of the prime factorisation is incomplete.

The critical error is, after the line 13824 = 24 x 24 x 24,

the student continued to write "= 24".

He should write "cube root of 13824 = 24"

## Thursday, 15 January 2015

### 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".

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

- 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)*## Wednesday, 14 January 2015

### Point to Ponder (1) What do you think?

To solve part (a) of the question, Antonio applied the divisibility rule for 11.

Here is Antonio's proposed solution for (a)

In pairs,

Here is Antonio's proposed solution for (a)

In pairs,

**discuss**and**comment**if you agree with his proposed solution- agree, indicate
**Yes... this is what we think, too**.

OR

- disagree (with the entire working or part of it),
**elaborate why**.

Remember to sign off with both names.

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