Click HERE to access the quiz

Sign in with your full name.

On the leader board:

Averaging out the scores,

**Group 1: 16 points**

**Group 2: 17 points**

**Group 3: 11 points**

**Group 4: 10 points**

- Home
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- Arithmetic Laws & Rules
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- Algebra: Factorisation
- Solving Equations
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Click HERE to access the quiz

Sign in with your full name.

On the leader board:

Averaging out the scores,

We discussed this question in class.

Can you point out what's wrong with the working below?

Below are the methods that some of you used to solve the equation:

Can you point out what's wrong with the working below?

Below are the methods that some of you used to solve the equation:

We discussed this question in class on why we cannot multiply both sides just be "*x"*

Below are the methods that some of you used to solve the equation:

Below are the methods that some of you used to solve the equation:

- What's wrong with the above working?
- How would you approach such a question?

Watch this clip to see how we can simplify similar type of expression in a systematic manner.

Click HERE to view (playlist) for more examples.

Date: 21 April 2015 (Tuedsay)

Time: 3.15 pm to 4.15 pm

Venue: S1-01 Classroom

Who needs to attend:

What you need to bring: Calculator and Maths notebook

**Others**: You may turn up if you wish to attend.

Time: 3.15 pm to 4.15 pm

Venue: S1-01 Classroom

Who needs to attend:

Reg no. | Name |

1 | AMADEA AUBREY SUPRIYADI |

3 | ANG LIYA |

7 | SUBNAVIS RISHITA |

8 | ALEXANDER AW LI MING |

10 | DYLAN TAN KUN HOU |

12 | JERREMY NG DING JIE |

14 | LIM JIN ZHI, DYLAN |

15 | LOH SHAO CONG |

16 | MALCOLM TAN QI EN |

17 | MARCUS TAN ZHENG NING |

19 | SIM CHOON WEE |

What you need to bring: Calculator and Maths notebook

One of the Real World Applications of Algebra is FORMULAE.

Formulae (plural for formula) is often used to illustrate a**relationship** among factors (variables).

**e.g. 1: Area of a rectangle**

The formula illustrates a relationship between area, length and breadth

**e.g. 2: Percentage change**

The formula illustrates a relationship between percentage changes, the difference and the original amount

**You are going to...**

In your group, look up for as many formula as you could and post them in the padlet designated to your group.

**Instructions:**

Follow-up from lesson:

**Instructions**

Source: Textbook - Read p119 to p121

Attempt the following section in the AceLearning portal:**Evaluation of Algebraic Expressions and Formulae **to learn how the "substitution" is applied to find unknowns in various fields.

Formulae (plural for formula) is often used to illustrate a

The formula illustrates a relationship between area, length and breadth

- Area of Rectangle = Length x Breadth
- When the length of the rectangle increases, the area of the rectangle also increases
- When the breadth of a rectangle decreases, the area of the rectangle also decreases

The formula illustrates a relationship between percentage changes, the difference and the original amount

- Percentage change = ( Difference ÷ Original amount ) x 100%
- When the
*Difference*between the original and new amount is large, the percentage change is large

In your group, look up for as many formula as you could and post them in the padlet designated to your group.

- One formula per post-it
- You need to tell us what does the formula do?
- Each formula exists for a purpose (to help us find out/ compute certain things)
- You may use keynote or Pages to present your answer. Save it as an image and post it in the padlet designated to your group.
**Complete this task by 18 March - Ready for discussion on Thursday (19 March)**

Follow-up from lesson:

Source: Textbook - Read p119 to p121

Attempt the following section in the AceLearning portal:

- In particular, examples 6 to 9

[After activity in PearDeck]

Part A

1. Attempt the collection that your group is doing and**key in your answers **in the slides assigned.

You should be able to complete the task in 5 minutes.

2. Attempt the remaining questions, in preparation for Part (B)

1. Attempt the collection that your group is doing and

You should be able to complete the task in 5 minutes.

2. Attempt the remaining questions, in preparation for Part (B)

Each group has been assigned a collection of questions.

**1. Group work 2-to-3 activity**

**2. On your own...**

Attempt the rest of the questions

- Collection A: Group 2
- Collection B: Group 3
- Collection C: Group 4
- Collection D: Group 1

You have been given the questions printed on A3 papers.

- Decide, within your group, who are the pairs/ three to attempt the question and post the answers in the slides.
- Remember to include your name for the set of solution you posted.

Deadline: 10 April 2015 (Friday), 5.30 am

Attempt the rest of the questions

Remember to Post the screenshot of the score to the Group Padlet.

You can put up the best score - deadline for submission: Sunday 12 April 2015, 9 pm

**Writing Papers, Pencil/ Pen****Calculator**

Basic concepts of Balancing Equations

E.g. 1: Solve*x* + 35 = - 20

E.g. 2: Solve**5 ***x* = 935

E.g. 3: Solve**9***x* - 8 = 73

E.g. 1: Solve

E.g. 2: Solve

E.g. 3: Solve

Here are 3 sets of working that demonstrates the correct train of thoughts.

However, there are certain things that is not correctly represented, that resulted "error" in the presentation. Can you tell what went wrong?

Post-Lesson: Discussion in class

- The unit "m" (metres) should not be written alongside with the terms (and at the working).
- Only need to write the unit in the final answer.
- Since the expression comes with variables, it would be good to insert a ( ) to put the final expression
*together*, and write the unit further away from the expression.

Presentation 1:

Presentation 2:

With reference to selected questions in Assignment 4.7:

Can you make a connection between the "factorised" terms and the graphs?

**Set A: Questions 1 & 3**

**Set B: Questions 2 & 6**

Can you make a connection between the "factorised" terms and the graphs?

(b) To simplify this, let's make use of the pattern above to help us...

(Group 4) Min Shen's worked solution:

Suggested Solution:

We had discussed the worked solution in class. Here's the visual for your reference.

To simplify without the use of calculator, look out for patterns amongst the terms:

To simplify without the use of calculator, look out for patterns amongst the terms:

Group Points:

- Group 1: 144
**Group 2: 149**<<< Well Done!*Members: Justin, Kevin, Choon Wee, Benedict, Tjin Yao, Hsien Kit*- Group 3: 131
- Group 4: 119

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