## Tuesday, 21 April 2015

### Ratio: Activating our Prior Knowledge

Averaging out the scores,
Group 1: 16 points
Group 2: 17 points
Group 3: 11 points
Group 4: 10 points

### Linear Equations: Word Problems

Handout: Linear Equations - Solving Word Problems in the Algebraic Way

Handout: Linear Equations - Challenging Question 3

### Assignment 7.2 Selected Question Q4

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:

### Assignment 7.2 Selected Question Q2

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:

### Summative Quiz: Q1 Error Analysis

• What's the error?
• Describe one good practice in this working.

### Summative Quiz: Q2 Error Analysis

• 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.

### Summative Quiz: Q3 Error Analysis

• Spot the error!

## Monday, 20 April 2015

### Support Programme on 21 April (Tuesday)

Date: 21 April 2015 (Tuedsay)
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

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

## Wednesday, 15 April 2015

### Real World Application of Algebra - Formulae

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
• 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

e.g. 2: Percentage change
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

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:
• 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:

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.
• In particular, examples 6 to 9

By Justin

### Algebra: Translating Word Problems to Algebraic Equations

[After activity in PearDeck]
Compare your working with the following and check the full working...

By Min Shen

By Hsien Kit

## Tuesday, 14 April 2015

### Algebra: I am a Translator!

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)

By Kevin

By Aryan

By Hannah

## Thursday, 9 April 2015

### HOMEWORK: Solving Simple Equations: 2-to-3 Activity

Each group has been assigned a collection of 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.

1. Group work 2-to-3 activity

• 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

### CLASS WORK: Solving Simple Equations

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

Preparation for the GAME:

• Writing Papers, Pencil/ Pen
• Calculator
Do a Screenshot of your final score and post it to the Padlet that belongs to your group.
This is going to contribute to your Group Score.

### Balancing & Solving Simple Equations

Basic concepts of Balancing Equations

E.g. 1: Solve x + 35 = - 20

E.g. 2: Solve x  = 935

E.g. 3: Solve 9x - 8 = 73

### Algebra: What Went Wrong?

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:

Presentation 3:

## Tuesday, 7 April 2015

### Visualising Quadratic Expressions (Equations): Introduction to "ROOTS"

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

## Monday, 6 April 2015

### Algebra: Challenging Question 2

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

(Group 4) Min Shen's worked solution:

Suggested Solution:

## Sunday, 5 April 2015

### Algebra: Challenging Question 4

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:

## Thursday, 2 April 2015

### Term 1 Group Performance

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

### Algebra: Challenging Question 3

Note: We can apply factorisation to solve this question.