Closure... Maths Class 2011

Dear S1-01

It's been a pleasure to be with you on your maiden learning journey in SST :)

In our attempt to make the learning experience more enriching and to bring out the "SST Flavour: Applied Learning with Technology use", several "new" approaches were introduced over the past few months. To name a few:
  • 6 AM Quiz
  • Mathematics in Real Life in Facebook
  • Story Marathon that bring a twist to the Red Riding Hood story
  • Assessment through Viva Voce (Practice & Performance task)
  • Outdoor Data Collection Mission (eLearning activity cum Performance Task)
  • Problem Solving related to real life (e.g. The Cornfield Corn, Which is a better deal in terms of magazine purchase?)
  • Hands-on activities like folding of rectangular sheets to learn about expansion
  • Short Quizzes before the major assessements
  • Group activities such as analysing the PSI values of different parts of Singapore at different times of the year
  • ...


Sorry Ms Loh,

I can't seem to be able to upload anything onto Blogger... and YouTube is not working for me either....

Inequalities (Worksheet) Challenge Yourself (Answers)

Quiz 8 (Ans) Problem Solving

Question 1

Let the smaller no. be x
The larger no. will be x + 2

x + 2 + 2x = 50
Solving, x = 16
Therefor the 2 numbers are 16 and 18.

Question 2

Given that Philip's age is x
Josh age is x/2
Emmy age is x/2 - 8

Given that sum of ages = 68
x + x/2 + x/2 - 8 = 68
Solving, x = 38

At present, Emmy's age = 11
In 5 years' time, her age will be 16 years old

Question 3

(a) Time = 120/x h

(b) Time = 60/x h

(c) Equation:
120/x - 60/x = 5/2
Solving, we get x = 24

Average speed of motorist from the return journey = 2x km/h (given in part (b))
So, substituting the value, Average speed = 2(24) km/h
which is 48 km/h

Chap 7 Geometry Worksheet 2: Angles & Parallel Lines

The following have submitted the worksheets (7 Oct 2011)
  1. [1] Mavis
  2. [2] Nina
  3. [3] Gladys
  4. [4] Ishani
  5. [5] Qianhui
  6. [6] Toby
  7. [7] Lovy
  8. [8] Sandy
  9. [9] Abhi
  10. [11] Yi De (submitted on 10 Oct)
  11. [12] Jonathan
  12. [13] Jiajun
  13. [14] Kai En
  14. [15] Wei Siew
  15. [16] Matthew
  16. [17] Ying Liang
  17. [18] Owen
  18. [19] Jia Qi (submitted on 10 Oct)
  19. [20] Ryan
  20. [22] Ruoyu
  21. [23] Yi Chieh
  22. ONE WORKSHEET without name

Chap 7 Geometry Worksheet 1: Angles & Parallel Lines

Worksheets received from ALL except the following (by 7 October):
  • [4] Ishani
  • [19] Jia Qi - submitted on 10 Oct

Chap 7 Geometry (Submission) Maths Graded Assignment

This assignment was issued to all in Term 4 Week 1.

For those who have not submitted -
Latest deadline for submission: 11 October 2011 (in Ms Loh's pigeonhole)
Remember to cite the angle properties in your working.

On top of that...
Worksheets 1 & 2 on Chapter 7 (Geometry)
For those who have not submitted -
Latest deadline for submission: 11 October 2011 (in Ms Loh's pigeonhole)
Remember to cite the angle properties in your working.

Algebra: Worksheet 9 - Challenge Yourself Q1

Challenge Yourself Question 1 (p8):
Write down a word problem such that the equation to be formed for solving the problem is 5x + 4(x - 10) = 140

Answers submitted by...
  • Gladys:
    • Sandy bought 5 carrots at $x and 4 lettuce at $(x-10). She spent a total of $140. How much did each carrot and lettuce cost respectively?
  • Nina:
    • Sam bought 5 apples and 4 oranges. The cost of an apple is $10 more than the cost of an orange. Sam gave $150 and received $10 from the cashier. 
    • {Note: The cost of apple & orange seem unrealistically high. Will have to set the context}
  • Ryan: 
    • A library has 140 books. Librarian Ariel is in charge of 5 shelves while Librarian Ben, in charge of 4 shelves but 10 books are missing from each shelf. How mnay books are there normally on 1 shelf
    • {Note: The assumption is all the shelves started off with the same number of books?}
  • Wei Siew: 
    • Farmer Ho has 5 times as many quails as farmer Kwek. Farmer Kwek has 3 times as amany chickens as quails. If farmer Kwek gives all his quails, chickens and 40 ducks to farmer Ho, farmer Ho would have 140 birds altogether. How many quails did farmer Kwek have at first?
Worksheets received from... (by 7 Oct 2011)
  1. [2] Nina
  2. [3] Gladys
  3. [5] Qian Hui
  4. [6] Toby
  5. [11] Yi De
  6. [12] Jonathan
  7. [13] Jiajun
  8. [15] Wei Siew
  9. [18] Owen
  10. [20] Ryan
  11. [22] Ruoyu

Math Viva Voce Question 3 (Abhimanyu Arora, 09)

Part A

Part B
Learning Points: From this performance task, I have learnt that although solving a problem may be easy, but explaining it can be hard. We have to explain the solution with mathematical terms and concepts al well and every reasoning. We have to think before we say anything and make our explanation so simple that even a small child will understand.
Challenges: My main challenges were to keep my voice and slides in synchronisation, as I had done them separately and then joined them together. I also had trouble explaining using mathematical terms as normally, I would understand my solution using my own methods.

Chap 10 Percentages: Which is a better deal? (I) National Geographic Magazines

The National Geographic magazine is known for its high quality photographs taken by the award-winning photographers. As a resource for budding photographers in SST, the Media Club teacher, Mr Fong is considering having the National Geographic magazines made available to students.

To make the purchase, he has to make a proposal to the department to justify that he has identified the best deal for the school. He could go to the newstand to buy the magazine every month or subscribe the magazine at the annual basis.

Below are the information available available.

Using the following format, help Mr Fong to put down his recommendation, together the necessary justifications for the best deal.

1. At the National Geographic Store, which is a better deal - To buy the magazine personally at the store or subscribe from the store? Why?

2. At the National Geographic Website, it charges $76 for 12 issues. How much does the subscriber pay for each issue? Is it giving a better or worse off deal compared to the store?

3. Based on the information at "EmitAsia",
(a) how much does one save for each issue if it is purchased through subscription?
(b) how much discount (in percent) does one actually save if purchased through subscription?

4. Put forward your recommendation.
E.g. We recommend Mr Fong to purchase personnal/ subscribe through the National Geographic Store/ Online subscription/ at the newstand because, by this mode of purchase because he is going to pay ..... (describe the amount he pays for each mode of purchase, hence do a comparison)

5. When making the comparisons, what challenges do you encounter?

Chap 10 Percentages: Which is a better deal? (II) Newsweek

The Newsweek magazine provides an overview of the happenings in the world in a weekly basis. The English department coordinator, Ms Zuraida, is considering making the copy available to the students.

To make the purchase, Ms Zuraida has to make a proposal to the department to justify that she has identified the best deal for the school. From the Newsweek website, she learnt that there are several options:

Click at the LINK to see more information.
At the subscription page, two options are offered: 1-year or 2-year subscription.

1. In the website, it was highlighted that one saves 62% by subscription. What is the price of a copy of the magazine available at the newstand?

2. Which is a better deal - the 1-year or 2-year subscription? Justify by how much would be saved if Ms Zuraida chose the better deal?

3. Without making comparsions of the price, which one - 1-year or 2-year subscription do you think people would normally go for? Why?

Chap 10 Percentages: Which is a Better Deal? (III)

Mr Yeo wanted to buy a portable hard-drive, Iomega Prestige (1TB) to store the multimedia productions by the students.

While he was surfing the Internet to look for a good deal, Mr Yeo chanced upon the eBrochure of the PC Show 2011 in June.

He exclaimed, "Oops! I missed a good deal!".

Next, Mr Yeo went to the Challenger Computer Store, site and found the same product but offering at a lower price!

(1) Mr Yeo is not a member of the Challenger Store. Find the percentage he saved, compared to another friend who bought the same device at the PC Show.

(2) If Mr Yeo decides become a member (at the point of payment) to enjoy the member's price. Find the percentage he saved, compared to buying at the PC Show.

20110923: Preparation for the following Week

Maths... Yesterday (23 Sep), we end our lesson with the following:
(1) Worksheet 8 - we finished the discussion yesterday. Submit on Monday.
(2) Watch the video clip in the Maths blog, which summarises the operational steps of the solving Linear Equations
(3) Worksheet 9 - Word Problems - we will start this topic next week. This is coupled with Problem Solving Heuristics. Need not attempt, but for your info and we'll complete this set of mateirals next week.
(4) Preparation: Go through the blog posting on Problem Solving Heuristics as well as the last chapter in textbook 1B. We'll focus on using algebra and variable to solve word problems.
(5) An OPTIONAL worksheet on Factorisation - attempt it when you see more practice is needed :)

Note: The same message was posted in Facebook - Class Group

Chap 6: Algebra - Equations: Let's hear them talk!

Watch the following video for better understanding on the process.
Explain the entire process using algebraic terms such as expansion, subtraction, addition, grouping of like terms

Chapter 6: Equations - Word Problems

Let's visit the scenario given at the start of the chapter (p112), let's try to write out proper algebraic statements to solve the problem

During a tree planting event, a group of boys and girls planted a total of 148 trees. Each boy planted 7 trees and each girl planted 5 trees. If the number of boys are 4 more than the number of girls, how many boys were there?

Chapter 6: Equations

To complement the exercise we have:
Try this activity in the BBC Bitesize Website: Solving Equations
At the end of the 4th page, it comes with a Test Bite :)

Math Performance Task - Viva Voce (Sandy Khoo)

First of all, I submitted this late as I was having some technical difficulties before. Sorry.

Reflections :
Viva voce always have been a problem for me as I always have a hard time to explain to people clearly. Though this problem was very easy, it was the explaining part that makes the task a whole lot tougher. I have learned to properly assess the whole problem and using mathematical terms to explain how did I do the problem. My voice and idea must be clear to address the problem. The reason I used screen record as it will be clear for the listeners to see and hear instead of filming where the camera will be moving. It was an enjoyable time to convey my thoughts into words and visuals and it was fun overall.

Maths Viva Voce Question 1: Toby Gail

My VivaVoce Video.
Sorry for later submission, had to re-upload quite a few times as there was a repeated error.

This is the question i did, just for reference purposes...

If the video doesn't work, click here instead.

Kindly go full screen or expand it on youtube if too small to read/watch. :D Please turn up the volumes slightly louder, im soft.

Although this vivavoce performance task seemed to look easy, in actual fact, it was quite difficult. I had to think very thoroughly on how to explain every step. Although the question was pretty easy to do, it was a challenge to convert my thoughts into words. I learnt that in order to convey my thoughts well, i could not be hasty, i had to think of every single detail.
Secondly, i took around 2 minutes to decide on what platform to use. I decided that filming would still be best, as it will be easier for the viewer to understand as it is also easier for me to explain.
Another challenge i found was that i had to make sure the visuals were visible and understandable. I took time to write down the workings with details, and set my camcorder angle perfectly on the tripod and zoom in just enough. I even had to adjust the lighting of my camcorder's flash by putting pieces of scotchtape in front, as i was casting shadows onto the foolscap. (i was running out of time as the battery time was draining fast. D': )
Lastly, sorry for poor video quality. (haha)

6AM Quiz: Brdge Crossing

Solve your puzzle and present the possible solution in the Comments
While you tried to solve the puzzle, what mathematical knowledge and skills did you apply to solve the problem?

Maths Viva Voce Question 1: Lee Kai En

Learning points

I learnt to not leave my work to the last minute even though it might be easier to complete as in this assignment, even though the questions are quite easy to solve, I had problems trying to do the explanation of my solution to the question.I also learnt to apply past knowledge like algebra techniques.


The challenges I faced were having to record while my grandmother was watching the television with my brothers, finding a way to explain clearly what my solution was all about so that the viewers can understand what i had written and my method of solving it.And, another challenge is to find ways to edit my video so that it can be improved.

Maths Viva Voce Question 1: Jonathan Foo

Part A:

Part B:

Learning Points
From this experience of this performance task, I have learnt not to leave my work to the last minute and rush everything at the eleventh hour. I also learnt that even though it can be very easy to do the question, putting the explanation into words for others to understand is much tougher.

I faced quite a number of challenges in this performance task. The one by far the worst and most difficult challenge was that I did not have my learning device to do this performance task, so I had to use my computer at home which was Windows, and I have grown unaccustomed as to how to use Windows after using the learning device for all this time. I had to use Windows Movie Maker to create my video and I also found that challenging as I was used to using iMovie for creating my videos. The next thing was my time management. I had the I&E camp on thursday and friday, so that took up 2 full days and by the time I reached home, I was too tired to do any of my homework. I forgot all about the performance task until today, and so had to rush to complete it.

Maths Viva Voce Question 2: Chan Shawn Kit

*Sorry, this is the link to my video on youtube, my blogger has some inefficiency.

Reflections: In this Performance Task, i realise that although solving a question may be easier, describing on how to solve it to another person is many times more difficult. Along with that, I had to talk a lot faster and clearer to get my message across. As such, to do a viva, one must fully understand the question and methods on how he or she solves it, following speaking in a clear and precise order. This has taught me to carefully solve the question with every step written, not skipping one such as to be able to explain it.

Maths Viva Voce Question 1 Lam Jiajun

Learning Points: From this project I have learnt that explaining a solution for a question is much harder solving a question. Though we have to use the same steps and answer, we have to turn our answer into something vocal and others can understand. We must explain every single step and find the reasoning behind the working. When we solve question, we have formulas and mental calculation already in our heads, but in explaining it, it is one whole different story. We have to think and think how our steps are done and the reasons and concepts behind it. We have to make the workings into something even young children can understand.
Challenges: I faced a couple of challenges in this project. I used paper and pen to show my workings instead of some other classmates who used multimedia platforms to display their workings. Since I decided to point out which working I was explaining so the audience would not get lost, I had to keep looking at both the paper and the soft-copy script I made. I had to co-ordinate my eyes with my hands, and multi-task. I also faced problems when trying to keep the paper in view of the camera, and not let it bend at the edges so the audience can see my workings, since I was already desperately trying to focus on both my pointing and the script. I also said some things wrongly in the video, so I am not very happy with it.

Maths viva voce question 1 [Ishani, 04]

From this performance task, I learnt that explaining solutions isn't that easy especially when your objective is to make it simpler for people to understand.
Most of the challenges I faced was technical difficulties such as the audio as my voice wasn't audible and my hand kept on shaking as I took the video. There were also distractions as sounds from the neighbors.
In overall, I enjoyed making this although there were a lot of challenges in the way.

Maths Viva Voce-Question 1(Wang ruoyu)

From this mini performance task, I learnt that explaining your questions is not that easy,sometimes,you just can't turn your thoughts into words.
Most of the challenges i faced was technical difficulties such as the audio,i also faced a little bit of problem when trying to solve the question it self during the balancing part as i am not too sure which is the right way.
Overall ,this has been a fun performance task to me and i enjoyed explaining.

Maths Viva Voce Question 1:Ng Ying Liang

Part B:
From this Viva Voce,I have learnt that the question may be very easy just working out the methods and get the answers and only you need to understand it since you are the one who are doing it. However when it comes to explaining,you need to explain why you do this step,how you derived to this answer. The audience might not understand why must this step be done thus you have to explain the formula. However you might not know the formula as normally you only have to accommodate to one person and that's yourself so you don't need explain. Thus when it comes to explaining to others,you will have trouble trying to state the explanation.
Challenges I have met while doing this Viva Voce is to figure out whether this is mathematically correct when I do this step or even if the working is right. Am I using the correct signs or methods to do the questions. Also having trouble to find out the meaning behind the formula to explain to the people.Regarding recording problem as I want to record all in one go,when I make a mistake I have to re-record again and I record for about 5-6 times even though I have my own script.

S1 (Viva Voce) Part A Question 3- Mavis

Pictures of my worked solution while explaining in the clip :

S1 (Viva Voce) Part B Reflection - Mavis
Through this performance task , I have met some challenges along the way. First of all, I have to identify and try each question to select the question that I feel that I am able to explain in a clearer manner. Also, I had learnt how to phrase my explanation clearly and concisely to bring across the main points of the process of solving the question. I have learnt that we have to explain one step at a time to the audience whom might not understand how do we arrive at each steps ad it is different from what how we say it to our peers. As a result of the time, I had to speak faster and I am worried that I might appear to be rushing through my explanation.

Maths Viva Question 3

Part B
Reflection of Learning Points and Challenges

I learnt that explaining as a teacher is very hard as it is hard to explain something new to someone that doesn't know. It is the same as teaching a new language. We have to make the details easily digestible too. I have alot of challenges like technical problems and i had a flu, so i had to bear with it while recording and thus making it twice the difficulty. My technical problems are to embed the video in this blog as the uploading is very slow.

Lastly, if the video is bad... it is greatly because of my flu, Sorry :'( .

Owen here.

S1 (Viva Voce) Part A Question 1

S1 (Viva Voce) Part A Question 1

S1 (Viva Voce) Part B Reflection
Learning Points
I learnt about many things. I gained new knowledge about Mathematical concepts, strategising, Mathematical terms, presentation techniques, , time management and many more.
In terms of Mathematical concepts involved, I have learnt about using and phrasing them in the correct way, using the appropriate and correct terms. Using the correct concept is also extremely essential. Therefore, we have to plan and strategise in the correct way to be successful.
Using the right form of strategy is also very important when it comes to Maths. I learnt about the fact that we have to explain each part and question very clearly.

When using Mathematical terms, we need to be precise and accurate so that others will understand.
I also learnt about presentation tactics such as speaking confidently, projecting my voice in the correct way (not using my throat), going to the correct space so that there will not be any background noise.

However, there are always challenges in real life.

I faced some challenges such as video problems, inability to upload the video properly, my voice facing problems.

Firstly, when I could not record the video properly, I had to explore a bit and found the solution to it. My solution was to use the Keynote and customise the toolbar. I found a tool that could record my voice and the presentation into video easily. This solved the problem.

Finally, I faced some problems with uploading the videos. I tried many ways and found a way to upload the video properly. In the end, I succeeded.

S1 (Viva Voce) Part A Question 3

S1 (Viva Voce) Part B Reflection
I had faced many challenges when I was editing the video and recording my voice. During recording, I was unable to find the proper term to describe the steps and I sometimes read cm as m and m as cm, so I had to re-record everything . Also I had to match the voice to the word equations that were appearing on the screen.
Some of the things I had learnt was that not only the explanations was important for a maths question but also the visual to let one understand it better.

S1 (Viva Voce) Part A Question 1

S1 (Viva Voce) Part B Reflection

Challenges and Learning Points:
I realised that being a "teacher" was not easy, i struggled to find the appropriate phrase or terminology. It was easy to solve the question but explaining was a different story. I found out i knew how to do it but not why. In my mind it said it's just this, it's right. I couldn't find a proper explanation until i thought deeper and pondered why was it like that. In the end, i managed to come out with a rough explanation to why was it like that and provided some examples. The main challenges i faced was why to change the sign of the term when u shift it over to the other side and the conversion from cm^2 to m^2. Through this activity, i have learned not just how to solve the problem, but also why is it like that, its not just memorising the formula but also to understand it. Another challenge would be how to actually present the working of the Viva Voce clearly as if i had wrote on paper it would have been hard to see, in the end i decided to do a screen-recording of the solution on keynote, as it would show the working clearly and also be able to hear my voice explanation at the same time.

S1 (Viva Voce) Part A Question 1

S1 (Viva Voce) Part B Reflection
Learning points :
I learnt that it is not easy to express my working in words as the audience might not understand my way of solving the problem . While converting my working into words , i learnt to use more 'mathematical words' to express the working .

Challenges :
One of my challenges is that when i was taking the video , it was mirrored and could not be flipped .
Another challenge is that although i might know how to solve the problem, it is also a problem to change the working into words .

S1 (Viva Voce) Part A Question 1

Part A:

Part B (Reflection) :
It was difficult trying to make my handwriting 'visible' in the video considering the fact that my Mac didn't have good definition... I managed to flip the video in iMovie though. I realized i actually had I calculation error at Part 3 so I had to redo that part. I think I talked abit fast especially when nearing the end of the video. I also had problems trying to make my video sound more 'professional' by using more terms. I was also hesitant on whether or not to go deeper into explaining algebraic terms in linear equations. So I just roughly explained using a more hopefully understandable method by adding two terms at the side.

S1 (Viva Voce) Part A Question 1

S1 (Viva Voce) Part B Reflection
During this short performance task, there were many challenges and learning points. The question that I chose was the first one. In this question, the challenges I faced were minimal however I learnt many new things. One of the most obvious challenge was the explanation of the equation, 2x + 3 is equal to 3x - 7 and how I was going to solve it from there. There was a bit of contradiction as I did not know whether I should have used “similar terms” or “balance both sides”. In the end, I used the term “balance both sides by using similar terms” I did this as I remembered that in a same equation, the objective is to make both sides equal or balanced. Another challenge was the phrasing and the method of the conversion of units from “centimeters squared” to “meter squared”. First of all, I sought out the logic behind the conversion. I remembered that 100cm was equal to 1m, thus if I were to convert 100cm to 1m I had to multiply it by 0.01. Since the unit was cm^2, I used logical thinking and said that it would have to be “0.01 x 0.01”, that is how I overcame this challenge. The second part was to phrase it correctly which was really challenging. If I had phrased it wrongly for example, “in order to get 100cm to 1m you have to divide it by 0.01”, where it should have been, “in order to get 100cm to 1m you have to multiply it by 0.01”.  As for learning points, I learnt many new phrases and keywords that I thought I had forgotten, such as “similar terms”, “balance both sides”, “same sides”, “equal length” etc. This activity helped me jolt my memory to apply these terms correctly. Another learning point was the fact that I applied the knowledge I had acquired in class and applied it into this activity to the best of my ability.

S1 (Voice Viva) Part A Question 1

S1 (Viva Voce) Part B Reflection:
The challenges I faced was Theodor from S105 distracting me from filming half the time. He was suppose to be my helper but, he was more of a nuisance than a help. However we had fun and some problems I faced was trying to place my book at the correct position to show what I was talking about. Oh and there's seems to be a problem with the audio of my video. :(

(T3W10) Algebra: Factorisation using Cross Method - Concluding Quiz

Quiz: 2 September 2011 (Friday) 0600h to 3 September 2011 (Saturday) 2359h
Click HERE to access Quiz Questions.
Enter your answers in the following Form:

Algebra (T3W9) Challenging Question

Question Issued in Term 3 Week 9 (Pink Handout)
Source: Discovering Mathematics 2A
Chapter 2: Expansion & Factorisation of Algebraic Expressions
Click HERE to see worked solution

(T3W10) Learning Tasks - Algebra (Factorisation using Cross Method)

While there's no formal Maths lessons this week, we shall continue to finish up the topic, Algebraic Factorisation - using cross method.

Refer to Worksheet 7: We have completed Part 1 (Classwork 1) this topic in Term 3 Week 9.

Put up in this Maths blog are the learning activities that you shall complete by this week (2 September 2011), before the vacation starts.

Please follow the following sequence:
  1. Part 1: Factorisation of Quadratic Expressions of the form ax2 + bx + c where a = 1
    • Attempt Classwork 1 on the worksheet (p4 & p5)
  2. Part 2: Factorisation of Quadratic Expressions of the form ax2 + bx + c where a is not equal 1
    • Attempt Classwork 2 on the worksheet (p7)
  3. Part 3: Factorisation of Quadratic Expressions involving more than one variable
  4. Attempt Challenge Yourself (p10 & p11).
    • Q5: Typoerror - it should be
      • (a) 2(a+2b)2 - 13(a+2b) + 15
      • (b) 6(a+2b)2 - 39(a+2b) + 45
    • Click HERE to check Answers
  5. Your may refer to other resources (as highlighted in p11 of Worksheet 7)
  6. AceLearning Portal: Attempt Online Quiz S1 Algebra Worksheet 7 Quiz (20 questions)
  7. Just for Fun: Teach Me How To Factor (WSHS Math Rap Song)