### 20110129: 6 AM QUIZ (III) Factors & Multiples

- S1-01 Ishani Saha 1/29/2011 6:36:54 4 errors Q2, Q3, Q5, Q12
- S1-01 Lee Kai En 1/29/2011 6:55:51 1 error Q6
- S1-01 Owen Ong Chau Siong 1/29/2011 6:57:37 2 errors Q2, Q5
- S1-01 Ng Ying Liang 1/29/2011 7:00:52 4 errors Q3, Q4, Q6, Q12
- S1-01 Gladys Foo 1/29/2011 7:22:10 2 errors Q4, Q5
- S1-01 Matthew Yap 1/29/2011 8:06:03 4 errors Q4, Q5, Q6, Q8
- S1-01 Ryan Tan Zheng Ning 1/29/2011 8:51:10 2 errors Q4, Q8
- S1-01 Poon Jia QI 1/29/2011 8:52:18 2 errors Q3, Q12
- S1-01 Lee Qian Hui 1/29/2011 8:57:17 4 errors Q5, Q6, Q8, Q12
- S1-01 wang ruoyu 1/29/2011 9:24:11 6 errors Q2, Q3, Q4, Q5, Q10, Q12
- S1-01 Sandy Khoo Ping Ping 1/29/2011 9:38:58 4 errors Q3, Q6, Q5, Q8
- S1-01 Liew Wei Siew 1/29/2011 10:01:18 4 errors Q5, Q6, Q8, Q12
- S1-01 Ding Nina Lin 1/29/2011 10:10:51 2 errors Q5, Q6
- S1-01 Jonathan Foo Chee Yong 1/29/2011 10:48:06 4 errors Q5, Q6, Q8, Q10
- S1-01 Wang Yi Chieh 1/29/2011 10:49:55 4 errors Q1, Q2, Q6, Q12
- S1-01 Chung Yi De 1/29/2011 11:40:18 2 errors Q6, Q10
- S1-01 Abhimanyu Arora 1/29/2011 12:29:57
__ALL CORRECT__ - S1-01 Lovy Lim 1/29/2011 17:31:08 3 errors Q5, Q6, Q12
- S1-01 Lam Jiajun 1/30/2011 9:09:13 3 errors Q2, Q3, Q4
- S1-01 Cheng Shu Yu Mavis 1/30/2011 20:17:49 5 errors Q3, Q4, Q8, Q10, Q12
- S1-01 Lim Hao En Toby Gail 1/30/2011 23:53:33 3 errors Q3, Q10, Q12
- S1-01 Chan Shawn Kit 1/31/2011 7:34:28 2 errors Q5, Q12

**Answers to QUIZ Word Problems #1 to #5**

1.

**14 tables in each row**

- Use square root

**15625 cubes**

- 1. Convert the lengths to common unit (i.e. cm)
- 2. Find the number of small cubes that can be lined up along the side.
- 150/6 = 25 cubes per side
- No. of cubes = 25^3 = 15625

**14352 cubes**

- 1. Find HCF, hence the common factor of no. of cubes could be lined up along the sides.
- 2. Calculate the no. of cubes for each side by dividing the length by the 'length of the smaller cube'.
- 3. Hence the total number of cubes.
- HCF of 312, 184, 128 is 8

No. of cubes by the length = 39

No. of cubes by the breadth = 23

No. of cubes by the height = 16

Total no. of cubes = 14352

**64 m**

- 1. Find area of the triangle
- 2. Using the area, find the length of square
- 3. Find perimeter
- Area of triangle = 256

Length of square = sqrt(256) = 16

Perimeter = 64

**15 April 2011**

- 1. Find LCM
- 2. Count from the day after 1 Jan 2011 LCM of 8, 13 = 104 Jan = 31-1 = 30 days (reason being both planes took off on 1 Jan, so we start counting from 2 Jan); Feb = 28 days; Mar = 31 days Total = 89 days (short of 15 days)

### Registration for Singapore Maths Olympiad (SMO) Competition

Participation in the SMO is one of the avenues that the school provides to develop and stretch the talent of students who are passionate about the Mathematics and would like to go for indepth understanding the discipline.

Students who are interested to participate in the SMO - please register at the GoogleSite > Maths Department.

You would be required to sit for a selection test next Tuesday (1 February) from 1400h to 1500h.

More information is available at the GoogleSite.

Students who are interested to participate in the SMO - please register at the GoogleSite > Maths Department.

You would be required to sit for a selection test next Tuesday (1 February) from 1400h to 1500h.

More information is available at the GoogleSite.

*Remember: Opportunity does not always knock your door more than once...*### Maths Learning Portal

Dear S1-01

The Maths Department has subscribed to a learning portal to further support your learning.

The access URL for the

What you need to do:

Attempt the activity before Monday.

You may also go through the supplementary materials in the portal.

The Maths Department has subscribed to a learning portal to further support your learning.

The access URL for the

**ACE Learning System**is http://www.ace-learning.com.sg/sys/index.htmlWhat you need to do:

- Login with
**Username**: Your**NRIC**Number (e.g.**S1234567A**)**Password**: Your**NRIC**Number (e.g.**S1234567A**) - Change your password after the 1st login to something you could remember.

Attempt the activity before Monday.

You may also go through the supplementary materials in the portal.

### HOME PLAY: 2011, January 27

**1.**

**Research Project: Ancient Numeric System**

- As a group, complete the GoogleSite Findings, Reflection, etc. by 28 January 2011 (Friday), 6 pm.
- Make sure you have shared the GoogleGite with Ms Loh (as owner).
- Complete the Poster and post it in the GoogleSite by by Monday 31 January 2011 (Monday) 9 am.

**2.**

**Assignment 1**

- Due tomorrow 28 January 2011
- Attach the question paper on top of the set of answers; staple them
- Hand in to Abhi in the morning

**3.**

**Participation in Singapore Maths Olympiad - Selection Test**

- Login to the GoogleSite: Go to the Maths Dept Page
- Submit your application for the selection test

**4. 6 AM Quiz on 29 January (Saturday)**

### Re: Maths Assignment/Project

This is a reminder on the maths assignment and ancient numerical project. The due date for both is on Friday, 28 Jan 2011. Please complete them by the due date.

### Group Challenge: Q14 (by Ze Specs)

**Question 14:**

(a) Find the

**of 3375 and write your answer in***prime factorisation***.***index notation*(b)

*Hence, deduce and write down*(i) the smallest 2-digit number that is a factor of 3375

(ii) the largest 2 digit number that is a factor of 3375

(iii) the smallest 3-digit number that is a factor of 3375

(iv) the smallest 4-digit number that is a factor of 3375

### Group Challenge: Q15 (by Domo-Kun)

Question 15:

(a) Find the

*of the following numbers and write your answers in***prime factorisation****.***index notation*(i) 27

(ii) 99

(iii) 135

(b) Hence, find

(i) the

**HCF**of 27, 99 and 135 in prime factorisation form(ii) the

**LCM**of 27, 99 and 135 in prime factorisation form### Group Challenge: Q16 (by Mac Spicy)

Question 16:

(a) Find the

**of the following numbers and write your answers in***prime factorisation***.***index notation*(i) 324

(ii) 432

(b) Hence, find the

**value of***smallest possible*(i) a whole number

*w*if 432*w*is a multiple of 324(ii) a whole number

*x*if 324*x*is a multiple of 432### Group Challenge: Q16 - Proposed Solution

16(a)

16(b) Method 1, using Algebraic Method

Find the

Note that

432w = 324 x A where A is the factor, when multiply by 324 will give a number that is 432xw

In part (a), we know that 324 = 2 x 2 x 3 x 3 x 3 x 3

and 432 = 2 x 2 x 2 x 2 x 3 x 3 x 3

Then, we can rewrite

2 x 2 x 2 x 2 x 3 x 3 x 3 x w = 2 x 2 x 3 x 3 x 3 x 3 x A

Simplifying, we get

2 x 2 x w = 3 x A

Hence, 4 x w = 3 x A

the smallest number that we could have for w and A such that both sides are the same would be:

when w = 3 and A = 4.

Hence, w = 3

16(b) By listing and comparison

16(b) Method 1, using Algebraic Method

Find the

**smallest**possible value of the**whole number w if 432w is a multiple of 324.**

Note that

**if 432w is a multiple of 324,**we can express it as432w = 324 x A where A is the factor, when multiply by 324 will give a number that is 432xw

In part (a), we know that 324 = 2 x 2 x 3 x 3 x 3 x 3

and 432 = 2 x 2 x 2 x 2 x 3 x 3 x 3

Then, we can rewrite

2 x 2 x 2 x 2 x 3 x 3 x 3 x w = 2 x 2 x 3 x 3 x 3 x 3 x A

Simplifying, we get

2 x 2 x w = 3 x A

Hence, 4 x w = 3 x A

the smallest number that we could have for w and A such that both sides are the same would be:

when w = 3 and A = 4.

Hence, w = 3

16(b) By listing and comparison

### Group Challenge: Q17 (by Milo)

Question 17:

(a) Find the smallest possible value of

(i) a whole number

*y*if it leaves a remainder of 3 when divided by 5, 6 or 9(ii) a whole number

*z*if it leaves a remainder of 2 when divided by 4, 5 or 6(b) Hence, calculate the

(i) HCF of

*y*and*z*(ii) LCM of

*y*and*z*### Challenge: Shortcut to find LCM...

Jennifer thinks there is a shortcut to find out lowest common multiple (LCM) of 2 numbers.

She says that,

Is Jennifer right?

Does her method work every time? Sometimes? Never?

She says that,

**"If****you multiple the two numbers, you will ALWAYS get the LCM."**Is Jennifer right?

Does her method work every time? Sometimes? Never?

**Explain your reasoning.****Illustrate your reasoning with examples.***Source:**http://ims.ode.state.oh.us/*### 20110122: 6 AM Quiz (II) Factors & Multiples

**Submissions received**

- S1-01 1/22/2011 6:09:43 Ng Ying Liang
__ALL CORRECT__[3 bonus pts] - S1-01 1/22/2011 6:35:32 Gladys Foo 1 error Q5
- S1-01 1/22/2011 6:46:10 Lee Kai En 1 error Q5
- S1-01 1/22/2011 7:44:28 Sandy Khoo Ping Ping 3 errors Q2, Q7, Q8
- S1-01 1/22/2011 8:08:11 Owen Ong 2 errors Q1, Q8
- S1-01 1/22/2011 8:26:11 Ding Nina Lin
__ALL CORRECT__[1 bonus pts] - S1-01 1/22/2011 8:33:42 Lam Jiajun 1 error Q5
- S1-01 1/22/2011 9:01:27 Ryan Tan Zheng Ning
__ALL CORRECT__ - S1-01 1/22/2011 9:07:52 Lee Qian Hui
__ALL CORRECT__ - S1-01 1/22/2011 9:34:38 Ishani Saha 2 errors Q5, Q8
- S1-01 1/22/2011 9:44:21 Matthew Yap 1 error Q8
- S1-01 1/22/2011 9:50:09 wang ruoyu
__ALL CORRECT__ - S1-01 1/22/2011 10:47:18 Abhimanyu Arora 1 error Q7
- S1-01 1/22/2011 10:48:11 Toby Gail Lim 3 error Q7, Q8
- S1-01 1/22/2011 10:51:28 Wang Yi Chieh 2 errors Q6, Q7
- S1-01 1/22/2011 11:01:25 Jonathan Foo Chee Yong 1 error Q6
- S1-01 1/22/2011 11:17:05 Liew Wei Siew 4 errors Q5, Q6, Q7, Q8
- S1-01 1/22/2011 11:33:26 Poon Jia Qi 1 error Q2
- S1-01 1/22/2011 12:17:08 Cheng Shu Yu Mavis 1 error Q1
- S1-01 1/22/2011 13:47:31 Lovy Lim 3 errors Q6, Q7
- S1-01 1/23/2011 16:38:03 Chan Shawn Kit 4 errors Q2, Q5, Q6, Q7
- S1-01 1/23/2011 18:13:11 Mark Tay Hao Yang
__ALL CORRECT__ - S1-01 1/24/2011 11:03:15 Chung Yi De
__ALL CORRECT__

### Homework: Maths 1

This is a gentle reminder to those who have not handed up their Maths 1 to me. Please put your maths 1 in the class cabinet as soon as you come on Monday next week. The class cabinet is located on the second floor in front of the staff room. It is the one in orange color.

### HOME PLAY: End-of-Term 1 Week 3

1. Find time to discuss and complete the research activity.

2. Look out for the

The focus of the quiz would be what we have learnt to-date.

2. Look out for the

**6 AM Quiz**this coming Saturday morning :)The focus of the quiz would be what we have learnt to-date.

You will contribute to the group points based on your answer to the questions as well as the time you respond to the quiz.

Bonus points will be awarded to all entries that are correct (in the 1st submission):

- 6 am - 7 am: +3 points
- 7 am - 8 am: +2 points
- 8 am - 9 am: +1 point

### HOME PLAY: 2011, January 20

We revisited the "Do-to-Ti" exercised.

Please ensure you have looked into the following when describing the family of numbers:

Please ensure you have looked into the following when describing the family of numbers:

- Any patterns in terms of odd or even?
- Is there any prime numbers amongst the numbers given?
- What are the common factors amongst these numbers? How do you find them?
- What is the Highest Common Factor (HCF) amongst these numbers? How do you find them?
- What is the Lowest Common Multiple (LCM) amongst these numbers? How do you find them?
- If the answer for LCM is too huge, express it in index notation.

Hand-in the work to the group leader, who will in turn pass to the Maths Rep.

Deadline: 21 January 2011, by noon.

*Absentee: Matthew Yap.**Domo-kun: Please inform Matthew of what needs to be done.*### 2011, Jan 20: Getting started for Research Project "Ancient Numerical System"

**1. Group Formation & Getting Ready**

**On your own, form groups of 3-4 to do the research project.**

- Submit your group and name the spreadsheet (Email your name and group if yours is ready after class).
- Create a GoogleSite for this project. You may have all members as owners.
- Invite me to your GoogleSite and assign "owner" right to me, too.

**2. Sections in the GoogleSite**

**Your GoogleSite should comprise of the following (to be organised in an appropriate sequence)**

- Title - the Ancient Numerical System
- Findings, based on the research focus spelled out in the GoogleSite
- End Product
- References (follow APA style)
- Group members: Role and Responsibilities
- A brief write-up (about 200 words) on the challenges the team and how the team overcame. Give suggestions the process could be improved.

**Deadline of this project is 28 January 2011**

### HOME PLAY: 2011, January 18

1. Complete the

Group leaders, please collect and hand it Maths Rep.

Maths Rep: Leave the books in your class shelf (outside the staff room)

2.

On your own, form groups of 3-4 to do the research project.

Submit your group and name to Maths Rep.

Create a GoogleSite for this project. You may all members as owners.

Invite me to your GoogleSite and assign "owner" right to me, too.

Deadline of this project is 28 January 2011

Absentees: Ryan & Ishani

Group leaders, please inform the absentees on the work we did in class (Maths notebook), as well as the tasks to complete.

**"Do" to "Ti" tasks**in Maths 1Group leaders, please collect and hand it Maths Rep.

Maths Rep: Leave the books in your class shelf (outside the staff room)

2.

**Research Project: Ancient Numerals**On your own, form groups of 3-4 to do the research project.

Submit your group and name to Maths Rep.

Create a GoogleSite for this project. You may all members as owners.

Invite me to your GoogleSite and assign "owner" right to me, too.

Deadline of this project is 28 January 2011

Absentees: Ryan & Ishani

Group leaders, please inform the absentees on the work we did in class (Maths notebook), as well as the tasks to complete.

*With regards**Ms Loh*### 20110118: We have a Problem

In S1-01, there are 4 groups altogether, of which 3 groups have 6 members while 1 group has 5 members.

In the Maths class, every member in the group contributes points to the group score.

What would you suggest to compute the points so that it's fair to all 4 groups?

In the Maths class, every member in the group contributes points to the group score.

What would you suggest to compute the points so that it's fair to all 4 groups?

*One representative from the group shall submit your suggestion under comments.**Remember to indicate your group name.*### HOME PLAY: 2011, Jan 17

**In Maths (I)**

- Attempt Lesson 2 (02) Investigation - Family "DO", "RE", "ME", "FA", "SO", "LA", "TI"
- Do not fold the page. Write neatly. Show all working.
- On the first page, include
- Date:
**17 Jan 2011** - Title:
**Chapter 1: Factors and Multiples** - Label each question with "Investigation - Family....."

**For those who are not quite familiar with Prime Factorisation, try the**Practice: Factor Tree**activity.****Watch the video clip "PRIME Numbers"**- Need
**NOT**bring textbook for next lesson.

### Chapter 1 Activity: Factors and Multiples - Relationships of Numbers

Describe the relationship of these numbers:

Use words like

The relationships are as follow:

**12, 36 and 72**.Use words like

**"Factor", "Multiples", "Prime Numbers", "LCM", "HCF"**, etc to help describe the relationship.The relationships are as follow:

- All 3 numbers are positive
- They are all even numbers
- The common factors for these numbers are: 2, 4, 3, 6, 12
- Highest common factor is 12
- Lowest common multiple is 2 x 2 x 3 x 3 x 2 = 72

### Lesson 2 (02) Investigation - Family "DO"

Family "DO":

(a) Describe as many relationship(s) as you could about the numbers.

(b) Add 3 members to Family "DO" that satisfy the relationship(s) you described in (a)

**58, 74, 102, 50, 46, 282**(a) Describe as many relationship(s) as you could about the numbers.

(b) Add 3 members to Family "DO" that satisfy the relationship(s) you described in (a)

282 could be expressed as 2 x 2 x 47 (i.e. 2^2 x 47)

- There is no change to the HCF
- However, for LCM, it would be 2 x 3 x 5^2 x 17 x 23 x 29 x 37 x 47, which is the same as 2,957,778,150

### Lesson 2 (02) Investigation - Family "RE"

Family "RE":

(a) Describe as many relationship(s) as you could about the numbers.

(b) Add 3 members to Family "RE" that satisfy the relationship(s) you described in (a)

**75, 305, 200, 130, 155, 550**(a) Describe as many relationship(s) as you could about the numbers.

(b) Add 3 members to Family "RE" that satisfy the relationship(s) you described in (a)

### Lesson 2 (02) Investigation - Family "MI"

Family "MI":

(a) Describe as many relationship(s) as you could about the numbers.

(b) Add 3 members to Family "MI" that satisfy the relationship(s) you described in (a)

**80, 150, 400, 530, 1000, 370**(a) Describe as many relationship(s) as you could about the numbers.

(b) Add 3 members to Family "MI" that satisfy the relationship(s) you described in (a)

### Lesson 2 (02) Investigation - Family "FA"

Family "FA":

(a) Describe as many relationship(s) as you could about the numbers.

(b) Add 3 members to Family "FA" that satisfy the relationship(s) you described in (a)

**87, 210, 249, 303, 705, 966**(a) Describe as many relationship(s) as you could about the numbers.

(b) Add 3 members to Family "FA" that satisfy the relationship(s) you described in (a)

### Lesson 2 (02) Investigation - Family "SO"

Family "SO":

(a) Describe as many relationship(s) as you could about the numbers.

(b) Add 3 members to Family "SO" that satisfy the relationship(s) you described in (a)

**64, 100, 240, 304, 396, 516**(a) Describe as many relationship(s) as you could about the numbers.

(b) Add 3 members to Family "SO" that satisfy the relationship(s) you described in (a)

### Lesson 2 (02) Investigation - Family "LA"

Family "LA":

(a) Describe as many relationship(s) as you could about the numbers.

(b) Add 3 members to Family "LA" that satisfy the relationship(s) you described in (a)

**81, 90, 234, 504, 333, 1350**(a) Describe as many relationship(s) as you could about the numbers.

(b) Add 3 members to Family "LA" that satisfy the relationship(s) you described in (a)

### Lesson 2 (02) Investigation - Family "TI"

Family "TI":

(a) Describe as many relationship(s) as you could about the numbers.

(b) Add 3 members to Family "TI" that satisfy the relationship(s) you described in (a)

**72, 138, 174, 420, 612, 702**(a) Describe as many relationship(s) as you could about the numbers.

(b) Add 3 members to Family "TI" that satisfy the relationship(s) you described in (a)

### 20110115: 6 AM Quiz (1) Number Puzzles

Updated 2011, 17 January 9 am: Entries received (number of questions answered correctly)

- 1/15/2011 6:35:04 Gladys Foo [10]
- 1/15/2011 6:58:26 Owen ong Chau Siong [10]
- 1/15/2011 6:59:29 Lovy Lim [11]
- 1/15/2011 7:00:08 Qian Hui [10]
- 1/15/2011 7:05:10 Sandy Khoo Ping Ping [10]
- 1/15/2011 7:40:36 Ding Nina Lin [10]
- 1/15/2011 7:55:35 Ryan Tan [10]
- 1/15/2011 8:50:47 Abhimanyu Arora [11]
- 1/15/2011 10:13:56 Ishani Saha [11]
- 1/15/2011 10:32:17 Liew Wei Siew [10]
- 1/15/2011 10:38:08 Matthew Yap [8]
- 1/15/2011 10:44:48 Wang Yi Chieh [10]
- 1/15/2011 12:22:21 Jonathan Foo Chee Yong [8]
- 1/15/2011 12:47:08 wang ruoyu [10]
- 1/15/2011 12:47:44 Lam Jiajun [9]
- 1/15/2011 13:57:14 Cheng Shu Yu Mavis [11]
- 1/15/2011 20:20:58 Ryan Yeo [9]
- 1/16/2011 11:50:54 Lee Kai En [11]
- 1/16/2011 15:19:40 Chan Shawn Kit [9]
- 1/17/2011 8:01:16 Ng Ying Liang [8]

### 6 AM QUIZ #1 (15 January 2011) - Answers

Q1 I thought of a number, double it, subtract 10 and I got 52. What was my number?

Ans: 31

Q2 If you add 10 to my number, then multiply the result by 3, you'll get 42. What was my number?

Ans: 4

Q3 Multiply my number by 5, add 3 and you'll get 48. What was my number?

Ans: 9

Q4 If you triple one-eighth of my number, you get 9. What was my number?

Ans: 24

Q5 If you take 4 away from my number, then divide the answer by 3, you'll get 11. What was my number?

Ans: 37

Q6 Half of five times my number is 10. What was my number?

Ans: 4

Q7 I thought of a number, multiplied by 5, added 13, then divided the result by 7. I got 49. What was my number?

Ans: 66

Q8 My two numbers work like this: If you multiple them together, you get 224. If you divide them, you get 14. What are they?

Ans: 4, 56

Q9 My two numbers work like this: If you add them together, you get 106. If you subtract them, you get 12. What are they?

Ans: 47, 59

Q10 The number I'm thinking of is 2 more than a multiple of 7 and 3 less than a multiple of 5. What is it?

Ans: 37, 72, 107, 142, 177... (in steps of 35)

Q11 If you divide your number by 8, the remainder is 2. If you divide it by 9, the remainder is 5. What is it?

Ans: 50, 122, 194, ... (in steps of 72)

Q12 My number is a square number. One-quarter of it is a triangular number. I can think of two answers to this puzzle! Guess what are these 2 answers.

Ans: 4, 256, 2916, ...

Ans: 31

Q2 If you add 10 to my number, then multiply the result by 3, you'll get 42. What was my number?

Ans: 4

Q3 Multiply my number by 5, add 3 and you'll get 48. What was my number?

Ans: 9

Q4 If you triple one-eighth of my number, you get 9. What was my number?

Ans: 24

Q5 If you take 4 away from my number, then divide the answer by 3, you'll get 11. What was my number?

Ans: 37

Q6 Half of five times my number is 10. What was my number?

Ans: 4

Q7 I thought of a number, multiplied by 5, added 13, then divided the result by 7. I got 49. What was my number?

Ans: 66

Q8 My two numbers work like this: If you multiple them together, you get 224. If you divide them, you get 14. What are they?

Ans: 4, 56

Q9 My two numbers work like this: If you add them together, you get 106. If you subtract them, you get 12. What are they?

Ans: 47, 59

Q10 The number I'm thinking of is 2 more than a multiple of 7 and 3 less than a multiple of 5. What is it?

Ans: 37, 72, 107, 142, 177... (in steps of 35)

Q11 If you divide your number by 8, the remainder is 2. If you divide it by 9, the remainder is 5. What is it?

Ans: 50, 122, 194, ... (in steps of 72)

Q12 My number is a square number. One-quarter of it is a triangular number. I can think of two answers to this puzzle! Guess what are these 2 answers.

Ans: 4, 256, 2916, ...

### HOME PLAY: End-of-Term 1 Week 2

**1. About Mathematics (Group Work)**

**(i) Consolidated List**

- Take photos of the consolidated list.
- Leader shall post the photos in the Maths blog.
- Name the post as "About Mathematics".
- Insert the label "Introduction"

**(ii) Grouping**

- Make reference to the consolidated list, group the seemingly related words together.
- Identify the branch of Mathematics that this group of words belong to
- Write a general statement to describe the branch of Maths
- Each "branch" of Maths should be written on a piece of A4 paper.

**2. Maths Curriculum Outline**

This is already made available in the 2011 student googlesite.

- URL: http://email.sst.edu.sg
- Login ID and Password: Same as what you used to login to the school network

**3. 6 AM Quiz**

Look out for the Quiz on Saturday morning.

You will contribute to the group points based on your answer to the questions as well as the time you respond to the quiz.

Bonus points will be awarded to all entries that are correct (in the 1st submission):

- 6 am - 7 am: +3 points
- 7 am - 8 am: +2 points
- 8 am - 9 am: +1 point

**4. Preparation for Next Week's lesson**

Resources will be put up over the weekend (Saturday afternoon).

### Geometry and Data Analysis

GEOMETRY:

can be used in designing buildings before they are built to give an idea and details how the building is built. It can be also used in hobbies like quilting and keeping fishes. When in quilting, geometry is used to determine whether how much fabric to use and whether the quit blocks fit.

For example, when keeping fishes,the water in a tank needs to have a certain volume as well as surface area in order for the fish to thrive. Pastimes like quilting and other design projects use geometry extensively.

DATA ANALYSIS:

We can use data analysis when we are doing research for projects and people who buy stocks, they can make use of data analysis to find out whether it is the right time to invest in the stock market or not.

Finance Managers can also make use of data analysis to keep track of the sales in the company and detect if there are losses or profits in the finances of the company and whther a company should invest in particular projects or not.

Data analysis can also be used when we are comparing results.

### Fraction

What: A numerical quantity that is not a whole number ( example: 1/2).

Where: Fractions can be found in recipes (example: 1/4 tablespoon of salt).

When: We use fractions when we are cooking (see above for example).

Who: Fractions are used by chefs.

Why: We use fractions because it is better than decimal because when we write decimals, our dot might not be seen clearly.

Where: Fractions can be found in recipes (example: 1/4 tablespoon of salt).

When: We use fractions when we are cooking (see above for example).

Who: Fractions are used by chefs.

Why: We use fractions because it is better than decimal because when we write decimals, our dot might not be seen clearly.

### The 'Money,Measure,Mensuration' we know.

What: Money can be applied in purchasing and selling things/ Measurement can be used to indicate and finding out the size, length, area of an object.

Where: Money can be used in shops, eateries and accounting departments/ Measurement can be used in carpentries, factories, building sites, and home

When: Money can be used when purchasing and selling things and accounts./ Measurements can be used when sculpting, measuring objects, planning and DIY.

Who: Money used by salespeople, businessman and accountants./ Measurements can be used by sculptors, workers.

Why: Money is used because it is easier to use some form of currency to purchase something than trading or bartering, which must be used on the spot./Measurement is used because it would be easier to show the size of items and to find lengths of things.

Where: Money can be used in shops, eateries and accounting departments/ Measurement can be used in carpentries, factories, building sites, and home

When: Money can be used when purchasing and selling things and accounts./ Measurements can be used when sculpting, measuring objects, planning and DIY.

Who: Money used by salespeople, businessman and accountants./ Measurements can be used by sculptors, workers.

Why: Money is used because it is easier to use some form of currency to purchase something than trading or bartering, which must be used on the spot./Measurement is used because it would be easier to show the size of items and to find lengths of things.

### The "Percentage" that we know

**Percentage is used when there is a sale and something is on sale and we want to find the price before or after, for example, a bag of apples costs $1.00 dollars before the sale and after 50% off, it costs $0.50 cents.**

**Secondly, percentage can be used in stock markets by stock holders to find out the profit and the lost of money.**

**In banks, the people who want to save money will have to consider if the interest rate (which is in percentage) is an appropriate rate before they transfer the money into the account.**

**On most food packaging, there is a label which has a Nutrition Facts table. In the table, there are percentages of the amount of fats, saturated fats, sugar, iron, sodium, cholesterol, calcium, etc. These percentages can help those who are controlling the amount of fats, etc., know which foods to eat.**

**We can also know how much we are charged for GST**

**in restaurants by**using percentage.**Generally, percentage is a really useful thing to have.**

*Done by: Ishani & Nina*### The Ratio that we know.

We use ratio to make sure everything is proportionate. A lot of people use them almost everyday, house wives use them when making fruit punches, or when they are following a recipe to cook something.ratio will help them by determine the proportion of the water and the syrup, when they are cooking, etc.

### Lesson 1 (04) The Decimals" that i know...

Decimals are related to money, percentage and measurement.

We could use decimals to count money convert it to percentage and also in measurements they are some tiny details that need to use decimals to calculate/measure accurately. Decimals are also used when there are remaining numbers when dividing. Decimals are used to calculate height and weight e.g. walking stick, the height of an old woman and weight of what some people are carrying.

By, Ryan and Yi De

We could use decimals to count money convert it to percentage and also in measurements they are some tiny details that need to use decimals to calculate/measure accurately. Decimals are also used when there are remaining numbers when dividing. Decimals are used to calculate height and weight e.g. walking stick, the height of an old woman and weight of what some people are carrying.

By, Ryan and Yi De

### The "WholeNumbers" that we know...

-Counting objects/ people

-Passwords/ Codes for safe box/ accounts

Where can we use the whole numbers?

-In school when solving maths problems

Who uses whole numbers?

-EVERYBODY~

Why do we use whole numbers?

-Convenient and easier to count objects

-Can be used to name objects

What if there is no whole numbers?

-Objects will be counted in a complicated way (eg, fractions/ decimals)

By: Gladys, Qianhui, Matthew

Image Source:

http://www.google.com/imgres?imgurl=http://devcentral.f5.com/weblogs/images/devcentral_f5_com/weblogs/Joe/WindowsLiveWriter/PowerShellABCsNisforNumbers_7150/numbers_2.jpg&imgrefurl=http://devcentral.f5.com/weblogs/Joe/archive/2009/01/08/powershell-abcs---n-is-for-numbers.aspx&usg=__uR7-K8i8jDLItUi8CvVKOdsnJjU=&h=380&w=342&sz=60&hl=en&start=0&zoom=1&tbnid=I6MzIxp93_DUDM:&tbnh=135&tbnw=122&prev=/images%3Fq%3DNUmbers%26um%3D1%26hl%3Den%26client%3Dsafari%26sa%3DX%26rls%3Den%26biw%3D1280%26bih%3D609%26tbs%3Disch:1&um=1&itbs=1&iact=hc&vpx=295&vpy=92&dur=326&hovh=237&hovw=213&tx=83&ty=155&ei=1dorTZ-WGozxrQe-pvH0CA&oei=1dorTZ-WGozxrQe-pvH0CA&esq=1&page=1&ndsp=20&ved=1t:429,r:1,s:0

### The "Algebra" that we know...

Source: http://wiki.answers.com/Q/Where_is_Algebra_used_in_daily_life

We use algebra when comparing the prices of telephone networks or cars and working out how fast it could take to get to a specific location. Also for how much paint you would require to decorate a specific area and how many plants can be planted onto a specific area. Below is an example of how algebra can be used when seeing the number of items you could buy using a certain amount of money:

If you go to the supermarket and have ten dollars to spend on five two dollar chocolate bars. This gives us the equation 2y = 10 where y is the number of chocolate bars you can buy with ten dollars. Many people don't realize that this sort of calculation is algebra, they just continuously do it!

Group members: Wang Yi Chieh, Jonathan, Ying Liang

We use algebra when comparing the prices of telephone networks or cars and working out how fast it could take to get to a specific location. Also for how much paint you would require to decorate a specific area and how many plants can be planted onto a specific area. Below is an example of how algebra can be used when seeing the number of items you could buy using a certain amount of money:

If you go to the supermarket and have ten dollars to spend on five two dollar chocolate bars. This gives us the equation 2y = 10 where y is the number of chocolate bars you can buy with ten dollars. Many people don't realize that this sort of calculation is algebra, they just continuously do it!

Group members: Wang Yi Chieh, Jonathan, Ying Liang

### Uses of speed

Uses of speed:

1.To show how fast or slow an object is moving

2.Speed limit on the road to avoid accidents.

3.To find the distance by multiplying the speed and the time used by the trip.

4.To estimate the time used for trips so we can prepare beforehand.

By: Owen Ong Chau Siong and Poon Jia Qi

### Lesson 1 (01) Mathematics & Me...

Share with us...

- the
**success**and**joys**that you have experienced in learning Mathematics - what are some
**challenges**you have experienced with the subject

*Share your thoughts under "Comments"*

### Lesson 1 (02) My Mathematics Classroom

Describe briefly how you envisage the Maths experience in SST is going to be like...

Share your thoughts under "Comments".

### Lesson 1 (04) The Mathematics that I know...

In Primary School, you have 'met' several broad Maths Topics:

In groups of 3-4, make reference to the TOPIC card given, discuss...

- Whole Numbers
- Fractions
- Decimals
- Money, Measure and Mensuration
- Data Analysis
- Geometry
- Percentage
- Speed
- Ratio
- Algebra

In groups of 3-4, make reference to the TOPIC card given, discuss...

- The relevance of the topic to real world application.
- Using the sub-topics, illustrate with examples, how you could/have applied this 'knowledge'/'skill' in your daily encounter.

*Submitting your discussion...***One member**in the group will be submitting the discussion as aof this blog.**co-author**- You shall submit the group's discussion/finding in this blog
- Title of the Post would be
(e.g.*The "topic" that we know...**The "Algebra"*that I know...) - Remember to include the names of your members in the posting.
- Insert a label for your post, name it "introduction"

*Deadline: End of the Day 11 Jan 2011, 2359h*

### Preparation for 1st Maths Lesson

On Monday (10 January 2011), we will be meeting for the first time.

Please get ready the following:

Please get ready the following:

- Ensure that you have accepted the invitation to be the co-author
- 3 A4 Exercise books - Name them as
**Maths (I)**,**Maths (II)**and**Maths****Notebook** - 1 Maths File - BLUE
- You need NOT bring your textbook on Monday (10 Jan)

### You are Invited...

You have been invited as a co-author of the class MATHS blog.

Accept the invitation... and

We would also be linking to your Personal Blog as some activities would be "kept" with you.

Accept the invitation... and

*Be a Follower*of this blog as we'll be actively using this blog for your learning.We would also be linking to your Personal Blog as some activities would be "kept" with you.

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