Chap 3: Approximation & Estimation - Sentosa (Toby Gail)

Website source: SENTOSAAA

Chap 3: Approximation & Estimation - TOPIC (Cheng Shu Yu Mavis)Milo


Key information in the FACT SHEET
Done by : Cheng Shu Yu Mavis S1-01
28 Feb 2011
  • 11,545 hospital beds and 7,384 doctors for Singapore healthcare system are approximated figures
  • 7 public hospitals is an exact figure
  • 1,354 dentists in Singapore is an exact figure

Source

Fotosearch Stock Photography and Stock Footage (2011)Graphic illustration : Hospital bed with small bedside chest of drawers and wqter dripper  and it appears as a image file)Stock Illustration-Hospital Bed. Retrieve from http://www.fotosearch.com/illustration/hospital-bed.html


Monash University (2011)(Graphic Illustration : Drawing of hospital under category : shops and places and it is a clipart)Korean Language Education Clearinghouse Clipart.Retrieved from http://arts.monash.edu.au/korean/klec/clipart/index.php?RollID=clipart001&FrameID=klec2003-c018

So it goes in Shreveport blog( Graphic Illustration : A clipart of a doctor looking at a clipboard)Article about One Doctor's Perspective of ObamaCare by  PAT AUSTIN. Retrieved from : http://soitgoesinshreveport.blogspot.com/2009/08/one-doctors-perspective-of-obamacare.html

Acclaim Images( Graphical Illustration : Clipart picture of a doctor's bag and the contents )Royalty Free Clip Art Images. Retrieved from : http://www.clipartguide.com/_pages/0511-0811-1717-0450.html

Acclaim Images ( Graphical Illustration : Clipart of a african american dentist attending to a female patient ) Royalty FreeClip art Images . Retrieved from : http://www.clipartguide.com/_pages/0511-0905-
2017-2755.html 


Ministry of Health , Singapore ( 2007) Hospitals HealthCare Services  References Retrieved  28 February 2011 , from the Ministry of Health Singapore website : http://www.moh.gov.sg/mohcorp/hcservices.aspx?id=394

Chapter 3: Approximation & Estimation - Youth Olympic Games (by Jonathan)

Done by: Jonthan Foo
Facts and figures:



3,600 (estimate) young athletes between 14 and 18 years of age
5,000 (estimate) young athletes and officials
204 National Olympic Committees
1,200 (estimate) media representatives
20,000 (estimate) local and international volunteers
370,000 (estimate) spectators
26 sports and culture & education programmes


Chap 3: Approximation & Estimation - Universal Studios Singapore (by Nina Ding)


Key information in the FACT SHEET
  • 5000 people is an approximated figure
  • 13000 is an approximated figure
  • 7 movie-themes is an exact figure
  • 18 rides and shows is an exact figure
Done by: Ding Nina Lin (2)
S1-01 
28 Feb 2011

Chapter 3- Approximation and Estimation- YOG Singapore by Wang Yi Chieh

Dear ladies and gentlemen,
Do admire my piece of artwork~~ :DD

Chap 3: Approximation & Estimation - Universal Studio, Singapore (Gladys, DOMO)

Key information in the FACT SHEET
  • More than 2 million of visitors are approximated figures
  • S$6.59 billion spent to built the destination is an approximated figure
  • 7 different themed is an exact figure
  • Opens 9 hours is an exact figure

Chapter 3: Approximation & Estimation (Jurong Bird Park by Ryan Tan)

Chapter 3: Approximation & Estimation - Jurong bird park by Ishani

Chap 3: Approximation & Estimation - Singapore Chingay(Lee Kai En)

Source: http://www.chingay.org.sg/

F1 racing

Approximation and Estimation of Bukit Timah Reserve (By Lam Jiajun)


Source:http://www.nparks.gov.sg/cms/index.php?option=com_visitorsguide&task=naturereserves&id=46&Itemid=75
Google Images

Chap 3: Approximation & Estimation - National holidays & festivals (Mark)

Information about fact sheet:
  • 25th December is an exact number.
  • Two is an exact number
  • 1 month is an approximate number
  • 100 years is an approximate number.

Sources:
  • http://app.www.sg/who/27/National-Holidays-and-Festivals.aspx

Approximation and Estimation of YOG (By Lovy Lim/Milo)



Source:http://www.singapore2010.sg/public/sg2010/en/en_about_us/en_youth_olympics_games.html

Chap 3: Approximation & Estimation - Changi airport (Ruoyu)

Website:  http://www.changiairport.com/home
Image source:  google images

Chap 3: Approximation & Estimation-Youth Olympic Games(by Sandy Khoo)

Chap 3: Approximation & Estimation - Universal Studios Singapore (by Qian Hui)


Key information in the FACT SHEET
- 2 million visitors in over 9 months .
- 20 hectares ( 49 acres ) in size
- over 30 restaurants and food carts
- 24 attractions , 18 are original
Sources : www.wikipedia.org ( information )
www.google.com ( photos )

Changi Airport(Ng Ying Liang)

4 terminals is exact figure
32 facilities is exact figure
80 airlines is approximate figure
25 years is approximate figure

Chap 3: Approximation & Estimation -Transportation is Singapore (by Owen Ong Chau Siong)

Done by : S1-01 Owen Ong Chau Siong (18)

Chap 3: Approximation & Estimation - Transportation in Singapore (by Poon Jia Qi)


Done by Poon Jia Qi - 28th February 2011

Approximation , Estimation- Changi Airport (Matthew Yap)

Done by: Matthew Yap
Key information for Fact Sheet
24 Hours 7 days is an exact number.
4 and 9 are exact numbers.
200 is an approximate number.
13% is an approximate number.


Source:
http://www.changiairport.com/home
Pictures obtained from:
http://www.mynetbizz.com/pages/singapore/singapore-changi-airport-terminal3.cfm
http://www.betateck-eg.com/automation_security.htm    

Chap 3: Approximation & Estimation -The ArtScience Museum (by Liew Wei Siew)

Key information in the FACT SHEET
  •  700 workers is an approximated figures
  • 4000 is an approximated figure
  • 8 meter ceilings is an exact figure
  • 21 galleries is an exact figure
Source: 
  • The Straits Times Saturday, February 19 2011
  • images from google

Chapter 3: Approximation & Estimation (TASK) Knowing Singapore



You are going to create a 'FACT SHEET' for one of the following:
  1. Singapore at a Glance
  2. Transportation in Singapore
  3. Education in Singapore
  4. National Holidays and Festivals
  5. Singapore Health Care Services: Hospital Care Services
  6. Public Utilities Board: Water for All
  7. Event: National Day Parade
  8. Event: Youth Olympics Game Singapore 2010
  9. Event: Asian Youth Games Singapore 2009
  10. Event: F1 Formula Singapore Grand Prix 
  11. Event: Singapore Chingay
  12. Attraction: The Singapore Flyer
  13. Attraction: The Singapore Zoo
  14. Attraction: The Esplanade
  15. Attraction: Singapore Changi Airport
  16. Attraction: National Museum of Singapore
  17. Attraction: Bukit Timah Nature Reserve
  18. Attraction: Universal Studio, Singapore
  19. Attraction: The ArtScience Museum
  20. Attraction: Jurong Bird Park
  21. Attraction: Marina Bay 
  22. Attraction: Pulau Ubin
  23. Attraction: Sentosa 
Instructions to complete the task:
  1. Click at the hyperlink (above) related to the topic that you have been assigned to.
  2. Identify at least 4 pieces of quantitative information, amongst them 2 must be exact while 2 are estimated figures.
  3. Organise the information in the keynote slide.
  4. Include relevant images to bring out the 'flavour' of the topic that you are assigned to.
  5. Save the slide as an image: FILE > EXPORT > select IMAGES > Next... to save on the desktop.
  6. Submit your image as a post in the Class Maths Blog (as a co-author)
  7. Title of the Post: Chap 3: Approximation & Estimation - TOPIC (by Your Name)
  8. Remember to cite the website which you make reference to. 
  9. Add the label "Approximation, Estimation"
To be submitted in by the end of the day 2359h.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
There is an example:

Key information in the FACT SHEET
  • 42% of women and 55% of men are approximated figures
  • 11 million is an approximated figure
  • 20 sports & recreation centres is an exact figure
  • 24 swimming complexes is an exact figure
Source:

As the Ambassador of Singapore, the class is going to create "At-A-Glance" Fact Sheets for visitors to our Country.
This is an individual task.

Chapter 3: Estimation in Real Life

Example 1

With reference to the news article:
  • Some numbers in this report are exact figures, some are not... any idea which is which?
  • Make a guess, how did the authority get the figure "1,053,000 people"?
Click at the permlink to read the responses in Facebook.

~~~~~~~~~~~~~~~~~~~~~
Example 2

With reference to the news article:
www.channelnewsasia.com

In this article, 2 figures were reported:
"The event was organised for 646 Chinatown residents and new citizens..." and "...about 4,000 grassroots leaders and their families..."
  • Why, in the first case, the exact figure was reported while in the 2nd case, only an estimated figure is given?
  • What is the VALUE of using exact figure in the first case?
Click at the permlink to read the responses in Facebook.

~~~~~~~~~~~~~~~~~~~~~
Example 3

With reference to the news article:
www.channelnewsasia.com

The news reported 800,000 went to the event. How did the organiser measure the number of people? Is this an accurate number?

Click at the permlink to read the responses in Facebook.

~~~~~~~~~~~~~~~~~~~~~
Example 4

With reference to the news article:
www.channelnewsasia.com
  • How does the organiser track the number of visitors?
  • Is it important for the organiser to track the number of visitors in this event?
  • Is it important for the organiser to report the exact number of visitors to the event?

Chapter 3: Approximation and Estimation - An Introduction (Preparation)

What's the difference between these 2 words - Approximation & Estimation?

On your own, go through the learning activity in the following website
http://www.s-cool.co.uk/gcse/maths/approximations

At the end of the 'visit', you should be able to tell the difference between approximation and estimation, and when each is used in real world...

Chapter 3: Song about Estimation

HOME PLAY: End-of-Term 1 Week 8

1. Chapter 2 Assignment 2
We attempted the following questions during lesson  this week:
Tier B: Q9 to Q13
Tier B: Q15
Complete the remaining questions.
Attach the question paper as the cover of the Assignment.
Deadline: 4 March 2011 (Friday)


2. Diagnostic Activity
This is administered via the Ace Learning portal and is now available.
Deadline: 26 February 2011, Saturday 2355h

3. Preparation for Chapter 3
  • Please read Chapter 3 in your textbook.
  • Check inbox in Acelearning portal on readings assigned.
4.  Chapter 2 Assignment 1: Tier C - Questions, 11, 12 & 13
The discussion of the 3 questions would take place in the "Mathematics in Real Life" Page @ Facebook.
You may refer to the "documents" on the right of the page to participate in the discussion of the answers. The final answer would also be highlighted there.

Chapter 2: What's the question if you know the answer?

The table records the maximum and minimum temperature of a city in 5 consecutive days

City
 Mon
Tues 
Wed 
Thurs 
Fri
Maximum Temperature (oC) 
 - 8
 0
 6
 10
Minimum Temperature (oC)
 - 14
 - 6
- 3 
 - 1
 3

1. What's the question if the answer is Monday and Tuesday?
2. What's the question if the answer is 0oC?
3. What's the question if the answer is Friday?
4. What's the question if the answer is -14oC

Chapter 1: Factors and Multiples... Assignment 2

Tier A
Q1: There are several possible answers (as discussed in class)
Two possible numbers could be 84 and 504

Q2(a)(i) 216000 = 2^6 x 3^3 x 5^3 (ii) 518400 = 2^8 x 3^4 x 5^2
Q2(b)(i) 216000 = 60 x 60 x 60; cube root of 216000 = 60
Q2(b)(ii) 518400 = 720 x 720; square root of  518400 = 720
Q2(b)(iii) HCF = 43200
Q2(b)(iv) LCM of 60 and 720 = 720 (since 720 is also a multiple of 60)

Q3(i) 322
Q3(ii) 978

Tier B
4(a) 2^6 x 5^6
4(b) 1000
4(c) 100

Q5(i) 7
Q5(ii) 100

Chapter 2: Real Numbers... Assignment 1

Q1(i) -57
Q1(ii) - 1/36 or 0.027 (recurring decimal)

Q2: -16

Q3(i) Statement is correct - both LHS and RHS are -3
Q3(ii) Statement is incorrect - 0 divided by -4 is zero
Q3(iii) Statement is incorrect - since LHS is negative while RHS is +ve
Q3(iv) Statement is correct - both LHS and RHS = 25
Q3(v) Statement is correct - both LHS and RHS are -17
Q3(vi) Statement is incorrect - LHS is 2 while RHS = 8, hence LHS < RHS
Note: LHS is left hand side of the equation given, RHS is the RHS of the equation given.

Q4(i) -1 2/5 or -1.25
Q4(ii) -3
Q4(iii) -88

Q5:  50 x 72 + 25 x 60 = 5100 oranges

Q6(i) False
Sqrt(2) is an irrational number. It cannot be expressed as a fraction whereas 1.41421 is finite, and can be expressed as a fraction 141421/100000

Q6(ii) False
Cuberoot(8) is equal to 2, which can be expressed as a fraction, 2/1. It is therefore a rational number.

Q6(iii) False
Pi is an irrational number as it cannot be expressed as a fraction. However, since it is positive, it can be represented on a number line.

Q6(iv) True
Sqrt(3) is an irrational number. It is therefore neither non-terminating nor non-recurring.

Q7(i) -3, -2, -7/4, -5/3, -3/2, -4/3, 0, 1
Q7(ii) pi < 22/7 < sqrt(2) + sqrt(3) < sqrt(10)

Q8(i) (4 x 6 - 3) x 5
Q8(ii) 144 / (24 / 6)

Q9(i) 32
Q9(ii) 158

Q10: 14 days

Gentle Reminder... when presenting your answers in the test....

1. There should be ONE "=" on each line.
Do not write the working continuously.

2. All working must be neatly and clearly written.
No abstract art!
The markers could not read your mind.

3. Complete your answers with the appropriate "units", when applicable.

4. If you need to copy the question, check that you copy correctly.
Do not miss out or change any sign of operation (e.g. instead of +, you copied as -)

5. Label the parts of your answers clearly.

Remember:
  • Upon receiving your test papers, always 'scan' through the questions and take note of questions that are easy to score.
  • Plan your time.

Answers to 6 AM Quiz (III)

Q1 to Q5 of the 6 AM Quiz focused on the application of knowledge we learnt in Chapter 1 to solve word problems.
The answers are now available at the end of the post.
Click at the PERMLINK to refer to the answer and explanation.

Chapter 2: Worksheet 5 - Word Problems (Answers)

The exercise is a revision of knowledge and skills acquired in Primary 6.
This worksheet was given on Tuesday (22 Feb) as homework.
Complete the worksheet and submit on Thursday (24 Feb).
You may write your answers with complete working neatly at the back of the worksheet (which is blank) or on a foolcap paper stapled to the question paper.
~~~~~~~~~~~~~~~~~~~~~~~~~~
Answers for checking...

1. John, Peter, Ken
  • Method - convert all the given 'times' to a common representation (e.g. fractions with the same denominator; fractions) so that you could do a comparison.
  • Ascending order means from smallest value to the largest value.
  • Show the working.
2. 19 13/15 litres or 19.86 litres (correct to 2 decimal places)
  • Method: Amount of paint needed to paint 1 hall + Amount of paint needed to paint 3 bedrooms
  • = 6 2/3 + (3 x 4 2/5)
3. 1 13/30 h or 1 h 26 min
  • Amount of time for basketball = Total amount of time - time for soccer - time for baseball
  • = 9 1/2 - 4 2/5 - 3 2/3
4. 37 1/27 km or 37.037 km (3 decimal places)
  • Fraction of distance for walking = 1 - 3/8 - 2/5 (=9/40)
  • 9/40 of the distance is equivalent to 8 1/3 km
  • 1/40 of the distance would represent 8 1/3 ¸ 9 = 25/26 km
  • Therefore the entire distance (covered by train, bus, walking) = 25/26 x 40

Chapter 1 (Revision): LCM & HCF: Someone asked...

The HCF and LCM of two numbers are 12 and 5040 respectively. If one of the number is 420, what is the other number?
If the 2 numbers are A and B, rewriting what we are given:
  • HCF of A and B = 12 (which is the same as 2 x 2 x 3)
  • LCM of A and B = 5040
Now, to find HCF of A and B, we usually do prime factorisation of each number, then 'circle' the common factors.
In other words, with prime factorisation,
  • A = 2 x 2 x 3 x ? x ? x ... x ?
  • B = 2 x 2 x 3 x ? x ? x ... x ?
  • {where we do not know what are the factors and how many of them at this point}
Now, look at LCM... if we were to use long division method to find the LCM, it means....
  • 2 ) A, B
  • 2 ) A', B'
  • 3 ) A'', B''
  • ? ) A''', B''
  • ................
So, it means LCM of these 2 numbers A and B = 2 x 2 x 3 x ? x ... x ? (but we have to bear in mind that 2, 2 and 3 are common for both numbers)
Given that one of the numbers is 420, we would be able to find the factors that this number contributes to the LCM.
  • Prime Factorisation of 420 = 2 x 2 x 3 x 5 x 7
  • Now, we know that LCM of A and B, 5040 is equal to 2 x 2 x 3 x 5 x 7 x ?
  • The remaining factor: 5040 ÷ (2 x 2 x 3 x 5 x 7) = 12
  • Hence the other number is a product of 2 x 3 x 3 x 12 = 144

Maths Level Test: Term 1 Week 8 Thursday (24 February)

Details are now available at the Maths Dept Page at the GoogleSite.

Chapter 2: Diagnostic Activity - Answers

Basic Maths Questions:
1. 27
2. 10
3. 85

Fractions Questions:
1. -3/10
2. 1/2

Questions on Integer Operations:
1. 15
2. 27
3. -11


Variables - Combining Like Terms:
1. 2y + 3
2. 3b + 3

Basic Arithmetic Math:
1. 30
2. -11
3. 14a - 18

Chapter 2: Gentle Reminder of Assignment 1

Dear all
Gentle Reminder: Deadline of this Graded Assignment on this coming Friday (18 Feb 2011) 1230h.
Remember to staple the Question paper on top of the answers written in the foolscap papers.

Real Numbers - Rational Numbers: Exploring Recurring Decimals

With reference to Section C of Worksheet 6:
Investigate some other fraction families such as 1/3, 1/7, 1/9, 1/11, 1/13, 1/17, 1/19.
Which category do these number belong to.

Let's use NUMBERS to help us.
Using numbers, express 1/n as decimals (where 0<n<100).

Indicate which of these numbers are Terminating Decimal and which are Recurring Decimals.

Post the following in your blog (and include the permlink in the comments):
  • Screen capture of the worksheet that shows your answers.
  • Name the post: Chap 2: Real Numbers - Rational Numbers 
Also include your response to the following
  • The following fractions share a common denominator: 1/6, 2/6, 3/6, 4/6, 5/6, 6/6.
  • 1/6 is a recurring decimal. 
  • Janice concluded that all other fractions with denominator are also recurring decimals.
  • Do you agree? Explain...

Numbers Family - Making Connections

Let's draw up the family tree, linking the following
• Rational Numbers
• Irrational Numbers
• Integers
• Negative Fractions
• Positive Fractions
• Whole Numbers
• Natural Numbers
• Imaginary Numbers

(I) Divide and Conquer
(a) Write down the "definition" of the above "Numbers".
(b) Give examples of each type of numbers.
(c) Submit your findings in Facebook - Class Page.
(d) Include your group name in the posting.

(II) Putting them together
(a) Map out the findings in the chart paper to illustrate the relationships of the numbers/ present the information you found.
(b) Put the chart up at the class notice board.
(c) Include your group name on the chart.
Here's an example how to present the map.

Numbers Family - Making Connections - RESPONSES from Facebook


HOME PLAY: End-of-Term 1 Week 6

1. Real Numbers - Assignment 1
Date Due: 18 February 2011 (Friday) 
Deadline to be followed strictly else there would be penalty to your score.
Tier A & Tier B are compulsory; Make an attempt to do Tier C (which most of you should be capable of).

2. Online Activities @ Maths Blog
Activity 1: What does it mean to us?
Activity 2: Groups of which postings are not put up yet (Domo-kun and Mac Spicy)
Activity 3: Let's examine the patterns! (Investigative activity on Multiplication of Integers)

3. 6 AM Quiz - COMPULSORY
It will resume on 12 February 6 am.
Answers will be released on 14 February 6 am.
Submissions after the above deadline will not be awarded with points.
All must attempt.

4. Preparation for Week 7
We'll be moving into the 4 operations of Integers (Addition, Subtraction, Multiplication and Division, Combined Operations) on Monday. Go through the exercises on your own:
  • Textbook: Chapter 2
    • Exercise 2.2 (Basic Practice, Further Practice, Maths@Work)
    • Exercise 2.3 (Basic Practice, Further Practice, Maths@Work)
  •  Workbook: Chapter 2
    • Basic Practice: No. 1 to No. 10
    • Further Practice: No. 11 to 13
Try the above on your own.
If you come across any questions you are not sure how to tackle, send me an email or submit a comment at this post.

Real Numbers: Activity 1 - What does it mean to us?

On your own, answer the following questions
(Enter your answers under comment. Label your answers clearly.)

1. If -4 km/h means 4 km/h below the speed limit, what does 12 km/h mean?
2. If -7˚C denotes a temperature drop of 7˚C, what does 5˚C denote?

3. If 20 km denotes a distance of 20 km due east, what denotes a distance of 6 km due west?
4. If 100 represents a gain of $100, what number represents a loss of $150?
5. If we use the integer "5" to represent 5 floors above the ground level, what integer is used to represent 2 floors below the ground level?

~~~~~~~~~~~~~~~~
Responses (after lesson)
  1. 12 km/h means 12 km/h above the speed limit
  2. 5˚C denotes an increase of 5˚C 
  3. - 6 km
  4. -$150
  5. -2

Real Numbers: Activity 2 - Let's examine the Patterns! ADDITION of Negative Numbers

(1) Download the file "Chapter 2 Investigative Activity - Addition of Negative Numbers.numbers" from the GoogleSite.


Enter formula to find the value of "a + b".
From the numbers generated, write down the 2 rules of Addition of Integers.
(Enter them under Comments)

Vocabulary List
  • Numerical Part
  • Sign
  • Positive
  • Negative
  • Difference
  • Sum
  • Same
  • Different

Real Numbers: Activity 3 - Let's examine the Patterns!

1. Using NUMBERS, create and complete the following table



2. Using your completed multiplication table, complete the following sentences:
(a) A positive number multiplied by another positive number gives a .......... answer.
(b) A negative number multiplied by another negative number gives a .......... answer.
(c) A positive number multiplied by a negative number gives a .......... answer.
(d) A negative number multiplied by a positive number gives a .......... answer.

 3. Complete the following
  • (+) x (+) =
  • (-) x (-) =
  • (+) x (-) =
  • (-) x (+) = 

  • (+) / (+) =
  • (-) / (-) =
  • (+) / (-) =
  • (-) / (+) = 
How to submit your work?
You are going to post your work in your personal blog.
1. Attempt No. 1 using NUMBERS.  Post a screen shoot of your work.
2. Answer No. 2 & 3 in the same post.
3. Submit the permlink of your blog post under Comments.

(20110208) Real Numbers: Activity - Putting them in ORDER

Each group is given a set of numbers: Whole Numbers, Fractions, Decimals, Percentages.

As a group, you shall arrange these numbers in ascending order, using the < or > to help you.
Find the answer together.

Now, divide yourselves into 2 subgroups so that one subgroup will do the VIVA while the other work on the WRITTEN solution.

(A) VIVA
1. You shall describe how you go about finding the solution.
2. Record your solution using PhotoBooth, QuickTime Player or any application. The clip should not be longer than 2 minutes.
3. Post the videoclip into this Maths blog.

(B) WRITTEN Solution
1. Present the solution neatly on a number line on a piece of paper.
2. The numbers should be clearly marked on the number line.
3. Take a picture of answer.
4. Post the photo into this Maths blog (in the same post).

Real Numbers: Activity - Putting them in ORDER by MILO



Explanation:
We convert the numbers into fractions and compare them.Negative numbers are smaller than positive numbers so they always appear on the left side of the number line.The numbers are arranged in order from small to big from left to right.The gaps in between numbers also vary differently because of the value of the difference between these numbers.
video

Real Numbers: Activity - Putting them in ORDER by Mc Spicy

Real Numbers: Activity - Putting them in ORDER by Mac Spicy

file:///Users/S9805324G/Desktop/fwdduhnumberlineandvid/Picture.jpg
Sorry the picture of the number line cannot be posted in the blog.
video
Explanation:
We first convert all the numbers into decimals and then we order them from the smallest to the largest. Smallest to the left and largest to the right.


Real Numbers: Activity - Putting them in ORDER by Domo-kun



Real Numbers: Activity - Putting them in ORDER by Ze Specs

video
The above video is a bit of unclear, please do see the other group's video to get a clearer information.
So an explanation is needed. Hence, here is the explanation.
1) Convert the integers to the same type of number: Fraction, percentage or decimals.
2) In this case, we use decimals. So after converting, we will compare each number and find out the biggest one. In this case, 100% is the largest one.
3) Line up the numbers in ascending order from left to right.
4) So in between the numbers, place the bigger and smaller sign.
**Hard reminder: Do make it represent that the number on the right is larger than the number on the left.
That is the explanation.
thank you.....

Ze Specs

Number Line: What's wrong?

Chapter 2 (Real Numbers) Integers - Zero Pairs (Basic Concept)


The sum of an integer and its opposite is ZERO
  • E.g. 1: - 20 + 20 = 0
  • E.g. 2: 56 + (-56) = 0
  • E.g. 3: -28 + 28 = 0

Chapter 2 (Real Numbers) Integers - Addition of Integers (Basic Concepts)

Evaluate - 3 + (-2)

Rule: To add two negative numbers, add their absolute values and take the negative sign for the answer

  • E.g. 1: -25 + (-17) = -42
  • E.g. 2: -21 + (-21) = -42
  • E.g. 3: -18 + (-11) = -29
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Evaluate 3 + (-7)


Rule: To add 2 integers of different signs such that the negative integer has a larger absolute value, we find the difference between their absolute value and take the negative sign for the answer.
  • E.g. 1: -17 + 12 = -5
  • E.g. 2: 52 + (-67) = -15
  • E.g. 3: -88 + 85 = -3
  • E.g. 4: 28 + (-82) = -54
Rule: To add 2 integers of different signs such that the positive integer has a larger absolute value, we find the difference between their absolute value and take the positive sign for the answer.
  • E.g. 1: -12 + 17 = 5
  • E.g. 2: -63 + 68 = 5
  • E.g. 3: 86 + (-53) = 33
  • E.g. 4: -38 + 83 = 45

Chapter 2 (Real Numbers) Integers - Subtraction (Basic Concepts)

Evaluate - 2 - 6
Note: Zero Pairs are introduced.


Evaluate - 5 - (-3)



Evaluate 5 - (-7)
Note: Zero Pairs are introduced.

Chapter 2 (Real Numbers) Integers - Multiplication (Basic Concepts)

Draw comparison between 2 x 3 (i.e. 2 groups of positive 3)
and 2 x (-3) (i.e. 2 groups of negative 3)




2 x 3 = 6
2 x (-3) = -6

Chapter 2 (Real Numbers) Integers - Division (Basic Concepts)

Draw comparison between 8 ÷ 2

and (-8) ÷ 2



8 ÷ 2 = 4

(-8) ÷ 2 = -4

Maths Assignment 1 (24 Jan - 28 Jan 2011)

This assignment was issued on 24 January.
Handcopy was given to all on 24 January, while softcopy was available in the GoogleSite (S1-01 page).

This is a graded assignment where marks would be taken into account for the CA (as explained at the end of Term 1 Week 2; also reflected in the curriculum information page i the GoogleSite).

It is one's responsibility to check for any piece of work to be done (from his/her classmates) even if one is absent from the school.
Failure to submit the work on time would result in penalty if scores.

Up to 2 Feb 2011, work from the following was not received:
(1) Ishani (2) Shawn Kit (3) Wei Siew (4) Ruoyu

Parents would be contacted if work is received from by 7 February 9 am.

Square,Cubes and Roots

Question(1): Find the square root of 0.0025
Solution: 0.0025x 10000 = 25
Prime factors of 25 = 5,5
Square root of 25 = 5
5/10000 = 0.0005
Explanation : We converted the number to whole number so it is easier to use prime factorisation. Then, we find the prime factors of 25 which is 5^2. Next, since we are suppose to find the square root, we grouped it into groups of 2 and the no. is
5 which means 25 = 5x5. Since we now know the square root of 25, we converted it back to decimal form which is 5/10000 = 0.0005.

Question(2): Find the cube root of 0.729.

Solution: 0.729x1000=729

729=3^6

0.729=>0.003^6

Cube root of 0.729 = 0.003^2

= 0.009

Explanation:Since it is harder to use prime factorisation when it is in decimal form, we multiply it by 1000 so it is a whole number.Then, we used the ladder method to find the prime factors of 729 which is 3^6.After that, we converted both numbers to decimals back which is 0.729 and 0.003^6. So, the cube root of 0.729 is 0.003^2 which is 0.009.

Question(3): Find the Cube root of 8/0.125.

Solution: Cube root of 8/0.125 = Cube root of 8 divided by 125/1000

= Cube root of 8 x 1000/125

= Cube root of 8000/125

= Cube root of 64

= 4

Explanation:

Since 8/0.125 is also equal to 8 divided by 125 over 1000, we changed it that form. Then, since 8 divided by 125 over 1000 is also equal to 8 times 1000 over 125 which is 8000 over 125 which is 8000 divided by 125 and the answer is 64. After that, the cube root of 64 is 4 since when we used prime factorisation we will have 2^6. Lastly, we grouped the numbers into groups of 3 and the answer is 4x4x4 which means the cube root of 64 is 4.