Group 01: Mwahahaha!
• Leader: LIM HAO EN TOBY GAIL
• Members: DING NINA LIN, CHENG SHU YU MAVIS, ISHANI SAHA
Group 02: Turtle Action Party (TAP)
• Members: ABHIMANYU ARORA, RYAN TAN ZHENG NING
Group 03: No Food
• Leader: OWEN ONG CHAU SIONG
• Members: CHUNG YI DE, TAY HAO YANG MARK, WANG RUOYU
Group 04: Cheezers
• Members: NG YING LIANG, CHAN SHAWN KIT, LAM JIAJUN
Group 05: LPFY
• Leader: JONATHAN FOO CHEE YONG
• Members: MATTHEW YAP, POON JIA QI, LEE KAI EN
Group 06: Danmo
• Members: SANDY KHOO PING PING, LOVY LIM, LEE QIAN HUI

### Maths Performance Task: Statistical Journal (Individual)

• You will be assessed by the clarity, depth, relevance and accuracy of your thinking.
• Refer to the rubrics for more details.
(I) Role of Statistics in Real Life
Reflecting on what you have learnt in class and in doing this performance task, write an individual reflection on the role of statistics in real life.
Scaffolds... Use the following to guide you to present your thoughts and views:
• Describe in your own words, what do you understand about the term, "Statistics"?
• What does statistics broadly cover?
• Recall what you learnt in Chapter 16.
• Cite a range of real life examples where statistics are used in real life.
• For example... (you are strongly encouraged to think of examples different from what are listed below)
• Did you keep track of your expenditure using some table(s) or graph(s)? How have the table(s) and graph(s) been useful to you?
• Did you notice that your family's usage of electricity, water and gas are charted in the utilities bill? Why did the"Singapore Power" use graphs or share such information with the users?
• How is statistics 'embedded' within your learning activities in other subjects like Science?)
• From newspapers articles, how are statistics being used to report happening arounding you?
• You may include some images (diagrams) to illustrate/ support your points.
• Remember to use mathematical terms to demonstrate your understanding of these terms
• You may share your view on whether Statistics is a means to report situations in an objective manner? Does it always present a 'truthful' stand or sometimes, statistics lie?
• It would be useful to have examples to support your point of view
(II) Learning Experience
• Describe briefly how your work has worked together on this project.
• What are some of the strengths of your group?
• What are some challenges that you faced while doing this project?
• What are some of the things that you could do differently if you had to do a similar project in future?
(B)  Submission
• Subject Title: Maths Performance Task - Personal Reflection
• Within the post, give the following sub-headings:
• (I) Role of Statistics in Real Life
• (II) Learning Experience
• References: Include this section if you make reference to any resources when you attempt Part (I)
• Label: Maths

_________________________________________________________
DEADLINE: 19 May 2011 (Thursday) 2359h

### Maths Performance Task: Statistical Poster (Group Work)

You are going to present your findings, analysis and recommendations in a Digital Poster.

(A) The Poster should include the following sections
1. Introduction
• A brief description of the current situation/ problem/ issue purpose of this investigation
2. Objective
• The objective or purpose of this investigation. What do you intend to find out from this investigation?
• There are 4 suggestions were given in "Scaffolds #1 (3) Preparation for Statistical Analysis". That will help to inform hte reader the scope of your investigation.
3. Methodology
• A brief description of the data collection process [see Scaffolds #1 (2) Data Collection]
4. Findings
• A presentation of the findings.
• You will organise the data in appropriate form of table and charts.
• Pick appropriate charts so tht the information/ data could be presented in a meaningful manner.
5. Statistical Analysis
• From the table(s) and chart(s), what can you tell about the punctuality of the bus services?
• You are likely to use terms like frequency, central tendencies like mean, median & mode and percentages to describe what you observe (from the table/ charts).
6. Inferences
• What conclusions did you reach on the basis of evidence and reasoning
7.  Conclusions
• Judgement or decision reached by reasoning
8. Recommendations
(B) How to create the digital poster?
• The ONE-page poster can be created with Pages or Keynote
• Orientation: Can be either Portrait or Landscape
• Pages: Can be both portrait or landscape
• Go to File > Page Setup >
• > Page Attributes: SelectOrientation ~ Portrait or Landscape
• > Paper Size: Change to A3
• Keynote: Landscape only
• Save your poster using the filename: S101-Poster-GroupName
Your poster must include the following:
• Title - Give a title that is reflects what you try to investigate. It can come in the form of a question.
• Group Name; Name of Members; Class; Year
(C) Submission:
• You will be submitting poster in the following formats:
1. Pages document or Keynote slide
2. A PDF-ed copy of the Pages document or Keynote slide
• Group leader to email poster to Ms Loh by 19 May 2011 (Thursday) 2359h
• Include all members in the "cc" of the email
• Title of email: Maths Performance Task S1-01 Group Name

### Maths Performance Task: Samples of Posters

Here are examples of Statistical Posters for your reference. They were done by students overseas, locally and from SST.
~~~~~~~~~~~~~~~~~~~~
Category: Overseas
Source: Schools Statistics Poster Competition Competition for Years 8 & 9 2005 (held in Australia)
http://www.sci.usq.edu.au/statsweb/StatsComp/index.html

• First prize: Jaimi Andrews and Rebecca Armstrong, Year 9 at Frederick Irwin Anglican School, Perth, for their poster Hungry Pigs.

• Second prize: Mitchell Henderson-Miller and Paul Boyle Year 9 at Frederick Irwin Anglican School, Perth, for their poster Splat That.

~~~~~~~~~~~~~~~~~~~~
Category: Local
Source: Singapore Statistical Competition 2010 (by NUS)
Below are award winning posters from the Secondary School category. You may click at the link above to view more posters.
• 1st PRIZE - HOW STRESSED ARE NEIGHBOURHOOD SECONDARY SCHOOL STUDENTS?

• 2nd PRIZE - SLEEP AND TIME MANAGEMENT AMONGST TEENAGE STUDENTS IN SINGAPORE

• 3rd PRIZE - SUPER-CALORIFIC-EXPIA-DELICIOUS CHIPS

~~~~~~~~~~~~~~~~~~~~
Category: SST
Source: SST Pioneers - These are some posters done by 2010 Sec 1 students

Q1: (a) 1.154 (to 3 decimal places)
Q1: (b) 1.15 (to 3 significant figures)

Q2: (a) 0.6 (with a dot on top of the digit 6) [since exact answer is required, we express it as a recurring decimal]
Q2: (b) 0.667 (to 3 significant figures) [since the degree of accuracy is not stated in the question, then we'll follow the general instructions]
Q2: (c) \$0.67 [since money is expressed up to 2 decimal places]

Q3: It is estimated to be square root of (16 x 81) / 4
which gives 18

Q4: (a) 4/3 (as an improper fraction) or 1 1/3 (as a mixed number)
Q4: (b) 1.33 (to 3 significant figures) [since the degree of accuracy is not stated in the question, then we'll follow the general instructions]

Note: Answers were sent to you via email (last week)

### Chap 5: Algebra Worksheet 3 - Worked Solution to Q15 & Q16

Here's the worked solution for Q15 & Q16 (as promised)

For Q15, did you notice that
• the parts of the questions were systematically simplified before we put the 2 major parts together to solve?
• when put together for the first time, brackets are used for each part? This will reduce the confusion, especially when we are to subtract one part from another.
For Q16, did you notice that
• before answering to the questions, we tried to sieve out as much information from the question as possible? These are needed to use to solve the parts.
• the information are clearly 'labelled'? e.g. "Elsie's age". This helps to reduce confusion subsequently.