Saturday, 5 August 2017

6 AM Quiz: What do they say?

Direct LINK
Click HERE to see the responses.

Direct LINK
Click HERE to see the responses.

Thursday, 3 August 2017

[Follow-up] Today's Lesson

Today, the lesson focused on deepening our understanding of median and mode through finding unknown values (of x). This is followed by a short discussion on Dot Diagram.

In the next lesson, we will move into stem-and-leaf diagram.

1. Self-Practice: Algebra - Factorisation Worksheet 1, 2 and 3
As promised, suggested answers have been uploaded to the GoogleSite

2. Practise Construction & Graphs (on your own) - you may refer to your textbook and workbook for questions

3. 6 AM Quiz is making a come-back this Saturday (starting from August).

4. Assignment 10.3
Deadline: 7 August 2017 (Monday)

5. Attempt the task in the next Blog Post (last date for submission: 12 August)
6. Google Classroom - 3 Questions
Attempt the questions if you have not done so (deadline: 3 August 2017, Thursday)

7. Stem-and-Leaf Diagram

  • Diagnostic Quiz on Stem-and-Leaf Diagram 
  • This is another opportunity to earn as much points for your group as possible through practice and making connection to real world :)
  • Complete before Monday arrives.

For those who owe homework, you need to clear the items as soon as possible as the accumulated tasks/ assignments are snowballing in an alarming rate.

How much do you know? .... Stem-and-Leaf Diagram

Click HERE to access the QUIZ to find out how much you now for Stem-and-Leaf Diagram.
Points will be contributed to the Group point.

Click HERE to view responses.

Wednesday, 2 August 2017

Data Handling: How are data communicated in Real World?

Statistical representations are widely used to 'simplify' or 'summarise' data when presented along with reports.

An example is the a recent report on the "Alarming rise in losses on consumer prepayments" (Straits Times, 1 August 2017). Look at the bar chart presented. Did you notice how huge amounts is presented on the vertical axis?

In these two weeks (3 to 12 August), you shall look out for examples of charts used in reports any of the following and share with the class how charts are used in our daily life.

It would be even better if you could spot charts do not present the data appropriately or are misleading; and tell us why it's not appropriate or misleading.
Any duplicated charts, regards who posted it first will not be counted in group points.

How points are awarded:
  • Chart: Appropriate OR Misleading [1 pt]; 
  • Description of what chart attempts to communicate [1 pt];
  • If it is a misleading chart - elaborate why it is misleading [1 pt]
  • Acknowledge source (URL of source) [1 pt]
Click HERE for direct link to padlet

Made with Padlet

Monday, 31 July 2017

Revisiting what we learnt...

Make a guess! 
 Enter your answer in "Comments"


Thursday, 27 July 2017

[Follow-up] Today's Lesson

Refer to the following posts for lessons conducted this week (Key Focus: Data Handling)

Things to complete - Compulsory

1. 2015 Level Test 2 Revision (Deadline: 31 July 2017)

2. Maths Blog activities (Deadline: 28 July 2017)
3. Google Classroom
  • Task 1: Data Handling (Deadline: 28 July)

  • Task 2: Linear Graphs (Deadline: 27 July)

[Homework 1] Quizzes: Bar Graph vs Histogram..... Dot Diagram

Complete the following by Saturday (29 July 2017, 12 noon)

(A) Click HERE to access Quiz 1: Histogram, Frequency Table, Mean-Median-Mode
  • Click HERE to view responses

(B) Click HERE to access Quiz 2: Dot Diagram
  • Click HERE to view responses

[Homework 2] Reporting Data in an Appropriate & Objective Manner

We looked at a few examples that illustrate how data, when not presented partially or appropriately might lead to strong reactions from the reader.

Discussion 1: Is the difference of the rate really that 'great'?
Source: The Straits Times (26 July 2017)

Discussion 2: 
1. What was the message the charge trying to convey?
2. What was misleading about the chart?
3. What could be done to make the information presented more objectively and appropriate?

Study Notes (p24) Misleading Information in Statistics

Note: You should have recorded your responses to the three questions in your study notes.

Task 1 (to be completed by Friday, 25 July)
Study Notes (p24)

Click HERE to open the padlet

Made with Padlet

Task 2 (to be completed by Friday, 25 July)
Study Notes (p25)

Click HERE to open the padlet

Made with Padlet

Summary: FOUR stages of a Statistical Study (Study Notes, p26)

Today, we went through the various stages of Data Handling.

The slides presented an summary.
Click HERE for the slides.

Data Handling: How data is used to make recommendations (1)

Below is an example on how data is gathered among 10 countries, when recommendations are made to based on the trends surfaced over time.

Influenza seasonality and vaccination timing in tropical and subtropical areas of southern and south-eastern Asia

This is a screenshot of the data presented for Singapore and three other ASEAN countries.

Data about Singapore

Knock! Knock! How many doors do you have?

Click HERE to view the discussion (to revisit MEAN, MEDIAN, MODE) we had in March.

During the lesson, we discussed 

(1) How the median would be affected if we add the 25th data point to the collection.

If the new data point contributes "9 doors" to the collection, the updated frequency table will become:

Now, the median would be refer to the number of chairs the 'middle' person (i.e. the 13th person)
= 9 doors

(B) How the OUTLIER would affect the mean if the person has 0 doors instead of 18

Wednesday, 26 July 2017

Data Handling: What does data tell us?

Report by Straits Times on 25 July 2017 (Tuesday):
SMS usage falls amid rise of chat apps, soft tokens
Source of image (above website)

Study the chart carefully.

What does the line graph "tell" us about the use of SMS in Singapore?

  • Are you able to "guess" the "ups" and "downs" (i.e. the trends) illustrated in the line graph - before reading the article
  • Can you infer what has happened over the technology landscape in Singapore the years?

Tuesday, 18 July 2017

[Follow-up] Today's Lesson

Today's lesson focused on 'understanding' the relationship between a given equation and the graph through the blog activities (below).

What's new today? 
Sketching of Graphs
We only went through p23 very quickly.

To attempt Class Work 1 (Tier B) - and post your answers (b) & (c) in Google Classroom - to be completed by Wednesday (19 July 2017)
1. Watch the two video clips in the next post 
2. Look out for the steps to find the information (i.e. the x and y-intercepts) that would enable us to sketch a graph.
3. Then attempt (b) and (c)

Homework - to be submitted on Thursday (20 July 2017)
Assignment 9.5

Study Notes (p25) Graph Sketching - How to do it systematically...

Demonstration on Part (a) y = 2x + 3

Demonstration on Part (d) 0.5x - y = 2.5

Riddles! Riddles! Riddles!


Click HERE to view responses

"Knowing" the LINES better


Differentiating the right from the wrong.... But What's Wrong?

1. Examine the 3 workings and identify which is the correct working. 
2. Are you able to tell what goes wrong in each of the two other working.

Gradient - Understanding the Formula

Thursday, 13 July 2017

[Follow-up] Today's Lesson

Key items covered today:
  • Graph Plotting: Study Notes (p10)
    • Discussion includes
      • How to obtain values of x in the table for plotting
      • Description of the two linear graphs plotted
    • Submission of Activity 1 on pre-printed grid paper
  • Graph Plotting - to be submitted in Google Classroom: Study Notes (p11)
    • To be submitted in Google Classroom by today (13 July 2017)
      • Both Class Work 1 and Class Work 2
        • For each task, 2 photos: The graph and the 'sub-questions'
  • Behaviour of Graphs
    • Through Activity 1 (p12), we discussed the behaviour of "c" when "m" is constant
    • Concluding discussion:
      • Question: Are these 2 graphs parallel? and Why?
        • Graph A: y = 4x
        • Graph B: 4y = 20x + 16
  • To be completed by next Monday 17 July 2017: 
    • Assignment 9.3 - to be submitted
    • Study Notes - attempt on your own up to p22 (for discussion on Monday) 

Tuesday, 11 July 2017

Spot the Errors (I) Study Notes (p9)

Let's assess this graph and point out what are the missing/ redundant components in this graph.
On your own.... List them in points under comments.

Summary: Drawing Linear Graphs

For clarity in illustration, ink is used in this 'demonstration'.
You should use a sharp pencil, and ruler to plot your graph. Always get ready an eraser to clean off any irrelevant markings.

Step 1: How do we decide where to place the axes?
  • Do you "know" the graph paper?
  • What would you make reference to?

Step 2: Scale matters!
  • The numbers on the axes must be clearly marked.
  • The scale should be written on the top right corner of the graph paper.

Step 3: Let's start plotting!

  • Mark the points clearly with "X"
  • Join the points with a straight line (use a long ruler!)
  • The line should be drawn within the given domain

Error Analysis: Marking Scales

Click HERE to watch

Note: This set of slides will be made viewable after the class discussion.

Monday, 10 July 2017

Study Notes (p7) Activity 1 Question 3 - For discussion

Below are the charts presented by the groups:

Which graph do you think represents the given scenario best?

Click HERE to find out more...

[Follow-up] Today's Lesson

Today, we discussed the following:
  • Indiana Jones' Problem
    • With the table of values, we found the relationship between the height of the position of the temple and time
  • What is an independent variable and what is a dependent variable
  • Assignment 9.1 Question 3
    • The key is to read the diagram carefully: Area of the first square is 2 square unit
  • Study Notes (p3) Activity 1
    • Area of Trapezium (Click HERE to see how to derive the formula)
  • Study Notes (p3) Activity 2
  • Study Notes (p4) Activity 3
  • Study Notes (p4) Activity 4
  • Study Notes (p6) Example 2
    • The key discussion point is part (c): the context determines to what extent the graph is valid.
  • Study Notes (p7) Activity 1 Question 3 
    • For discussion in next lesson
  • Preparation
    • Bring graph paper, long ruler and sharp pencil for next lesson

Saturday, 8 July 2017

[Follow-up] From Thursday's lesson & Getting Ready for Monday's lesson

On Thursday's lesson, we started the topic, Functions and Linear Graphs and the key points were
  • Knowing the "nomenclature" of the Cartesian Plane 
    • Being PRECISE: horizontal, vertical, rows, columns, x-y axes, intercepts, gradient
    • Word Search Activity; Study Notes
  • Gradient: What is it? How to describe gradient? How gradient is calculated (linking it to Physics & Geography)
  • Discussion of selected questions in the Diagnostic Test handout
  • Knowing the "parts":  Y = mX + c
  • Introduction of Relationships through "Jack & the Bean Stalk" & "Indiana Jones" 
Practices to complete:
Getting Ready for next lesson (Flipped activity)

Thursday, 6 July 2017

[Homework] When Little Red Riding Hood meets Wolfie!

Direct LINK to the GoogleForm

Click HERE to view responses

[Flipped Activity] Getting Ready for Next Lesson

Read up Study Notes p5 to p9 - attempt the activities.

Watch the collection of videos (below) - It is critical to know the Graph Paper and know how to draw/ plot on the graph paper well

[Flipped Activity] Introduction to Graphs

Attempt this section before the next lesson

Activity 1: Getting the most with straight lines

Click HERE to access game

Activity 2: Applying Linear Equations

Click HERE to access the game

In Summary
Direct link

[Homework] Lines tell stories

The diagram shows a distance-time graph. 
Study the graph carefully, paying attention to the slopes (i.e. the speed), the pauses, the time taken and the distance.

Write a story that takes into account the 'movement' of Raj and Michael.
  • It should include information like where they begin their journey.
  • It should also take into account the distance they travel, the speed they travel at, what happened during the pauses, etc.
Share your story in the "Comments"

adapted from New Syllabus Mathematics (7th edition) p171

Reading Values from Graphs

Click HERE for direct link

Click HERE to view responses

Linear Graphs: Word Search

Tuesday, 4 July 2017

Construction of Parallel Lines

Reference: Handout - Fun with Construction (activity carried out on 29 June 2017, Thursday) (p2)

Construction of Parallel lines

Paul's method (by Hafiz)

Pauline's method (by Ethan)

Other methods to draw/ construct parallel lines; however, might be difficult when need to draw/ construct two parallel lines when given a specific distance between the two lines.

By Yi Ming - construction of two equilateral triangles

By Christabel - construction of 2 perpendicular lines

How do we verify if two lines are parallel?

Method 1 (by Christabel)

Method 2 (by Annie)

20170703 For Discussion - Assignment 1 Q1

Spot the difference!

Examine the diagrams below carefully.

Diagram 1 scores 5 out of 5.

Diagram B scores 4 out of 5 points
What is wrong with this diagram?

Click HERE to view the Step-by-Step Guide to construct the diagram.

20170703 For Discussion - Assignment 1 Q2

Examine the diagrams carefully.

Diagram 3 scores 7 out of 7 marks

Diagram 4 scores 5 out of 7 marks. Why?

While the following diagram has met all the requirements, it is not acceptable. 

Click HERE to view the step-by-step guide to construct the diagram.

Friday, 30 June 2017

Task 1: Where shall we meet?

Task to be completed by next Monday (3 July 2017, 12 noon).

The location of the houses of three friends, Antonio, Benedict and Celine happened to form an equilateral triangle. They meet quite often to catch up with each other; however, none of them want to invite their friends home. To be fair, they decided to meet at a place that is most 'central' to all.

Point to ponder...
  • What would you suggest? 
  • How would you do it if you have their houses marked on a map already?

Note: There is a typo-error in the above diagram, it should be "Benedict"

Your Task: 

Assume that each house is 8 km from the two other houses.
(i.e. the length of the equilateral triangle is 8 km).
Taking the scale, 1 cm to represent 1 km, construct the equilateral triangle on a sheet of paper.

On this diagram, construct the relevant "some lines" to help you find the centre meeting point.
Hint: Perpendicular Bisectors, Angle Bisectors

Take a photo of your diagram (make sure it is clearly labelled) and post it in the padlet.

Direct LINK to access the padlet.

Made with Padlet

Task 2: Little Red Riding Hood needs help!

Task to be completed by next Monday (3 July 2017, 12 noon).

Additional Information:
Shortest distance between Grandma's house (G) and her house (H) is 10 km.
Draw a straight line on a plain paper with the scale, 1 cm to represent 1 km.
From there, construct the suggested path.

Take a photo of the constructed diagram and post it in the padlet below:

Direct LINK to the padlet.

Made with Padlet

Thursday, 29 June 2017

[Menu] Follow-up from TODAY's lesson

Today, we revisited construction of a hexagon and you are to think deeper on the relationship between a hexagon and the circle.

We saw the application of Geometrical Construction through Activity 1, where we created a truncated square pyramid to create the hologram.
Click HERE to see the details.


1. Submit Assignment 1 (given on 27 June, Tuesday) to Hao Min after recess today.

2. Submit the Class Activity Worksheet tomorrow (29 June, Friday) to Hao Min before recess.
  • You must answer the question at the end of page 1
  • You must complete activity 2
3. Upload the photo of your end-product of Activity 1 (the truncated square pyramid) in the padlet HERE (scroll down to insert in the padlet).

4. Look out for the Activity posted in Maths Blog (compulsory) tomorrow morning - to be completed by next Monday (3 July 2017, 12 noon). 

Tuesday, 27 June 2017

[Menu] 27 June 2017 (Tuesday)

What we did in class:
  • Revisited Perpendicular Bisector, related vocabulary terms and how to label the diagram clearly
  • Analyse the diagram to draw out properties related to the line and its perpendicular bisector
  • Relate the properties to shapes: Circle, Triangles (equilateral, isosceles triangles), Rhombus, Square, Parallelogram
  • Spot the Error (3 questions): To describe, using the correct metalanguage, what was wrong with the way the diagram was constructed
  • Angle Bisector: The construction and "seeing" the "invisible" perpendicular bisector
  • Sketching the diagram based on information given to aid construction of shape (SDL during holidays)
What we did:
  • Construct a regular hexagon with length 5 cm using a ruler and compass (clue: Use a circle).
  • This is in preparation of an activity in the next lesson
Things to follow-up:
  1. Complete the Spot the Error Tasks if not completed yet.
  2. Complete Assignment 1 (2 Questions) [Estimated duration: 30 min] - construct a fully-labelled diagram with pencil - to be submitted in next lesson. 
  3. Apart from the construction set, bring a pair of scissors and clear tape for an activity in the next lesson.
  4. Examples of hologram clips from Youtube: 

Geometrical Construction: Spot the Error (1)

As a group, watch the clip and try to spot as many errors as possible.
Post your observations under "Comments".

Geometrical Construction: Spot the Error (2)

As a group, watch the clip and try to spot as many errors as possible.
Post your observations under "Comments".

Geometrical Construction: Spot the Error (3)

As a group, watch the clip and try to spot as many errors as possible.
Post your observations under "Comments".

Sunday, 21 May 2017

June Holiday Engagement & Planning ahead

Dear S1-01

We went through the June Holiday Engagement activities in our last lesson this term (17 May 2017, Wednesday). Below is a summary, to be accomplished before Term 3 starts:

1. June Holiday Engagement: Challenger 1 - PISA questions
  • Click at the LINK to access the blog post where you will submit your answers to the GoogleForm as well as the padlets.
  • As shared during lesson, the set of selected questions aims to challenge us beyond just applying the mathematical skills we already know. The questions require us to apply reasoning skills and articulate our train of thought clearly in the written form, which are competencies that 21st century learners need to develop
  • Softcopy of the handout is available in the GoogleSite (Mathematics) for the class
  • Suggestion: Do not do all questions in a single attempt. Give your brain a break after half an hour. You may stagger the tasks over a few days. You may attempt the task in any order.
  • Recommended duration: approximately 3 to 4 hours.
  • Deadline: 23 June 2017 (Friday) – 4th week of June Holidays
2. Geometrical Construction (partial SDL)
  • The set of notes was issued on Wednesday (17 May). It is also available at the GoogleSite. Click HERE to access the handouts as well as the video clips.
  • We attempted the construction of perpendicular bisector in class (last lesson of the term) and made an attempt to draw out the characteristics of the lines and the properties of the triangles obtained. 
  • Complete the tasks before the term starts as we will be moving into more complex constructions that build on the skills you learn from this series of self-directed activities. 
  • You must bring with you the construction set (ruler, set square, compass, protractor and sharp pencil) for lessons when school starts in Term 3.
  • The constructions in the handouts should be completed by the end of the holidays.
  • Recommended duration: approximately 3 hours. 
  • Deadline: before 27 June 2017 (Tuesday)


In addition, you were informed that we will be doing the following topics in Term 3
  1. Geometrical Construction
  2. Functions and Linear Graphs
  3. Data Handling (we did part of this topic very briefly when we were preparing for SASMO in April). Click at the link to see post related to MEAN, MEDIAN & MODE.

6 AM Quiz

The quiz will take a break during the June Holidays.
It will return on 24 June 2017