[28 Sep] Revision: Misleading Graphs

[27 Sep] Revision: Algebra (I)

[26 Sep] Revision: Inequalities

[after discussion]

 

[25 Sep] Revision: Linear Functions and Graphs

[after class discussion]

Watch the explanations in the playlist

Group Task: Sketch the graph 2y - 3x = 6

Click HERE to access the marked copy with feedback

[22 Sep] Mensuration TRAT #2: SOLIDS - Total Surface Area & Volume

Number Patterns/ Sequences - Review of HW1

We are starting to prepare our REVISION for the End-of-Year exam. 

Number Sequence HW1 was returned to you today. 

While you might have found the answers to all the questions, it would be very helpful if you watch the clips to revisit the approach, as well as the presentation the working. 

It would take less than 15 minutes. 

SUGGESTED approach: 

(1) Spend 3 minutes to read through the questions and your answers. 
(2) Watch the Playlist.

LINK to Playlist

[Something Interesting... on Quadratic Sequences, i.e. involving "n square"]

SPHERE: Curved Surface Area and Volume

CURVED SURFACE AREA of SPHERE... but a proof but something easy to remember...

VOLUME: Making a connection between SPHERE and CONE

PYRAMID - VOLUME: Making a connection between Pyramid and Cube/ Cuboid

CONE - VOLUMES: Making a connection between Cylinder and Cone

[13 Sep] Mensuration TRAT #1: Perimeter and Area

 

[Preparation] Unit 13 Mensuration [TBL Lesson #1] in T4W1 (1st lesson when school reopens)

 

Basic Geometry

We completed the topic, Basic Geometry today.

Please assess the SLS lessons as a recap of the various angle properties that are covered in this topic.

You may make reference to the SLS lessons indicated in the study notes.

[HBL Day lesson] Sketching Linear Graphs

 

Unit 11 Basic Geometry [TBL Lesson #1] Preparation - Properties of Angles formed by Intersection Lines

As shared during the lesson, we'll make our first attempt on Team-Based Learning for the upcoming topic.

Basic Geometry is chosen as it is one of the topics that we are familiar with, in particular, for Lessons 1 & 2. In S1, we are going to deepen what we know in this topic, in terms of the application of angle properties to support our reasoning - why we choose to find the unknown angles in a certain way; and how else can we find the unknown angles, and even why and how the angles are related. 

Reference & Source: Team-based learning: design, facilitation and participation

Preparation is necessary before we have the first lesson discussion (in our groups).

We'll need to exercise personal responsibility to our own learning to go through the materials and attempt the exercises in the designated pages first before the first lesson. Only then we can contribute positively in the group discussion.

Preparation (before next week's lesson)

• Go through SLS lessons (already assigned)
• Attempt Study Notes (p1-p8)
• Your may refer to your Textbook 1B Chapter 10

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[Class Work] Linear Inequalities - Solving Equations - Study Notes (p27, p28)

[BiteSize] Solving Inequalities & representing the solution on a NUMBER LINE

Do ONE question only

Linear Inequalities: Solving & Representing in Number Lines

Task 1: Number lines - a quick recap

• GoogleForm: 2023 Unit 5B Number Lines & Linear Inequalities

Task 2: Number lines and more...

• Question Paper (Hardcopy given in class)
• GoogleForm: 2023 Unit 5B Solving Linear Inequalities

Linear Inequalities: Introduction & the Basics

Task: S1 Unit 5B Inequalities - Getting to know the Symbols

OBJECTIVE: 

Task 1: To revisit what each notation means. Each carries its own meaning.

• Click HERE to access 
• You will receive the marked quiz via email 

Task 2: Let's see the relationship

• Click HERE to access 
• You will receive the marked quiz via email

[HBL Class Discussion] Solving Equations - WORD Problems (p19, Q3)

 

Linear Equations [HW1] (Part 2) Articulating the solving of Equations

Refer to the Google Classroom for the complete set of instructions for HW1.

This is Part (2) of HW1

Pay attention to he following when you articulate the solving of the equation:

The marking rubrics

(A) Clarity in presentation of working (max: 2m)
[0] Does not solve equation systematically (e.g. change to arithmetic calculation halfway)
[1] Presentation issues (e.g. 2 "=" on the same line)
[2] Clear and systematic presentation

(B) Answer (max: 1m)
[0] Incorrect answer or when non-exact answer is presented
[1] Correct answer - found through equation solving

(C) Articulation of Concepts (max: 2m)
[0] Balancing concepts not articulated at all
[1] Some appropriate terms are used to describe the balancing concept OR Some appropriate algebraic manipulation terms like "single fraction", "simplify", "expand" are used
[2] Most appropriate terms are used to explain concepts and manipulation

(D) The Product (max: 1m)
[0] Video is beyond 2 minutes. Quality is poor (e.g. voice not audible, what's written is not clearly capture)
[1] Video is kept to 2 minutes (max) with audible voice

Solving Equations (Study Notes)

As discussed during lesson today

Algebra: Factorisation by Cross Method

Click HERE to watch the clips  

Factorisation by SPECIAL PRODUCT (A+B)(A-B)

As discussed in class, here is the solution:

Click HERE to watch clips in the playlist - on factorisation by Special Products (A+B)(A-B)

Explaining the "Transformation"

This was posted in the ChatSpace last Wednesday, as a Challenge.

We shall discuss in class :)

Algebra (Method 2) Factorisation by GROUPING

We attempted Study Notes (p19) during lesson. 

Here's the set of answers for reference. 

We'll further the discussion in the next lesson.

Click HERE to to view the playlist for a range of examples.

Algebra (Method 1) Factorisation by Common Factors

Watch the following clips

Click HERE to view the playlist for a range of examples

Factorisation by Common Factors: Pyramid Game

As discussed in class:

BITE SIZE: Algebra - Introduction to Distributive Law

 

BITE SIZE: Algebra - Single Fractions

Useful Resource 1





Useful Resource 2

BiteSize: Algebra - Simple Expansion

Examples discussed in class

Useful Resource 1


Useful Resource 2

BiteSize: Simplifying Algebraic Expressions - LIKE & UNLIKE Terms

 

Algebra: Equation vs Expression

(I) Algebraic Expressions vs Equations
The following are expressions

• 3x
• 5 - 2y
• p + 2q - 45
• mn

The following are equations:

• 2x = 4
• x + 8 = 20
• x² = 36
• 2x + y = 4

Can you tell the difference between an expression and an equation?

(II) Coefficients, Variables and Constants
In the following algebraic expressions:

(a) 6x

• x is a variable
• 6 is the coefficient of x
• There is no constant

(b) 2y + 5

• y is a variable
• 2 is the coefficient of y
• 5 is the constant

(c) 3m + 7n + 9

• m and n are variables
• 3 and 7 are coefficients of m and n respectively
• 9 is the constant

(d) p + 2q - 45

• p and q are variables
• 1 and 2 are coefficients of p and q respectively
• -45 is the constant

(e) 5a - 3b + 1

• a and b are variables
• 5 and -3 are coefficients of a and b respectively
• 1 is the constant

(f) x - y

• x and y are variables
• 1 and -1 are coefficients of x and y respectively
• There is no constant

When given an expression, are you able to pick out the variable(s), coefficient(s) and constant terms?
Click HERE to read more about these...

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[Textbook 1A, p98] Algebra: Substitution

Algebra: Equation vs Expression

(I) Algebraic Expressions vs Equations
The following are expressions

• 3x
• 5 - 2y
• p + 2q - 45
• mn

The following are equations:

• 2x = 4
• x + 8 = 20
• x² = 36
• 2x + y = 4

Can you tell the difference between an expression and an equation?

(II) Coefficients, Variables and Constants
In the following algebraic expressions:

(a) 6x

• x is a variable
• 6 is the coefficient of x
• There is no constant

(b) 2y + 5

• y is a variable
• 2 is the coefficient of y
• 5 is the constant

(c) 3m + 7n + 9

• m and n are variables
• 3 and 7 are coefficients of m and n respectively
• 9 is the constant

(d) p + 2q - 45

• p and q are variables
• 1 and 2 are coefficients of p and q respectively
• -45 is the constant

(e) 5a - 3b + 1

• a and b are variables
• 5 and -3 are coefficients of a and b respectively
• 1 is the constant

(f) x - y

• x and y are variables
• 1 and -1 are coefficients of x and y respectively
• There is no constant

When given an expression, are you able to pick out the variable(s), coefficient(s) and constant terms?
Click HERE to read more about these...

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[HBL 20230504] Algebra: An Introduction... (to be completed by 8 May)

Upon completion, attempt Textbook 1A p97 and post your answer in the Padlet