Wednesday, 16 October 2013

S1-04 Last Reflection for 2013.

Dear S1-04

If there are a hundred steps
In thy path to success
And ye have not reached it
In ninety-nine of them
Do not conclude
That the journey is a failure.
Press on and up...
the prizes are generally at the end of an effort,
not at its beginning...
and not to go on
is to miss them.
Be valiant... have faith in yourself.
Success belongs to him
who dares to win it.
George S. Forest

Indeed it has been my pleasure knowing and teaching you. Be it as a Mathematics teacher or your form teacher. I will forever remember S1-04 with great fondness and awesomeness.

The closure of this academic year would a good time for us to reflect and plan for the following year.

We would like to hear your experience as the feedback would be taken into account when we shape your learning experience, as well as your juniors'.

Tuesday, 3 September 2013

Number Pattern Question 4

This is our video in which we explained how we got the answers for Q4:

Image of Q4:

                                         Nehal, Chelsea, Eunice and Xue Qin

Number Pattern Question 2 (Kimberly, Lynette & Sabrina)

Kimberly, Lynette and Sabrina from S1-04

(Task) Number Pattern - Explanation of Solution

Objective of Task:
To explain how to solve a 'number pattern' problem by clearing articulating how to draw out patterns (from observation) to come up with a generalised form.

(A) Group Formation:

Each group (of 3-4) is assigned to answer a question in the exercise.
Each group is given an A4 sheet of paper where you would document your working.

[Leaders of each group]
  • Q2: Sabrina
  • Q3: Chester
  • Q4: Nehal
  • Q5: Kenric
  • Q6: Timothy
  • Q7: Luke
(B) What you need to do:
  1. Spend 2 minutes on your own to look through the question and think how you would solve the problem.
  2. Discuss as a group on how to present the solution.
    • You have to think through, how you would explain your thought process so that your train of thoughts is clear to the audience.
  3. Record the explanation (you may 'break' the explanation into several parts).
  4. Take a picture of your solution.
(C) Posting your worked solution
In your post, include the following
  • The video clip(s) - place them in order, and provide a short heading (when appropriate)
  • An image of your worked solution (the question should be included)
  • Include the names of all members in the group
  • Use the subject heading: Number Pattern Question.....
  • Add the label: number pattern
  • Remember to include the names of the members and class at the end of the post
    • e.g. Alabama, Bologna and Colin from S1-04

Number Patterns Question 1

(A) Generalising...

(B) Finding the 10th line...

(C) Finding the value of n...

(D) Calculating square of 199 using the pattern...

Thursday, 29 August 2013

Scenario 1, Direct and Inverse Proportions.

Scenario 1

It is the December holidays and you have decided to apply for part-time work at the fast food outlet, MacDonalds. The pay is $4 per hour.

1.What is the relationship between the number of hours worked and the amount earned ?
I earn $4 after working for 1 hour.

3. Graph of the line
The equation of the line : y=4x

4.Work out the last row of the table. The first one is given to you :
y/x: 4/1=4  :  8/2=4  : 12/3=4 : 4/16 =4  :  20/5=4

(i) Write down what y/x represents in your own words.
y/x represents the total amount of money earned divided by the total number of hours that I work for.

(ii) What do you notice about the numerical value of y/x? Draw Conclusions from (3) and (4i).
y/x always equal to $4.

Putting it all together.
This is a direct proportion, as when y increases, x increases. As X and Y are in a constant ratio.

Scenario 1(Xue Qin,Ryan,Taufiq,Luke,Eunice,Chelsea )

When Y increase,X increase 
Direct Proportion 

Scenario 2- Direct and Inverse Proportion

Wednesday, 31 July 2013

Chap 12: Catch the Fly!


Linear Graphs - VMC


The above shows a Vending Machine.
Basically there is an input and an output.
It is a one to one function.

1. What are the assumptions made in designing of the vending machine.
2. If a drink cost $1.50, draw a table of values to show number of bottles against cost.
    in the following format
   cost ($)          number of bottles       
    x                                y
3. Using a piece of graph paper, plot the graph of number of bottles again cost ($).
    That is vertical axis - number of bottles
               horizontal axis - cost ($)
    scale :   vertical axis - 2 cm - 1 unit
               horizontal axis 1 cm - $1
4. Record 3 observations that you obtained from the graph.

Linear Graphs

Analyse the following diagram - what do they have in common?
Post your responses as a comment.

diagram 1

diagram 2

diagram 3

Sunday, 28 July 2013


Key Questions

What is gradient?
What are the characteristics of a gradient?
How is gradient connected to cartesian Coordinate?

Gradient (Slope) of a Straight Line

The Gradient (also called Slope) of a straight line shows how steep a straight line is.

Activity and self exploration




Watch the following video and have a better understanding of:
.1 Cartesian Plane
.2 Coordinate system and ordered pairs
.3 Plotting coordinates for both tabular and graphical forms.
.4 Quadrants

This is a collaborative activity.

Using Linoit (click post the key information about cartesian planes and coordinate system. 

video 1

Video 2

LINOIT activity



                                                   Task 1
A visitor to SST from one of the GCP schools wanted to know the direction from SST to NLB @ Clementi.

Without using any GPS and technological based tools provide a concise direction to the venue.

He is travelling alone and plans to walk to the destination.

You direction should bring him to the doorstep.
Post your direction as a comment in this blog

Task 2
With your group, brainstorm and suggesting a possible solution to the following scenario. Post your solution as a comment.

Scenario: You are lost at sea drifting aimlessly with water supply and a bar of magnet. Suggest how you could find direction to find land. What could be most useful a equipment for you to have at that moment, Why?

Wednesday, 17 July 2013

Assessment topics for Level Test 2

Level Test 2

posted Jul 16, 2013, 7:25 PM by Lim Ching Ching
Date: 21 August 2013 (Wednesday)
Duration: 1 hour
Calculator is allowed.

Topics that will be tested:

1. Basic Algebra and Algebraic Manipulation
2. Linear Equations & Simple Inequalities
3. Factorisation
4. Percentage
5. Functions & Linear Graphs (Pg 1-10)
6. Statistical Data Handling
7. Ratio, Rate & Speed

Coverage for Term 3

1. Week 1-3 Statistics
2. Week 4    Ratio, rate & speed
3. Week 5-6 Functions & Linear Graphs
4. Week 7    Direct & inverse proportion
5. Week 8    Number sequences
6. Week 9    Basic Geometry & Polygons
7. Week 10  Geometrical Construction

ACTIVITY: Stem and Leaf Diagram

Reference: Study Notes - Constructing a Stem-and-Leaf Diagram (p20)


Because of Singapore's geographical location, we are impacted by smoke haze when there are forest fires in the region and the prevailing southwest monsoon winds blow the smoke from the fires in our direction, which usually occur in the period of May to October.

However, Singapore experiences the worst haze situation in June this year.
We are going to analyse how different the quality of air in each zone, compared to the overall quality of air in Singapore.

The Task:

(A) Gathering Data

1. Each team will be assigned to plot a stem-and-leaf diagram for the PSI value of and assigned zone (north, south, east, west), against the overall Singapore PSI value.

2. Retrieve the data from the NEA website:

3. Your reference time for everyday will be 8 am.
As the overall Singapore PSI value is presented in a range. Use the mid-point for the plotting.

(B) Organising and Presenting Data

4. The leaves on the left should be the data of the "Overall Singapore PSI value" whereas those on the right would be that of the 'zone' that your team has been assigned to.

5. Remember to include the "Key" to both sets of data.

(C) Analysing Data

6. Using the Stem-and-Leaf diagram, find the mean, median and mode of both sets of data.
Show the working to obtain the mean of each set of data clearly.

7. For each set of data, attempt to use the mean, median and mode to discuss the haze situation over the month.

8. Make a comparison of these 2 sets of data, and comment the haze situation at the zone (that your team has been assigned to) and the overall value.

Below is the chart that represents the number of hotspots in Sumatra (from 6 June to 5 July).

9. Make reference to the Overall Singapore PSI values for the month, what observations can you draw between Singapore's PSI value and the hotspots detected in Sumatra? Comment on your observations.

Other useful links


1. Complete the task on the A3 size paper provided (during lesson).
Remember to include your Group Number, Team Number & Name of members of the team in the same page.
Criteria for assessment: Mathematically correct (concept and presentation) and aesthetic design

2. Put up your solution on the noticeboard at the back of the classroom by next Monday 15 July 2013 (Monday)

Stem and Leaf Example and Tools


STEM AND LEAF plotting tools

click here to access

Tuesday, 16 July 2013

Mean, Median, Mode and Range

The meanmedian and mode are types of average.
The range gives a measure of the spread of a set of data.

This section revises how to calculate these measures for a simple set of data.
It then goes on to look at how the measures can be calculated for a table of data.

Calculating the Mean, Median, Mode and Range for simple data

The table below shows how to calculate the mean, median, mode and range for two sets of data.
Set A contains the numbers 2, 2, 3, 5, 5, 7, 8 and
Set B contains the numbers 2, 3, 3, 4, 6, 7.

Example 1

Given a Table of values

Click here to find out now to find the mean, mode and median from this table.

Activity 2

Complete the activity on 'he number of doors' to include mean, mode, median and range.

Friday, 12 July 2013

Math survey tabulation (Kaicheng, Qayyum, Hong Yi, Xue Qin, Yu Hin and Eunice.)

Math survey tabulation (Bryan Lee,Kenric,Sean,Nehal,Myat Noe,Taufiq)

Math Charts (Chelsea, Kimberly, Lynette, Bryan Goh, Chester, Luke)

Math Survey Tabulation (Khairul, Ryan, Timothy, Sabrina, Beverly)

S! Maths Task - Survey and Finding

Mean, Mode and Median

Measures of Central Tendency or Averages

adapted from: LKY

Arithmetic Mean
  • The arithmetic mean of a set of numbers is the sum of numbers divided by the number of numbers in the set : Mean = sum of the numbers/number of numbers
  • It is most the reliable measure provided there are no extreme values in the data because all the values in the data are used in calculating.
  • Whenever the set of data contains extreme values, the median or mode would probably be more reliable because they are not influenced by extreme values.
  • The number which occurs most frequently in a set of numbers
  • It is most useful in business planning as a measure of popularity that reflects central tendency or opinion.
  • May be preferred as a measure of central tendency for describing economic, sociological and educational data.
  • The median is popular in the study of social sciences because much of the data in the social sciences contain extreme values, in the set of household incomes.
  • Median for an odd number of numbers is the middle number when the numbers are arranged in order of magnitude (i.e. ascending/descending order)
  • Median for an even number of numbers is the mean of the two middle numbers when the numbers are arranged in order of magnitude
Listen to the following song for key concepts on Mean, Median or Mode.

Simple Activity
Go through the simple activity on Mean, Median, Mode and Range from this site.

Thursday, 4 July 2013

Data Type

1. Explain the difference(s) between the 2 diagrams.

2. What is the difference between discrete and continuous data?

3. What is the relationship between Histogram and continuous data?